The Pathfinder RPG now has an Advanced Class Guide.
The list of character class guides will need many additions!
As usual, the explosion of new feats, spells, and archetypes means the League of the One Trick Pony will be gaining many new members.
New Classes and Archetypes
But I am more interested in what new well-rounded character concepts are available.
Note: I have not played Pathfinder in about a year, so there are a few other Paizo publications besides the Advanced Class Guide among the links below of possibilities that are new to me. Please do not fuss. This is what is new to me, not what is all new stuff.
The Unlettered Occultist Arcanist finally allows a character to excel a both healing and standard-action summoning. (Here are two summoning guides.) The feat Evolved Summon Monster allows adding tiny "evolutions" such as pounce, reach, bypassing DR/magic, a pair of claw attacks, or 1d6 bleed damage.
The Wild Child Brawler allows a "cleaned up monk" to have an animal companion.
A neutrally aligned Hex Channeler Gravewalker Witch with the Healing Patron and traits Student of Philosophy and Pragmatic Activator resembles a super-Cleric. Heal your friends! Take control of undead! Be diplomatic and charming! Cast both arcane and divine spells! Use magic items superbly! And at tenth level she can start using a flavorful version of the Druid's wildshape ability.
Student of Philosophy and Pragmatic Activator really helped that Witch. There are yet more traits that move skills to Intelligence: Clever Wordplay, Precise Treatment, and Bruising Intellect.
The new feat Orator also can help an intelligence-based character excel in social situations.
The Psychic Searcher Oracle
gains a big bonus to social skills and can use the Empathy ability for
an absurdly large bonus to the Sense Motive skill. He does not really
read your mind and predict your future, but it seems that way. If he has the Lore mystery with
the new trait Irrepressible and new feats Noble Scion (War) and Divine Protection, he has incredible saving throw and initiative bonuses. (Thanks, Andrew.)
An Undine Steam Caster Waves Shaman (or Spirit Guide Oracle) can knock down foes with any water or fire spell. But the Spirit Guide archetype is more often used with the Lore Spirit to give the Oracle Wizard spells each morning.
An Empiricist Investigator with the Student of Philosophy trait uses Intelligence for every mental skill. And judging from the picture above, he has good taste in boots, too.
The sixth level Buccaneer Arbiter Bard retains inspire courage while also excelling at subduing foes and/or making extra attacks. He uses Paired Opportunists (level 2 bonus), Broken Wing Gambit, and Outflank (level 6 bonus). Once per day he can "nova" using his Knock Out ability while doing typically lethal damage.
The prestige class Evangelist is almost an archetype. It advances the character's original class abilities as the new class advances in level (with a one-level delay).
Many classes have an archetype with the new Martial Flexability ability.
Sorcerers can now use either Intelligence or Wisdom instead of Charisma. An Orc Witch can use Constitution as a casting ability score!
Crossblooded Bloodragers can threaten with 25 feet of reach. Cast the long arm and enlarge person spells. Have the aberrant and black blood bloodlines for two abilities both named "abnormal reach".
The Soul Warden prestige class turns any spellcaster into an undead-fighting hero.
The Harrow Warden monk, at fifteenth level, can punch someone to polymorph them into a small and harmless creature. The archetype also stacks with Master of Many Styles.
Barbarians can now multiclass as Monks.
The Fighter archetype Savage Warrior begs to gestalt with Druid.
The recent ruling about early entry to prestige classes provides several nice Eldritch Knight options, described here, and several very quick Mystic Theurge options, described here. Those two prestige classes are now very nice instead of a debilitating trap.
Other New Options
There is now a feat to reward a character for dramatically kicking in a door.
Some story feats look like a lot of fun. My favorites are Truth Seeker and Artifact Hunter. It is easy to imagine a character who uses both of those, with the discovered ancient knowledge including the location of a long-missing artifact. Automatic checks to notice secret doors is a novel and useful ability.
(The low-level spell and item that detect secret doors are seldom used because they require concentration. The high-level spell has limited range.)
The human-only feat Racial Heritage now has many more race feats, race traits, and class archetypes to work with.
Barbarians have two new ways to get extra rage rounds. But they also seldom need this...
A character with the Optimistic Gambler and Community Minded traits has morale bonuses from his or her spells and abilities last an extra d4+2 rounds.
(Barbarians and Bloodragers dance with joy, because most combats do not last more than four rounds, so they only need to spend one round of rage or bloodrage for those morale bonuses. The Group Leader and a Flagbearer also smile.)
The feat Raging Blood allows anyone to rage! It can also help when charging, or can add staggering, sickened, or confused to a critical hit. What a great deal for any character wanting who specializes in critical hits.
Continuing the raging goodness, the teamwork feat Spirit of the Corps might allow any nearby ally to share in the rage/bloodrage! (But it is clearly meant to instead share the spells wrath, aid, heroism, righteous vigor, and especially the Paladin spells rally point and saddle surge.)
The feat Feral Heart can increase the rage morale bonus to some ability and skill checks (including initiative) from raging by +2.
The feat Experimental Spellcaster can allow a Cleric or Oracle to use the word-equivalent spell of animate dead at third level (two levels early).
Druids could already use wild shape to pounce at level six (including with five attacks as a deinonychus). The new Pummeling Charge feat means Monks and Brawlers at level eight could effectively charge then full attack. Other martial characters need to wait to level twelve to get Pummeling Charge. (Somewhat similar--and perhaps mixable--is the Scout Rogue, who can add sneak attack damage to a charge at level four.)
With two feats any character can have an animal companion. (Three feats if you count Boon Companion.)
There is a new wolf combat style that allows a ninth level melee character the equivalent of casting bestow curse. Combine this with the new feat Dirty Trick Master to do a ton of melee debuffing! The rage power Savage Dirty Trick adds even more for a barbarian!
Want to play with darkness? A weretiger, tiefling or fetchling can now see in supernatural darkness, as can some barbarians. (There is also a spell.) Cast deeper darkness or throw an Alchemist's darkness bomb and attack your foes who are lost in the dark!
The feats Summon Good Monster and Summon Neutral Monster are both strong alone and add more summons with alignment subtypes for the feat Sacred Summons.
There are some stupidly potent spells. The most ridiculous is emergency force sphere. Wizards are no longer fearful and fragile! Also tied for first is a spontaneous caster using paragon surge to get the feat Expanded Arcana, making available any needed utility spell.
How about ice magic that takes advantage of some overpowered spells? Use the Marid or Rime-Blooded bloodline for a Sorcerer or Blood Arcanist. The new spells snowball, flurry of snowballs, and frost fall are very potent. Add Rime Spell metamagic. At sixth level a Rime Spell flurry of snowballs fills a thirty foot cone with 4d6 damage and two rounds of entangling! That calls out for the Magical Lineage trait to keep it in second-level spell slots.
The ice spell ice slick replaces grease as the best spell to make foes flat-footed. Your spellcaster can be the sneak attacker's best friend!
Here is a silly example with only slight early entry. Let's make an extra strange and spooky necromancer Big Bad Evil Guy for sixth level. Use a Half-Elf with the Drow Magic alternate racial trait who can cast darkness, to qualify for arcane early entry into Mystic Theurge. Take one level of School Savant Arcanist with the Undead school and then four levels of Blight Druid with the Death domain to put animate dead on its Druid spell list. Start Mystic Theurge at sixth level. No one expects the necromancer to spend four hours of the day in the shape of a animal! At sixth level it can be a Dire Badger able to dig through stone to flee and become a recurring villain. As with any Mystic Theurge who has animate dead on two spell lists, it will enjoy two "buckets" of caster level for amassing a double-sized horde of minions. (Personally, I would alter him to be an Arcane Bomber Wizard who drop-kicks the bombs while a Dire Badger. But that is probably not legit.)
Also, let's count the ways a spellcaster can boost its caster level for the animate dead spell without magical equipment. Traits: Gifted Adept and Signature Spell. Feats: Undead Master, Spell Specialization and Theurgy. Spells: death knell. That's +10 caster level, available as early as fifth level with the human bonus feat. And because of the odd wording of animate dead, if (5+10) x 2 = 30 hit dice of undead are animated in one casting they all stay under the control of that fifth level character. Yes, that exceeds the 5 x 4 = 20 hit dice a fifth level character can normally control using animate dead, but only any undead created with previous castings of the spell become out of control.
