Television Commercials

It amazes me that it is profitable for companies and corporations to spend so much on commercials. There must be a lot of people out there that buy every '$19.95 plus shipping and handling' item that comes along. How can companies afford these commercials that are run thousands and hundreds of thousands times (and probably millions), if they don't average selling at least several of these items each time they are run? I know most people have car insurance, but every third commercial seems to be about car insurance - what percentage of our insurance bill is just for advertising?
I assume that viewer per television show is declining and the use of the remote to censure commercials, creates a need to show more commercials at a forced lower cost to pay expenses (might greed also be a reason?). One incentive to place ads is increased volume to make sure viewers are jolted into attention. This practice and/or a high number of commercials per hour often helps me to decide that I didn't really want to watch that program.
Many stations have started overriding the credits with commercials. I find this practice deplorable. I would think that those whose names are being rendered unreadable would protest. Couldn't the owners of these shows stipulate that the credits be shown without interference? TVLand even advertises their shows over the ending of the show in progress.
For those of us who have not completely given up on television as a form of entertainment, thank God for Ted Turner and Turner Classic Movies.

Educational Fallacies Undermine Sports

I never used 'baby-talk' with any of my children. They all had fairly large vocabularies when they were young because I used my normal speaking vocabulary from day one. Often people would comment that they could not believe such "large words were coming from such a little child". They were small in a physical sense but not in their thoughts, feelings, or mentality. Many educators make the mistake of minimizing children's capacities and maximize their own. One of my favorite (and hardest, and best) professors told us that we would teach some students that were better mathematicians than we were. The refusal to consider this, a classed classroom mentality (the teacher always is right and a student cannot possibly have an idea the teacher hasn't already considered), causes some 'educators' to think that students are not worthy of their teachers' best efforts.

My ten-year old son Joseph recently participated in a basketball tournament in which he and probably the best player were frustrated because the rules were not being enforced. They would stop when an obvious infraction of the rules occurred. When no whistles sounded, Joseph and his friend were in fact penalized because they stopped their play and the others did not. I asked and found out that the current thinkspeak is that the players are not ready for the rules and that calling the game by the rules would slow the game down, even though habits would later have to be unlearned and the correct way to play be taught. (Years ago I called a game in which I called every infraction I could, no matter how minimal, and discovered that the players quickly adjusted and the game in fact went faster once the players realized the rules were being enforced.)

Recently Joseph told me that a problem in which a larger number was being subtracted from a smaller one was on a test with instructions to explain. He said he wrote down the correct negative response and verbally gave me a very nice and mathematically correct explanation of how to do the problem (he had grasped this concept several years earlier). The teacher marked his answer incorrect and told him the correct answer was positive with the explanation that one could not do the problem as written and must reverse the numbers before subtracting.

One of the first classes I taught was a Geometry class. I was explaining a proof when a student asked a question that showed she was ready for only the simplistic of mathematical concepts. My children could always list the students (or their teammates) according to their level of ability after a week or two with them. Why does education (and sometimes sports) bow to the creation of systems, such as inclusion, that teach not to the higher, or even the average, but to the lower levels of ability? We are certainly doing a disservice to those that are capable of more, and when inaccuracies are taught that must be unlearned later, we are insulting the learning abilities and stunting the curiosity of those that would eagerly accept more. By the time many reach high school, they have written school off and have little respect for the education establishment, excepting for those few truly deserving of the title teacher that both challenge and respect their students. I supplement the little that our schools teach and expect my children to ask questions that are more adult than many of their teachers. I guess it boils down to how we perceive and treat others - I assume others are intelligent until they prove they are not, while many teachers assume others are of lower intelligence and maturity and never adjust that attitude in the many cases it is warranted. That is one reason those that are not involved with the education establishment often make better coaches and teachers.

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Sports Farm Moves Back!

Due to poor service on the part of our web host, the blog at apps.theallenfarmbandb.com/blog will be discontinued. I have recommended that Dave go back to posting on Blogger. If you were never able to get on the other blog in the first place, click here.

Furthermore, we do not recommend anyone using doteasy web hosting.

Wharf Rat

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