Several times, maybe 5 or 6??? I know I have called to report accidents that I have seen on the road a few times. Also I called them when my car was hit in a parking lot and when someone t-boned me after running a stop sign. I also called when my neighbors house burned down. There were probably many more that I can't think of at the moment...
Twice.
The first time when I was working in a convienience store and a drunk guy came in who was very obviously trying to be sneaky. He grabbed a bottle of listerine and put it in his plastic bag. As he was walking out the door I asked him if he was going to pay for it? He stopped and looked at my with a blank drunk expression. "Wha??". I asked him again and told him if he did not pay for the bottle of hand it over I would have to call 911. I had no intention of calling, but he just kept standing there staring at me. So I picked up the phone and told him I was calling 911. He just kept standing there, so I couldn't back down. As I was talking to the operator he finally left, they found him a block away with the unopened bottle.
The second time was when some bastards were breaking into my house. I dialed 911 but then I gave the phone to my roommate to talk, so I could push the bed up against the door. The police came right away, didn't catch the guys, but all they managed to steal was a ziplock bag full of dried parsley. I assume they thought it was something else and tried to smoke it.
The first time when I was working in a convienience store and a drunk guy came in who was very obviously trying to be sneaky. He grabbed a bottle of listerine and put it in his plastic bag. As he was walking out the door I asked him if he was going to pay for it? He stopped and looked at my with a blank drunk expression. "Wha??". I asked him again and told him if he did not pay for the bottle of hand it over I would have to call 911. I had no intention of calling, but he just kept standing there staring at me. So I picked up the phone and told him I was calling 911. He just kept standing there, so I couldn't back down. As I was talking to the operator he finally left, they found him a block away with the unopened bottle.
The second time was when some bastards were breaking into my house. I dialed 911 but then I gave the phone to my roommate to talk, so I could push the bed up against the door. The police came right away, didn't catch the guys, but all they managed to steal was a ziplock bag full of dried parsley. I assume they thought it was something else and tried to smoke it.
There are many who would like to blame teachers for the shortcomings of our school system in America; others will insist it is the government?s fault that education in our country today is not as effective as it once was. A fundamental contributor for the failings of our schools, however, has little to do with the schools themselves or any incompetence in the government, but rather is a reflection of what has failed to be learned at home. Brian Robertson?s reveals in his book There?s No Place Like Work, that American parents spend, on average, only nineteen hours a week with their children, and that includes time spent together without purposeful communication, like watching television or being in the same room together by chance (26). Without the active role of parents or guardians to first instill behavioral norms and then supplement school lessons, the school system in America cannot hope to teach our children all they need to know in thirteen years because our schools were designed to teach children, not raise them.
In the late 1700?s, when family still played a vital and active role in a child?s education, children were reading at more advanced levels than their counterparts today, and ?literacy at the time of the American Revolution, at least for non-slaves . . . was close to total? (Gatto 179). Likewise, in Central America, a part of the world where family life still holds a place of dominance, Michael Moore admits to being impressed by the knowledge of twelve year olds who can discuss advanced political issues like the state of the World Bank (156). Surely with our incredible modern advances and status as a world power, American schools today should be far superior to those of the 18th century as well as those of Central America. But with half of American marriages ending in divorce and hourly workweeks increasing, family together time has been resolved to almost nothing unless a television is involved. These lost interactions have removed numerous opportunities for children to learn from their parents and have thus decreased the effectiveness of the American school system. Fingers could be pointed any number of culprits for this disintegration of family in America, but the fact remains that family involvement simply does not hold the same level of importance in our lives that it once. As a result, teachers and the government are being asked to teach our children what we should be showing them at home.
This is not a novel idea; there is a current television commercial where little kids are putting on a play in which they ask parents to play an active role in their scholastic life. According to the advertisement, children with parents who are involved in their education are statistically more successful in school. But in a world where both parents work and resources like ?Baby Einstein?s? can help mommy and daddy rationalize that they are helping with their child?s education by sitting him or her in front of a television, it is so easy for parents to convince themselves they are not absentee parents. If our children are really to get a head start for their schooling at home, it needs to begin with learning how to behave.
If one were to ask any grade-school teacher what wastes the most classroom time and interferes the most with how much material is covered in a day, he or she will most likely admit it is dealing with behavioral problems like uncooperativeness or unruliness. It is not that the students are not intelligent enough to grasp the information covered in the curriculum; they just have short attention spans and a tendency to get off task. Teachers lose the opportunity to assign group work because, while it is an excellent method to encourage children to problem solve on their own and learn to assimilate multiple ideas into one end result, the assignment would probably take twice the expected length with half the results because the kids just can not handle the freedom or the interaction. Teaching children the basics of acceptable conduct should not be on the teacher?s curriculum, it is the responsibility of each child?s parents. Unfortunately, it is a job few parents are willing to undertake anymore.