Finally, there is a feat named Eldrich Researcher to encourage PCs to design spells.
Monday, September 08, 2014
OCCA Developmental Education Report
One of my LCC Math division colleagues is part of the Oregon Department of Community Colleges and Workforce Development Developmental Education Redesign.
How is that for a mouthful? They do have a website that is much friendlier than their name.
Their job is to help students needing remedial math or writings skills succeed at the state's community colleges. Every few years they present an official report of suggestions.
(Since representatives from all of the community colleges collaborate on the project, these "suggestions" are more accurately "non-binding consensus goals".)
The most recent report was finished in August, and does not yet seem to be on their website.
But if you are curious, here is the section about community college math departments.
How is that for a mouthful? They do have a website that is much friendlier than their name.
Their job is to help students needing remedial math or writings skills succeed at the state's community colleges. Every few years they present an official report of suggestions.
(Since representatives from all of the community colleges collaborate on the project, these "suggestions" are more accurately "non-binding consensus goals".)
The most recent report was finished in August, and does not yet seem to be on their website.
But if you are curious, here is the section about community college math departments.
Long developmental math sequences are a barrier to success for countless students. Eliminating these sequences and accelerating student enrollment in college-level gateway courses can be achieved through a variety of strategies: redesigning curricula to reduce the number of required courses or the amount of time required to complete them, requiring or rewarding early and sustained attempts at math coursework, modifying pedagogy, incorporating support services to increase course success rates, and training students in college success strategies, among other approaches. Although each institution must adopt practices and policies appropriate to their local context, one strategy that is likely to have a large positive impact is for each campus to establish a separate, more accelerated pathway through developmental math for students in non-STEM degree fields.Sound helpful to you?
Non-STEM students must have access to mathematics experiences appropriate to their chosen career paths. Alternate mathematics pathways will reduce the number of exit points and decrease time to graduation. Therefore, the Developmental Education Redesign Work Group urges each campus and the state of Oregon to consider strongly the following recommendations:
1. Create an alternate non-STEM pathway appropriate for the student population and mission of each college. These pathways would offer courses that prepare students to succeed in a college-level liberal arts mathematics course such as Math 105, Contemporary Math.
2. Change the requirement that “any transferrable 100-level mathematics course that satisfies the Associate of Arts Oregon Transfer (AAOT) degree must have a prerequisite of Intermediate Algebra or a Quantitative Literacy course.” Currently, for a mathematics course to satisfy the Associate of Arts Oregon Transfer (AAOT) degree, it must have a prerequisite of Intermediate Algebra, Math 095. This implies that all degree-seeking students, regardless of degree field, must complete the traditional pre-calculus course sequence before attempting a gateway mathematics course.
3. Agree that Math 105 fulfills the Baccalaureate Core Requirement in Mathematics for all non-STEM four-year degrees at all Oregon public colleges.
4. Convene under the leadership of OCCA mathematics faculty representatives from Oregon two-year and public four-year institutions during the fall to clarify and improve consistency in the outcomes for Math 105 and ensure that Math 105 provides appropriate and sufficient mathematics education for non-STEM students.
The Imagination Library Comes to Eugene
On Friday, Smiley and Gallant were on television.
The Eugene Library has started participating in the Imagination Library program, a non-profit founded by Dolly Parton to get books to the homes of young children.
When at a Wednesday morning library singing and story time for three-year-olds, a librarian asked if any family would volunteer to help provide background footage for the KEZI report on the program.
Smiley and Gallant were happy to help. We were a terrible choice demographically, as our home is already overflowing with books. But the reported only cared that cute kids are cute kids.
The Eugene Library has started participating in the Imagination Library program, a non-profit founded by Dolly Parton to get books to the homes of young children.
When at a Wednesday morning library singing and story time for three-year-olds, a librarian asked if any family would volunteer to help provide background footage for the KEZI report on the program.
Smiley and Gallant were happy to help. We were a terrible choice demographically, as our home is already overflowing with books. But the reported only cared that cute kids are cute kids.
LCC Enrollment Plunge?
LCC posts its annual enrollment statistics on its website.
On my blog I tend to instead share when a Fall term has notably higher or lower enrollment than the Fall term of the preceding year.
I mentioned that enrollment went up 20% in Fall 2009 (compared to Fall 2008) as the recession got worse and more adults needed career-related education because they or their spouse were dealing with job loss or instability. The above chart showed that actually only became a 2.4% increase for the 2009 academic year.
I mentioned that enrollment down 10% in Fall 2013 (compared to Fall 2012) when new and wise restrictions kept students from using Federal financial aid without a long-term plan. That became a -9.6% decrease for the 2013 academic year.
A recent e-mail to LCC staff from Adrienne Mitchell shared that enrollment is currently down about 20% for Fall 2014. The term does not begin until the end of September, so that number may still change. I wonder if the decrease will really be that large for either the upcoming term or the overall year.
Smoky Weekend
There are currently two large wildfires burning near enough to make the Willamette Valley smoky.
Summary news from kval and InciWeb.
Air quality measurements from LRAPA. As I type the local air quality is at "61 moderate". Yesterday's high got to "101 high" so the boys played inside most of the day.
Summary news from kval and InciWeb.
Air quality measurements from LRAPA. As I type the local air quality is at "61 moderate". Yesterday's high got to "101 high" so the boys played inside most of the day.
Saturday, August 02, 2014
Smiley Has a Cough and Size
For the past three weeks, Smiley had a cough that would appear sometimes when he tried to go to bed and always when trying to fall back asleep if he woke early in the morning.
We visited a nurse. He has a small amount of fluid in his right lung lower lobe: walking pneumonia. Probably viral, given his young age.
He did get measured. Now he weighs 40.8 pounds and is 44.9 inches tall. (Since April he has lost a pound and grown an inch.)
Friday, June 20, 2014
Tai Chi and the Jiu-Jitsu Chess Drill
I was looking online for how others do the Chen Style 18 Step Short Form.
(That is the form I learned from John Huang and still enjoy practicing.)
I also found silly videos about how to use Tai Chi in combat.
Of course, Tai Chi does have actual historic fighting applications. Here is an video with some examples. But most American practitioners do not study it in that manner.
I like doing some Chen-style Tai Chi because I like the feedback from slowly doing the movements to feel how I am making very slight but still noticeable improvements.
In Jiu-Jisu, an equivalent slow, attentive, and studious practice that focuses on one motion at a time requires a partner. It is named the Chess Drill.
(That is the form I learned from John Huang and still enjoy practicing.)
I also found silly videos about how to use Tai Chi in combat.
Of course, Tai Chi does have actual historic fighting applications. Here is an video with some examples. But most American practitioners do not study it in that manner.
I like doing some Chen-style Tai Chi because I like the feedback from slowly doing the movements to feel how I am making very slight but still noticeable improvements.
In Jiu-Jisu, an equivalent slow, attentive, and studious practice that focuses on one motion at a time requires a partner. It is named the Chess Drill.
1-Handed Rener vs. Purple, Brown & Black Belt
Here is a fun video.
At the end of a seminar in Vancouver, Rener Gracie decided to roll with some of the participants. But he was nursing a shoulder injury and tied his right arm under his belt. A one-handed master spars thrice with a purple, brown, and black belt.
At the end of a seminar in Vancouver, Rener Gracie decided to roll with some of the participants. But he was nursing a shoulder injury and tied his right arm under his belt. A one-handed master spars thrice with a purple, brown, and black belt.
Three Exercise Milestones
Yesterday I could do six chin-ups, for the first time ever.
At the end of May I finally finished my web page about exercise and stretching (for beginners) entitled Meet Your Muscles.
And I have completed every Gracie Combatives class twice, making me eligible for the weekend Reflex Development practice.
At the end of May I finally finished my web page about exercise and stretching (for beginners) entitled Meet Your Muscles.
And I have completed every Gracie Combatives class twice, making me eligible for the weekend Reflex Development practice.
Wednesday, June 18, 2014
Updated Sector Investment Web Page
Two days ago I mentioned re-balancing my sector investments. I did not do enough research, but there were two reasons to get something done.
First, it was months overdue. I can always re-balance (without fees) in a month, when I have more time to do better research. Any June improvement to how well my IRA fits the current situation was worth doing.
Second, my father was visiting this week and he knows much more about the economy that I do. My web page about sector investing is nearly two years old. He helped me update it, mostly to be more readable but also with some new information.
