Don’t miss this opportunity to find the perfect Little Black Dress (and accessories!). Monterey Peninsula Volunteer Services Benefit Shop is hosting a Special Event on Thursday, November 1 from 5:00 to 7:30 in our shop at 655 Broadway, Seaside.
Don’t miss this opportunity to find the perfect Little Black Dress (and accessories!). Monterey Peninsula Volunteer Services Benefit Shop is hosting a Special Event on Thursday, November 1 from 5:00 to 7:30 in our shop at 655 Broadway, Seaside.
This post was written by a student volunteer: H. Black
On Saturday May 13th , the Lyceum hosted the 8th Annual Middle School Model UN conference at the Middlebury Institute of International Studies (MIIS). There were 7 schools present, each student representing his/her own country. The three councils were the General Assembly, the Security Council, and the Economic and Social Council (ECOSOC). The General Assembly discussed the Prevention of an Arms Race to Space. The Security Council discussed the Situation in North Korea. ECOSOC discussed the Empowerment of Rural Women and their Role in Poverty and Hunger Eradication.
Orange juice and muffins were served at registration, as the semi-nervous middle schoolers dressed in professional business attire waited for the opening ceremony to start. The Opening Ceremony featured guest speaker Masako Toki, who addressed students on the importance of Nuclear Non-Proliferation.
Following the Opening Ceremony, students were escorted to classrooms for each respective council. Once in the classrooms, the respective council began debating. In ECOSOC in particular, the draft resolution was written very soon after they started, but it took them a while to come to terms with certain countries. *ahem* Russia *ahem*
In the General Assembly, they started discussing terms for a cleanup of space debris. Ironically, the Security Council did not actually have North or South Korea in their council, so they brought in North and South Korea from General Assembly, and ruthlessly interrogated them. North Korea admitted that if a country tried to attack North Korea, they would “destroy that country.” Although the student representatives for North and South Korea had been researching a completely different topic, they performed admirably under fire.
After the ruthless interrogation, all of the councils traipsed to the Holland Courtyard, where they had lunch. Lunch was crescent rolls with ham and lettuce, with a side of chips and a cookie. After lunch, the councils went back to their classrooms, and finished their resolutions, or most of them. Although General Assembly finished their resolution early, the delegates from China opposed the resolution at the last minute after being sponsors the whole time leading up to the vote.
General Assembly then postponed their resolution, and came up with a new topic, “What would Happen if China were to Go to War with France.” The delegates from General Assembly got a kick out of it, and even started introducing Star Wars themes. After they finished their topic, they tweaked the resolution a little bit, and then went to the Irvine Auditorium for the closing ceremony.
At the end of the conference, all the councils went into the Irvine Auditorium, where the press conference and awards ceremony would be held. There were two representatives voted to represent each council: Lizette Mendez and Josie Ertl from Security Council, Colette Gsell and Kate Judy from ECOSOC, and Zachary Bridges and Delaney Horner from General Assembly. The Moderator, Ashley Gora, introduced each representative, and asked them about the conference. One of the most memorable moments was when the representative from China, Josi Ertl, uttered her now famous quote in response to being asked what she would do if North Korea were to attack China: “If North Korea has a death wish, then by all means, blow us up!” She got an ear-splitting applause for that.
After the press conference, the awards ceremony was held. From ECOSOC, Outstanding Delegate was awarded to Cassandra Brent-Nurse and Colette Gsell (Brazil), Maram Gasmelseed (Saudi Arabia), and Teagan Lopez-Schrammel (Switzerland). Best Position Paper was awarded to Kate Judy (Pakistan) and Luci Cole (Guyana).
From Security Council, Outstanding Delegate was awarded to Quinn Karm and Tanner Downing-McAdams (Sweden), Ella Greenshields and Lizette Mendez (Japan), Lillian Robnett (Uruguay), and Isabella Requiro (Ukraine). Best Position Paper was awarded to Quinn Karm and Tanner Downing-McAdams (Sweden) and Josi Ertl and Ella Ruvalcaba (China).
From General Assembly, Outstanding Delegate was awarded to Delaney Horner (France), Sam and Sophia Catania (Cambodia), and Zachary Bridges and Alex de Marignac (China). Best Position Paper was awarded to Delaney Horner (France) and W. Black (Japan).
Thank you to all those who participated, those who supported the Lyceum and to the proud parents! We hope to see you again next year.
At the rate they're going, it seems like there's nothing that can stop Carmel High School's Mock Trial Team. After another feisty battle between them and Pacific Grove High School at the Lyceum's Monterey County Mock Trial competition (which you can watch again here), they went on to win the California State Mock Trial competition against Shasta County (you can watch the replay of State here). They are now just a few weeks away from heading to the National Mock Trial Competition, to be held in Hartford, Connecticut. (By the way, if you're interested in helping support this team in their expensive journey to Nationals, you can donate online by clicking here. Every little bit helps!)
We reached out to students Mindy Morgan and Anna Gumberg, as well as coach Bill Schrier, to see if they could spare a moment of their time to talk to us about their experience and all of the excitement leading up to the National Mock Trial competition. Their answers follow.
You've had a long journey to State, and you've been practicing a lot: three or four times a week! In total, how long have you been working on this case (which deals with themes of human trafficking and dignified work)?
Mindy: We got the case in mid-September but due to the Empire Tournament we did not begin preparations until mid-November, so in total we worked on it for about 3 ½ months.
Anna: We would practice anywhere between one to three hours a day. Then there were the scrimmages. Just about every weekend (there may have been three free weekends from November to March), we would scrimmage, and scrimmages are basically an all-day endeavor. It wasn't at all unheard of to drive three hours to meet a team for a scrimmage. I would say we'd clock about 20 hours on the case every week.
That's a lot of time you spend with your team! I recall one of your other teammates saying that Mock Trial is like having a second family. What have been some of the ups and downs you all have gone through together?