It is not necessary to go farther than the nearest Wal-Mart to witness the laxity with which many modern parents handle discipline. Rarely is there a time when three and four year olds are not running up and down the aisles yelling; unchecked and unaware that these habits will later rob them of precious time that would be better spent reading or experimenting with finger paint. It used to be more common for parents to punish their children for bad behavior like rowdiness, tagging on a ?you?ll thank me for this later.? It turns out that those parents were right; by not allowing disruptive conduct, social institutions like school and government were afforded opportunities of uninterrupted efficiency. When parents fail to teach their children respect for authority and proper social etiquette, the burden of preventing unruly children from growing into uncooperative adults falls where it does not belong, namely on teachers. As a result, the services that were to be rendered, such as education, must be docked in order to compensate for a more base and urgent need of society: order. This idea is similar to Maslow?s hierarchy of needs in which human necessities such as food and sleep must be fulfilled before higher aspirations of love and self-esteem can be satisfied. Before children can reach for intellectual stimulation, they must first have a degree of mastery in basic behavioral norms.
If a child is brought up in a household that instills order and obedience from an early age, that child should theoretically be ready for more advanced learning. Unfortunately, that child will most likely be placed in a classroom with peers who have yet to learn the fundamental values of respect and self-control. Therefore, the education of all the children will be compromised because of the negligence of a few parents to teach proper social behavior to their child prior to sending him or her to school. Class time will be interrupted and lost when the teacher has to deal with the unruly students, who may escalate the crisis into being even more time consuming if their behavior incites the misconduct of their fellow classmates. Group work, demonstrations, and student involvement will therefore be limited to what the class, or rather the problematic students can handle while the teacher is still able to maintain order.
The government has attempted to level this injustice by establishing programs for ?advanced? or ?honors? students. While exams are typically given to determine who can be admitted into the curriculum, intelligence is not the only factor being considered for admission. Most of the programs look at the children?s records for behavioral problems, and, once accepted, students may be suspended from the program for inappropriate conduct. These accelerated courses, which are offered as early as the first grade, effectively separate the children who have the desire and aptitude for advanced learning from those who lack motivation or disturb the scholastic environment so that those gifted students can pursue more in depth and comprehensive educations. Unfortunately, advanced courses often have state-imposed limits on their class size and so countless students are still being robbed of potential educational opportunities by the misconduct of their classmates.
Teaching a child how to behave is vital to create opportunities for learning, but it is also essential for a child?s comprehension and retention that parents supplement class material at home. The most obvious application is repetition; the more often something is heard or done, the more likely that information will be stored in long-term memory. When parents do something as simple as asking their child what he or she learned in school, that knowledge stands a better chance of being remembered amidst all the other stimuli that bombard children every day (i.e. television, advertisements, video games, etc.). Parents can also strengthen a child?s understanding of material by offering real-life applications. As interesting and memorable as learning percentages is, taking a child shopping and asking him/her to figure out the sale prices of discounted items is a much more effective teaching method. Through those kinds of lessons, learning comes alive; not only is the actual information being reinforced, but the child will also see first hand why what he or she learns at school is important.
In addition to giving opportunities for the repetition and application of school lessons, parents can also inspire excitement for learning itself. Child psychologists and wary parents condemn pop culture stars like Britney Spears and the Olson twins for the message they send to their young fans about how to dress and what is considered acceptable behavior because children are impressionable and will do as they see their role models do. Yet even more than celebrity icons, children, especially during their elementary school years, look up to and try to mimic their parents. MTV can only show small segments of the lives of its stars, but children see their parents? actions and attitudes on a consistent, prolonged basis. If parents show an enthusiasm for learning and if they encourage their children to read and learn even when there is no assignment, those children will be more inclined to enjoy and value education which, if having a love for learning is not reward enough, bodes well for the likelihood of their success.
One would be hard pressed to find parents who do not want their child to do get the most out of the education their tax dollars support, but for every minute spent escorting a child to the principal?s office, calming down a group of rambunctious students, or explaining why learning is important, time that adds to the fullness of education is being lost. Teachers and politicians make easy scapegoats, but the truth is that just as a cyclist on a broken bike cannot be called a bad rider until he is seen riding on a working bike, teachers and politicians cannot be blamed for the inefficiency of the American school system until they are provided with students who come ready to take advantage of the scholastic education that schools were meant to provide. It all starts with parental involvement; it all starts at home.