First, it was months overdue. I can always re-balance (without fees) in a month, when I have more time to do better research. Any June improvement to how well my IRA fits the current situation was worth doing.
Second, my father was visiting this week and he knows much more about the economy that I do. My web page about sector investing is nearly two years old. He helped me update it, mostly to be more readable but also with some new information.
Photos from Grandparents
My father and stepmother are visiting us this week, to see Smiley's kindergarten graduation.
They took some time last night to put three photo albums online.
They took some time last night to put three photo albums online.
Monday, June 16, 2014
Sector Investing in Mid-June
In April I should have re-balanced my sector ETFs according to my usual plan.
But I was too busy, so it is happening mid-June.
Which sectors did I favor this time?
The graphs show that Energy and Consumer Staples have been doing the best during the past three months. Since part of sector investment theory is that "chasing gains" is possible with sectors, since they wiggle less erratically than stocks, then those two are good picks. (I just need to do better about monitoring my picks more frequently than every six months!)
There is also the Forward P/E difference tool.
It also likes the Energy and Consumer Staples sectors. And it suggests Materials and especially Utilities are two other good picks. But the Forward P/E difference is less reliable guidance, so I weight those less so far as how much to invest in them.
Since I am not comfortable investing in only four sectors, I also added Industrials, which has the next-best Forward P/E difference of the sectors that have been doing okay lately. I weight it least.
The Fidelity ETFs I use have no cost to buy or sell as long as I hold them at least one month. I only had two sectors that were good picks from both recent behavior and the Forward P/E difference. So I should check in again a month and see how these choices are doing, and meanwhile try to do better about reading some financial news about the sectors.
UPDATE: If you read my web page about sector investing, you can see it describes seven tools to analyze the current status of the sectors. I only used five, and only blogged about two. Too busy to be more informative. Sorry!
But I was too busy, so it is happening mid-June.
Which sectors did I favor this time?
The graphs show that Energy and Consumer Staples have been doing the best during the past three months. Since part of sector investment theory is that "chasing gains" is possible with sectors, since they wiggle less erratically than stocks, then those two are good picks. (I just need to do better about monitoring my picks more frequently than every six months!)
There is also the Forward P/E difference tool.
Forward P/E Difference = ( Forward P/E − 15-year Avg. P/E ) ÷ 15-year Avg. P/E
It also likes the Energy and Consumer Staples sectors. And it suggests Materials and especially Utilities are two other good picks. But the Forward P/E difference is less reliable guidance, so I weight those less so far as how much to invest in them.
Since I am not comfortable investing in only four sectors, I also added Industrials, which has the next-best Forward P/E difference of the sectors that have been doing okay lately. I weight it least.
The Fidelity ETFs I use have no cost to buy or sell as long as I hold them at least one month. I only had two sectors that were good picks from both recent behavior and the Forward P/E difference. So I should check in again a month and see how these choices are doing, and meanwhile try to do better about reading some financial news about the sectors.
UPDATE: If you read my web page about sector investing, you can see it describes seven tools to analyze the current status of the sectors. I only used five, and only blogged about two. Too busy to be more informative. Sorry!
Sunday, June 15, 2014
Federal Pensions, Interest, and Debt in 2014
I am not an alarmist, but do try to keep an eye on how the Entitlement Crisis and Federal debit is doing.
Federal civilian pensions are now at $1.8 trillion per year. Military pensions are slightly less, at $1.5 trillion. So the government spent $3.3 trillion last year on pensions.
But it only collected $2.5 trillion of tax revenue last year.
Our Federal pensions now exceed our Federal tax revenues by 32%!
No wonder the country is $16 trillion in debt.
Of course, Social Security is also in trouble.
(According to Larry Kotlikoff, the Federal government is spending forty percent too much. I do not have the data to double-check his estimate. His math agrees with everyone that Social Security is spending about twenty-three percent too much. That means there is no justified concern about Social Security disappearing--it might just need to shrink its payments by about 23% starting in 2033.)
Simon Black is an alarmist, but I was still curious when directed to some math from his recent blog post.
US interest payments in Fiscal Year 2013 were a whopping $415 billion...Hm. Let me look a bit more.
The IRS collected $2.49 trillion in taxes last year (net of refunds). But of this amount, $891 billion was from payroll tax.
According to FICA and the Social Security Act of 1935, however, this amount is tied directly to funding Social Security and Medicare. It is not to be used for interest payments.
Based on this data, the amount of tax revenue that the US government had available to pay for its operations was $1.599 trillion in FY2013.
This means they actually spent approximately 26% of their available tax revenue just to pay interest last year.
The 2013 interest expense was indeed $416 billion.
Federal debt is now about equal to the annual GDP. The last time I blogged about this ratio was in 2009 and it was only 74% then.
This article explains more. The Social Security trust funds are required to hold Treasury bills, bonds, and notes. So it is not surprising that a lot of the Federal debt is held by the Social Security funds. The interest "payments" on debt held by the Social Security funds are income for those funds. It is not bad debt, just awkward accounting.
In fact, about one-third of our Federal debt is owed to the two Social Security trust funds and the Federal Reserve. Only $223 billion of the $415 interest is paid as interest outside the Federal government itself.
That works out to 14% of the non-payroll-tax tax revenue, not the 26% that Simon Black calculated.
I have no idea how alarmed I should be at that 14%.
New Math Study Skills Page - Before the Term Begins
A long time has passed since I last added a new page to my online math notes.
Today I put up a new page, about what a student can do before the term begins to start the class with helpful momentum.
As always, constructive feedback is appreciated.
What other tips do you have for how to start a term well?
Wednesday, June 11, 2014
Local Things for Kids to Do - Summer 2014 Edition
Last summer I gathered online resources about free, local fun things for kids to do.
I have copy-and-pasted the list to this new blog post, with a few additions. Enjoy!
Year-Round
Summer Only
Open Gyms (Costs Money)
I have copy-and-pasted the list to this new blog post, with a few additions. Enjoy!
Year-Round
- Eugene Parks and Recreation News
- Willamalane Events
- Eugene Library
- Springfield Library
- Local U-Pick Farms as a Google Map
- Zany Zoo Pets
- Barnraisers Homeschooling Network
- U. of O. Families ListServ
- LaneKids calendar
- GoMomGo calendar
- Eugene Weekly calendar
- Mount Pisgah Arboretum events
- Science Factory events and Tot Discovery Days
- Science Factory Planetarium
- Oregon Air and Space Museum events
- REI classes and events
- Farmer's Markets
- Jordan Schnitzer Museum of Art (free First Fridays)
- U. of O. Museum of Natural and Culural History "Little Wonders" events (second Friday of each month at 10:30am)
Summer Only
- Eugene Library Summer kid activities
- Eugene "Summer in the City" activities
- Free Meals for Kids
- Amazon Pool
- U. of O.'s listing of Summer camps
- Safety Town camp
- Science Factory camps
- Mad Ducking Children's Theatre (costs $5)
Open Gyms (Costs Money)
Monday, May 26, 2014
Update on LCC and Federal Financial Aid
Mary Spilde, LCC's president, wrote an article for the local paper about the Federal loan problem that I blogged about last month.
This part was the most surprising news, new information to me:
"Federal regulations do not allow colleges to assess credit worthiness; we lack any reasonable latitude to deny or limit a loan. Instead, we are required to disburse financial aid to almost anyone who applies and yet, if a student defaults, colleges are held accountable for something over which we have little to no control. This disconnect needs to be addressed."She also adds within e-mail to LCC employees:
"Currently we are challenging 37 factors used by the Department of Education to determine our default rate, one of which declared some former students in default after they had passed away. If those accounts alone were excluded from the calculations, our projected default rate for 2011 would lower to 29.8 percent.So nothing finalized, but a hopeful update.
"By our calculation we are now at 29.7% which is under the threshold. While I am cautiously optimistic, we will not receive our final rate until September."
Saturday, May 24, 2014
Pancake Letters
We are continuing to enjoy our pancake pen. Ten dollars for a gimmick was too much to spend ourselves, but it made a great December present last year.
It is like breakfast in World World!
Or an edible captcha!
If you have not tried or tropical pancake recipe, you are missing out!
It is like breakfast in World World!
Or an edible captcha!
If you have not tried or tropical pancake recipe, you are missing out!