Anna: Like every team, we've had our ups and downs. With mock trial, with this season, a major challenge has been the team feeling worn out. It's true, we only started the state case in November, but before that, we had been working on the Empire New York case since July. For almost everyone on the team, we had been doing mock trial for months and months and months on end, and with that sort of time commitment, sacrifices are inevitable. I would say a primary challenge is keeping people energized, excited, and interested in what we're doing.
Mindy: Another one of the biggest challenges, undoubtedly, is the inevitable struggle that comes with mock trial itself. It’s extremely complicated and no one gets is right away. Although this becomes easier with more experience and more practice, there are still case-specific nuances that take time and energy to master. That can be incredibly frustrating. When you work for hours and hours on something and still don’t understand what’s happening, it’s easy to feel like you’re not making any progress and that can be discouraging. However, I also think that this reveals one of the strengths of our team because we all put the time needed to master those nuances, even when it might have been easier to stop trying altogether.
Your efforts haven't gone unrewarded--congrats again on winning the State competition! Can you share with us some of your favorite moments from that experience?
Anna: A few moments stand out from the State Finals. First, on Thursday night, we had a team dinner at the Old Spaghetti Factory. We were all so close, laughing, simply having an amazing time with each other. Second, on Sunday morning, the day of the final trial, we were in Riverside's ceremonial courthouse waiting for the trial to begin. This courthouse is absolutely breathtaking, unlike anything we had seen before. I remember listening to music, pacing in this magnificent hallway, and the energy was palpable.
Mindy: One of the highlights of the State competition didn’t actually occur in trial. The night before the first round we had planned a small surprise birthday party for two of the members on our team. We had balloons and a sign and streamers and a cake, and that night, after the surprise itself, we all spent time just being together, talking and eating cake, and there was such a feeling of camaraderie and comfort in that moment that it served as a reminder of why we really do mock trial. The competition is fun and tournaments are great, but ultimately we do it for each other, and that one, very small moment was such a spectacular reminder of that.
It sounds like you had a blast! So, you're heading to Nationals...What's going to be different this time?
Anna: First of all, Nationals will be different because everything, everything is new for us. We never would have dreamed making it to Nationals, and now that we're here, we have so much to learn. There's different rules of evidence, different rules of procedure, the tournament is structured differently than State, and most of all, this is the latest in the school year that Carmel High School has ever done mock trial. It's remarkable that the team is even still in business in mid-April.
Mindy: The case we used for State will not be the same one that we use for Nationals, as all the states use a different case in their individual competitions, so everyone gets a new one for Nationals. We also don’t have nearly as much to prepare for Nationals as we did for State. The case came out on April 1st and the tournament starts on May 12th, so all of the participating teams have just over a month to get ready. We’ll also be using a version of the Federal Rules of Evidence, while California uses a version of the California Rules of Evidence.
It sounds like it's going to be pretty different, then, and certainly a challenge for your team! What primary challenges are on your radar?
Mindy: The time is definitely going to be a challenge. Preparing a case in a month and change is a daunting task, especially when there’s so much new material to master. There are also some procedural differences in the Connecticut Judicial System that are different, or not present, in California.
Anna: I imagine scheduling will prove to be an issue as we proceed. April and May in the school year are the busiest months, easily. We have AP tests to dodge, scholarship deadlines, and college decisions for the five seniors on our team who are going to Nationals.
And after Nationals? Then what happens?
Mindy: Nationals is actually the last part of the journey for this team. Regardless of the outcome, there is nothing after Nationals that is a continuation of that specific tournament. For a lot of us, this means that it will be the last case and the last tournament we ever do.
That sounds sad, in a way, because of how close you and your teammates have become, but is probably also a relief after all of the work you've been doing. What would you say makes a great Mock Trial teammate?
Anna: A great mock trial teammate is someone who is committed, understanding, hard-working, and fun to be around. We ended up spending so much time together, and we all have a great time because we know that in the midst of all the work we do, all the time we put in, it is important that we remember why we're doing this in the first place and have a little fun.
Mindy: Simply put, mock trial is about putting your team before yourself. This is manifested in so many ways. That can mean being okay with not doing a role because one of your teammates does it better. That can mean coming into practice for six hours on a Sunday because you know that you have to show up for your teammates. Not everyone who does mock trial is great at it the first, second, or even third time around. But everyone who does mock trial has some inherent ability to recognize the importance of putting others first, and that is ultimately what makes a team successful.
I wanted to talk also about your coach, Bill Schreir. How would you describe him?
Anna: What stands out to me about Mr. Schrier as a coach is his dedication. It is simply unparalleled. He puts his heart and soul into mock trial, and that shows in everything he does, and as a result, in everything we do as a team.
Mindy: This is a really hard question. Mr. Schrier is undoubtedly the most dedicated person most of us have ever met. He works harder than anyone else on the team to ensure that we all have the best experience possible. He is kind, compassionate, and understanding. He insists on humility in victory and graciousness in defeat. Because of Mr. Schrier we have learned that civility and integrity are second to none, and he models nothing less. It is hard to describe how intricately entwined he is with our success, for there is no doubt that everything we are as a team we owe to him. Not only is he our coach, but he is our teacher, our mentor, and our friend, and for that, we are forever grateful.
Bill, what does it take to be a Mock Trial coach?
Bill: Mock trial takes a long time to learn. While having legal training is important, having mock trial experience is even more important. You have to be willing to put in the time required to learn the process and then to teach it to the students. You also have to have a thick skin. As the case packet cautions every year, mock trial is a subjective undertaking and there are no guaranteed outcomes. I've found that my team's success has increased as we have become less attached to outcomes. Our goal now is to have fun and do our best. I can't say that was always true of our program.
Tell me about one of the most memorable moments you've had with your coach during case preparation.
