Hi!
I started a family web site at http://www.jonesfamilyzoo.com. We're going to an unschooling conference next week and I want to use it to help us keep in touch with families we meet there...
Thanks,
Matt
Monday, August 31, 2009
Tuesday, August 25, 2009
TKD: Black Belt Curriculum
Hi!
Master Nelson and I met last week to define the black belt curriculum of S&H Family Martial Arts. This is the result...
Thanks,
Matt
============
Like all ranks, black belts are expected to know all of the material for all lower ranks. The reason that the black belt curriculum is considered separately is because of the flexible nature of advanced training. Before getting into details, several assumptions must be explained.
1) Black belts must be both students and teachers. Just as it is unacceptable for a black belt never to teach class, it is unacceptable for a black belt never to take class. The classes that black belts take may not be the same classes that lower ranks take, and they may not take them as the same frequency, but black belts are expected to take class regularly.
2) What is “required” of one student will be required of all students. There will be no exceptions. Having universal requirements precludes there being higher value placed on one student’s rank compared to another’s. This is not to say that some students won’t be pushed harder in some areas than others, and other students pushed differently. This will be according to the student’s aptitude and interest.
Promotions for black belts are more a function of experience (e.g. “time at rank”) and maturity than merely meeting the written requirements. For example, even if the requirement for a student’s next rank is to learn three forms and teach 50 classes (for example), this doesn’t mean that the student can reach the requirement in a month by learning the forms quickly and teaching several classes per day for several weeks.
In general, the amount of time it takes from one black belt rank to the next is the next degree, in years. For example, two years from first to second, three years from second to third, and so on. There are exceptions, of course, but this rule of thumb will be followed in all but extreme circumstances.
Forms
Please refer to the general curriculum requirements for details on which forms are required for each rank. It is expected that black belts will continue to practice the forms from their previous ranks with the goal of continuous improvement. At each belt level, a student should learn not only the new form for their next rank, but also learn more about the forms from previous ranks. This is especially true for black belts who are expected to teach as part of their training.
From general curriculum requirements:
The forms, or hyung, of traditional Taekwondo are its identity. Each form has aspects of it that have meaning beyond kicking and punching, as described in the student handbook. The form(s) required at each belt level is/are as follows:
White: Chon-Ji
Yellow: Dan-Gun
Orange: Do-San
Green: Won-Hyo
Purple: Yul-Gok
Blue: Joon-Gun
Red: Toi-Gye
Brown: Hwa-Rang
1st Degree Black: Choong-Moo
2nd Degree Black: Kwang-Gae, Po-Eun, Ge-Baek
3rd Degree Black: Eui-Am, Choong-Jang, Juche
4th Degree Black: Sam-Il, Yoo-Sin, Choi-Yong
5th Degree Black: Yon-Gae, Ul-Ji, Moon-Moo
6th Degree Black: So-San, Se-Jong
7th Degree Black: Tong-Il
Learning a form is done in stages. The first stage is to be able to follow along in class and properly execute each technique, with the instructor describing each count. The second stage is to be able to do the same without the instructor describing each count, but still counting. The third is to be able to do the same without the instructor counting. The fourth stage is to be able to confidently execute each technique with appropriate timing on one’s own, that is, without anyone else doing the same form and without any input from the instructor. It is this fourth stage that is required to successfully test for the next rank.
Each student will have his or her own way of doing each form. There are some absolutes with regard to correctness, but, in general, students are encouraged to ensure that their way is their way and not just a mimic of someone else’s. For example, the first two moves in Chon-Ji are to turn ninety degrees to the left into a left-foot-forward front stance and do a left-hand down block, then aim with the left hand, step forward into a right-foot-forward front stance, and do a right-hand mid-section straight punch. Doing an outer block or a back stance would be wrong, but foregoing the aim or punching slightly higher or lower is not. The former is a matter of executing the right kind of technique; the latter is a personal preference as to how that technique is executed.
In addition to knowing the techniques of each form, students are also expected to know the definition for each form, the number of movements in each form, and the movement numbers on which a yell is expected. This information can be found in the student handbook (or on the Internet). Students are also expected to understand the application of the techniques in each form. It is how each technique can be applied to a self-defense situation that differentiates martial arts forms practice from dance. It is expected that students will continue to practice the forms from their previous ranks with the goal of continuous improvement. At each belt level, a student should learn not only the new form for their next rank, but also learn more about the forms from previous ranks.
Self-Defense
Black belts are expected to be competent at as many of the techniques that make up the school’s self-defense body of knowledge (SD BoK) as practical. Clearly, as new techniques are introduced to the SD BOK, it will take time for them to proliferate around to all students. However, the main expectation of black belts is to demonstrate in-depth knowledge and extreme proficiency at a sub-set of the SD BoK. The higher the rank, the larger the sub-set required.
From general curriculum requirements:
Self-defense is, and should be, a significant component to any martial arts curriculum. S&H FMA is no different in this regard. What is required for students to be promoted from rank to rank is not a prescribed set of self-defense techniques, but rather a prescribed number of techniques. This will allow students to focus on techniques that are meaningful to them and give instructors flexibility to teach to each student such techniques.
Each student, starting at white belt, is expected to learn three new self-defense techniques prior to testing for their next rank. This means that white belts are expected to know three, yellow belts are expected to know six, orange belts are expected to know nine, and so forth. In this case, “know” means the ability to instruct a fellow student (or instructor) what they are to do as an “attacker” and then properly, and safely, execute the technique as a “defender.”
Over time, the school will expand its body of knowledge of self-defense techniques, which will give the students more choices. Any technique that can be properly, and safely, executed in the school will be acceptable. Students are encouraged to help the school expand its body of knowledge by working with instructors to introduce new techniques.
Sparring
Sparring is, first and foremost, an exercise in control and black belts are expected to have exemplary control. Students should understand that control is the ability to strike only as hard as intended regardless of what their partner does. “He walked into it” does excuse having hit someone too hard! Safety is always first. Please refer to the student handbook for sparring equipment requirements.
From general curriculum requirements:
Sparring is, first and foremost, an exercise in control. Students are expected to exhibit control of their techniques in any and all line sparring and free sparring situations. Line sparring is when partners are given pre-defined technique to use in an attack/defend/counter-attack situation, then practice by alternating roles. Free sparring is when students are free to choose their own techniques for attack and must defend against their partner’s.
There are no technique requirements for sparring, only participation and demonstration of control. A student may be denied promotion for refusal to participate in sparring. There are, of course, medical exceptions to this. Any student with a medical reason for non-participation should make it clear to their instructor prior to testing. A student may also be denied promotion for lack of proper control during sparring. Students should understand that control is the ability to strike only as hard as intended regardless of what their partner does. “He walked into it” does excuse having hit someone too hard! Safety is always first. Please refer to the student handbook for sparring equipment requirements.
From student handbook:
Safety comes first. Students must wear complete sparring equipment before sparring. Headgear, mouth guard, rib protection (under 18 yrs old), hand gear, shin pads, and footgear comprise the complete set. Males will also wear groin protection.
Teaching
Black belts are expected to pass along what they learn by teaching lower belts. This does not necessarily mean leading class as the “head instructor.” Helping the head instructor by working with a sub-set of the class is fine. It is understood that there is a finite number of classes and we do not want to define a requirement that is untenable. The goal is for the black belt to have experience working with lower belts to ensure that he/she stays connected with the school and its primary constituents: the students. This will also ensure that the black belt stays current with any changes to the lower belt curriculum, though these changes won’t occur very often.
Research Paper
All students testing for first degree black belt are expected to write a paper on their own journey in the martial arts. For ranks beyond first degree, students are expected to do research into other areas. Suffice it to say that the paper must be more than a book report or a personal story and should help the reader not only to better understand another area of the martial arts, but also to better understand the author. The length required and whether a topic is acceptable are up to the school’s senior black belts and should be discussed with them in advance.