Tooth Trouble
Smiley had a dentist appointment last week.
His upper left center adult tooth was coming in above the baby tooth. The baby tooth was very loose, but was refusing to come out with tugging or eating.
The dentist removed the baby tooth. Now the adult tooth can more freely move down into its intended location.
Only two days later his other center baby tooth is already noticeably loose.
His upper left center adult tooth was coming in above the baby tooth. The baby tooth was very loose, but was refusing to come out with tugging or eating.
The dentist removed the baby tooth. Now the adult tooth can more freely move down into its intended location.
Only two days later his other center baby tooth is already noticeably loose.
Donating Hair
I finally got my hair cut.
There were several reasons. The main one was that hair down to the small of my back was often in the way when doing exercise or other physical activity. But I had been putting up with that inconvenience (and my jiu-jitsu partners were also). However, this summer is a family reunion to celebrate my grandmother's ninetieth birthday. Since she never liked such long hair on me, the haircut is partially a present for her.
The last of my long hair photos, with ponytail from the front
and the back
and with my hair down, from the front
and the back
The charity Locks of Love needs at least ten inches. My hair had enough thinning towards the very bottom that removing sixteen inches made sense.
Tangentially, my hair is the kind Locks of Love really wants. Too many of their donations are hair damaged by heat or chemicals. My hair was never blow dried, curled, straightened, or dyed.
I even used only silicon-free conditioner to wash it normally, so it did not dry out as much as most conditioned hair.
Now I have shoulder length hair.
My hair has never been like this before.
When I was growing it out, at the time the back got to my shoulders the front was still not nearly long enough to also be shoulder length. It was dreadful! The only way I could find that looked masculine at that stage was to always wear a yarmulke and keep my font hair tucked under that skullcap.
I am liking this length a lot. It has a lot more personality, and even when I wear it down it is not nearly as much in my way during the day.
There were several reasons. The main one was that hair down to the small of my back was often in the way when doing exercise or other physical activity. But I had been putting up with that inconvenience (and my jiu-jitsu partners were also). However, this summer is a family reunion to celebrate my grandmother's ninetieth birthday. Since she never liked such long hair on me, the haircut is partially a present for her.
The last of my long hair photos, with ponytail from the front
and the back
and with my hair down, from the front
and the back
The charity Locks of Love needs at least ten inches. My hair had enough thinning towards the very bottom that removing sixteen inches made sense.
Tangentially, my hair is the kind Locks of Love really wants. Too many of their donations are hair damaged by heat or chemicals. My hair was never blow dried, curled, straightened, or dyed.
I even used only silicon-free conditioner to wash it normally, so it did not dry out as much as most conditioned hair.
Now I have shoulder length hair.
My hair has never been like this before.
When I was growing it out, at the time the back got to my shoulders the front was still not nearly long enough to also be shoulder length. It was dreadful! The only way I could find that looked masculine at that stage was to always wear a yarmulke and keep my font hair tucked under that skullcap.
I am liking this length a lot. It has a lot more personality, and even when I wear it down it is not nearly as much in my way during the day.
Zip Line
When Smiley turned six his big birthday present from us and his grandparents was a zip line and ratchet puller.
He loves it! Here is his first time using it.
It took a month, but finally his brother was brave enough to try using it.
Which also meant he was finally old enough to use the circular seat on our back yard swing.
A few swings, and then back to the zip line!
After one month, Smiley is such an old pro that he likes to use it leaning funny, or without the seat just hanging from the handles.
(Without the seat is the easiest way to use it without adult help. He can stand atop our little slide, hold the handles, and run off.)
The boys take turns well. They also enjoy pulling each other by the trailing rope.
He loves it! Here is his first time using it.
It took a month, but finally his brother was brave enough to try using it.
Which also meant he was finally old enough to use the circular seat on our back yard swing.
A few swings, and then back to the zip line!
After one month, Smiley is such an old pro that he likes to use it leaning funny, or without the seat just hanging from the handles.
(Without the seat is the easiest way to use it without adult help. He can stand atop our little slide, hold the handles, and run off.)
The boys take turns well. They also enjoy pulling each other by the trailing rope.
Counting the Omer, Day 29
A few weeks ago, one of my math students asked an intriguing question.
I will paraphrase:
I started an e-mail conversation with my LCC colleagues. Someone recommended this chart from Skip Downing's book On Course, so I read most of that book from the LCC library.
I also pulled together a bunch of my ideas from my studies of appropriate masculinity, even though this was a pedagogical project.
The result is my new essay on reacting well.
My image for someone who reacted well is the Brave Little Tailor.
I would love to find a more appropriate opposite literary character. In my essay I strain and compare him to a Damsel in Distress even though they are not classic "reactive avoiders". They do not try something, take a time out to recover, and repeats the exact same behavior hoping for more success.
After writing that essay I have been paying attention to where in my own life I need to react better.
I do fairly well, but have been learning to do better with how to use a to-do list in ways that (for me) make it harder to procrastinate activities that are scary because they are new.
I will paraphrase:
"Imagine I am in a situation in which I know I will be reactive instead of proactive. Perhaps the situation seems frighteningly difficult, or an annoying waste of time.That seemed an excellent question.
"Given that I am reactive, how can I react better? What views or habits would help me?"
I started an e-mail conversation with my LCC colleagues. Someone recommended this chart from Skip Downing's book On Course, so I read most of that book from the LCC library.
I also pulled together a bunch of my ideas from my studies of appropriate masculinity, even though this was a pedagogical project.
The result is my new essay on reacting well.
My image for someone who reacted well is the Brave Little Tailor.
I would love to find a more appropriate opposite literary character. In my essay I strain and compare him to a Damsel in Distress even though they are not classic "reactive avoiders". They do not try something, take a time out to recover, and repeats the exact same behavior hoping for more success.
After writing that essay I have been paying attention to where in my own life I need to react better.
I do fairly well, but have been learning to do better with how to use a to-do list in ways that (for me) make it harder to procrastinate activities that are scary because they are new.
Friday, May 16, 2014
Confidence when Entering College
A fascinating article from the New York Times is entitled Who gets to graduate?
The key bit seems to be that a certain kind of new college student receives huge benefit (at some colleges halving their chance of dropping out of college) from five resources:
Specifically, this kind of new student tends to react to a obstacles with a success or failure mindset.
When they fail a placement test or a required to take a remedial class it prompts thoughts such as "Perhaps I am not smart enough to be here", or "I do not belong here" or "College is too different from high school".
The first three especially--those discussions, advisors, and tips about getting help--can retrain them to instead be like the other students who react to obstacles with a growth opportunity mindset.
When those fail a placement test or a required to take a remedial class they have much different thoughts, such as "This sounds boring, I hope the instructor is funny" or "What a waste of time, I hope I actually learn something".
Those responses might be pessimistic, but they are about opportunity and personal growth rather than dictates or predictions of success or failure.
I already wrote about the difference between a growth opportunity mindset and a success or failure mindset in my essay about social confidence.
What surprised the researchers is that only parental income mattered to statistically predict who was which kind of new student--and thus the chance of dropping out or earning a degree.
In my math class I already talk a lot about those discussion and tips.
The Math Resource Center offers free tutoring, so extra instruction is available.
I am currently exploring ways to create some student-to-student mentoring at LCC.
The technologically easy idea would be a discussion forum that I could invite my old students to join if they earned an A or B. The students could talk amongst themselves about tips for higher-level math classes. Which instructors are best for students with certain learning styles? Which classes require more homework time than the number of credits would suggest? Etc. And my current students would also be forum members, to get encouragement and math advice from students who have proven themselves capable.
Unfortunately, at LCC only Moodle has online discussion forums and these will not work. They must be re-created each term. There is no easy way to invite past students to join.
The key bit seems to be that a certain kind of new college student receives huge benefit (at some colleges halving their chance of dropping out of college) from five resources:
- discussions about their doubts, fears, and worries about belonging
- advisors who monitor progress and keep in contact,
- tips on how and when to ask for help
- peer mentors, especially for encouragement
- access to extra instruction
Specifically, this kind of new student tends to react to a obstacles with a success or failure mindset.
When they fail a placement test or a required to take a remedial class it prompts thoughts such as "Perhaps I am not smart enough to be here", or "I do not belong here" or "College is too different from high school".