Mindy: We always dedicate a few practices to going over the Rules of Evidence and nothing else, which is always grueling. At one of these practices, we were all struggling more so than usual. It was one of those days where no matter how hard you think about it, it just doesn’t make sense. Eventually, we decided to call it a day because we weren’t making any progress. The next day we came into practice, and Mr. Schrier handed all of the trial attorneys a quiz on the Rules of Evidence that he had written the night before, after our less than spectacular practice. That’s a testament to what kind of coach he is. He never gives up on us. Even when we’re frustrated and confused, he refuses to let us stop working there, and instead does whatever it takes to get us to the point where we’re confident in everything we do.
In closing, could you please share with our readers why students should do Mock Trial?
Mindy: For most people, mock trial is one of the hardest things they will do in high school. That’s exactly why they should do it. People should do mock trial because it doesn’t come easy, and it is only after inevitable failure that you reach success. That lesson is invaluable. Knowing how to struggle, knowing how to be frustrated, but also knowing how to overcome that is something that can serve people in every walk of life, and it’s something that everyone can use far beyond the bounds of high school.
Mock trial also teaches people to honor commitments. Joining a mock trial team means that you are making a promise to everyone else in that room to show up, to be present, and to do your best. Understanding the importance of showing up for others because you said you would, shows maturity and integrity and that is crucial in becoming someone others respect and admire.
On March 17th, we celebrated the 27th Annual Monterey County History Day at Los Arboles Middle School. This year’s History Day theme presented by the Lyceum of Monterey County and Monterey County Office of Education was “Taking a Stand in History.”
After months of research and preparation for the competition, students from multiple schools had the opportunity to present individually or as a group in the following categories: Paper, Exhibit, Performance, Documentary, Website, or 4/5th grade poster.
Fascinating topics scattered across the campus included: How the Emancipation Proclamation Changed History, Ending Segregation in Orange County Schools, William Mulholland's Stand for the Los Angeles Aqueduct, and Malala Yousafzai's Sacrifice for Equal Education in Pakistan.
Thank you to our judges who committed themselves to previous training, further research and dedicated time. Thank you to our amazing sponsors: Chapman Foundation, Harden Foundation, Nancy Buck Ransom Foundation, AT&T Pebble Beach Foundation, and Dunspaugh-Dalton Foundation. Thank you to the History Day Committee, participating teachers, supportive parents & grandparents, and Los Arboles Middle School for graciously hosting the event.
Special thanks to the community organizations that donated Special Awards to the event, including: The Monterey Bay Aquarium, MEarth, The National Society of Colonial Dames of America - California, The Helen B. Rucker Civil Rights Award, and the Pac Rep Theater.
Most of all, thank you to the students who competed in this year's event! It is always inspiring to witness the dedication and creativity among the students each year.
On Saturday, February 25th, the Lyceum celebrated its 33rd Annual Monterey County Spelling Bee for 4th and 5th Graders. The San Benancio Middle School gym was packed to the brim with proud family members, supporters and principals.
The Bee began bright and early with each students on stage awaiting their first word with much anticipation. Although some nerves filled the air, all participants exuded bravery and professionalism when approaching the microphone for their turn.
Congratulations to the 68 finalists and 68 alternates who made it through to this year's final Spelling Bee competition. The schools represented were: All Saints Day, Bay View Academy, Captain Cooper, Carmel River, Castroville, El Gabilan, Foothill, Jack Franscioni, La Joya, Laurel Wood, Loma Vista, Los Padres, Madonna del Sasso, Marina Vista, Martin Luther King Jr., Mission Park, Monte Vista, Monterey Park, Natividad, Oak Avenue, Ord Terrace, Prunedale, Robert Down, Roosevelt, Sacred Heart, San Antonio, San Ardo, San Carlos, Santa Catalina, Sherwood, Spreckels, Tularcitos, University Park and Washington Union.
First Place went to Thomas Ducker, a 5th grader from Robert Down Elementary School, victoriously spelling words such as affected, exquisite, hysterical, metamorphic and gargantuan. Placing second was 4th grader Henrik Mills of Washington Union. Close behind were the third and fourth place finishers, Briana Romo from Washington Union and Gia Panetta from Tularcitos.
We would like to extend a very special Thank You to the students for their dedication and enthusiasm; the teachers, principals, parents and schools for your assistance with the program; our Judges Wayne Cruzan and Christine Westbrook; our word caller, David Riddle; our hosts Washington Union School District and San Benancio Middle School; and our sponsors.
This weekend, Lisa Handley guided kids aged 8-11 through heart-themed collage art projects. She challenged participants to see the beauty in commonplace items such as coffee cozies. Everyone walked away with wonderful, handmade cards to share with loved ones on Valentine's Day.
To see Lisa's work, visit her website.
Sad you missed this class? Have no fear! Lisa offers many creative classes and workshops for children and adults. In fact, Lisa has two upcoming classes this summer:
On Saturday, May 20th Lisa will lead a workshop inspired by spring flowers. Learn to create floral-themed collage art, a pretty posey magnet, and a "tussy mussy" bookmark. Register here.
On Saturday, June 3rd join Lisa for her “Images, Intuition, Imagination…SoulCollage®!” Workshop. SoulCollage® uses art to represent facets of your inner or outer world, allowing opportunites of self-discovery and personal growth. Register here.
One of Monterey County's several hardworking Mock Trial teams is the one from Carmel High School. Earlier this year, as we wrote about in a previous blog post, Carmel won the Lyceum's Mock Trial competition by two points over Pacific Grove High School in a head-to-head battle to see which team's understanding of the case and execution of all trial roles was greatest.
This same team competed in the Empire New York tournament on November 10-14, and in the end they won the World Championship Crown! The Lyceum reached out to team president Mindy Morgan and her team for a few words about the experience:
So, what's the Empire NY competition all about?
