Ruth Gibson Elementary School is a K-6 school. Gibson is located in northwest Fresno at 1266 West Barstow Avenue, behind Bullard High School.
History
The school was originally named North Bullard School in the Bullard Unified School District. Bullard Unified School District was eventually annexed into the Fresno Unified School District. North Bullard School was renamed in honor of Ruth Gibson, a teacher and principle at both North Bullard School and Bullard Elementary School (now Bullard TALENT Elementary School). Gibson School is first registered in the Fresno Unified School District in the school year 1958-59.
History
The school was originally named North Bullard School in the Bullard Unified School District. Bullard Unified School District was eventually annexed into the Fresno Unified School District. North Bullard School was renamed in honor of Ruth Gibson, a teacher and principle at both North Bullard School and Bullard Elementary School (now Bullard TALENT Elementary School). Gibson School is first registered in the Fresno Unified School District in the school year 1958-59.
Fantasexuality is a sexual orientation characterized by the ability to only fall in love with someone irreparably unattainable. It is based almost entirely on ideals of fantasy and the hypothetical - always what could be and never what is. Vee of the Pathological Upstagers defines it by the fantasexual Rule of Three, which states that "At least three insurmountable obstacles must be preventing a relationship before the relationship is officially fantasexual." Such common obstacles include marital or relationship status, age, celebrity, or incompatible sexual preference.
Roots and history of fantasexuality
The idea of fantasexuality is derived from the Greek notion that true romantic love is merely an ideal and can never be realized. [http://fanta.pbwiki.com/#FantasexualityinWesterncultureAbriefhistory] Ancient Greeks believed that the act of coveting was far more rewarding than the relationship itself.
This is supported by other Greek ideas and traditional ideals of courtly love - as in fantasexuality, courtly love presents obstacles that are not easily overcome, such as betrothal or other social inconveniences, and consummation of a relationship is considered detrimental to it. Fantasexuality presents these same obstacles, but often a fantasexual will work to keep them in place, because fulfillment or consummation of fantasexual relationship would mean the end of it.
Fantasexuality in pop culture
The rise of pop culture in the 20th and 21st centuries has contributed significantly to the fantasexual condition. Movies, books, and plays are like a blank canvas for the imagination, encouraging fantasy and idealism.
Some notable examples of fantasexuality in pop culture include T.S. Eliot's poem "The Love Song Of J. Alfred Prufrock", Bonnie Tyler's famous song "Holding Out For a Hero", and the performance pieces of the Pathological Upstagers.
Quotes
"It seems to me that if you place music (and books, probably, and films, and plays, and anything that makes you feel) at the centre of your being, then you can’t afford to sort out your love life, start to think of it as the finished product. You’ve got to pick at it, keep it alive and in turmoil, you’ve got to pick at it and unravel it until it all comes apart and you’re compelled to start all over again. Maybe we all live life at too high a pitch, those of us who absorb emotional things all day, and as a consequence we can never feel merely content: we have to be unhappy, or ecstatically, head-over-heels happy, and those states are difficult to achieve within a stable, solid relationship."
- Nick Hornby, High Fidelity
"I like too many things and get confused and hung-up running from one falling star to another till I drop. This is the night, what it does to you."
- Jack Kerouac, On the Road
"Some things are better left alone, separated, isolated, floating and suspended just above our otherwise foggy heads, something to look toward to clear away.... Taking comfort in imitations, however poor, because imitations are all they are and imitations have become all I expect.... I close my eyes and smile a smile of satisfactory something, all the while my body is just beyond my reach. I will dwell for eternity in the corridors of my brain, in hallways of memory, channeling aesthetic sensate perfection."
- Vee Levene of the Pathological Upstagers
"I want to counter the notion of the utopian as unreal with the proposition that the utopian is powerfully real in the sense that hope and desire (and even fantasies) are real, never merely fantasy."
- Angelika Bammer, Partial Visions
Roots and history of fantasexuality
The idea of fantasexuality is derived from the Greek notion that true romantic love is merely an ideal and can never be realized. [http://fanta.pbwiki.com/#FantasexualityinWesterncultureAbriefhistory] Ancient Greeks believed that the act of coveting was far more rewarding than the relationship itself.
This is supported by other Greek ideas and traditional ideals of courtly love - as in fantasexuality, courtly love presents obstacles that are not easily overcome, such as betrothal or other social inconveniences, and consummation of a relationship is considered detrimental to it. Fantasexuality presents these same obstacles, but often a fantasexual will work to keep them in place, because fulfillment or consummation of fantasexual relationship would mean the end of it.