The first three especially--those discussions, advisors, and tips about getting help--can retrain them to instead be like the other students who react to obstacles with a growth opportunity mindset.
When those fail a placement test or a required to take a remedial class they have much different thoughts, such as "This sounds boring, I hope the instructor is funny" or "What a waste of time, I hope I actually learn something".
Those responses might be pessimistic, but they are about opportunity and personal growth rather than dictates or predictions of success or failure.
I already wrote about the difference between a growth opportunity mindset and a success or failure mindset in my essay about social confidence.
What surprised the researchers is that only parental income mattered to statistically predict who was which kind of new student--and thus the chance of dropping out or earning a degree.
In my math class I already talk a lot about those discussion and tips.
"Anything new is hard. But the math topics in Math 20 are not themselves hard. All of them become okay, if not easy, with enough practice."All my students have advisors, and my quizzes and midterms keep them up-to-date on which topics still need more studying.
"Math 20 is about turning free time into grade points. If you put in the time, you can pass the class. Some students with jobs and kids are too busy to put in the time during a single term. There is no shame in needing two terms if you have many real-life responsibilities. It happens all the time."
"I have taught Math 20 or 25 for twenty-five terms. Among all those hundreds of students I have only had one who could not pass the class after putting in the required time. (She had her own circumstances.) If you have a weak math background it might take you a bit more time than if you have a strong background. But it is still just an amount of time. Study, practice, do homework, do practice tests. You can pass."
"We start each class with homework questions. No questions are silly. You will not ever be the only student with that question. If you already knew all the answers, you would not be in Math 20."
"During this group work every group scored 85% or more. Now, maybe you were faking it and just nodding your head while confused. But I did not see that, except for a very few student with the one hardest problem. Mostly I saw everyone leaving the room having understood 85% of those problems. Think about what that means. Your brain can understand 85%! It did then. It can again. If it does not now, that just means you need more time to practice. You all can earn a B or better. Your brains can handle that. The math will fit, if you have time to make it stick."
"In Math 20 we are learning two very different things. We are learning a bunch of math topics. And we are learning study skills for how to be a good math student. The bad news is that you have a double curriculum this term. The good news is that once you learn those study skills you're done with that. In all the rest of your math classes you will only need to learn the math topics. You classmates there will look at you and say, 'You're good at math!' What they mean is, 'I am still doing a double curriculum but you're not. You are passing the class while doing half the work.'"
"Never be ashamed of how many mistakes you make. I assure you that by the time I earned my masters degree in mathematics I had made more math mistakes than you will make during your entire life. In fact, unless you have a family member who also pursues a graduate degree in mathematics, by the age of 21 I had made more math mistakes than your entire family will ever make in their entire lives. You will never catch up! Bwahahahahaha."
"If your score on this midterm was not as high as you would like, I would appreciate you talking to me after class or coming to office hours. I cannot require it. You're not in high school. But if you are not as successful as you would like to be, I can probably help you brainstorm ways to become more efficient with your studying and successful on your final exam."
The Math Resource Center offers free tutoring, so extra instruction is available.
I am currently exploring ways to create some student-to-student mentoring at LCC.
The technologically easy idea would be a discussion forum that I could invite my old students to join if they earned an A or B. The students could talk amongst themselves about tips for higher-level math classes. Which instructors are best for students with certain learning styles? Which classes require more homework time than the number of credits would suggest? Etc. And my current students would also be forum members, to get encouragement and math advice from students who have proven themselves capable.
Unfortunately, at LCC only Moodle has online discussion forums and these will not work. They must be re-created each term. There is no easy way to invite past students to join.
Monday, May 12, 2014
Math Pages Mirrored
Twice this term my website has been unavailable from LCC.
This was some sort of local DNS issue. The website continued working fine from my home and from the University of Oregon.
In case it happens again, the LCC IT folks have kindly helped me set up a mirror site on their Plesk server.
This was some sort of local DNS issue. The website continued working fine from my home and from the University of Oregon.
In case it happens again, the LCC IT folks have kindly helped me set up a mirror site on their Plesk server.
Friday, May 09, 2014
Mock Test for Teachers
At yesterday's math meeting I shared my funky Midterm Rubric with my math colleagues.
I had prepared a short "midterm" to give them for five minutes, in case they wanted to experience the rubric first-hand. (They didn't.)
It was an interesting challenge to create a few questions that my fellow math teachers would find interesting enough to want to discuss in groups.
How do you do on my mock test?
Answers are in white. Highlight the blanks with the cursor to make them visible.
1. What is the sum of three hundred seventy two and one thousand two hundred fifteen? Show your work in base negative ten.
(Hint: three hundred seventy two = four hundreds minus three tens plus two ones = 432.)
432
+19395
------
19627 (one thousand, five hundred, eighty seven)
2. Usually it is most proper to say a three-digit number using place value, as in "four hundred twelve". Think of at least two situations in which it is proper to say a three-digit number by naming each digit, as in "four one two".
license plates, street addresses
3. A fatally ill goldfish breeder decides to give away all his fish.
(a) First he gives his niece a third of what remains, plus one-third of a fish.
(b) Then he gives his brother a fourth of what remains, plus one-fourth of a fish.
(c) Then he gives his friend a fifth of what remains, plus one-fifth of a fish.
(d) Lastly, he sells the remaining eleven goldfish.
No fish was divided or injured in any way. How many fish did he start with?
For part (e) use the equation 1/5 y + 1/5 + 11 = y
11.2 = 0.8 y
14 = y
and so on, working backwards
eventually get (a) 29 fish -> (b) 19 fish -> (c) 14 fish -> (d) 11 fish
4a. A circus has a certain number of horses and riders. Between them there are 50 feet and 18 heads. How many horses and riders are in the circus?
4b. The pet shop Vince's Vertebrates sells jungle animals. There are twice as many four-footed animals as two-footed animals. There are 11 heads and 20 feet. How many animals of each type are at the pet shop?
[4a]
18 heads means 18 total, so 36 haunches, so 50 - 36 = 14 forefeet
To make 14 forefeet there must be 7 horses
Then 18 - 7 = 11 riders
[4b]
There must be at least one snake with no feet!
4 four-footed makes 16 feet
2 two-footed makes 4 feet
5 snakes makes a total of 11 heads
I had prepared a short "midterm" to give them for five minutes, in case they wanted to experience the rubric first-hand. (They didn't.)
It was an interesting challenge to create a few questions that my fellow math teachers would find interesting enough to want to discuss in groups.
How do you do on my mock test?
Answers are in white. Highlight the blanks with the cursor to make them visible.
1. What is the sum of three hundred seventy two and one thousand two hundred fifteen? Show your work in base negative ten.
(Hint: three hundred seventy two = four hundreds minus three tens plus two ones = 432.)
432
+19395
------
19627 (one thousand, five hundred, eighty seven)
2. Usually it is most proper to say a three-digit number using place value, as in "four hundred twelve". Think of at least two situations in which it is proper to say a three-digit number by naming each digit, as in "four one two".
license plates, street addresses
3. A fatally ill goldfish breeder decides to give away all his fish.
(a) First he gives his niece a third of what remains, plus one-third of a fish.
(b) Then he gives his brother a fourth of what remains, plus one-fourth of a fish.
(c) Then he gives his friend a fifth of what remains, plus one-fifth of a fish.
(d) Lastly, he sells the remaining eleven goldfish.
No fish was divided or injured in any way. How many fish did he start with?
For part (e) use the equation 1/5 y + 1/5 + 11 = y
11.2 = 0.8 y
14 = y
and so on, working backwards
eventually get (a) 29 fish -> (b) 19 fish -> (c) 14 fish -> (d) 11 fish
4a. A circus has a certain number of horses and riders. Between them there are 50 feet and 18 heads. How many horses and riders are in the circus?
4b. The pet shop Vince's Vertebrates sells jungle animals. There are twice as many four-footed animals as two-footed animals. There are 11 heads and 20 feet. How many animals of each type are at the pet shop?
[4a]
18 heads means 18 total, so 36 haunches, so 50 - 36 = 14 forefeet
To make 14 forefeet there must be 7 horses
Then 18 - 7 = 11 riders
[4b]
There must be at least one snake with no feet!
4 four-footed makes 16 feet
2 two-footed makes 4 feet
5 snakes makes a total of 11 heads
Thursday, May 08, 2014
Counting the Omer, Day 20
Yesterday I wrote about how reconciliation with God should include my being compelled by Yeshua to draw from God's Kingdom righteousness, peace and joy, so I can distribute these into people's lives.
