How a Woman Who Is Raped Behaves


Since the topic has come up a few times recently, I thought I’d take a moment to describe how someone who has been raped behaves.

When a woman is about to be raped, she fights back with everything she’s got. She knows that her very life is endangered, and she will do absolutely anything to save herself. She will kick, yell, scream, cry, beg and bargain to avoid it. If she goes down, she goes down swinging. That is how a woman who is raped behaves.

When a woman is about to be raped, she quickly calculates what she needs to do to survive, and often that means complying. Just like people are advised to go along with what a mugger wants, often it’s best to keep a rapist calm. Survival means more than anything. If she survives, she’s done the right thing. That is how a woman who is…

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What’s more likely?

1. A lack of clarity in the assignment’s instructions…


2. Most students’ inability to devote enough time to understanding the assignment, how to approach it, and to ask follow up questions during the process of composition?


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FTE. Boring, BUT…

Still needs deciphering/translation for the general public. I’m not sure I understand it myself.

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First Set of Questions/Comments for NSHE.

Obviously, more research and precise formulations of the questions/comments are needed. But for now:

1. Does NSHE think that academic free speech in NV allows for adjuncts to assemble and question their collective experience of and treatment by NSHE and its institutions?

2. If academic free speech in NV covers adjunct discussions of NSHE treatment of adjuncts, is such speech a sufficient cause for termination of employment under NV’s status as an “employment-at-will” state?

3. Every member of the Board of Regents should provide an answer as to whether adjunct employment by NSHE should be bound by the “employment-at-will” condition of NV labor law as a “right to work” state. Essentially, this is a questions about where one stands on the issue of what it takes (i.e., sacrifices of time, money, and emotional and physical health) to be an educator. (v1.1)

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You’ve “double-dipped” in the FTE. Save some FTE for the rest of us.

1. Full-time faculty members who teach overload classes often do so by dipping into what would otherwise be adjunct FTE.

2. Full-time faculty members/administrators at one college who are also adjunct teachers at another college dip into what would otherwise be adjunct FTE.

3. Full-time faculty members who have retired, receive benefits, and who also still teach as adjuncts dip into what would otherwise be “non-retired” adjunct FTE.

Hey full-timers! Save some FTE for the rest of us.


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Metaphysical Dependence of Educational and Administrative Roles in Academia.

The idea educators (i.e., teachers) can exist without administrators in academia is an intelligible notion. First, given the prevalent cutbacks in academia since the economic downturn of 2008, many educators now perform new administrative duties not previously required. In some cases, educators have the duty to justify their existence within academia to administrators; this process of justification is itself an administrative duty. Full time educators (i.e., teachers) have required administrative tasks that make up the other half of their full-time job descriptions. Finally, I’ve been told that the way to make the move from educator to administrator is to be a hired full-time educator who takes on more academic administrative issues. So, in addition to the idea being true in principle, educators performing administrative duties is something that already exists in fact.

Second, one can imagine an academic community of educators  whose members perform any administrative needs that the community may have for its existence. In this case, the existence of administrative roles in academia is superfluous. However, the converse isn’t the case. One can’t imagine the existence of administrators in academia without presupposing first the existence of educators. The idea of educator is essential to the idea of academia.


I don’t know why the above observation of metaphysical dependence gave rise to the following questions, but it did:

1. Question One: “In fact, how often do administrators (who used to be educators) still teach?”

2. Question Two: “In fact, how many classes are taught by administrators before going into their administrative roles in a full time capacity?”

3. Question Three: “In fact, of those administrators who still teach regularly as adjuncts, what is the regularity of their yearly FTE and the course titles taught?”


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The Ontological Limits and Risks of Male Sympathy.

“The most sympathetic of men never fully comprehend woman’s concrete situation. And there is no reason to put much trust in the men when they rush to the defense of privileges whose full extent they can hardly measure.” — Simone De Beauvoir

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Resentful Piano Playing = Win.

We put a toy piano in Ike’s timeout corner. Ike is a willful toddler. Go ahead Ike, play piano to spite us. Go ahead. Do just that.

NB: Reverse psychology to secure worthwhile ends is a bad longterm strategy for parenting. It does, however, seem to be an appropriate parenting strategy for reeling in toddler behavior in a way that at the same time promotes musical interest, creativity, and experimentation.

(v 1.0)

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“If you would want someone to ask you a question, what would it be?…”

See 4:46. (However, the whole interview with Daniel Higgs is worth watching.)

“If you would want someone to ask you a question, what would it be?…”

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