"Empire New York is an international competition composed of teams from the United States and abroad, focusing on a complex case which requires the competitors to master complex legal proceedings and sophisticated, technical procedures. While emphasis is placed on a mastery of the skills, Empire also promotes integrity, respect, and hard work, and works to create relationships that will last a lifetime."
Nice! How do you prepare for a competition like that?
"I don't think it's possible to describe how much time, energy, and effort was put into this case. We practiced four to five days a week, three of which were weekdays. We had practice every Monday, Wednesday, and Friday after school from 5pm to 7:30pm and then on Sundays from 3pm to 7pm. In those practices we wrote our lines of questioning, worked on learning the rules of evidence, and went over how we would deliver opening statements and closing arguments.
"An event like this also requires an immense amount of teamwork from the time the trial starts to the time it ends. In the process, we became a family. That sounds cliche, but it's true. When you spend hours and hours with a group of people, you become really close with them and in many ways they become your second family."
That must be wonderful to create bonds so strong with your teammates that you can basically consider them family. So, when you went to Empire NY, how did you all feel participating as a family?
"When you participate in a tournament like Empire, where people from all around the world are present, you get a sense that you're participating in something bigger than you, and bigger than your immediate team. You get the sense that you have a duty to represent your school as best you can. In addition to those more serious obligations, mock trial is a lot of fun. When you're competing in a tournament of that caliber, meeting new teams, and being with some of your best friends, there's really no way to go wrong!"
And it sounds like you all didn't go wrong, because you won! How did you react when you found out that Carmel took the competition?
"Initially, when they first announced our name, we were quite shocked. You don't expect to win something like that, and going into the tournament we didn't really have any expectations. We wanted to do well, we wanted to do our best, but we hadn't even thought of winning until we were in the final trial. We had talked about it before that but only in a half-serious way. Our goal was to take it one trial at a time and just focus on what was in front of us.
"After it sunk in that we had won, it was a wonderful feeling. Knowing that we had worked so hard up until that point, and seeing our work pay off in such a huge way, was really rewarding."
What were some of the most memorable moments from this event?
"There are so many highlights! Being in New York was just a general highlight. Seeing all the city has to offer was so cool for all of us. We were able to take in some of the sights such as going to the Empire State Building and the Museum of Natural History. We also just had a really good time being together as a team in one of the greatest cities in the world. The actual tournament and the competition itself was also really fun, being in trial against strong teams and being challenged by real lawyers and judges is a huge part of what makes mock trial great."
One last question: What were your biggest takeaways from this event?
"Before we got to the tournament, we weren't really sure what to expect. We didn't know how we were going to be compared to the other teams and we didn't know if our understanding of the case was going to be sufficient. But as the weekend progressed, one thing stood out to us: Hard work always pays off. We worked so hard to prepare for this tournament and in the end, it paid off in a big way."
That's a great message and an encouraging reminder for all of us, no matter what it is we're doing. Thank you for your time, Mindy, and congratulations once again to the Mock Trial team from Carmel High School!
The second session in a 4-week course on mindfulness began with meditation. The deep sound of a bell resonated throughout the classroom of the Lyceum and Marianne Rowe gently guided the students attention with a calm and loving tone of voice. Afterwards, Marianne and co-instructor Katie Dutcher facilitated an enlightening and eye-opening session about how humans interact with others and their surroundings, drawing from neuroscience. The flight-or-flight response, they explained, causes many of the reactions in our body, emotions, and thoughts.
"In this course we are cultivating consciousness, fine-tuning our awareness and attention like a muscle to notice just what is occurring to you right now. I might notice that I'm having negative thoughts about what's going on in this room, or my body is starting to feel a little trembly and shaky. Anytime we catch this and can bring awareness to it, we've interrupted the circuitry in our brains so we can see the bigger picture of what's going on," says Marianne. "Otherwise we're just on autopilot. Whatever stories might have been true in the past might not be true right now, so mindfulness allows us to rewrite some of our beliefs about ourselves and the world around us."
"This is not just taking some time for yourself," Katie emphasizes. "On the face of it, it can seem like that, almost being selfish. But it's the reversal. When you take time to honor yourself and do good for yourself, that benefits everyone you're with. Everyone benefits from you being aware of yourself, others, and your surroundings."
To learn more about the Monterey Bay Meditation Studio and teachers Marianne and Katie, please click here.
This past weekend, the lovely Kate Warthen led a batik workshop. Batik is an art form deeply rooted in Japanese culture. Although today, batik is mainly associated with Indonesia.
However, Kate brought this beautiful and vibrant art form to life right here in Monterey County. She taught us how to use contrasting colors to create simple and beautiful designs. Her advice to us novices was to “think primitive.” We chose our designs and began dying our fabrics beginning with the lightest dye. Then, using melted wax to preserve our designs, continued dyeing fabrics using darker and darker colors.
Creating batiks is a wonderful way not only to express yourself, but also to focus on patience and serendipity. Waiting for the dyes to set, slowly applying wax in just the right places, and repeating this process again and again was a wonderful way to spend a relaxing Saturday afternoon. It also gave participants a chance to slow down and speak to one another. When the wax dripped on the wrong part of the fabric, it was not seen as a disappointment. It was merely an addition to the art piece the artist did not know was needed.
This past Saturday, October 1, four young students and facilitator-instructor Lisa Handley gathered at the Lyceum for a joy-filled morning of inspirational collage-making, using a creative process called MeCards4Kids™. This process is accessible for even very young children since no "artistic" skill is necessary to make a collage. In addition, the "I Am" poem template lets students fill in blanks and create the accompanying poem for their collages without having previous experience with poetry.
Creating collages using this process is a way for children to explore the different aspects of their personalities in a new way. The students created some strikingly beautiful final collages, demonstrating that imagination is the greatest tool that one needs to create artwork!
To learn more about Lisa and SoulCollage®, the parent process to MeCards4Kids™, visit http://www.soulcollage.com/lisa-handley.