This reminded me of an old blog post about how representation, advocacy, and leadership are very different and in some ways in opposition to each other.
When I represent Yeshua, I think and act more like him and less like my old self. I better represent him by spending time with Yeshua and developing a deeper relationship with him.
Being an advocate for Yeshua does not require relationship. An advocate merely supports and recommends Yeshua's teachings and invitations.
(A group focused on representing Yeshua together would live similarly and harmoniously. But a group focused on advocating for Yeshua might have disagreements about how to best share the reality of his life and teachings.)
Being a spiritual leader involves activities Yeshua never did that help others learn to think and act like him.
Organizing a weekly scripture study group or helping casting a congregation's vision are not things Yeshua did. They are "meta" activities that might help other people represent Yeshua even though the activities themselves are not how Yeshua thought or acted.
You cannot represent the target while leading someone to the target!
I am no longer running a congregation or hosting a scripture study group. This is kind of nice because the ways I am a spiritual leader are less often "meta" activities.
Yeshua did lead by encouraging people to pray, answering their theological questions, and making short teachings. I can do these things to be a spiritual leader for my family and sometimes for my friends while still thinking and acting like Yeshua.
This reminded me of an old blog post about how representation, advocacy, and leadership are very different and in some ways in opposition to each other.
When I represent Yeshua, I think and act more like him and less like my old self. I better represent him by spending time with Yeshua and developing a deeper relationship with him.
Being an advocate for Yeshua does not require relationship. An advocate merely supports and recommends Yeshua's teachings and invitations.
(A group focused on representing Yeshua together would live similarly and harmoniously. But a group focused on advocating for Yeshua might have disagreements about how to best share the reality of his life and teachings.)
Being a spiritual leader involves activities Yeshua never did that help others learn to think and act like him.
Organizing a weekly scripture study group or helping casting a congregation's vision are not things Yeshua did. They are "meta" activities that might help other people represent Yeshua even though the activities themselves are not how Yeshua thought or acted.
You cannot represent the target while leading someone to the target!
I am no longer running a congregation or hosting a scripture study group. This is kind of nice because the ways I am a spiritual leader are less often "meta" activities.
Yeshua did lead by encouraging people to pray, answering their theological questions, and making short teachings. I can do these things to be a spiritual leader for my family and sometimes for my friends while still thinking and acting like Yeshua.
Counting the Omer, Day 19
My old essay about favored status described our role as people helping God distribute his Kingdom's good promises and help.
We should recognize that we have favored-status because we are now children of God. This puts us beyond concerns of honor and shame, and gives us responsibilities to help God distribute his blessings and other good things from his Kingdom.The past few days I have been thinking about this more.
Let's put together three scripture verses: Matthew 6:33, Romans 14:7-8, and Second Corinthians 5:14-20.
Together these tell us to continually seek God's Kingdom. In particular, God is pleased when we draw righteousness, peace and joy into our lives from his Kingdom . We should feel compelled and driven by Yeshua to do this.
Moreover, when we live this way we should see people differently. People are either fellow-helpers in this effort of distributing God's good things, or folk who not only need a lot more righteousness, peace and joy but who can be changed by receiving from God's Kingdom.
Tuesday, May 06, 2014
Monday, May 05, 2014
Counting the Omer, Day 15
Second Timothy 2:17-18 has always confused me. Were two guys really leading some early believers astray by claiming that the resurrection has already happened? That seems like a lot of gullibility!
But today I noticed that Paul appears to only use the Greek word anástasis (and the related words anístēmi and exanástasis) to literally to mean "stand up" when quoting from the Tenach (as in Romans 15:2 and First Corinthians 10:7).
Normally in Paul's letters those words refer not to literal rising but metaphorically to the power and purity of the now available "resurrection life".
This is most clear in Philippians 3:9-14, where Paul says he wants to know the power of Yeshua's anástasis to increasingly attain his own exanástasis.
So the heresy in Second Timothy 2:17-18 is probably the claim that complete access to "resurrection life" is available now. Paul knows better. Through faith and participation in Yeshua's sufferings we can gain more and more "resurrection life", but having it fully remains a distant goal until we reach the World to Come.
But today I noticed that Paul appears to only use the Greek word anástasis (and the related words anístēmi and exanástasis) to literally to mean "stand up" when quoting from the Tenach (as in Romans 15:2 and First Corinthians 10:7).
Normally in Paul's letters those words refer not to literal rising but metaphorically to the power and purity of the now available "resurrection life".
This is most clear in Philippians 3:9-14, where Paul says he wants to know the power of Yeshua's anástasis to increasingly attain his own exanástasis.
So the heresy in Second Timothy 2:17-18 is probably the claim that complete access to "resurrection life" is available now. Paul knows better. Through faith and participation in Yeshua's sufferings we can gain more and more "resurrection life", but having it fully remains a distant goal until we reach the World to Come.
Sunday, May 04, 2014
LCC and 4J Support Services Comparison
I just wrote an analysis about the 4J School District budget and learned that instruction is only about 60% of the 4J school district budget.
I then wondered how my own LCC classes compare.
This term is typical. My Math 20 class has 28 students. Each student is paying $93 per credit x 3 credits = $279 for the class. Thus the college gets a total income of $7,812.
My pay is roughly $3,000 per class. I will estimate $100 of other instructional expenses of equipment maintenance, photocopying, electricity, etc. (Those projector bulbs are quite pricey.) So LCC only uses about $3,100 ÷ $7,800 = 40% of my class tuition on instruction.
All the rest of my class's tuition can go to "support services" and to compensate for less lucrative classes.
Whew! It seemed amazing that the 4J school district was spending 33% of the district's cost per student on (non-retirement) support services. But LCC gets to spending almost twice that percentage on expenses other than instruction.
Yet I am not complaining. I have already invested countless hours creating my online lecture notes and tests, and setting up Moodle to do homework grading. So teaching each class requires about 30 hours of class time and about 10 hours each for grading, preparation, and corresponding with students (mostly by e-mail, sometimes by phone). So each class is only about sixty hours of work.
My take-home pay rate is thus about $46 per hour. That is sufficient for a worry-free job that allows me to also be home with my boys as much as I want.
But the pay rate is actually not that great. I do not get retirement account money since I am part-time. I could be getting health insurance, but by waiving it and using my wife's policy I have slightly greater take-home pay. Since most jobs have 30% of their compensation in benefits my comparable pay rate is only $46 ÷ 1.3 = $35 per hour. Not impressive for having two Master's degrees, in a city with a slightly highter cost of living than national average.
I then wondered how my own LCC classes compare.
This term is typical. My Math 20 class has 28 students. Each student is paying $93 per credit x 3 credits = $279 for the class. Thus the college gets a total income of $7,812.
My pay is roughly $3,000 per class. I will estimate $100 of other instructional expenses of equipment maintenance, photocopying, electricity, etc. (Those projector bulbs are quite pricey.) So LCC only uses about $3,100 ÷ $7,800 = 40% of my class tuition on instruction.
All the rest of my class's tuition can go to "support services" and to compensate for less lucrative classes.
Whew! It seemed amazing that the 4J school district was spending 33% of the district's cost per student on (non-retirement) support services. But LCC gets to spending almost twice that percentage on expenses other than instruction.
Yet I am not complaining. I have already invested countless hours creating my online lecture notes and tests, and setting up Moodle to do homework grading. So teaching each class requires about 30 hours of class time and about 10 hours each for grading, preparation, and corresponding with students (mostly by e-mail, sometimes by phone). So each class is only about sixty hours of work.
My take-home pay rate is thus about $46 per hour. That is sufficient for a worry-free job that allows me to also be home with my boys as much as I want.
But the pay rate is actually not that great. I do not get retirement account money since I am part-time. I could be getting health insurance, but by waiving it and using my wife's policy I have slightly greater take-home pay. Since most jobs have 30% of their compensation in benefits my comparable pay rate is only $46 ÷ 1.3 = $35 per hour. Not impressive for having two Master's degrees, in a city with a slightly highter cost of living than national average.
School District Preliminary Budget
Note: If anyone has a better understanding of these financial documents, please feel free to correct me!
A Preliminary Budget Gap
In April the 4J school district Superintendent and board released their preliminary budget.