Beyond TKD
S&H Family Martial Arts is, at the end of the day, a martial arts school. Our curriculum may be based on traditional Taekwondo, but our training is not exclusive to it. The integration of Brazilian Ju-Jitsu into the SD BoK and the availability of Okinawan Kenpo Kobudo classes are evidence of that. Black belts are expected to seek out knowledge in other arts and use that knowledge to enhance the school. This may a simple as taking a one-day seminar and adding to the SD BoK, or as complex as earning rank in another style then comparing and contrasting its philosophy with that of TKD.
The Research Writing and Beyond TKD requirements may be combined. For example, the students takes a seminar in Capoeira, writes about a paper that combines the history of that art with the student’s experience, and adapts a Capoeira technique that contributes to the SD BoK.
Interview
A face-to-face interview with senior black belts will be part of the black belt promotion process. This interview will cover a discussion of the candidate’s training, teaching philosophy, research paper, and future goals. It may include actual demonstrations of forms and techniques, but will NOT be in front of an audience. The goal is for the senior black belts to fully evaluate the candidate’s readiness for promotion, not be a spectacle for ot
Master Nelson and I met last week to define the black belt curriculum of S&H Family Martial Arts. This is the result...
Thanks,
Matt
============
Like all ranks, black belts are expected to know all of the material for all lower ranks. The reason that the black belt curriculum is considered separately is because of the flexible nature of advanced training. Before getting into details, several assumptions must be explained.
1) Black belts must be both students and teachers. Just as it is unacceptable for a black belt never to teach class, it is unacceptable for a black belt never to take class. The classes that black belts take may not be the same classes that lower ranks take, and they may not take them as the same frequency, but black belts are expected to take class regularly.
2) What is “required” of one student will be required of all students. There will be no exceptions. Having universal requirements precludes there being higher value placed on one student’s rank compared to another’s. This is not to say that some students won’t be pushed harder in some areas than others, and other students pushed differently. This will be according to the student’s aptitude and interest.
Promotions for black belts are more a function of experience (e.g. “time at rank”) and maturity than merely meeting the written requirements. For example, even if the requirement for a student’s next rank is to learn three forms and teach 50 classes (for example), this doesn’t mean that the student can reach the requirement in a month by learning the forms quickly and teaching several classes per day for several weeks.
In general, the amount of time it takes from one black belt rank to the next is the next degree, in years. For example, two years from first to second, three years from second to third, and so on. There are exceptions, of course, but this rule of thumb will be followed in all but extreme circumstances.
Forms
Please refer to the general curriculum requirements for details on which forms are required for each rank. It is expected that black belts will continue to practice the forms from their previous ranks with the goal of continuous improvement. At each belt level, a student should learn not only the new form for their next rank, but also learn more about the forms from previous ranks. This is especially true for black belts who are expected to teach as part of their training.
From general curriculum requirements:
The forms, or hyung, of traditional Taekwondo are its identity. Each form has aspects of it that have meaning beyond kicking and punching, as described in the student handbook. The form(s) required at each belt level is/are as follows:
White: Chon-Ji
Yellow: Dan-Gun
Orange: Do-San
Green: Won-Hyo
Purple: Yul-Gok
Blue: Joon-Gun
Red: Toi-Gye
Brown: Hwa-Rang
1st Degree Black: Choong-Moo
2nd Degree Black: Kwang-Gae, Po-Eun, Ge-Baek
3rd Degree Black: Eui-Am, Choong-Jang, Juche
4th Degree Black: Sam-Il, Yoo-Sin, Choi-Yong
5th Degree Black: Yon-Gae, Ul-Ji, Moon-Moo
6th Degree Black: So-San, Se-Jong
7th Degree Black: Tong-Il
Learning a form is done in stages. The first stage is to be able to follow along in class and properly execute each technique, with the instructor describing each count. The second stage is to be able to do the same without the instructor describing each count, but still counting. The third is to be able to do the same without the instructor counting. The fourth stage is to be able to confidently execute each technique with appropriate timing on one’s own, that is, without anyone else doing the same form and without any input from the instructor. It is this fourth stage that is required to successfully test for the next rank.
Each student will have his or her own way of doing each form. There are some absolutes with regard to correctness, but, in general, students are encouraged to ensure that their way is their way and not just a mimic of someone else’s. For example, the first two moves in Chon-Ji are to turn ninety degrees to the left into a left-foot-forward front stance and do a left-hand down block, then aim with the left hand, step forward into a right-foot-forward front stance, and do a right-hand mid-section straight punch. Doing an outer block or a back stance would be wrong, but foregoing the aim or punching slightly higher or lower is not. The former is a matter of executing the right kind of technique; the latter is a personal preference as to how that technique is executed.
In addition to knowing the techniques of each form, students are also expected to know the definition for each form, the number of movements in each form, and the movement numbers on which a yell is expected. This information can be found in the student handbook (or on the Internet). Students are also expected to understand the application of the techniques in each form. It is how each technique can be applied to a self-defense situation that differentiates martial arts forms practice from dance. It is expected that students will continue to practice the forms from their previous ranks with the goal of continuous improvement. At each belt level, a student should learn not only the new form for their next rank, but also learn more about the forms from previous ranks.
Self-Defense
Black belts are expected to be competent at as many of the techniques that make up the school’s self-defense body of knowledge (SD BoK) as practical. Clearly, as new techniques are introduced to the SD BOK, it will take time for them to proliferate around to all students. However, the main expectation of black belts is to demonstrate in-depth knowledge and extreme proficiency at a sub-set of the SD BoK. The higher the rank, the larger the sub-set required.
From general curriculum requirements:
Self-defense is, and should be, a significant component to any martial arts curriculum. S&H FMA is no different in this regard. What is required for students to be promoted from rank to rank is not a prescribed set of self-defense techniques, but rather a prescribed number of techniques. This will allow students to focus on techniques that are meaningful to them and give instructors flexibility to teach to each student such techniques.
Each student, starting at white belt, is expected to learn three new self-defense techniques prior to testing for their next rank. This means that white belts are expected to know three, yellow belts are expected to know six, orange belts are expected to know nine, and so forth. In this case, “know” means the ability to instruct a fellow student (or instructor) what they are to do as an “attacker” and then properly, and safely, execute the technique as a “defender.”
Over time, the school will expand its body of knowledge of self-defense techniques, which will give the students more choices. Any technique that can be properly, and safely, executed in the school will be acceptable. Students are encouraged to help the school expand its body of knowledge by working with instructors to introduce new techniques.
Sparring
Sparring is, first and foremost, an exercise in control and black belts are expected to have exemplary control. Students should understand that control is the ability to strike only as hard as intended regardless of what their partner does. “He walked into it” does excuse having hit someone too hard! Safety is always first. Please refer to the student handbook for sparring equipment requirements.
From general curriculum requirements:
Sparring is, first and foremost, an exercise in control. Students are expected to exhibit control of their techniques in any and all line sparring and free sparring situations. Line sparring is when partners are given pre-defined technique to use in an attack/defend/counter-attack situation, then practice by alternating roles. Free sparring is when students are free to choose their own techniques for attack and must defend against their partner’s.
There are no technique requirements for sparring, only participation and demonstration of control. A student may be denied promotion for refusal to participate in sparring. There are, of course, medical exceptions to this. Any student with a medical reason for non-participation should make it clear to their instructor prior to testing. A student may also be denied promotion for lack of proper control during sparring. Students should understand that control is the ability to strike only as hard as intended regardless of what their partner does. “He walked into it” does excuse having hit someone too hard! Safety is always first. Please refer to the student handbook for sparring equipment requirements.
From student handbook:
Safety comes first. Students must wear complete sparring equipment before sparring. Headgear, mouth guard, rib protection (under 18 yrs old), hand gear, shin pads, and footgear comprise the complete set. Males will also wear groin protection.
Teaching
Black belts are expected to pass along what they learn by teaching lower belts. This does not necessarily mean leading class as the “head instructor.” Helping the head instructor by working with a sub-set of the class is fine. It is understood that there is a finite number of classes and we do not want to define a requirement that is untenable. The goal is for the black belt to have experience working with lower belts to ensure that he/she stays connected with the school and its primary constituents: the students. This will also ensure that the black belt stays current with any changes to the lower belt curriculum, though these changes won’t occur very often.