Fantasexuality in pop culture
The rise of pop culture in the 20th and 21st centuries has contributed significantly to the fantasexual condition. Movies, books, and plays are like a blank canvas for the imagination, encouraging fantasy and idealism.
Some notable examples of fantasexuality in pop culture include T.S. Eliot's poem "The Love Song Of J. Alfred Prufrock", Bonnie Tyler's famous song "Holding Out For a Hero", and the performance pieces of the Pathological Upstagers.
Quotes
"It seems to me that if you place music (and books, probably, and films, and plays, and anything that makes you feel) at the centre of your being, then you can’t afford to sort out your love life, start to think of it as the finished product. You’ve got to pick at it, keep it alive and in turmoil, you’ve got to pick at it and unravel it until it all comes apart and you’re compelled to start all over again. Maybe we all live life at too high a pitch, those of us who absorb emotional things all day, and as a consequence we can never feel merely content: we have to be unhappy, or ecstatically, head-over-heels happy, and those states are difficult to achieve within a stable, solid relationship."
- Nick Hornby, High Fidelity
"I like too many things and get confused and hung-up running from one falling star to another till I drop. This is the night, what it does to you."
- Jack Kerouac, On the Road
"Some things are better left alone, separated, isolated, floating and suspended just above our otherwise foggy heads, something to look toward to clear away.... Taking comfort in imitations, however poor, because imitations are all they are and imitations have become all I expect.... I close my eyes and smile a smile of satisfactory something, all the while my body is just beyond my reach. I will dwell for eternity in the corridors of my brain, in hallways of memory, channeling aesthetic sensate perfection."
- Vee Levene of the Pathological Upstagers
"I want to counter the notion of the utopian as unreal with the proposition that the utopian is powerfully real in the sense that hope and desire (and even fantasies) are real, never merely fantasy."
- Angelika Bammer, Partial Visions
Willie Wolf Wind (1913-1995) was a graphic artist and graphic designer.
Born in Pankow, Germany (now Berlin), he showed a talent for art as a child and studied art in school. After the Kristallnacht (November 9-10, 1938), Willie together with his sister Shoshana emigrated from the Nazi Germany to the British Mandate of Palestine, while his brothers Edward and Julius emigrated to the United States, and Hy to Shanghai, China (later moved to the US).
Maria, the youngest sister, stayed in Germany. In June 1942 she found an empty apartment, her parents apparently taken by the Nazis. She and her newlywed husband Abraham Schlesinger were among those saved by Oskar Schindler. After World War II they also emigrated to the US.
In Palestine, Willie joined the Palmach and pursued his art career.
Later in life, Willie moved to Chicago to join his three brothers and sister. Over the next 40 years, Willie worked on a variety of artistic and creative projects, both commercial and religious, in Israel and the United States.
Born in Pankow, Germany (now Berlin), he showed a talent for art as a child and studied art in school. After the Kristallnacht (November 9-10, 1938), Willie together with his sister Shoshana emigrated from the Nazi Germany to the British Mandate of Palestine, while his brothers Edward and Julius emigrated to the United States, and Hy to Shanghai, China (later moved to the US).
Maria, the youngest sister, stayed in Germany. In June 1942 she found an empty apartment, her parents apparently taken by the Nazis. She and her newlywed husband Abraham Schlesinger were among those saved by Oskar Schindler. After World War II they also emigrated to the US.
In Palestine, Willie joined the Palmach and pursued his art career.
Later in life, Willie moved to Chicago to join his three brothers and sister. Over the next 40 years, Willie worked on a variety of artistic and creative projects, both commercial and religious, in Israel and the United States.
WAH () is a recently formed movement which seeks to integrate world history education with American history education. Currently, this movement is gaining support from many historical association as well as several American secondary schools and colleges.
Early Development and Naming
In 2001, John D. Bridgewater, who has been teaching in Brooklyn High School in Brooklyn, New York, decided that separating world history and American history completely is a major flaw in the American education system. As a result, he pressured the history department of Brooklyn High School as well as state educational boards to change the existing frameworks and curricula of history education to integrate the two topics in high school courses. He then developed a course integrating the two topics and named this course "World and American History," and abbreviated it as "WAH". Later, as a nationwide movement began to spread this methodology of integrating the two topics, the term "WAH" began to refer loosely to this movement itself. Today, "WAH" is no longer considered an abbreviation because of its ubiquity among educators and historians as well as as to detach this movement from simply an abbreviation but instead to allow it to embody a concept.