Unsurprisingly, it has a projected budget gap.
The national average is about $12,740 per student. Our school district is spending only 75% of the national average. No wonder it has a budget gap!
Pension Problems?
Of course, the word pension does not ever occur in the preliminary budget main document. Is the school district in a pension crisis? Maybe that is why our schools seem low on money.
I can go to the district's archive of financial documents to find the 2013 Comprehensive Annual Financial Report. It provides details for the school year that ended in 2013.
The postemploymet benefits fund had income of $2 million (page 145). This is the money taken from other funds because part of planning salaries is set aside money for retirement costs. $1.7 million came from the general fund support services category. $0.3 million came from the support services category of the various other district funds.
The postemploymet benefits fund had expenses of $5.7 million (pages 146-147). So it is costing the district an extra $3.7 million.
This $3.7 million expense does not seem to be actual payments. If I am understanding the financial report, all pension payments are been made through $50 million of pension bonds (page 174) which that year cost the district $3.7 million of principal and interest (page 71).
Is it just me, or does only allocating $2 million for retirement out of the $137 million for instruction and support seem awfully low? I would expect public sector salary planning would allocate more than 1.2% to retirement expenses. Perhaps the previous superintendents thought such a low percentage was sufficient, which is why now bond money must be used?
$3.7 million of extra pension expense sounds like a lot of money. After all, it would close the projected budget gap.
But it is only 2.4% of the preliminary 2014 budget. It works out to $234 per student.
That does not seem to be an enormous strain on the school district's finances. Sure, 2.4% hurts. But it should not be crippling.
UPDATE: My numbers are way too low. More recent information is here.
Support Services
That year the district's general fund income was $68 million from local sources, $64 million from state sources, and $0.9 million from Federal sources. (Those categories are broken down on page 117.)
Instruction cost the general fund $82 million. Support services cost $55 million. (Those categories are broken down on page 118. Teacher salary information is here.)
The teachers hopefully get nice benefits. For both instructional and support employees their benefits are 34% of their total cost. The national average is 30%.
So support services costs $3,394 per student, of which only $234 is the previously analyzed retirement costs.
Why is 33% of the district's cost per student on (non-retirement) support services?
That is an enormous amount spent on administration, health, guidance, and busing!
A Preliminary Budget Gap
In April the 4J school district Superintendent and board released their preliminary budget.
Unsurprisingly, it has a projected budget gap.
The district spends an average of
$152,200,000 annual budget ÷ 15,843 students = $9,607 per student
Pension Problems?
Of course, the word pension does not ever occur in the preliminary budget main document. Is the school district in a pension crisis? Maybe that is why our schools seem low on money.
I can go to the district's archive of financial documents to find the 2013 Comprehensive Annual Financial Report. It provides details for the school year that ended in 2013.
The postemploymet benefits fund had income of $2 million (page 145). This is the money taken from other funds because part of planning salaries is set aside money for retirement costs. $1.7 million came from the general fund support services category. $0.3 million came from the support services category of the various other district funds.
The postemploymet benefits fund had expenses of $5.7 million (pages 146-147). So it is costing the district an extra $3.7 million.
This $3.7 million expense does not seem to be actual payments. If I am understanding the financial report, all pension payments are been made through $50 million of pension bonds (page 174) which that year cost the district $3.7 million of principal and interest (page 71).
Is it just me, or does only allocating $2 million for retirement out of the $137 million for instruction and support seem awfully low? I would expect public sector salary planning would allocate more than 1.2% to retirement expenses. Perhaps the previous superintendents thought such a low percentage was sufficient, which is why now bond money must be used?
$3.7 million of extra pension expense sounds like a lot of money. After all, it would close the projected budget gap.
But it is only 2.4% of the preliminary 2014 budget. It works out to $234 per student.
That does not seem to be an enormous strain on the school district's finances. Sure, 2.4% hurts. But it should not be crippling.
UPDATE: My numbers are way too low. More recent information is here.
Support Services
That year the district's general fund income was $68 million from local sources, $64 million from state sources, and $0.9 million from Federal sources. (Those categories are broken down on page 117.)
Instruction cost the general fund $82 million. Support services cost $55 million. (Those categories are broken down on page 118. Teacher salary information is here.)
The teachers hopefully get nice benefits. For both instructional and support employees their benefits are 34% of their total cost. The national average is 30%.
So support services costs $3,394 per student, of which only $234 is the previously analyzed retirement costs.
Why is 33% of the district's cost per student on (non-retirement) support services?
That is an enormous amount spent on administration, health, guidance, and busing!
Thursday, May 01, 2014
Counting the Omer, Day 12
If truth is beauty how come nobody has their hair done in a library?A few days ago I mentioned that we should see God's beauty.
-Lily Tomlin
What is beauty?
You can make your own definition. For me, beauty is delicate yet inspiring sublimity.
Some things are inspiring and sublime but not delicate. Mountains can be majestic. Marching band music can be uplifting. It seems less accurate to me to call them beautiful.
Some things are delicate and sublime but not inspiring. Candle flames are fascinating. Crystal goblets are elegant. Ladro statues are exquisite. Again it seems less accurate to me to use the word "beautiful", although I might do so sloppily in casual conversation.
Beauty reaches to gently touch us.
How do we see God's beauty?
In what ways is God sublime, inspiring, and delicate?
God has sublime down pat. No trouble there.
Not everything God does is inspiring. I will put that part on hold for a moment.
What does God do that is delicate? What an interesting question!
In my life, the spiritual things most delicate and inspiring are how God responds when I flirt with him. That needs some explanation.
Scripture instructs me to sometimes think of myself as (part of) Yeshua's bride. As a happily married man this is not so strange. There are some aspects of flirting that married couples should keep alive. These are usually not as wild and attention-seeking as teens first meeting and flirting with each other. But it is more spontaneous and nonsensical than the rest of married life.
Romance is inefficient! There are wiser ways to spend time and money than on flowers, fancy chocolates, hiding little notes in your spouse's lunches, and writing poetry. But that inefficiency demonstrates that you do not take your relationship with the other person for granted, and do not treat it as business.
A healthy spiritual life does include taking God's presence for granted. We are supposed to rely on God!
It also includes some business meeting type activity. We pray some intercessory petitions day after day. We read scripture even when not in the mood to do so.
But it must also include giving ourselves to God in spontaneous and inefficient ways. Then God responds, and we see God's beauty.
Sunday, April 27, 2014
Counting the Omer, Day 8
Every Friday afternoon our local Asian market receives a delivery of fresh mochi made that morning in Seattle.
Most weeks we buy a small package of them. It is a nice treat for the boys.
It also serves the practical parenting purposes of giving them something at the end of the week to earn, and giving them a Saturday morning breakfast they can get without help if they wake up before my wife and I are ready to get out of bed.
Tonight this weekly mochi treat helped me explain some theology to Smiley.
Conversations like that one do prompt me to pray that I will be able to answer the next tricky question in an way a six-year-old can understand.
Most weeks we buy a small package of them. It is a nice treat for the boys.
It also serves the practical parenting purposes of giving them something at the end of the week to earn, and giving them a Saturday morning breakfast they can get without help if they wake up before my wife and I are ready to get out of bed.
Tonight this weekly mochi treat helped me explain some theology to Smiley.
Smiley: What happened to Yeshua's spirit when he was dead for three days?Now I wonder what I will need to explain tomorrow.
Me: That did not hurt God. If you were telling a story, and put yourself in the story, and in the story that character of you died, it would not hurt you.
Smiley: But what about Yeshua's spirit?
Me: We know his spirit was not hurt because he was soon alive with a body again.
Smiley: That does not answer my question, daddy.
Me: The Bible does not say much about where his spirit went. In one place the Bible hints that maybe he went to the place where dead people wait for the World to Come. Some people believe that people who have soft hearts and will be in the World to Come do not have to wait like they are sleeping, but get to be in the heaven of This World with God while they wait.
Smiley: So they are like little gods?
Me: No. Not at all. If that is what happens, they are just waiting with God for the Day of Judgment.
Smiley: But how can they be there if they have not had judgment yet?
Me: There are two parts to judgment. There is the decision and the consequence. Imagine I said that all you had to do this week to earn getting mochi on Friday was to read one Elephant and Piggie book to mommy. And imagine that you did that tonight before bed. Then you would not have to worry more about whether or not you would get mochi this week.
