FROG: An Inspirational Memoir [Fully Rely on God everyday]

They didn't say much to each other but they played together anyway, and Spencer looked happy. After that Spencer and Elsa became very close friends. Spencer liked going to school before, but he really liked it now and the kids were bugging him less too.

Elsa had lots of friends but she enjoyed hanging out with Spencer because he never said anything bad about anyone else.

RELY - Definition and synonyms of rely in the English dictionary

Things were going really good until one day a couple of older kids came up to Elsa on the playground. Suddenly the bell rang to go back to class and the older kids ran back in. Samuel turned to Elsa and said, "Don't worry about those guys they probably won't bother us again. Elsa sure hoped they wouldn't.

She never had kids pick on her before and it made her a bit scared. The next couple days Elsa played with some of her other friends and avoided Spencer. She could tell that Spencer wanted to play with her, he kept looking at her with a sad look on his face but Elsa didn't want to get picked on again. A few days later Spencer and Elsa got paired up to go on a treasure hunt. They had to find things outside like bugs, rocks, leaves, and flowers for class.

As they began reading their list of things to find Elsa stopped Spencer and said, "I'm sorry for not playing with you but I was worried about the older kids. As long as we're not being mean back, that's the main thing. Oh, wow look at that, it looks like a cocoon! Elsa started to play with Spencer again during recesses. They were becoming good friends and Spencer wasn't even so shy anymore. Everything was going well until one day those older kids walked over to their side of the playground.

The older kids persisted, "if you want to be dumb like your friend keep playing with him. Then she grabbed Spencer's hand and started walking towards the school. The older kids yelled as they walked away, "if you keep hanging out with him you'll fail a grade too! Elsa tried to ignore the older kids but she couldn't help wonder what the kids meant.

Spencer didn't say much after that and seemed to be back to his quiet old self. When Elsa got home she told her mom about the older kids and what they said. Elsa's mom explained that Spencer has a learning disability that makes him learn slower than other kids. Also, the kids he used to be in class with were very mean to him and that was also part of the reason he was in Elsa's class. Elsa and her mom also talked about all kids being different and special in their own way, and that just because Spencer learned slower didn't make him dumb.

Sometimes a disease or illness makes it harder for people to learn and that Spencer was working even harder than most kids to keep up. Even though Elsa knew this and liked Spencer, she still didn't want to be picked on and was scared. This is no way to replace a black market distribution system. What I am guessing we will get is a system more like China in the New Policies period. Maybe I should go to AAS this year. There is a new book out, though sadly only in Japanese so far, about Chinese Anti-Japanese films.

There are countless Sino-Japanese war movies and TV shows, and their absurdity has been noted by both Chinese netizens and the government for some time. I was struck by how the Japanese author was attracted to the films specifically for their absurd action, regardless of any supposed anti-Japanese content. It strikes me as being similar to some of the reasons Americans might have watched Kung fu movies in the old days. Plus there are some great clips in the article if you want to teach with them. Japanese author compiles an encyclopaedia of Chinese anti-Japan dramas.

Then things go off a cliff, with two chapters that have been excerpted publicly: This is a pet peeve of mine. Wineburg basically argues that newer scholarship must be better, but ignores that there are critiques of much of it, ongoing arguments. Chapter Six is the beating heart of this book, though: Read the paper, or the equivalent chapter in T. I realized after posting this that it really said almost nothing about teaching Asian history. Even the study of modern Europe, or earlier manifestations of Western civilization are terra nullius in this pedagogic world, to say nothing of the wider World History revolution or specific study of non-Western cultures.

So, as is our tradition , a bit about what I will be doing in my classes in the Fall. As is also tradition, I am doing this way too late to incorporate any of your useful advice, but if you have any feel free to post it. I have three classes this semester, once you take off my one course release for being Asian Studies coordinator.

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China from Anyang to Tang. Mostly aimed at History and Asian Studies students, although given the topic and how I teach it I try to get some Philosophy and Religious Studies kids as well. I am starting this in a new way, which seems to work a bit, as far as I can tell. I have them read a textbook section on the whole period and come up with some ID terms from it. The idea is that in a US history class they are pretty sure that the Civil War is coming, but they will get more out of an Early China class if we do a quick run through first. If you want a book that will take them from the Spring and Autumn to the Han in a sinologically impressive and clear way, this is it.

I am trying the short Huainanzi this time as a way of summing up all that philosophy, and giving us a bit of Han synthesis. We will see how it works. The Mollier Buddhism and Taoism book is new. This may be a bit beyond them, but I have high hopes. This is a class a lot of our Asian Studies majors take. Since it counts for a number of things as an elective it gets a certain number of non-majors. Still pretty much the same class. Mostly chronological, but also pretty thematic.

No textbook since I am not trying to cover everything and if I am going to try to cajole them into reading something it should be something that will stick longer than a textbook. So what are the books? Zhuangzi is back, although I have had mixed success with it. I would like to find a good way to introduce this to students, since one of the themes of the book is how to find your way in a bureaucratic world. How do you introduce this text, and when do you do it? Sarashina Diary is the middle book.

This is always a problem, and I have never solved it. You need a good, undergrad-friendly book somewhere between the required classical philosophy book and the modern books. None of the warrior books seem to work. Also, what would be a good Korea book? Fukuzawa is probably stuck here. A samurai who becomes a modernizer after going through a phase as a party-loving student?

• Pigs with Wigs: E-Pattern from Knitting Mochimochi (Potter Craft ePatterns).
• All in the name of Medicine ??? A Frog’s autobiography | Epitome of Life;
• Wilhelm von Humboldts Bildungstheorie: Die besondere Bedeutung der Sprache (German Edition).