Research Paper
All students testing for first degree black belt are expected to write a paper on their own journey in the martial arts. For ranks beyond first degree, students are expected to do research into other areas. Suffice it to say that the paper must be more than a book report or a personal story and should help the reader not only to better understand another area of the martial arts, but also to better understand the author. The length required and whether a topic is acceptable are up to the school’s senior black belts and should be discussed with them in advance.
Beyond TKD
S&H Family Martial Arts is, at the end of the day, a martial arts school. Our curriculum may be based on traditional Taekwondo, but our training is not exclusive to it. The integration of Brazilian Ju-Jitsu into the SD BoK and the availability of Okinawan Kenpo Kobudo classes are evidence of that. Black belts are expected to seek out knowledge in other arts and use that knowledge to enhance the school. This may a simple as taking a one-day seminar and adding to the SD BoK, or as complex as earning rank in another style then comparing and contrasting its philosophy with that of TKD.
The Research Writing and Beyond TKD requirements may be combined. For example, the students takes a seminar in Capoeira, writes about a paper that combines the history of that art with the student’s experience, and adapts a Capoeira technique that contributes to the SD BoK.
Interview
A face-to-face interview with senior black belts will be part of the black belt promotion process. This interview will cover a discussion of the candidate’s training, teaching philosophy, research paper, and future goals. It may include actual demonstrations of forms and techniques, but will NOT be in front of an audience. The goal is for the senior black belts to fully evaluate the candidate’s readiness for promotion, not be a spectacle for ot
Saturday, August 22, 2009
Hummingbird Haven
Hi!
Brandi sent me a link to this post today. The blog is called "Hummingbird Haven" and it is described as "glimpses of our radical unschooling family living and learning in northeast Florida." Here's an excerpt from the post:
What makes this way "radical" is not that it's unnatural, but that it's uncommon...and that is unfortunate. Choices. Caring. Trust. Respect. Love. These are the cornerstones of good relationships. Most parents would unequivocally state that's the kind of relationship they want to have with their kids, but too often parents (in the heat of a difficult moment) will behave in such a way as to break down those cornerstones. It's hard, especially in the heat of the moment, and I'm not perfect...but I'll strive to be because my kids are worth it.
Thanks!
Matt
Brandi sent me a link to this post today. The blog is called "Hummingbird Haven" and it is described as "glimpses of our radical unschooling family living and learning in northeast Florida." Here's an excerpt from the post:
I haven't always been a parent who trusts her children. When the kids were young, I had chore lists and arbitrary rules and bedtimes and food restrictions and I could see the damage it was doing to my kids and our relationship. It was easy to be a traditional rule- based parent and I was good at and could have justified it all day long. But, why would you continue doing something that is damaging your relationship with your children just because you're surrounded by people who are doing it?
I had a choice. I could continue on that path or find another way to parent. I chose trust and found a way through radical unschooling to become a parent who values the relationship I have with my kids much more than obedience. I value them as the amazing individuals that I live with too much to force them through rules or punishment to do things like clean the kitchen, mow the lawn, feed the dog, make your bed, eat your vegetables, go to bed because I think it's time, be in by 12:00 sharp because at 12:01 you are grounded!!
Trust was the key. It lead to caring deeply for each other and love and mutual respect and lots of fun and laughter. I've gone on and on and I know for the most part I'm preaching to the choir here but sometimes something happens and it just hits you and makes you thankful for your life and your kids and and the laughter and the fun and the friends around the world who have chosen this lifestyle too...
What makes this way "radical" is not that it's unnatural, but that it's uncommon...and that is unfortunate. Choices. Caring. Trust. Respect. Love. These are the cornerstones of good relationships. Most parents would unequivocally state that's the kind of relationship they want to have with their kids, but too often parents (in the heat of a difficult moment) will behave in such a way as to break down those cornerstones. It's hard, especially in the heat of the moment, and I'm not perfect...but I'll strive to be because my kids are worth it.
Thanks!
Matt
Thursday, August 20, 2009
Ideal Martial Arts Class Structure
Hi!
I've given a lot of thought to the ideal structure of a one-hour martial arts class. Before that, though, here are a few assumptions:
1) Students learn better when they know what to expect. If a student can show up for a certain class at a certain day at a certain time several weeks in a row and have what is a decidedly different experience each time, then learning will suffer.
2) Instructors teach better when there are consistent guidelines. If instructors are not given any guidelines as to how class should be run, then each instructor will do this his/her own way. This will lead to inconsistencies in what the students know.
3) The value the instructors add is based on their knowledge of martial arts. If class turns into an aerobic exercise class or most of the work-out is activities not related to martial arts, then having qualified martial arts instructors is NOT adding value to the class.
Now for the structure. The preceding number is the number of minutes after the hour.
00: Opening. This includes student line-up, attendance card collection, opening ceremonies, and recognition.
05: Stretching and warm-up. The goal of this time is to ensure that the students are ready to work-out, not tire them out. For example, any aerobic activity (like jumping jacks) should be done only long enough to loosen-up, not so long that it becomes an exercise. Students should have plenty of energy, and the class should have plenty of time, left for learning and practice of martial arts. What kind of stretches are done will depend on what is planned for class.
15: Curriculum instruction. The goal of this time is for the instructor to teach curriculum. It is up to the instructor how to split it, but it is expected that students will review basics and learn something new. During forms classes, line drills may be used to help students improve their basics. During sparring classes, line sparring may be used to help students develop new technique to try during free sparring.
45: Burn-out. The goal of this time is to ensure that the students get their work-out. Depending on how challenging the curriculum portion of the class was, the instructor has some discretion here, but the goal should be to ensure that the students are pushed to improve their physical endurance. Having this at the end of class ensures that the students are too tired to execute proper control of their technique during the curriculum instruction portion.
55: Closing. This includes the student line-up, Q&A, and closing ceremonies.
I'd love to hear from you think!
Thanks,
Matt
I've given a lot of thought to the ideal structure of a one-hour martial arts class. Before that, though, here are a few assumptions:
1) Students learn better when they know what to expect. If a student can show up for a certain class at a certain day at a certain time several weeks in a row and have what is a decidedly different experience each time, then learning will suffer.
2) Instructors teach better when there are consistent guidelines. If instructors are not given any guidelines as to how class should be run, then each instructor will do this his/her own way. This will lead to inconsistencies in what the students know.
3) The value the instructors add is based on their knowledge of martial arts. If class turns into an aerobic exercise class or most of the work-out is activities not related to martial arts, then having qualified martial arts instructors is NOT adding value to the class.
Now for the structure. The preceding number is the number of minutes after the hour.
00: Opening. This includes student line-up, attendance card collection, opening ceremonies, and recognition.
05: Stretching and warm-up. The goal of this time is to ensure that the students are ready to work-out, not tire them out. For example, any aerobic activity (like jumping jacks) should be done only long enough to loosen-up, not so long that it becomes an exercise. Students should have plenty of energy, and the class should have plenty of time, left for learning and practice of martial arts. What kind of stretches are done will depend on what is planned for class.
15: Curriculum instruction. The goal of this time is for the instructor to teach curriculum. It is up to the instructor how to split it, but it is expected that students will review basics and learn something new. During forms classes, line drills may be used to help students improve their basics. During sparring classes, line sparring may be used to help students develop new technique to try during free sparring.
45: Burn-out. The goal of this time is to ensure that the students get their work-out. Depending on how challenging the curriculum portion of the class was, the instructor has some discretion here, but the goal should be to ensure that the students are pushed to improve their physical endurance. Having this at the end of class ensures that the students are too tired to execute proper control of their technique during the curriculum instruction portion.
55: Closing. This includes the student line-up, Q&A, and closing ceremonies.
I'd love to hear from you think!
Thanks,
Matt
Ideal Class Structure
Hi!