Smiley: So judgment is like a contest.
Me: Sort of. But in most contests there is someone who gets first place, and someone who get second place. For the World to Come there are no people who win the most and get trophies.
Smiley: But if there was a race that was very tricky and only a few people finished, it would be like that. If they finish they go to the World to Come. Getting lost during the race is like the second death.
Me: Yes. Everyone who finished will be happy that they finished.
Smiley: So judgment is a reward.
Me: Judgment is both things. It is the decision and the reward. People who talk to God, and hear God, and God helps them make good choices, and whose heart gets softer and softer--they will be in the World to Come. They do not need to wait until the Day of Judgment to know that. But they still have to wait for the reward.
Conversations like that one do prompt me to pray that I will be able to answer the next tricky question in an way a six-year-old can understand.
Saturday, April 26, 2014
Counting the Omer, Day 7
It is fascinating to hear my boys learn to pray.
They both want to pray after being tucked into their bunk bed.
Gallant (at two-and-a-half) aways wants to first and prays the same way. He says thank you (presumably to God, but perhaps to me or to the room) for one thing and then laughs and laughs. I am not sure why he thinks his prayer is so fun or funny.
Tonight it was, "Thank you for ice cream!" Giggle giggle giggle giggle.
Then they want me to pray.
Smiley (at six) likes to pray last. He prefers to wait for his little brother to be quiet, but is learning the valuable lesson that you can pray even in non-optimal situations. His prayers are mostly a list of thanks, but he mixes in occasional requests. His stream of consciousness seems to mix the general theological issues with the day's specific events. He always inserts God's name in his first thanks, or after a long pause if he loses his train of thought.
Tonight his prayer went something like, "Thank you, God, for This World and the World to Come. Thank you for Pesach and holidays. Thank you for judgment so bad things do not last forever. Thank you for animals, like cows, so we can have milk and nice things. [Perhaps he was hesitant to echo his brother's thanks for the chocolate ice cream we had for desert?] Thank you for our house and toys. Please help us make good choices. Thank you for school and how fun it is. Thank you for helping us. Thank you for nice things. Amen."
No photograph for this blog post, since they so far only pray in the dark. We are still working on talking with God during the day.
They both want to pray after being tucked into their bunk bed.
Gallant (at two-and-a-half) aways wants to first and prays the same way. He says thank you (presumably to God, but perhaps to me or to the room) for one thing and then laughs and laughs. I am not sure why he thinks his prayer is so fun or funny.
Tonight it was, "Thank you for ice cream!" Giggle giggle giggle giggle.
Then they want me to pray.
Smiley (at six) likes to pray last. He prefers to wait for his little brother to be quiet, but is learning the valuable lesson that you can pray even in non-optimal situations. His prayers are mostly a list of thanks, but he mixes in occasional requests. His stream of consciousness seems to mix the general theological issues with the day's specific events. He always inserts God's name in his first thanks, or after a long pause if he loses his train of thought.
Tonight his prayer went something like, "Thank you, God, for This World and the World to Come. Thank you for Pesach and holidays. Thank you for judgment so bad things do not last forever. Thank you for animals, like cows, so we can have milk and nice things. [Perhaps he was hesitant to echo his brother's thanks for the chocolate ice cream we had for desert?] Thank you for our house and toys. Please help us make good choices. Thank you for school and how fun it is. Thank you for helping us. Thank you for nice things. Amen."
No photograph for this blog post, since they so far only pray in the dark. We are still working on talking with God during the day.
Fankie Manning Performs the Shim Shim
I am writing a new website essay, for which I added text to a photograph of Jimmie Lunceford, who is famous for the song T' Ain't What You Do (It's the Way That You Do It).
This inspired me to finally learn the half breaks for the Shim Sham.
And I found an adorable video of Frankie Manning dancing the Shim Sham.
Woo hoo! My first video embedded in a blog post. I am not sure if that is a good or bad thing.
This inspired me to finally learn the half breaks for the Shim Sham.
And I found an adorable video of Frankie Manning dancing the Shim Sham.
Woo hoo! My first video embedded in a blog post. I am not sure if that is a good or bad thing.
Friday, April 25, 2014
Counting the Omer, Day 6
I am a few hours late to have this complete by sundown of the sixth day, but such is life.
I have noticed three ways that men look to women.
Some men look to women to confirm they are are doing well. They try to please women using work, gifts, humor, and attention.
This is understandable. Our society teaches boys that their purpose is to please their mothers and mostly-female school teachers. (Most boys spend less time with their fathers and male teachers, and find these men easier to please. So the meaningful standard is pleasing women.)
Some men look at women as a kind of mirror. I mention this in my essay about kinds of flirting. "He is using the woman's visible response, or lack thereof, to check whether he is attractive. Doing this is the male equivalent of women looking in mirror before leaving the house."
This is also understandable. Our society put boys and men together when they share a common project. They gather because of a job or hobby, not because they are attractive enough to warrant each other's company. If a man wonders if he is socially attractive, he needs a women to make that question meaningful, let alone answer it.
Some men view women like they do sunrises. Sunrises can be very beautiful. They can inspire someone to be proactive, to be bright and energetic, and to enjoy life. There is no shame in looking deeply at a sunrise to appreciate it deeply. But no one looks at a sunrise and thinks I want that! There is no need to claim or own a sunrise. There will be plenty of other sunrises.
This is also understandable. Mot men naturally find feminine energy to be motivating and invigorating.
Of course, none of these three are scriptural.
We should seek to please God, not other people. Well done, my good and faithful servant.
We should seek approval from God, not affirmation that other people find us socially attractive. So we speak, not to please man, but to please God who tests our hearts.
We should be inspired by who God is, what he has done, and what he desires for us, not by the energy other people radiate. May the Lord bless you, and keep you, and make his face shine upon you.
All this gives me two questions.
I have answers to those two questions.
But I know there are more and deeper answers. So I think more, and pray more.
I have noticed three ways that men look to women.
This is understandable. Our society teaches boys that their purpose is to please their mothers and mostly-female school teachers. (Most boys spend less time with their fathers and male teachers, and find these men easier to please. So the meaningful standard is pleasing women.)
Some men look at women as a kind of mirror. I mention this in my essay about kinds of flirting. "He is using the woman's visible response, or lack thereof, to check whether he is attractive. Doing this is the male equivalent of women looking in mirror before leaving the house."
This is also understandable. Our society put boys and men together when they share a common project. They gather because of a job or hobby, not because they are attractive enough to warrant each other's company. If a man wonders if he is socially attractive, he needs a women to make that question meaningful, let alone answer it.
Some men view women like they do sunrises. Sunrises can be very beautiful. They can inspire someone to be proactive, to be bright and energetic, and to enjoy life. There is no shame in looking deeply at a sunrise to appreciate it deeply. But no one looks at a sunrise and thinks I want that! There is no need to claim or own a sunrise. There will be plenty of other sunrises.
This is also understandable. Mot men naturally find feminine energy to be motivating and invigorating.
Of course, none of these three are scriptural.
We should seek to please God, not other people. Well done, my good and faithful servant.
We should seek approval from God, not affirmation that other people find us socially attractive. So we speak, not to please man, but to please God who tests our hearts.
We should be inspired by who God is, what he has done, and what he desires for us, not by the energy other people radiate. May the Lord bless you, and keep you, and make his face shine upon you.
All this gives me two questions.
- As a man, how should I instead view women?
- As a father, how can I raise my boys to look to God instead of to people (especially women)?
I have answers to those two questions.
But I know there are more and deeper answers. So I think more, and pray more.
Wednesday, April 23, 2014
Counting the Omer, Day 5
Yesterday I said I would provide more details about the two things God is currently teaching me.
The first is yet another cure for the problem of "reading scripture seems boring because I have read that part before so many times". I need these now and then. Fortunately, God provides them when I remember to ask.
The second is how many good habits I have lost from my spiritual life. The list seems long and embarrassing.
How long has it been since I have asked myself those Five Questions which God had taught me to use?
The first is yet another cure for the problem of "reading scripture seems boring because I have read that part before so many times". I need these now and then. Fortunately, God provides them when I remember to ask.
The second is how many good habits I have lost from my spiritual life. The list seems long and embarrassing.
How long has it been since I have asked myself those Five Questions which God had taught me to use?
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