For the final book I tend to go with a Cultural Revolution book, since there are so many good ones. This is despite the fact that they are a bit tricky to fit in at the end. Spider Eaters is the current choice, although I have tried others. Liang Heng is a bit more accessible. This is our liberal studies class for non-majors. We are pretty free to pick topics for this. I am happy with this and will keep it. The next book is Guha Makers of Modern Asia, a collection of biographies of major political leaders.

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I like the idea of working through modern Asia through a series of biographies. There is no way a class like this can cover everything, and short biographies are a good way to touch on lots of things. All of these are biographies of top political leaders, which is unfortunate. I have started adding in a few other short bios of non-politicians, but I could really use something like the Human Tradition in Modern Asia , which of course has not been published.

I am probably not teaching this class again in the Spring, but may teach in in the Fall. Is there something better? As always, a big part of the class for me is the books. When I was an undergrad Dr. Rosen explained to me that he assumed that all his students would forget his name, the name of the building the classes were in, all the essay topics they wrote on, but that they would remember every real book they actually read for the rest of their lives. This is still how I approach picking out books and designing classes.

With the more modern books I am fine with just setting them loose, but for early books I think more set-up helps. Four properly spaced books that are out in paperback or available as e-books in our library. They get to pick any two they want to write longer papers on. Is it the best museum in China? One thing that can make a great museum is to have something great to build it around. This site is just a modern building in what used to be the old textile district.

Another thing that can make a great museum is great story-telling. Ideally a good museum has lots of text that, together with artifacts, tells a bunch of stories and says something about history. The Chinese text here is not that good, and the English text is often terrible. The yes is that they have a good idea and a good collection. This is as close to a museum of the social history of Shanghai as you will find.

They go back the the very beginning of textile history, but the collection really begins with Late Imperial Songjiang and its cotton growing spinning and weaving. This section is helped by the Chinese willingness to use reproduction artifacts and cheesy dioramas more than American museums usually like to. For me of course the best part are the modern sections. Shanghai was the Treaty Port, and textiles were the center of both foreign and Chinese controlled industrialization, and the birthplace of the Chinese working class.

This is a bit complex for a Chinese museum to deal with. The museum has displays on both the early Chinese textile capitalists and the workers movement. They also have a lot on consumption.

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Shanghai did not just produce textiles, they bought them and set trends for the whole country. Of course while there is a lot of Republican era stuff, there is also lots of later stuff.

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In New China was established, and the workers of the Shanghai textile industry took center stage. We get lost of model workers, visits from every important leader. With reform and opening up Shanghai remained of central importance. Eventually, of course, the textile industry was moved out out its prime real estate location, and at least according to the pictures attempts to find new jobs for the textile workers were a great success. Finally there is a whole floor on modern textiles and science and such. And, of course, an exhibit on the colorful costumes of minority groups.

Parts of this are less good than they could be. The science part could use a lot more explanation. It is good that I can now tell serge from seersucker, but how are they made and when do you use them? Given that almost all the worker photos are of women, one would like some more focus on gender. Still, the museum does touch on almost every aspect of Shanghai textile history, and by following this thread 3 they touch on almost every aspect of Shanghai. Admittedly it is a place that requires you to do a lot of the work yourself in figuring out why these things matter. Still, they do more to construct a story than most museums I can think of.

Built as opposed to found. The site itself gave them nothing, they had to do all the work. I should note that I have not been to all the museums in China. No pictures, this is a family blog. I went to the Shanghai History Museum today and got some nice teaching-related images. Some of them are useful, but not that exciting, like a nice rickshaw and a queue-cutting proclamation from I knew he was big on film, but I did not know that they did records, and I sort of wonder how they were distributed and used and of course how common they were.

It all fits in with the Soviet-influenced propaganda machine they set up, but I did not know they did records. I had seen pictures of this, but no video. Very cool, although not surprising. Hirata Atsutane was one of the key thinkers and popularizers of Japanese Nativism. He was a prolific writer, and most of what he wrote was aimed at proving that Japan was the center of the universe. In particular, he argued against Chinese learning, which was pointless, and to the extent it was any good, the Japanese had done it first.

He argued against Indian Buddhist learning, which was pointless, and to the extent it was any good, the Japanese had done it first. He argued against European Dutch learning, which was pointless, and to the extent it was any good, the Japanese had done it first. As you may guess, he was a bit polemical. He was also pretty important in the creation and popularization of a specifically Japanese identity.

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One of his important works is Senkyo Ibun Strange tidings from the realm of the Immortals , This is an account of his interviews with the teenage tengu Kozo Torakichi. Torakichi claimed to have been raised by them, and to have learned all the secrets of true Japanese-ness in the process. One of the things lots of Japanese people were interested in at this point was Western knowledge about astronomy. But why bother reading books by foreigners when Japanese people had actually been to the stars and could tell you about it?

However I do not quite see how there could be holes in the place where the rabbit pounds mochi. I have heard that in that area, there are mountains like we have here. Even my master had said there were mountains there, but when we got close and looked, there really were two or three holes, and through those holes we could see the stars behind the moon. Elsewhere we learn that both planets and stars are made of mud and that both of them did not generate light but reflected it from the sun. So is this Science Fiction? Well, what is Verne? In that case, Hirata would fit. For teaching purposes this is a nice example of how connected Japan was to the outside world.

Students will usually come in with the idea that Japan was totally isolated before Showing them that Japanese Science Fiction sort of existed in helps in getting around that. Westerners think there is a Man in the Moon.