In the late 1700?s, when family still played a vital and active role in a child?s education, children were reading at more advanced levels than their counterparts today, and ?literacy at the time of the American Revolution, at least for non-slaves . . . was close to total? (Gatto 179). Likewise, in Central America, a part of the world where family life still holds a place of dominance, Michael Moore admits to being impressed by the knowledge of twelve year olds who can discuss advanced political issues like the state of the World Bank (156). Surely with our incredible modern advances and status as a world power, American schools today should be far superior to those of the 18th century as well as those of Central America. But with half of American marriages ending in divorce and hourly workweeks increasing, family together time has been resolved to almost nothing unless a television is involved. These lost interactions have removed numerous opportunities for children to learn from their parents and have thus decreased the effectiveness of the American school system. Fingers could be pointed any number of culprits for this disintegration of family in America, but the fact remains that family involvement simply does not hold the same level of importance in our lives that it once. As a result, teachers and the government are being asked to teach our children what we should be showing them at home.
This is not a novel idea; there is a current television commercial where little kids are putting on a play in which they ask parents to play an active role in their scholastic life. According to the advertisement, children with parents who are involved in their education are statistically more successful in school. But in a world where both parents work and resources like ?Baby Einstein?s? can help mommy and daddy rationalize that they are helping with their child?s education by sitting him or her in front of a television, it is so easy for parents to convince themselves they are not absentee parents. If our children are really to get a head start for their schooling at home, it needs to begin with learning how to behave.
If one were to ask any grade-school teacher what wastes the most classroom time and interferes the most with how much material is covered in a day, he or she will most likely admit it is dealing with behavioral problems like uncooperativeness or unruliness. It is not that the students are not intelligent enough to grasp the information covered in the curriculum; they just have short attention spans and a tendency to get off task. Teachers lose the opportunity to assign group work because, while it is an excellent method to encourage children to problem solve on their own and learn to assimilate multiple ideas into one end result, the assignment would probably take twice the expected length with half the results because the kids just can not handle the freedom or the interaction. Teaching children the basics of acceptable conduct should not be on the teacher?s curriculum, it is the responsibility of each child?s parents. Unfortunately, it is a job few parents are willing to undertake anymore.
It is not necessary to go farther than the nearest Wal-Mart to witness the laxity with which many modern parents handle discipline. Rarely is there a time when three and four year olds are not running up and down the aisles yelling; unchecked and unaware that these habits will later rob them of precious time that would be better spent reading or experimenting with finger paint. It used to be more common for parents to punish their children for bad behavior like rowdiness, tagging on a ?you?ll thank me for this later.? It turns out that those parents were right; by not allowing disruptive conduct, social institutions like school and government were afforded opportunities of uninterrupted efficiency. When parents fail to teach their children respect for authority and proper social etiquette, the burden of preventing unruly children from growing into uncooperative adults falls where it does not belong, namely on teachers. As a result, the services that were to be rendered, such as education, must be docked in order to compensate for a more base and urgent need of society: order. This idea is similar to Maslow?s hierarchy of needs in which human necessities such as food and sleep must be fulfilled before higher aspirations of love and self-esteem can be satisfied. Before children can reach for intellectual stimulation, they must first have a degree of mastery in basic behavioral norms.
If a child is brought up in a household that instills order and obedience from an early age, that child should theoretically be ready for more advanced learning. Unfortunately, that child will most likely be placed in a classroom with peers who have yet to learn the fundamental values of respect and self-control. Therefore, the education of all the children will be compromised because of the negligence of a few parents to teach proper social behavior to their child prior to sending him or her to school. Class time will be interrupted and lost when the teacher has to deal with the unruly students, who may escalate the crisis into being even more time consuming if their behavior incites the misconduct of their fellow classmates. Group work, demonstrations, and student involvement will therefore be limited to what the class, or rather the problematic students can handle while the teacher is still able to maintain order.
The government has attempted to level this injustice by establishing programs for ?advanced? or ?honors? students. While exams are typically given to determine who can be admitted into the curriculum, intelligence is not the only factor being considered for admission. Most of the programs look at the children?s records for behavioral problems, and, once accepted, students may be suspended from the program for inappropriate conduct. These accelerated courses, which are offered as early as the first grade, effectively separate the children who have the desire and aptitude for advanced learning from those who lack motivation or disturb the scholastic environment so that those gifted students can pursue more in depth and comprehensive educations. Unfortunately, advanced courses often have state-imposed limits on their class size and so countless students are still being robbed of potential educational opportunities by the misconduct of their classmates.