All Saints' Day School Student J.T. Byrne, Class of 2017, is the California History Day winner. J.T. advanced to the National History Day competition and came in fifth place in Junior Individual Documentary.
Come watch his winning documentary video!
Exchanging Baseball Diamonds for Sand Lots During World War II: Nisei Baseball and Internment
WHERE: Pacific Grove Public Library
WHEN: Saturday, August 27th @ 5:30pm
A week ago, students taking the Lyceum's Mural Making Workshop carefully painted the finishing touches on supersized plankton and a wise-looking whale, bringing their mural camp to a close with a beautiful final product. Thanks to Amanda Bensel's vision and instruction, the students were able to move from the theme (the ocean) to the design of the mural, and transfer that design to a much bigger canvas without fear. We took the time to interview Amanda and get her story to share with you.
A graduate of the Middlebury Institute of International Studies at Monterey in the International Environmental Policy field, Amanda started her journey with murals in Nepal. "Honestly, making murals started sort of by accident for me," she reveals. As a Peace Corps volunteer, she was given the opportunity to create something like a "wall of hope" as a way to follow up on a screening of a film about women's empowerment that she promoted in her community. "As an artist and designer, I wanted to create something that would be more bold than [typical walls of hope that feature hand prints]; I felt like the walls of hand prints that I'd seen lacked the graphic power to grab the casual street-walker's attention. So I designed a women's empowerment mural, vetted the concept with a few female leaders in the community, found a wall I had permission to use and secured paint donations from a local paint shop. And -voila!- my first community mural was born."
The success of the event and mural rapidly snowballed, and I ended up creating six more community murals in Nepal over the next 7 months. By the end, I had a tried-and-true method for community mural creation. Anyone can participate! Having both local input on design concepts and then community members doing the majority of the painting felt like a wonderful gift to the community--helping them to create images to both add beauty to their own community and spread important messages.
Why is making murals important? To answer this question, Amanda quotes the famous artist Diego Rivera: "Painting on the walls of public buildings is the highest form of art because it [makes] art accessible to everyone." Murals present an amazing opportunity to simultaneously add beauty to a community and raise awareness around important issues or stories," Amanda adds.
Because of Monterey's proximity to the ocean and how important the ocean has become in this era of climate change, using the ocean as a source of inspiration and central theme for this mural seemed quite natural and obvious. In addition to painting different aspects of ocean life, the students learned about the different dangers the ocean faces. "When discussing the importance of the ocean, the threats to it, and what we could do to better protect it, one students was spot on with a lot of policy ideas that I've heard about in my International Environmental Policy course in graduate school," Amanda recalls. "I was so happy to hear her spout these ideas as if they were obvious--because they are! She gives me hope for the next generation of environmental warriors."
To learn more about Amanda Bensel and her work be sure to check out her website here.
Tuesday marked only Day 2 of the Lyceum's Digital camp, yet already several young students found themselves using their artists' voice to decide exactly how they wanted their photos to come out. Among the 10- to 14-year-old kids running around the Lyceum with 35mm digital cameras, we find a tall, young, curly-haired photographer moving from one student to the next, coaching and encouraging them as they fiddle with buttons and try to get just the right shot. One student in particular peppers him with questions about macro photography, and the mentor responds to each one with a smile, recognizing some of his own passion for taking photos in the young boy.
Coel Mayer, a senior at Carmel High School, is a photographer specializing in macro shots (those close-up shots you see of flowers, insects, and so on). Currently, he is assisting with the Digital Photo Camp, alongside instructor and local photographer Jacqui Turner. Yet just a few years ago, he hardly knew about photography. It all started with a seventh grade class at Carmel Middle School called Nature Studies, where all of the students were handed a camera at the beginning of the year to use in conjunction with their field notes.
From there, he started to investigate photography more and was gifted a Canon Powershot for Christmas. His family connected him to Steve Zmak, founder of the Lyceum's original Digital Photo Camp, and his growth as a photographer skyrocketed.
"Shooting with Steve changed my photography experience forever," Coel muses nostalgically. "He showed me so much. I had his class for two years and Jacqui for my third year. Between Steve and Jacqui I learned more than I even learned in my AP Photography class." He maintains that a key reason for this is the Digital Photo Camp's emphasis on fieldwork and in situ learning, especially being given feedback right in the moment that he's taking photos.
Take, for example, a lesson on shooting photos from different angles and a field visit to El Estero Park this past Tuesday. "When we got to El Estero, [the students] were photographing geese. They were all kind of just standing there with their cameras, photographing geese, and I told them, 'Get at the geese's point of view. Get on the ground. Look at what they see.' I had four or five kids just drop in like a military position and start taking photos. It was awesome!" Coel laments that the focus of most AP Photography courses tends to be on photo editing rather than on how to take good photos.
When asked what a key takeaway from his photography career has been so far, Coel responds:
"Look at everything twice. When I used to walk around I would just look straight at the ground in front of me. Once I started doing photography and all this macro stuff I'm looking around everywhere at what can I take and how can I take it, [seeking out] certain things that don't stand out to normal people but that would stand out to a photographer's eye... It's like you didn't know that a scene that simple could be created into something so beautiful."
And on the more practical side of the spectrum? Budgeting. Photography is an expensive hobby. "I'm smarter with my money now, I can say that much!" Coel quips. "I mean, once you see $900 just go, you're like, woah, that happened." Many lenses cost over twice that much. Coel emphasizes the importance of setting savings goals and budgeting in order to reach those goals, whether it's buying a new lens, investing in a specific setup, or being prepared for the sudden bargain that requires a significant chunk of cash. Through photography, he has learned significant lessons about money management that he'll carry with him through life.
For Coel, thanks to the Lyceum's Digital Photo Camp, photography has transformed from being a mere hobby to a true passion, something he wants to make into his career, his job, his living. He plans to apply to art school in order to continue developing himself as a photographer after he finishes high school.
