Browsed by
Category: school

The Hilltop

The Hilltop

The rain had stopped, the library books were due, so yesterday I returned them. There are several ways to reach Georgetown from Metro, but I took the Key Bridge route. It’s the most impressive way to walk to campus, and I wasn’t disappointed.

Georgetown sits on a bluff above the Potomac, which is why it’s called The Hilltop. When you approach it from the bridge, Healy Hall looms ahead like a castle, like the National Historic Landmark that it is.

Once in the District you’ll need to walk up, either by trudging an impossibly steep street (which was under construction) or by taking the Exorcist Stairs. I chose the latter, and made quick work of it. They are creepy even at 10:30 a.m.

But as soon as I reached the top, I was transported. The campus is leafy and green. It’s finals week, and preparations are already underway for graduation. Students clustered in study rooms in the library and hung out on Healy Lawn. The morning was picture-perfect. I don’t get to campus very often. Maybe I should change that.

Many Worlds

Many Worlds

The professor opened his lecture on quantum mechanics with the statement that people who said they understood it were not telling the truth, and he ended his lecture by saying, “I hope you’re now as confused about quantum theory as I am.”

My professor was repeating this story at the end of his lecture on quantum theory, which was, fittingly, the last class of the semester. Fittingly because how can you top quantum theory, especially when you (read I) can’t even define quantum theory.

Here are a few lines from my notes: “Because the measured electron is radically different from the unmeasured electron, it appears that we cannot describe this particle (or any other) without referring to the act of observation.”

Quantum mechanics both befuddles and ignores the Newtonian world view. Quantum theory “challenges our intuitions by having conscious observation actually create the physical reality.” It’s the stuff of science fiction. Only it’s not fiction. It’s the “most stunningly successful of all the theories in science; not a single one of its predictions has ever been wrong.”

From quantum has flowed the Copenhagen interpretation of Niels Bohr, who posits that there is no deep reality; that the world we see around us is real but floats on a world that is not as real. From quantum has flowed the Copenhagen interpretation number two, that reality is created by observation and there is no reality without observation.

From quantum has flowed the many worlds theory, the idea that innumerable parallel universes as real as our own exist. The fact that I’m writing a post on quantum mechanics is all the proof I need of the many worlds theory.

Testing … Testing

Testing … Testing

Last night I took the last multiple choice test of the semester … and I hope the last multiple-choice test I’ll ever take. It felt more difficult than the last one but not as crazy-making as the first.

To prepare for these examinations I study about 100 printed pages of notes. I read and re-read. I highlight in red pen and yellow marker. I note the main points of each lecture. I try to figure out what questions might be asked.

Most of all, I ask myself why I’m doing this. Worse yet, why I’m paying money to do this. These are moot questions now, I guess. My regular class work ends this semester. Next stop: thesis research and writing. It won’t be easy … but it won’t involve multiple-choice tests.

A Sense of Ease

A Sense of Ease

The student discussion leaders of my Emotions and Senses class on Wednesday began by asking us to assess our emotional states. Were we happy, sad, surprised, angry, disgusted or fearful/anxious? Four of us volunteered, and every one said fearful/anxious.

Although two people blamed the weather (after a long dry summer we’ve had rain every day for a week) and others cited work or traffic as primary stressors, these answers made me think (not for the first time) that we live in an age of anxiety.

This is nothing new. W. H. Auden published a poem by that name in 1947. But we still have the hallmarks: a sense of unease, a low-level discomfort, a feeling that another shoe may drop at any time.

I’d like to say these anxious feelings will go away after the election, but I suppose they will only go away for half of us. So how do we keep the anxiety at bay? One idea is to devote ourselves to the people, places and activities we love, that we find meaningful. That’s how I try to restore a sense of ease.

Making it Fun

Making it Fun

For the last week or so I’ve been becoming more familiar with PowerPoint than I ever wanted to be. After much angst and effort, I managed to pull together a handful of slides and share them with class last night, no small feat for this technophobe.

I will have to do it again several times this semester, but not for as long and I hope with a slightly higher confidence level. And then there’s something else I’d like to add: a sense of fun. 

The classes I’m taking this fall are not required. No one is forcing me back to school. I’m not working toward a career goal. This is to keep the old gray matter churning. Instead, it’s the stomach that’s been doing loop-the-loops. 