Teaching a child how to behave is vital to create opportunities for learning, but it is also essential for a child?s comprehension and retention that parents supplement class material at home. The most obvious application is repetition; the more often something is heard or done, the more likely that information will be stored in long-term memory. When parents do something as simple as asking their child what he or she learned in school, that knowledge stands a better chance of being remembered amidst all the other stimuli that bombard children every day (i.e. television, advertisements, video games, etc.). Parents can also strengthen a child?s understanding of material by offering real-life applications. As interesting and memorable as learning percentages is, taking a child shopping and asking him/her to figure out the sale prices of discounted items is a much more effective teaching method. Through those kinds of lessons, learning comes alive; not only is the actual information being reinforced, but the child will also see first hand why what he or she learns at school is important.
In addition to giving opportunities for the repetition and application of school lessons, parents can also inspire excitement for learning itself. Child psychologists and wary parents condemn pop culture stars like Britney Spears and the Olson twins for the message they send to their young fans about how to dress and what is considered acceptable behavior because children are impressionable and will do as they see their role models do. Yet even more than celebrity icons, children, especially during their elementary school years, look up to and try to mimic their parents. MTV can only show small segments of the lives of its stars, but children see their parents? actions and attitudes on a consistent, prolonged basis. If parents show an enthusiasm for learning and if they encourage their children to read and learn even when there is no assignment, those children will be more inclined to enjoy and value education which, if having a love for learning is not reward enough, bodes well for the likelihood of their success.
One would be hard pressed to find parents who do not want their child to do get the most out of the education their tax dollars support, but for every minute spent escorting a child to the principal?s office, calming down a group of rambunctious students, or explaining why learning is important, time that adds to the fullness of education is being lost. Teachers and politicians make easy scapegoats, but the truth is that just as a cyclist on a broken bike cannot be called a bad rider until he is seen riding on a working bike, teachers and politicians cannot be blamed for the inefficiency of the American school system until they are provided with students who come ready to take advantage of the scholastic education that schools were meant to provide. It all starts with parental involvement; it all starts at home.
um yea, apparently you didn't read my post
it's also apparent you wish (i have no idea why) something had happened in your life to provoke you to call.
btw, i think b22386 posted his essay...maybe his/her teacher posts here?
hzl eyed grl
Super Moderator<br>Elite Member
- Dec 28, 1999
- 13,107
- 67
- 91
I did once when I was about 2 years old. My parents freaked out when the police came to the house, but they figured it out soon enough. 
3 times
1. My mom had me call b/c my dad was having chest pains - asthma attack.
2. My gf at the time got sick and her throat started to close - I thought it was a reaction to the new medicine but it was basically her panicing.
3. I saw a car accident 50 feet in front of me. 911 lines were busy and soon saw police arriving so someone else must have called.
1. My mom had me call b/c my dad was having chest pains - asthma attack.
2. My gf at the time got sick and her throat started to close - I thought it was a reaction to the new medicine but it was basically her panicing.
3. I saw a car accident 50 feet in front of me. 911 lines were busy and soon saw police arriving so someone else must have called.
I called 911 once on the road because I witnessed an accident.
Another time was by accident. At work we have to dial 9 for an outside line. Then the number I was calling was long distance so you have to dial 1. The "1" button was stuck in on the phone and I accidentally dialed another 1. Not much came of it except building security reported it to my manager the next day and claimed to have "video" of me dialing 911. Nothing came of it, though.
Another time was by accident. At work we have to dial 9 for an outside line. Then the number I was calling was long distance so you have to dial 1. The "1" button was stuck in on the phone and I accidentally dialed another 1. Not much came of it except building security reported it to my manager the next day and claimed to have "video" of me dialing 911. Nothing came of it, though.
Mr. Lennon
Diamond Member
- Jul 2, 2004
- 3,492
- 1
- 81
Once, last summer. My mom was redoing the wallpaper in the bathroom and was bleaching out a bit of mold that had formed under the wallpaper on the wall with a cotton swab. Well she wasn't wearing any eye protection and some bleach got in her eye. She couldn't open her eye, and I told her to start flushing it with water. I then called 911. Ambulance and police came in about 3 minutes. Police were just checking to see if it was a civil dispute, and then saw what was going on and made the joke "Is someone putting bleach in a super soaker?" and then left. They flushed her eye out and it was fine about 3 days later.
Spineshank
Diamond Member
- Jun 8, 2001
- 7,728
- 1
- 71
I'm with you, OP. I've never had to, nor have I ever even considered it.
Never dreamed about it, though...
Never dreamed about it, though...
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