You can check out some of Coel Mayer's work on his Instagram by clicking here.
By Maurice Holt
A Slow School would emphasize how ideas are conceptualized, just as Slow Food emphasizes ingredients' innate qualities.
In her celebrated The Classic Italian Cookbook, Marcella Hazan wrote: "What people do with food is an act that reveals how they construe the world."
At the time — 30 years ago — it was a sentiment that needed a word of explanation; the Japanese meal respects aesthetics, the French cuisine respects subtlety, Italian food respects its ingredients.
We now take what we eat much more seriously, and it is timely to ask: What does a school lunch of reheated burger and chips have to say about how we construe the world? For that matter, what does it say about how we construe the nature and purpose of education?
Pausing to ponder the nature and consequences of a burger bar in the center of Rome was how a major eating revolution began. Carlo Petrini, a prominent Italian journalist, was walking past a newly opened McDonald's franchise when he stopped and said: If this is fast food, why not have Slow Food? In much the same way, I was thinking about the standards-based school curriculum, with its emphasis on regurgitated gobbets of knowledge, when I recognized the analogy with fast food. What we have created, with our tests and targets, is the fast school, driven by standardized products. So why not devise a Slow School, driven by an emphasis on how ideas are conceptualized, just as Slow Food is driven by how the innate qualities of ingredients can be realized?
The concept of Slow, as it has emerged from the Slow Food movement, derives its power as a metaphor from its moral force. It is about what it is good to do; to enjoy "quiet material pleasure," as Carlo Petrini has put it, which entails making judgments about conduct, virtue, and balance. In the Slow City, for example, the virtue of courage emboldens citizens to restrict the growth of hypermarkets so that specialist providers are not put out of business. As a result, people can conduct themselves thoughtfully in a society that values personal experience.
Since education is essentially about equipping our children with the ability to act responsibly in a complex society, the idea of a Slow School follows very readily from the metaphor of Slow. It brings to mind an institution where students have time to discuss, argue, and reflect upon knowledge and ideas, and so come to understand themselves and the culture they will inherit. It would be a school that esteems the professional judgment of teachers, that recognizes the differing interests and talents of its pupils, and works with its community to provide a rich variety of learning experiences.
Unfortunately, schools in a number of countries are obliged, by political decisions, to conduct their affairs in a totally different manner. This is particularly the case in England and the United States, where public education has taken as its model not the moral character of Slow Food but the commercial character of fast food.
What matters in fast food is not the process of preparing or educating, but the outcome. And the product itself is so worthless: a burger has little nutritional value, and schooling based on standardized tests and targets treats students as vessels to be filled rather than people who want to understand, to be inspired, to make something of themselves.
These "fast schools" do little to prepare students for the world of tomorrow, based as they are on the idea of "standards," which in practice means comparing performance on content-based tests. If we want our students to look ahead rather than in the rearview mirror, the metaphor of the standards-based school has to be replaced by the metaphor of the Slow School. The metaphor of standards conjures up a folk memory of fighting battles and winning wars, of steadfast purpose and reliable automobiles. It's a powerful image, but it's completely wrong-headed.
The underlying assumption is that if we can make car engines to a high standard, why not turn out students to a high standard? The answer is simple: manufacturing crankshafts is a technical problem, while educating pupils is a moral problem. As Aristotle recognized, different kinds of problems need different methods of solution.
In the case of the Slow School, we have to solve complex, practical problems of a moral nature. So at the heart of the Slow School is the idea of bringing together, when new proposals are to be discussed, the responses of its students, parents, teachers, and other stakeholders. In this way the school renders a continuous account of what it is doing to those with a real interest in its work. Accountability is built into the process of curriculum — it's part of a continuing narrative that has real meaning for pupils and parents.
This is much better than the summative form of accountability generated by standards-led schooling. Parents are confronted with tables of comparative performance on tests which baffle rather than illuminate. Numbers alone tell us very little. Who benefits from this emphasis on standards? Certainly not students, who find such a curriculum boring; nor parents, who are totally excluded from real judgments about their children's school. As for teachers, the effect is to lower their morale and undermine their professionalism. Only the politicians benefit; when the numbers go up, they take the credit, and when they go down they blame the schools.
Support is growing for the Slow School movement. Some schools, already on the right track, are beginning to discover that they are really Slow Schools! And an inspired way to get the Slow metaphor into schools is to confront the burger-based lunch and show students how to devise their own, home-grown, slow lunch. At a stroke, they have to challenge received opinion, think about fundamentals, and devise alternative strategies. It's a good recipe for learning how to build a Slow School curriculum.
June 29 2009
Holt, Maurice. "The Nature and Purpose of Education".Center for Ecoliteracy. Daily Good News That Inspires, 2009. http://www.dailygood.org/more.php?n=6726. May 18th, 2016.
On Saturday May 14th, 6 children and their parents joined Instructor Jerry Crawford to learn about sailing. They experience maneuvering model sailboata across El Estero Lake. Everyone had a chance to test their newly acquired skills when the El Estero Regatta begun! They learned how to make a boat sail in the direction of the wind introduced to the terms into the wind, crosswind (which is the fastest way to sail) and downwind. A great class to take in conjunction with How Airplanes Fly.
Once upon a time there were 7 young fairies named Julia, Cora, Mariah, Julie, Makenzie, Larissa and Jenna who gathered on a beautiful Saturday morning to have a jolly time.
The instructors Marie Gilmore and Sharon Nelson provided guided activities exploring the world of fairies through art, music, and poetry. The morning begun with a history about fairies with examples such as Tinker Bell. The 7 girls begun coloring while listening to a beautiful fairy playlist where eventually they would all sing along with their magical and sweet voices. The enchanted young fairies explored the outdoors where they engaged in a fairy ring dance to spread their wings. Once returning indoors, Sharon read a Fairy-tale about... you guessed it! fairies.