I've given a lot of thought to the ideal structure of a one-hour martial arts class. Before that, though, here are a few assumptions:
1) Students learn better when they know what to expect. If a student can show up for a certain class at a certain day at a certain time several weeks in a row and have what is a decidedly different experience each time, then learning will suffer.
2) Instructors teach better when there are consistent guidelines. If instructors are not given any guidelines as to how class should be run, then each instructor will do this his/her own way. This will lead to inconsistencies in what the students know.
3) The value the instructors add is based on their knowledge of martial arts. If class turns into an aerobic exercise class or most of the work-out is activities not related to martial arts, then having qualified martial arts instructors is NOT adding value to the class.
Now for the structure. The preceding number is the number of minutes after the hour.
00: Opening. This includes student line-up, attendance card collection, opening ceremonies, and recognition.
05: Stretching and warm-up. The goal of this time is to ensure that the students are ready to work-out, not tire them out. For example, any aerobic activity (like jumping jacks) should be done only long enough to loosen-up, not so long that it becomes an exercise. Students should have plenty of energy, and the class should have plenty of time, left for learning and practice of martial arts. What kind of stretches are done will depend on what is planned for class.
15: Curriculum instruction. The goal of this time is for the instructor to teach curriculum. It is up to the instructor how to split it, but it is expected that students will review basics and learn something new. During forms classes, line drills may be used to help students improve their basics. During sparring classes, line sparring may be used to help students develop new technique to try during free sparring.
45: Burn-out. The goal of this time is to ensure that the students get their work-out. Depending on how challenging the curriculum portion of the class was, the instructor has some discretion here, but the goal should be to ensure that the students are pushed to improve their physical endurance. Having this at the end of class ensures that the students are too tired to execute proper control of their technique during the curriculum instruction portion.
55: Closing. This includes the student line-up, Q&A, and closing ceremonies.
I'd love to hear from you think!
Thanks,
Matt
I've given a lot of thought to the ideal structure of a one-hour martial arts class. Before that, though, here are a few assumptions:
1) Students learn better when they know what to expect. If a student can show up for a certain class at a certain day at a certain time several weeks in a row and have what is a decidedly different experience each time, then learning will suffer.
2) Instructors teach better when there are consistent guidelines. If instructors are not given any guidelines as to how class should be run, then each instructor will do this his/her own way. This will lead to inconsistencies in what the students know.
3) The value the instructors add is based on their knowledge of martial arts. If class turns into an aerobic exercise class or most of the work-out is activities not related to martial arts, then having qualified martial arts instructors is NOT adding value to the class.
Now for the structure. The preceding number is the number of minutes after the hour.
00: Opening. This includes student line-up, attendance card collection, opening ceremonies, and recognition.
05: Stretching and warm-up. The goal of this time is to ensure that the students are ready to work-out, not tire them out. For example, any aerobic activity (like jumping jacks) should be done only long enough to loosen-up, not so long that it becomes an exercise. Students should have plenty of energy, and the class should have plenty of time, left for learning and practice of martial arts. What kind of stretches are done will depend on what is planned for class.
15: Curriculum instruction. The goal of this time is for the instructor to teach curriculum. It is up to the instructor how to split it, but it is expected that students will review basics and learn something new. During forms classes, line drills may be used to help students improve their basics. During sparring classes, line sparring may be used to help students develop new technique to try during free sparring.
45: Burn-out. The goal of this time is to ensure that the students get their work-out. Depending on how challenging the curriculum portion of the class was, the instructor has some discretion here, but the goal should be to ensure that the students are pushed to improve their physical endurance. Having this at the end of class ensures that the students are too tired to execute proper control of their technique during the curriculum instruction portion.
55: Closing. This includes the student line-up, Q&A, and closing ceremonies.
I'd love to hear from you think!
Thanks,
Matt
Wednesday, August 19, 2009
Effective Learning
Hi!
I read this article on effective learning several months ago. There are 10 tips, but the one that resonates the most with me is this one:
Teaching (martial arts, presentation skills, Perl programming) is not only something I enjoy doing, but it's also a great learning experience. I encourage anyone who knows anything useful to find a way to teach it to others. I'm sure you'll also find it a great learning experience.
Thanks,
Matt
I read this article on effective learning several months ago. There are 10 tips, but the one that resonates the most with me is this one:
4. Teach What You've Learned to Another Person
Educators have long noted that one of the best ways to learn something is to teach it to someone else. Remember your seventh-grade presentation on Costa Rica? By teaching to the rest of the class, your teacher hoped you would gain even more from the assignment. You can apply the same principle today by sharing your newly learned skills and knowledge with others.
Start by translating the information into your own words. This process alone helps solidify new knowledge in your brain. Next, find some way to share what you’ve learned. Some ideas include writing a blog post, creating a podcast or participating in a group discussion.
Teaching (martial arts, presentation skills, Perl programming) is not only something I enjoy doing, but it's also a great learning experience. I encourage anyone who knows anything useful to find a way to teach it to others. I'm sure you'll also find it a great learning experience.
Thanks,
Matt
Monday, August 17, 2009
The Telephone Gambit
Hi!
I've been reading "The Telephone Gambit: Chasing Alexander Graham Bell's Secret" by Seth Shulman. It is a fascinating read that effectively accuses Bell of stealing the idea of the telephone transmitter from Elisha Gray. The evidence is pretty convincing, especially a quote attributed to Zenas Fisk Wilber, the patent examiner in charge of telegraphy:
The whole story is very involved, but the author does a fine job of making the case that the telephone patent should have gone to Gray.
What bothers me about this whole story is not just what it implies about the creation of one of the most important inventions in history, but what it implies about history itself. Ask just about anyone over the age of 10 who invented the telephone and most will reply "Alexander Graham Bell" without hesitation or doubt. In the late 19th century, though, this was a subject of much discussion and debate. It wasn't until the history books got hold of the story that all doubt was erased.
It makes me wonder: What's going on now that is quote controversial, but though the lens of history, will seem crystal clear? Will my great-grandchildren be just as convinced that Saddam Hussein had weapons of mass destruction? Will they think that President Obama's citizenship was legitimately being questioned well into his first term of office? Most importantly, will they think baseball fans must have also been on drugs in 1998 to think that Sosa and McGwire weren't? It makes me think and I hope it does you, too...
Thanks,
Matt
I've been reading "The Telephone Gambit: Chasing Alexander Graham Bell's Secret" by Seth Shulman. It is a fascinating read that effectively accuses Bell of stealing the idea of the telephone transmitter from Elisha Gray. The evidence is pretty convincing, especially a quote attributed to Zenas Fisk Wilber, the patent examiner in charge of telegraphy:
I am convinced by my action while Examiner of Patents that Elisha Gray was deprived of proper opportunity to establish his right to the invention of the telephone and I now propose to tell how it was done.
The whole story is very involved, but the author does a fine job of making the case that the telephone patent should have gone to Gray.
What bothers me about this whole story is not just what it implies about the creation of one of the most important inventions in history, but what it implies about history itself. Ask just about anyone over the age of 10 who invented the telephone and most will reply "Alexander Graham Bell" without hesitation or doubt. In the late 19th century, though, this was a subject of much discussion and debate. It wasn't until the history books got hold of the story that all doubt was erased.
It makes me wonder: What's going on now that is quote controversial, but though the lens of history, will seem crystal clear? Will my great-grandchildren be just as convinced that Saddam Hussein had weapons of mass destruction? Will they think that President Obama's citizenship was legitimately being questioned well into his first term of office? Most importantly, will they think baseball fans must have also been on drugs in 1998 to think that Sosa and McGwire weren't? It makes me think and I hope it does you, too...
Thanks,
Matt
Friday, August 14, 2009
Sweet Child O' Mine
Hi!
Brandi and the kids are on their way back to CO from SD today, but won't be home until Sunday. I miss them a lot and that manifested itself last night in my spending a couple of hours making a video of pictures of Jacqueline. It's set to the Guns N' Roses song "Sweet Child O' Mine."