Maybe next time it will be easier. I’m counting on it.  

(Photo of an old bomb I used to illustrate one of my slides last night. … It’s a long story.)

Politics of Fear

Politics of Fear

Yesterday was as picture-perfect a day as that September 11th, but 23 years later, nearly a generation ago. As it happens, I spent part of it on class readings about 9/11 and the politics of fear. 

One of the points I took home from these articles was terrorism’s legacy of anxiety and containment, of divisiveness — there are those who are terrorists (or look like them) and those who are not. 

In class last night, a colleague mentioned something I hadn’t thought of in a long time: threat levels. Remember those colors — red, orange, yellow? They were part of the Homeland Security Advisory System, I learned from Wikipedia today. In place from 2002 till 2011, they affected the level of security at airports and public buildings. 

Some class members were babies then; they had no memory of those. The threat index they’re most familiar with are air-quality levels. 

Reading the Emotions

Reading the Emotions

The big yellow buses are rolling, and even for me, school has begun. In fact, I’ve just finished hours of homework for a graduate class, once again ignoring my daughters’ recommendation — “Mom, you don’t have to do all the reading.”

I’ll say what I always do: But I want to do all the reading. Or in this case, the reading and the listening/watching, since this first assignment included a lengthy podcast. I’ve taken pages of notes on how emotions are made, and though much of it is over my head, some of it has permeated the old gray matter. 

I’ve learned that we have more control over our emotions than we think we do, that we can take an unpleasant feeling and work with it. 

This is just the first set of readings, of course. I imagine it will get more complicated. But when I start to feel overwhelmed, I’ll think back to these first readings, and they will help. 

The Stacks

The Stacks

I read on today’s Writers Almanac this quotation from Harper Lee, author of To Kill a Mockingbird: “Instant information is not for me. I prefer to search the library stacks because when I work to learn something, I remember it.”

The library stacks … I remember them well. Mine were at the old University of Kentucky library, where I went to research “bureaucracy, the fourth branch of government,” my paper topic for a high school class, Advanced Government and International Relations, taught by Colonel Coleman. (I can’t remember his first name; and was the Colonel a military term or a Kentucky honorific?)

He was an inspiring teacher, and I plunged into the research for that paper as if it were cool water on a hot summer day. It was refreshing, liberating. Hours flew by as I took notes on index cards. 

I made many trips to the library, then wrote the paper longhand and typed it up the old-fashioned way — on a typewriter with Wite Out at my side. It was more than 40 pages, and my friends never stopped ribbing me for the comment, in red ink, at the end: “A scholarly study,” Colonel Coleman had scribbled. 

“Oh yeah, it was scholarly all right. It put him to sleep!” they laughed. 

Maybe it did. But it woke me up. 

Spreadsheets, Schmedsheets!

Spreadsheets, Schmedsheets!

I’m sure it’s psychological, just one of those quirks, but whenever I work with a spreadsheet, I have to take a deep breath. I tell myself that I’m typing characters on a keyboard just as I am when I type words, but that doesn’t help. 

I think it all goes back to the ancient typing class I took in high school. It was a last-minute elective, and still one of the most valuable classes I’ve ever taken. But for some reason (senioritis?) I dropped it when we came to the numbers section. It was my last class of the day and I didn’t need it to graduate.

It was a bad decision. With a few weeks of numbers practice — and a few missed phone calls with friends (don’t know what else I was doing after those early dismissals) — I would have been able to touch-type numbers as quickly as I do letters. 

Who knows? Staying in that class might have changed my entire career trajectory. 

But I doubt it. 

The Renegade

The Renegade

As the semester ends, the deconstruction begins. Random print-outs are tossed or tidied. Papers are filed. Library books are gathered and returned to Georgetown.

Since I live nowhere near Georgetown and haven’t had class on campus all year (all via Zoom), this is a big deal. I was so proud of myself that I had dropped them off a few days before they were due, combining their return with a trip into D.C. on Saturday.

But yesterday, my bubble was burst. A stray had hidden itself underneath another book on my desk. Luckily, it can be returned … by mail!

(This wasn’t the renegade volume. I remembered to return this one — but only after I removed every sticky from every page.)