Adoption in American Educational Institutions
Ever since the "WAH" movement began, it has gained unprecedented support from the government as well as from individual schools, colleges. This resulted largely from its effectiveness in allowing students to better understand the United States' role in globalization. In June 2003, the United States Department of Education stated that "the 'WAH' movement is clearly the future path of history education nationwide as learning about other cultures and heritages alongside our own will help our future to better understand the issues that face our world and will help our youth to deal with and to eventually resolve these issues." In fact, the College Board recently announced an interest to develop an AP exam which combines both histories as well as analysis and connections between the two into one exam alongside the traditional examinations which focus either on world history or American history. Additionally, many colleges are restructuring their curricula to cover the two topics together in great depth and to provide more connection between the events in both America as well as elsewhere. Recent trends and analysis suggest that the style of history education prescribed by the 'WAH' movement may soon become the norm in American schools.
Similar Movements in Other Countries
The WAH movement has spurred the development of similar movements worldwide which emphasize both an understanding of World History as well as of national history simultaneously. Such movements include the People's History Movement in China, the Global India Movement in India, and also the Global British Movement in Great Britain. These movements worldwide share the same focus and ideology of the WAH movement, which is essentially to educate students about the role of national history and culture in a global scale.
The Future of the Movement
Despite having accomplished the majority of their goals to a moderate extent and having already influenced many schools, colleges, and textbook publishers, the WAH movement continues to bring new innovations to the way in which people perceive history. The WAH movement has recently established a non-profit organization, The WAH Foundation, in order to ensure that history progresses in developing nations and that this ideology continues to grow both in the United States as well as abroad. Additionally, leaders of the WAH movement have created institutions of higher learning such as WAH University in order to encourage the future generations to appreciate history.
Criticism
Many teachers and historians criticize the philosophy of the "WAH" movement. First of all, it requires a great investment in order to combine the two topics effectively into textbooks and to restructure curricula, and critics believe that these funds could potentially be better spent. Secondly, critics believe that adoption of this new policy would lead to the fall of patriotism and national pride because if American history is combined with world history, not enough time may be spent on American History.
Notes and References
Early Development and Naming
In 2001, John D. Bridgewater, who has been teaching in Brooklyn High School in Brooklyn, New York, decided that separating world history and American history completely is a major flaw in the American education system. As a result, he pressured the history department of Brooklyn High School as well as state educational boards to change the existing frameworks and curricula of history education to integrate the two topics in high school courses. He then developed a course integrating the two topics and named this course "World and American History," and abbreviated it as "WAH". Later, as a nationwide movement began to spread this methodology of integrating the two topics, the term "WAH" began to refer loosely to this movement itself. Today, "WAH" is no longer considered an abbreviation because of its ubiquity among educators and historians as well as as to detach this movement from simply an abbreviation but instead to allow it to embody a concept.
Adoption in American Educational Institutions
Ever since the "WAH" movement began, it has gained unprecedented support from the government as well as from individual schools, colleges. This resulted largely from its effectiveness in allowing students to better understand the United States' role in globalization. In June 2003, the United States Department of Education stated that "the 'WAH' movement is clearly the future path of history education nationwide as learning about other cultures and heritages alongside our own will help our future to better understand the issues that face our world and will help our youth to deal with and to eventually resolve these issues." In fact, the College Board recently announced an interest to develop an AP exam which combines both histories as well as analysis and connections between the two into one exam alongside the traditional examinations which focus either on world history or American history. Additionally, many colleges are restructuring their curricula to cover the two topics together in great depth and to provide more connection between the events in both America as well as elsewhere. Recent trends and analysis suggest that the style of history education prescribed by the 'WAH' movement may soon become the norm in American schools.
Similar Movements in Other Countries
The WAH movement has spurred the development of similar movements worldwide which emphasize both an understanding of World History as well as of national history simultaneously. Such movements include the People's History Movement in China, the Global India Movement in India, and also the Global British Movement in Great Britain. These movements worldwide share the same focus and ideology of the WAH movement, which is essentially to educate students about the role of national history and culture in a global scale.
The Future of the Movement
Despite having accomplished the majority of their goals to a moderate extent and having already influenced many schools, colleges, and textbook publishers, the WAH movement continues to bring new innovations to the way in which people perceive history. The WAH movement has recently established a non-profit organization, The WAH Foundation, in order to ensure that history progresses in developing nations and that this ideology continues to grow both in the United States as well as abroad. Additionally, leaders of the WAH movement have created institutions of higher learning such as WAH University in order to encourage the future generations to appreciate history.
Criticism
Many teachers and historians criticize the philosophy of the "WAH" movement. First of all, it requires a great investment in order to combine the two topics effectively into textbooks and to restructure curricula, and critics believe that these funds could potentially be better spent. Secondly, critics believe that adoption of this new policy would lead to the fall of patriotism and national pride because if American history is combined with world history, not enough time may be spent on American History.
Notes and References