YouTube wouldn't let me post it due to copyright infringement and Facebook couldn't "process" it (whatever that means). Fortunately, I was able to put it on my web site, so you can download it here, at least until I'm forced to remove it... If you never get a chance to look at my video (or don't want to download such a large file), some of the best pictures are below.
Jacqueline is a great kid and one of the loves of my life. It's a joy and a privilege to be her father. I've learned so much from her...
Enjoy!
Matt
Brandi and the kids are on their way back to CO from SD today, but won't be home until Sunday. I miss them a lot and that manifested itself last night in my spending a couple of hours making a video of pictures of Jacqueline. It's set to the Guns N' Roses song "Sweet Child O' Mine."
YouTube wouldn't let me post it due to copyright infringement and Facebook couldn't "process" it (whatever that means). Fortunately, I was able to put it on my web site, so you can download it here, at least until I'm forced to remove it... If you never get a chance to look at my video (or don't want to download such a large file), some of the best pictures are below.
Jacqueline is a great kid and one of the loves of my life. It's a joy and a privilege to be her father. I've learned so much from her...
Enjoy!
Matt
Thursday, August 13, 2009
3s of Me
Hi!
This is another one of those Facebook questionnaires. Again, rather than just post my answers on FB, I figured I'd provide a response with links to the details. Enjoy!
Thanks,
Matt
=================
Three names I go by:
1. Matt (most people call me this)
2. Dad (only two people call me this)
3. Honey (only one person calls me this)
Three jobs I have had in my life.
1. Dishwasher at Gaylord Hospital, Cheshire Academy, and Alisson's Restaurant
2. Busboy at The Boatyard Restaurant
3. Analog Circuit Designer at Intel Corporation
Three Places I have lived
1. Cheshire, Connecticut
2. Kennebunk, Maine
3. Chandler, Arizona
Three Favorite drinks
1. Water
2. Coffee
3. Wine
Three TV shows that I watch (without relying on DVDs)
1. Monk
2. The Daily Show
3. True Blood
Three Places I Have Been
1. Santiago, Chile
2. Shanghai, China
3. Haifa, Israel
Three people who e-mail/Facebook me regularly
1. Brandi
2. Tad
3. Gregg
Three of my favorite restaurants
1. Benihana
2. Wildflower Bread Company
3. Daphne's Greek Cafe
Three things I am looking forward to
1. Brandi being home
2. Joshua being home
3. Jacqueline being home
This is another one of those Facebook questionnaires. Again, rather than just post my answers on FB, I figured I'd provide a response with links to the details. Enjoy!
Thanks,
Matt
=================
Three names I go by:
1. Matt (most people call me this)
2. Dad (only two people call me this)
3. Honey (only one person calls me this)
Three jobs I have had in my life.
1. Dishwasher at Gaylord Hospital, Cheshire Academy, and Alisson's Restaurant
2. Busboy at The Boatyard Restaurant
3. Analog Circuit Designer at Intel Corporation
Three Places I have lived
1. Cheshire, Connecticut
2. Kennebunk, Maine
3. Chandler, Arizona
Three Favorite drinks
1. Water
2. Coffee
3. Wine
Three TV shows that I watch (without relying on DVDs)
1. Monk
2. The Daily Show
3. True Blood
Three Places I Have Been
1. Santiago, Chile
2. Shanghai, China
3. Haifa, Israel
Three people who e-mail/Facebook me regularly
1. Brandi
2. Tad
3. Gregg
Three of my favorite restaurants
1. Benihana
2. Wildflower Bread Company
3. Daphne's Greek Cafe
Three things I am looking forward to
1. Brandi being home
2. Joshua being home
3. Jacqueline being home
Wednesday, August 12, 2009
United We Stand
Hi!
On September 21, 2001, Brandi and I were driving to Payson for a last weekend away before Joshua was born. That night, President Bush was making his post-9/11 address to a joint session of Congress. A transcript of that address is here. Brandi and I listened to it on the radio...
Neither of us had voted for Bush and weren't happy that he'd successfully stolen the election, but he was the President of the United States and we were ready to stand by him in this time of crisis. When Bush said "Whether we bring our enemies to justice or bring justice to our enemies, justice will be done." I was hopeful that he'd go after the perpetrators of that heinous crime and show the world that we practice what we preach. Unfortunately, by the end of his speech, all I could think was, "He's going to use this as justification to start a war..." Of course, he used it as justification to start two wars.
The political maneuverings that ensued were the stuff of Hollywood. Anyone who disagreed with the Administration's pro-war policy was labeled "anti-American" and "unpatriotic." Bush and his ilk hid behind "United We Stand" rhetoric as an attempt to suppress dissent. It made me sick, especially because it worked... I wasn't a registered Democrat and still am not one, but Bush's actions forced me to vote as if I were.
These days, we have a different President and a different crisis, but what's necessary is the same: We need a healthy debate with a commitment to get something done for the good of the country. The difference is that the GOP has lost all the "United We Stand" rhetoric and its leaders are openly calling for Obama to fail. Right-wing talking heads, like Glenn Beck, are fueling the fire and it's gotten so bad that GEICO, and others, have pulled their ads from his show. This is blatant hypocrisy, folks.
I'm not suggesting that everyone should get in line behind Obama, like we were asked to do with Bush. Healthy debate is, well, healthy. Hate speech is not. When Glenn Beck called President Obama a racist, he wasn't furthering the debate on healthcare or economic recovery, he was...well, I don't even know. Being ridiculous comes to mind, especially since Obama's mother is a member of the racial group for which Beck claimed that Obama has a "deep-seated hatred."
We're all in this together. As President Lincoln famously said, "A house divided against itself cannot stand." Let's end the hate speech and get back to healthy debate. We don't have to stand on the same side on all the same issues, but we do need to stand, and talk, together.
Thanks,
Matt
On September 21, 2001, Brandi and I were driving to Payson for a last weekend away before Joshua was born. That night, President Bush was making his post-9/11 address to a joint session of Congress. A transcript of that address is here. Brandi and I listened to it on the radio...
Neither of us had voted for Bush and weren't happy that he'd successfully stolen the election, but he was the President of the United States and we were ready to stand by him in this time of crisis. When Bush said "Whether we bring our enemies to justice or bring justice to our enemies, justice will be done." I was hopeful that he'd go after the perpetrators of that heinous crime and show the world that we practice what we preach. Unfortunately, by the end of his speech, all I could think was, "He's going to use this as justification to start a war..." Of course, he used it as justification to start two wars.
The political maneuverings that ensued were the stuff of Hollywood. Anyone who disagreed with the Administration's pro-war policy was labeled "anti-American" and "unpatriotic." Bush and his ilk hid behind "United We Stand" rhetoric as an attempt to suppress dissent. It made me sick, especially because it worked... I wasn't a registered Democrat and still am not one, but Bush's actions forced me to vote as if I were.
These days, we have a different President and a different crisis, but what's necessary is the same: We need a healthy debate with a commitment to get something done for the good of the country. The difference is that the GOP has lost all the "United We Stand" rhetoric and its leaders are openly calling for Obama to fail. Right-wing talking heads, like Glenn Beck, are fueling the fire and it's gotten so bad that GEICO, and others, have pulled their ads from his show. This is blatant hypocrisy, folks.
I'm not suggesting that everyone should get in line behind Obama, like we were asked to do with Bush. Healthy debate is, well, healthy. Hate speech is not. When Glenn Beck called President Obama a racist, he wasn't furthering the debate on healthcare or economic recovery, he was...well, I don't even know. Being ridiculous comes to mind, especially since Obama's mother is a member of the racial group for which Beck claimed that Obama has a "deep-seated hatred."
We're all in this together. As President Lincoln famously said, "A house divided against itself cannot stand." Let's end the hate speech and get back to healthy debate. We don't have to stand on the same side on all the same issues, but we do need to stand, and talk, together.
Thanks,
Matt
Tuesday, August 11, 2009
Getting to know each other...
Hi!
My cousin Rachel posted these questions on Facebook recently. Other friends have done it, too. Rather than post my answers on FB, I figured I'd create a more visual response. Enjoy!