Until next Saturday beautiful fairies...
On Saturday May 7th the Middlebury Institute of International Studies (MIIS) hosted The 6th Annual Monterey County Middle School Model United Nations (MUN). Why is MUN important? Because it promotes an understanding of geography, history and current events. MUN is a fun and interactive way to learn beyond the traditional textbook environment. Through role-playing, students are able to bring current international events to life and gain a better understanding of real world problems. They develop valuable skills in researching, working in teams and public speaking.
Forty Four Students participated representing the following countries: U.K., U.S.A., Russia, Sudan, Ecuador, Algeria, Bangladesh, Canada, Cuba, France, Ukraine, Spain, Malaysia, Japan, China, Venezuela, New Zealand, Egypt, Iran, Germany, Brazil, Saudi Arabia, Ireland and Kazakhstan. Middle School students represented either the General Assembly, Security Council or Economic and Social Council.
Although rain was in the forecast, we were fortunately kept dry throughout the brisk Saturday morning and afternoon. Coffee, muffins and orange juice were filling the students stomachs as they mingled during registration. The opening ceremony took place in the Irvine Auditorium where Dr. Michael McGinnis participated as the keynote speaker; his expertise include Marine Policy, Climate Change, and Water/Watershed Planning. During his 15 minute speech, he interconnected the topics of water (salt and fresh), migration and Aristotle.
At 9:30am the MIIS Students, who also participated as Committee Chairs, guided their assigned delegates to separate classrooms on the MIIS campus. The topics were "Impact of Climate Change on Small Island States" for the General Assembly, "Threats to International Peace by Terrorist Attacks" for the Security Council and "Economic Policies Aimed at Curbing Pollution" for ECOSOC.
The students were very professional and while some seemed nervous, all of them expressed excitement. The classrooms gradually increased in volume as the moderated and un-moderated caucus's became more common. The young delegates would refer to each other by country, not name. And with time the pensive appearances turned into amusement, direction and confidence. Security Council in particular expressed more conflict as sensitive topics surfaced such as children suicide bombers, 9/11 and the death penalty. Meanwhile ECOSOC and the General Assembly were discussing how to articulate their resolutions. The second topics begun around 1:30 pm with little time remaining to negotiate an appropriate resolution where the topics researched and discussed were "Normalization of U.S. - Cuba Relations" (GA), "Protecting Against Cyber Warfare"(SC), and "The Impact of Conflict on Childhood Education" (ECOSOC).
The closing ceremony begun at 2:15 where a press conference was facilitated by the great Masters of Ceremony Peter Font. High School journalists interviewed the selected delegates who represented their councils resolutions. This ceremony will air throughout the month of May every Friday at 4:00 PM & 10:00 PM; and every Saturday at 4:00 AM & 10:00 AM:
Find MCAET on Comcast Cable in the Salinas and Monterey Peninsula viewing areas on Channel 26. MCAET is available on Charter Cable in the following areas and on the following Channels: North Monterey County Charter, Cable Channel 17. South Monterey County Charter, Gonzales and Soledad, Channel 8. South Monterey County Charter, Greenfield and King City, Channel 29.
The Committee Chairs were confronted with struggle when they had to choose the recipients of the awards. Towards the end it was evident that the following students passion and conviction led to their acknowledgement.
Security Council: Outstanding Representative-Josie Ertl, Malaysia; Honorable Mention-Zachary Bridges, Venezuela; Honorable Mention-Delaney Horner, Russia
General Assembly: Outstanding Representative-Willow Black, Canada; Outstanding Representative-Maram Gasmelseed, Algeria; Honorable Mention-Laura Chandler, Ecuador; Honorable Mention -Hayden Black, Cuba
Economic and Social Council: Outstanding Representative-Sophia and Samuel Catania; Outstanding Representative-Isabella Requiro; Honorable Mention-Nathan Poggemeyer.
Thank you to all those who participated, those who supported the Lyceum and to the proud parents! We hope to see you again next year.
More pictures and videos can be found at: http://www.lyceum.org/academic-event-photos/
Lyceum and Mission Trails ROP Medical Academy Career Panel, April 28, 2016
The Salinas Valley Memorial Hospital’s Education Center was filled with high-energy teen spirit last Thursday as sixty students enrolled in Salinas Union High School District’s Medical Career Academies met six practitioners in the field.
With over $400 million per year in payroll and 5,500 employees, hospitals in Monterey County are among its largest employers.
Thursday’s panel featured six speakers employed at Salinas’ hospitals: Victor Sosa, a medical interpreter/translator, Raquel Amaya, information technologist, Joe Villagomez, intensive care and ER nurse, Kristina Escoto, speech therapist, Art Gabudao, medical social worker and Timothy Johnson, microbiologist and laboratory technician/clinical laboratory scientist.
Victor Sosa made a clear distinction between translation, or written language, and interpretation, which involves spoken language. He is a native Spanish speaker, and he is learning Mixteco and Triqui, spoken by indigenous Mexicans. Under his direction, Salinas has become a world center for interpreting these languages. Neither is related to Spanish. Career opportunities in medical interpretation are well-paid, starting at $30,000 and up to $150,000 for seasoned interpreters. To become an interpreter, one completes a forty-hour introductory class. Middlebury Institute of International Studies also offers classes leading to B.A and M.A degrees in interpretation/translation.
Raquel Amaya began as a data entry clerk and has since gone on to earn her BA and MA in Business Management focusing on Internet Technology. Since the advent of digital record keeping, her job is crucial in maintaining health records of every patient entering the hospital. She oversees the people who maintain the Patient Portal, so any hospital can access patient records in the Health Information Exchange. In her role she also oversees all if the telecommunications within the system, from pagers to telephones.