Thanks,
Matt
=================
1. What time did you get up this morning? Just before 5am, thanks to him:
2. How do you like your steak? Like this:
This is medium-rare with garlic powder, onion powder, seasoned salt, white pepper, and ground mustard generously rubbed in prior to cooking.
3. What was the last film you saw at the cinema? This one:
I saw it with Brandi the weekend it came out! We've read all seven books aloud to each other and would have seen the first movie the night before it's official release, but Joshua had other plans. He was born that night...
4. What is your favorite TV show? I can't narrow it down to one. I like "True Blood," "Hung," "The Office," "The Daily Show," "The Colbert Report," and "Monk." The list would be really long if I were to include shows that are no longer on the air...
5. If you could live anywhere in the world where would it be? That's a really tough one. I could live happily in San Jose, Costa Rica. Ditto for Shanghai, China. As long as Brandi and the kids are with me, everywhere would be an adventure.
6. What did you have for breakfast? Coffee, V8, and half of an English muffin with peanut butter.
7. What is your favorite cuisine? That's as hard as asking me where I'd like to live! I don't really have a favorite...
8. What foods do you dislike? Cauliflower, cabbage, and Brussels sprouts.
9. What is your favorite place to eat? Here, my home:
See #2, no restaurant can match that!
10. What is your favorite salad dressing? It depends, though I often go with a balsamic vinaigrette or a light Italian.
11. What kind of vehicle do you drive? I drive a 1999 Jeep Cherokee Sport. It is pictured above.
12. What are your favorite clothes? Assuming this means "clothes to wear," cut-off pants from a martial arts uniform and a t-shirt.
13. Where would you visit if you had the chance? I'd like to be in Rapid City, SD tonight because that's where Brandi and the kids are.
14. Is a cup 1/2 empty or 1/2 full? That depends on whether I'm emptying it or filling it. When I'm filling it, it's better to have an empty cup. When I'm emptying it, it's better to have a full cup...
15. Where would you want to retire? No one place. It's tough to beat central Arizona in March. It's tough to beat New England in October. Both places can really suck at other times of the year, though. I will state that Florida will NEVER be the answer for ANY time of year for me...
16. What is your favorite time of day? Any time I can take it easy. This doesn't occur often.
17. Where were you born? Yale New Haven Hospital in Connecticut.
18. What is your favorite sport to watch? The highlights of any sport can be interesting, but watching games live (any game at any level) can be pretty boring. I got lucky at this year's Fiesta Bowl, though...
19. Who do you think will not tag you back? n/a
20. Person you expect to tag you back first? n/a
21. Who are you most curious about their responses to this? n/a
22. Are you a bird watcher? It depends on what your definition of "bird" is.
23. Are you a morning person or a night person? It depends on the previous night or morning. I can be both...
24. Do you have any pets? Yes, many. Please see this post for details.
25. Any new and exciting news that you'd like to share? No.
26. What did you want to be when you were little? I wanted to be an inventor. I have two patents, so I kind of made it... One is a Delay Locked Loop, the other is a High Speed Serial-Deserializer Receiver.
27. What is your best childhood memory? Getting to leave school early to go to Disney World with my family. I was called to the office over the intercom and got to make a big deal out of leaving... It was really, really cool.
28. Are you a cat or dog person? See #24.
29. Are you married? Yes, since October 17, 1998...
30. Do you always wear your seat belt? Yes. Always. On December 27, 1984 four of my friends were in what is now just referred to as "the accident." It changed our neighborhood forever.
31. Have you ever been in a car accident? Yes, several. Relatively low speed and I always walked away...
32. Do you have any pet peeves? Ignorance and hypocrisy.
33. What is your favorite pizza topping? Garlic, preferably at Modern Apizza in New Haven.
34. What is your favorite flower? I really don't have one, because it's all in how they're presented...
35. What is your favorite ice cream? This is easy: Mud Pie Mojo from Cold Stone Creamery.
36. What is your favorite fast food restaurant? It depends. Fast food is something I try to avoid, but am occasionally forced to succumb. When that happens, it's usually Wendy's or Taco Bell, sometimes Whataburger or In-N-Out Burger, but NEVER McDonald's or Burger King. I'll drink McDonald's coffee, but won't eat their food... For the record, I don't consider Subway to be "fast food."
37. How many times did you fail your drivers test? Zero. I'm an excellent driver.
38. From whom did you get your last email? No idea. I get several hundred per day. See #40 for how I deal with this.
39. Which store would you choose to max out your credit card? I'm not likely to do this at any store, but there are several at which I could easily drop a few grand without much trouble. The Apple Store and Williams-Sonoma come to mind...
40. Have you done anything spontaneous lately? Not really. I'm a plan-ahead kind of guy. This is my favorite book:
41. Do you like your job? Most of the time, though I'm always looking for other opportunities. Here is my CV.
42. Do you like broccoli? Yes, when it's cooked properly, preferably with steak! See #2.
43. What was your favorite vacation? The month I spent in England in 1993 was nice; I visited London, Paris, and Rome. The two months I spent on a road trip with Brandi and Joshua in 2003 was also nice; Joshua had spent 10% of his life on that trip by the time we got home. The aforementioned Disney World trip was great, too. However, I'd have to say the best was a trip to Mexico with Brandi, the kids, and my parents in August of 2006:
My cousin Rachel posted these questions on Facebook recently. Other friends have done it, too. Rather than post my answers on FB, I figured I'd create a more visual response. Enjoy!
Thanks,
Matt
=================
1. What time did you get up this morning? Just before 5am, thanks to him:
2. How do you like your steak? Like this:
This is medium-rare with garlic powder, onion powder, seasoned salt, white pepper, and ground mustard generously rubbed in prior to cooking.
3. What was the last film you saw at the cinema? This one:
I saw it with Brandi the weekend it came out! We've read all seven books aloud to each other and would have seen the first movie the night before it's official release, but Joshua had other plans. He was born that night...
4. What is your favorite TV show? I can't narrow it down to one. I like "True Blood," "Hung," "The Office," "The Daily Show," "The Colbert Report," and "Monk." The list would be really long if I were to include shows that are no longer on the air...
5. If you could live anywhere in the world where would it be? That's a really tough one. I could live happily in San Jose, Costa Rica. Ditto for Shanghai, China. As long as Brandi and the kids are with me, everywhere would be an adventure.
6. What did you have for breakfast? Coffee, V8, and half of an English muffin with peanut butter.
7. What is your favorite cuisine? That's as hard as asking me where I'd like to live! I don't really have a favorite...
8. What foods do you dislike? Cauliflower, cabbage, and Brussels sprouts.
9. What is your favorite place to eat? Here, my home:
See #2, no restaurant can match that!
10. What is your favorite salad dressing? It depends, though I often go with a balsamic vinaigrette or a light Italian.
11. What kind of vehicle do you drive? I drive a 1999 Jeep Cherokee Sport. It is pictured above.
12. What are your favorite clothes? Assuming this means "clothes to wear," cut-off pants from a martial arts uniform and a t-shirt.
13. Where would you visit if you had the chance? I'd like to be in Rapid City, SD tonight because that's where Brandi and the kids are.
14. Is a cup 1/2 empty or 1/2 full? That depends on whether I'm emptying it or filling it. When I'm filling it, it's better to have an empty cup. When I'm emptying it, it's better to have a full cup...
15. Where would you want to retire? No one place. It's tough to beat central Arizona in March. It's tough to beat New England in October. Both places can really suck at other times of the year, though. I will state that Florida will NEVER be the answer for ANY time of year for me...
16. What is your favorite time of day? Any time I can take it easy. This doesn't occur often.
17. Where were you born? Yale New Haven Hospital in Connecticut.
18. What is your favorite sport to watch? The highlights of any sport can be interesting, but watching games live (any game at any level) can be pretty boring. I got lucky at this year's Fiesta Bowl, though...
19. Who do you think will not tag you back? n/a
20. Person you expect to tag you back first? n/a
21. Who are you most curious about their responses to this? n/a
22. Are you a bird watcher? It depends on what your definition of "bird" is.
23. Are you a morning person or a night person? It depends on the previous night or morning. I can be both...
24. Do you have any pets? Yes, many. Please see this post for details.
25. Any new and exciting news that you'd like to share? No.
26. What did you want to be when you were little? I wanted to be an inventor. I have two patents, so I kind of made it... One is a Delay Locked Loop, the other is a High Speed Serial-Deserializer Receiver.
27. What is your best childhood memory? Getting to leave school early to go to Disney World with my family. I was called to the office over the intercom and got to make a big deal out of leaving... It was really, really cool.
28. Are you a cat or dog person? See #24.
29. Are you married? Yes, since October 17, 1998...
30. Do you always wear your seat belt? Yes. Always. On December 27, 1984 four of my friends were in what is now just referred to as "the accident." It changed our neighborhood forever.
31. Have you ever been in a car accident? Yes, several. Relatively low speed and I always walked away...
32. Do you have any pet peeves? Ignorance and hypocrisy.
33. What is your favorite pizza topping? Garlic, preferably at Modern Apizza in New Haven.
34. What is your favorite flower? I really don't have one, because it's all in how they're presented...
35. What is your favorite ice cream? This is easy: Mud Pie Mojo from Cold Stone Creamery.
36. What is your favorite fast food restaurant? It depends. Fast food is something I try to avoid, but am occasionally forced to succumb. When that happens, it's usually Wendy's or Taco Bell, sometimes Whataburger or In-N-Out Burger, but NEVER McDonald's or Burger King. I'll drink McDonald's coffee, but won't eat their food... For the record, I don't consider Subway to be "fast food."
37. How many times did you fail your drivers test? Zero. I'm an excellent driver.
38. From whom did you get your last email? No idea. I get several hundred per day. See #40 for how I deal with this.
39. Which store would you choose to max out your credit card? I'm not likely to do this at any store, but there are several at which I could easily drop a few grand without much trouble. The Apple Store and Williams-Sonoma come to mind...
40. Have you done anything spontaneous lately? Not really. I'm a plan-ahead kind of guy. This is my favorite book:
41. Do you like your job? Most of the time, though I'm always looking for other opportunities. Here is my CV.
42. Do you like broccoli? Yes, when it's cooked properly, preferably with steak! See #2.
43. What was your favorite vacation? The month I spent in England in 1993 was nice; I visited London, Paris, and Rome. The two months I spent on a road trip with Brandi and Joshua in 2003 was also nice; Joshua had spent 10% of his life on that trip by the time we got home. The aforementioned Disney World trip was great, too. However, I'd have to say the best was a trip to Mexico with Brandi, the kids, and my parents in August of 2006:
Sunday, August 09, 2009
Coffee: Mocha Java
Hi!
I ran out of Rainforest Blend, so I was back at Whole Foods this morning. This time I went with a medium roast called "Mocha Java." Rather than write everything down, I figured I'd just bring my camera and take a picture of the sign:
.jpg)
It's still kind of hard to read, so I'll interpret: "Lush and syrupy with notes of black cherries, chocolate, and sweet spices. Our classic and utterly delicious interpretation of the world's first and most famous coffee blend." The picture of the beans came out better:
.jpg)
Same brewing rules apply: four tablespoons of beans, ground right before brewing, R-O water, Mr. Coffee four-cup maker... Mocha Java does carry a bit of the sweetness promised in the description, and it tastes a lot better than it smells. It's pretty good, but I prefer my coffee to make the kitchen smell great in anticipation of that first cup.
Thanks,
Matt
I ran out of Rainforest Blend, so I was back at Whole Foods this morning. This time I went with a medium roast called "Mocha Java." Rather than write everything down, I figured I'd just bring my camera and take a picture of the sign:
.jpg)
It's still kind of hard to read, so I'll interpret: "Lush and syrupy with notes of black cherries, chocolate, and sweet spices. Our classic and utterly delicious interpretation of the world's first and most famous coffee blend." The picture of the beans came out better:
.jpg)
Same brewing rules apply: four tablespoons of beans, ground right before brewing, R-O water, Mr. Coffee four-cup maker... Mocha Java does carry a bit of the sweetness promised in the description, and it tastes a lot better than it smells. It's pretty good, but I prefer my coffee to make the kitchen smell great in anticipation of that first cup.
Thanks,
Matt
Friday, August 07, 2009
Flat Organization
Hi!
I recently found this article on Guy Kawasaki's blog, which I read regularly. The article describes FAVI, a French company that is a "Designer and Manufacturer of Copper Alloy Components and Mechanical Sub-Assemblies." When FAVI CEO Jean-Francois Zobrist took over in 1983, he flattened the organization by getting rid of what had previously been centralized functions like human resources, purchasing, and product development to create what amounted to "a couple of dozen entrepreneurial miniplants housed under one roof." The goal was to get the teams to focus on the customer, not the company and their place in it. Okay, fine, focus on the customer, got it...
My question is, what's the point of being in a corporation if there aren't economies of scale? I'm taking Global Financial Management this term at Thunderbird and this week's topic is mergers and acquisitions. One of the main reasons that a merger is a good idea is the resulting economies of scale that come from centralizing functions like human resources, purchasing, and product development. Since that's the case, why is it a good idea to de-centralize? Focusing on the customer is a good idea, I won't dispute that. What I will dispute is the idea that getting rid of what makes having a larger corporation profitable, rather than a couple of dozen entrepreneurial miniplants, makes sense. Wouldn't it be better to focus on how to make those centralized functions more efficient rather than dump them and force each "miniplant" to reinvent the wheel?
Maybe FAVI is doing great, but they could definitely be doing better if they put their effort into improving efficiency rather than maintaining a flat organization.
Thanks,
Matt
I recently found this article on Guy Kawasaki's blog, which I read regularly. The article describes FAVI, a French company that is a "Designer and Manufacturer of Copper Alloy Components and Mechanical Sub-Assemblies." When FAVI CEO Jean-Francois Zobrist took over in 1983, he flattened the organization by getting rid of what had previously been centralized functions like human resources, purchasing, and product development to create what amounted to "a couple of dozen entrepreneurial miniplants housed under one roof." The goal was to get the teams to focus on the customer, not the company and their place in it. Okay, fine, focus on the customer, got it...
My question is, what's the point of being in a corporation if there aren't economies of scale? I'm taking Global Financial Management this term at Thunderbird and this week's topic is mergers and acquisitions. One of the main reasons that a merger is a good idea is the resulting economies of scale that come from centralizing functions like human resources, purchasing, and product development. Since that's the case, why is it a good idea to de-centralize? Focusing on the customer is a good idea, I won't dispute that. What I will dispute is the idea that getting rid of what makes having a larger corporation profitable, rather than a couple of dozen entrepreneurial miniplants, makes sense. Wouldn't it be better to focus on how to make those centralized functions more efficient rather than dump them and force each "miniplant" to reinvent the wheel?
Maybe FAVI is doing great, but they could definitely be doing better if they put their effort into improving efficiency rather than maintaining a flat organization.
Thanks,
Matt
Thursday, August 06, 2009
Health Check: Get Rid of BMI
Hi!
I recently had a health check that yielded what I thought was good results. The results are here:
My LDL is a little high, but I'm not going to worry about that. What bugs me is that the on-line "health coach" will give me bad advice thanks to the use of BMI, which stands for Body Mass Index. It's basically a height/weight ratio that doesn't take anything else into account. According to BMI, at 5'9" and 169 pounds, I'm overweight. According to BMI, this man, Dexter Jackson, is obese.
I don't think so! According to body fat percentage (BF%), at 19%, I'm fine. Honestly, what's more important BMI or BF%? Clearly body fat percentage is MUCH more meaningful than body mass index, which doesn't consider muscle mass. BMI was invented over a century-and-a-half ago during a time when body fat percentage couldn't be calculated by simply holding a device that runs a current through our bodies and computes BF% based on the current.