An intensive care and emergency room registered nurse with fifteen years’ experience in the field, Joe Villagomez described the various emergency situations he encounters on a daily basis at the Natividad Emergency Room and Trauma Center. Monterey County has more than its share of automobile accidents, a primary source of trauma patients. He takes deep satisfaction from seeing the victims recover and heal. Joe spoke highly of the job, in that he has a lot of flexibility in where and when he does it. He described a huge need for registered nurses in Monterey County. Nurses can earn up to $80 an hour with experience.
Speech Therapist Kristina Escoto came to her profession via international development and counselling degrees from UCLA and San Jose State University, where she also earned her MA in speech therapy. As speech therapist she works with the neonatal and postsurgical departments to ensure patients can swallow, vocalize and finally recover. She also works with people need to reduce foreign accents as a sideline. One of three speech therapists at Natividad Hospital, she stressed the high degree of job satisfaction she finds in helping people recover and in educating other therapists.
Art Gabudao grew up in Castroville as an Army dependent and went on through a variety of jobs related to youth guidance to his final goal of becoming a medical social worker focused on mental health. His MA in social work came from San Jose State. Along the way, he learned the importance of building trust and empathy and being the calm person in emergency situations, of which he has seen many. These real world experiences have made Art a master of crisis intervention.
Timothy Johnson’s path to a career as a clinical laboratory scientist came via a degree in biology from UC Berkeley, a stint as an emergency medical technician and work in biotechnology. Much of his work is done on a microscopic level. He identifies viruses, fungi, and bacteria that threaten patients’ health, especially when they cause hospital acquired infections. He brought along several intestinal worms and parasites for the students to examine.
All of the panelists stressed the need for clear communication and empathy skills in their jobs. The Lyceum’s Hidden Careers program was founded by Lyceum Vice-President, Elaine Herrmann, RN, in 2012. Her deep connections in the health care arena enable her to recruit fascinating guest speakers. The Lyceum has offered other panels related to the hospitality industry and agricultural technology. The idea has been to introduce high school students to little-known careers in these areas.
By Tom Nelson, Executive Director of
The Lyceum of Monterey County
The annual Model United Nations (MUN) conference for Middle School students is right around the corner! Behind the scenes, there have been multiple meetings, much in-depth research, and some serious teamwork in order to prepare for this Saturday's big conference. And unlike the Wizard of Oz, who was just one person, behind the curtains of MUN Middle School are multiple wizards working their magic to make this program possible.
For many years the Middlebury Institute of International Studies (MIIS) has supported the Lyceum's MUN events through student support and the offering of conference space. As in the past, the 6th Annual Model United Nations Middle School Conference will take place on the MIIS campus. In addition, a team of graduate students from the Model UN Club at MIIS, and those who have volunteered for the Lyceum in the past, are collaborating and working hard to ensure the program's success. Recently the MUN team has been gathering to discuss Committee Chair responsibilities, roles, rules and logistics. This year's experienced, diverse and motivated team includes Brendan Tarnay, Steven Perle, Stephen Doolittle, Monique Rao, Guldana Khamzina, Jacques Belval, Malvya Chintakindi and Dan Schrum.
Most of the students, like Malvya, Steven, and Guldana, are obtaining their Master's Degree in International Policy and Development (IPD). While engaging in a casual conversation with the rest of the team, they enthusiastically voiced the following:
"I restarted the MUN club, then Danny Pavitt and I started working together in the 2nd semester, and now here we are! But I started doing Model UN in 2004 (!) Like every Model UN conference, I look forward to the moment when I see the students change from nervous wrecks to confident and excited individuals in the span of just a few hours. There is a moment when you see that they just got it. That's why I keep doing it... You see it in their eyes and smiles every time."
-Brendan Tarnay, MUN coordinator and consultant who is obtaining a Master's Degree in IPD
"My girlfriend is an NPTS student at MIIS and was originally going to be a proctor.... something came up.... I filled in. Been coming back ever since. I'm looking forward to having fun and helping to inspire some critical thinking."
-Dan Schrum, a Communications AAT at MPC
"I got involved with MUN Lyceum through the MIIS UN club. I look forward to interacting with the youngsters and assist in helping them understand how international communication platforms, like the UN work."
-By Malvya Chintakindi, who is obtaining a Masters in IPD
"I got involved with Lyceum MUN because Addy (assistant program coordinator) told me they were still looking for someone, and I did Model UN my senior year in undergrad and participated in the regional conference in Vegas as well as the conference in NY. I'm really interested in seeing how their speeches are. Am also looking forward to being on the other side for once, since the only other times I've participated in a MUN conference, I've been a delegate. It will be interesting to be a chair."
-Monique Rao, who is obtaining a Master's Degree in IPD
"I'm excited to help everyone have a good time!"
-Stephen Doolittle, who is obtaining a Master's Degree of Public Administration.
"I am Jacques Belval, studying International Policy & Development as well as Nonproliferation & Terrorism Studies. My position is lead chair of the General Assembly. I had the privilege of co-chairing last year’s Lyceum MUN with Brendan Tarnay which is how I became involved. I am looking forward to helping the middle schoolers get familiar with UN practices and hopefully put them on a continued path to staying involved with the club throughout high school and college."
Thank you MUN Team for sharing your UN journey, your excitement in working with Middle School students, and your continued support to the Lyceum of Monterey County.
Pictures below (Left to Right) are Dan, Monique, Jacques and Malvya.
FOLDING AND UNFOLDING.
Pictures from the Indigo Dyeing class on April 30 speak to a very special afternoon at the Lyceum of Monterey County. (See pictures)
Madison Holland, a recent graduate of San Francisco Art Institute in textile design, demonstrated her knowledge of dyeing techniques, and a very impressive command of the process.
The class consisted of all ages and combinations of family and friends. In what seemed like all too short a time, everyone became very supportive and complimentary to each other.
The weather was perfect with just the right amount of sun and wind for drying purposes.
The Lyceum will be offering this class again in the near future so keep checking our schedule of classes (click text to follow link).