Now that BF% can be easily calculated, it's time to get rid of BMI. It's not only discouraging, but leads people to focus on the wrong thing. Losing weight isn't the same thing as improving health. For obviously obese people, it can be, but for anyone already in pretty good shape, it's nonsense.
Take care!
Matt
I recently had a health check that yielded what I thought was good results. The results are here:
My LDL is a little high, but I'm not going to worry about that. What bugs me is that the on-line "health coach" will give me bad advice thanks to the use of BMI, which stands for Body Mass Index. It's basically a height/weight ratio that doesn't take anything else into account. According to BMI, at 5'9" and 169 pounds, I'm overweight. According to BMI, this man, Dexter Jackson, is obese.
I don't think so! According to body fat percentage (BF%), at 19%, I'm fine. Honestly, what's more important BMI or BF%? Clearly body fat percentage is MUCH more meaningful than body mass index, which doesn't consider muscle mass. BMI was invented over a century-and-a-half ago during a time when body fat percentage couldn't be calculated by simply holding a device that runs a current through our bodies and computes BF% based on the current.
Now that BF% can be easily calculated, it's time to get rid of BMI. It's not only discouraging, but leads people to focus on the wrong thing. Losing weight isn't the same thing as improving health. For obviously obese people, it can be, but for anyone already in pretty good shape, it's nonsense.
Take care!
Matt
Tuesday, August 04, 2009
Coffee: Rainforest Blend
Hi!
I bought coffee at Whole Foods yesterday and thought I'd share my experience with my reader(s). First a bit of background: I love coffee. I pretty much only drink water and coffee. I drink wine every now and then, very rarely drink soda, and much more rarely anything else. I drink coffee every day. I gave it up for about eight months starting right after Thanksgiving in 2006. In August of 2007, though, Brandi and I visited Costa Rica and that was that. We toured a coffee plantation and I not only fell off the wagon, but then ran from it screaming. Costa Rican coffee is so good that it got Brandi hooked, too. Previously, I couldn't even make coffee at home because she didn't like the smell...
Anyway, I paid $11.99 per pound for what was called "Limited Edition Rainforest Blend, Light Roast." It is described as having "sweet aromas of cocoa and toasted almonds balanced with a mild citrus sparkle and a long caramel finish." Here's what the beans look like:
I only buy whole bean coffee and never more than a pound at a time. It's best when ground right before brewing and when the beans haven't been sitting around for too long. I used to store the beans in the freezer, but don't do that anymore. I use filtered (reverse osmosis) water from our in-home system and own a small (four cup) Mr. Coffee system. To make four cups of coffee, I grind about four tablespoons of beans.
The first time I drink any kind, I drink it black to get the full measure of the flavor. I don't know about "citrus sparkle" or "caramel finish" but it's pretty good. (Note: I think that coffee is a lot like wine in this sense. The big difference, of course, is that coffee is cheaper and you can always change the taste with cream and sugar.) I'll add creamer to my next cup, but never sugar. It's not a philosophical thing; I just don't like sugar in my coffee. To each their own.
After I finish all the Rainforest Blend, I'll buy another and write about that, too.
Take care!
Matt
I bought coffee at Whole Foods yesterday and thought I'd share my experience with my reader(s). First a bit of background: I love coffee. I pretty much only drink water and coffee. I drink wine every now and then, very rarely drink soda, and much more rarely anything else. I drink coffee every day. I gave it up for about eight months starting right after Thanksgiving in 2006. In August of 2007, though, Brandi and I visited Costa Rica and that was that. We toured a coffee plantation and I not only fell off the wagon, but then ran from it screaming. Costa Rican coffee is so good that it got Brandi hooked, too. Previously, I couldn't even make coffee at home because she didn't like the smell...
Anyway, I paid $11.99 per pound for what was called "Limited Edition Rainforest Blend, Light Roast." It is described as having "sweet aromas of cocoa and toasted almonds balanced with a mild citrus sparkle and a long caramel finish." Here's what the beans look like:
I only buy whole bean coffee and never more than a pound at a time. It's best when ground right before brewing and when the beans haven't been sitting around for too long. I used to store the beans in the freezer, but don't do that anymore. I use filtered (reverse osmosis) water from our in-home system and own a small (four cup) Mr. Coffee system. To make four cups of coffee, I grind about four tablespoons of beans.
The first time I drink any kind, I drink it black to get the full measure of the flavor. I don't know about "citrus sparkle" or "caramel finish" but it's pretty good. (Note: I think that coffee is a lot like wine in this sense. The big difference, of course, is that coffee is cheaper and you can always change the taste with cream and sugar.) I'll add creamer to my next cup, but never sugar. It's not a philosophical thing; I just don't like sugar in my coffee. To each their own.
After I finish all the Rainforest Blend, I'll buy another and write about that, too.
Take care!
Matt
Sunday, August 02, 2009
IMF To Increase Lending To Poor Nations, Provide Easier Terms
Hi!
It's been a while since I've posted anything like this... I read this blog post on NPR's "Planet Money" blog. I think that the IMF changing its lending terms is a good thing and hope that this leads to a permanent change. Sometimes the disease is as bad as the cure and the IMF's historical tendency to force countries into a one-size-fits-all economic policy proves this. In the long run, a country may be well-off as a result of IMF help. Unfortunately, this is often at the expense of any kind of short-term relief. Changes in the terms will hopefully help IMF officials see that this doesn't have to be the case.
Thanks,
Matt
It's been a while since I've posted anything like this... I read this blog post on NPR's "Planet Money" blog. I think that the IMF changing its lending terms is a good thing and hope that this leads to a permanent change. Sometimes the disease is as bad as the cure and the IMF's historical tendency to force countries into a one-size-fits-all economic policy proves this. In the long run, a country may be well-off as a result of IMF help. Unfortunately, this is often at the expense of any kind of short-term relief. Changes in the terms will hopefully help IMF officials see that this doesn't have to be the case.
Thanks,
Matt
Saturday, August 01, 2009
August Resolution Update
Hi!
It's been a month since my last update, so here's another:
1) Get back into martial arts as a family activity. The TKD school where we started training has been in flux for a little while. Brandi's injury is still preventing her from training, but the school is starting to get organized and we're seeing some positive developments. The curriculum is being clarified and documented, and the class structure is being standardized. This is a very good thing.
2) Successfully complete my courses at Thunderbird. My Global Financial Management course is finishing its fourth week (out of seven) and is going well. I need to do some work on a team assignment tonight. So far, so good...
3) Establish better communication with friends and family. I've been slacking on my blog, but have done a better job with Facebook, Twitter, and my web site.
4) Establish and maintain good exercise and financial habits. My weight loss efforts continue to pay off. I'm down to 167 pounds, more than 35 pounds less than what I was two months ago. I have a health check at work next week and will get a body fat percentage measurement then. I plan to continue to focus on losing body fat, but won't worry too much about the number on the scale. I've started physical therapy where Brandi's been going and expect that will help improve my exercise habits...
By next month, I should have more to write about TKD and Thunderbird.
Thanks,
Matt
It's been a month since my last update, so here's another:
1) Get back into martial arts as a family activity. The TKD school where we started training has been in flux for a little while. Brandi's injury is still preventing her from training, but the school is starting to get organized and we're seeing some positive developments. The curriculum is being clarified and documented, and the class structure is being standardized. This is a very good thing.
2) Successfully complete my courses at Thunderbird. My Global Financial Management course is finishing its fourth week (out of seven) and is going well. I need to do some work on a team assignment tonight. So far, so good...
3) Establish better communication with friends and family. I've been slacking on my blog, but have done a better job with Facebook, Twitter, and my web site.
4) Establish and maintain good exercise and financial habits. My weight loss efforts continue to pay off. I'm down to 167 pounds, more than 35 pounds less than what I was two months ago. I have a health check at work next week and will get a body fat percentage measurement then. I plan to continue to focus on losing body fat, but won't worry too much about the number on the scale. I've started physical therapy where Brandi's been going and expect that will help improve my exercise habits...
By next month, I should have more to write about TKD and Thunderbird.
Thanks,
Matt
Subscribe to:
Posts (Atom)