Monday 31 May 2021

Book review: Willard Price

One of the first book series I ever read, when I was nine years old, was Willard Price's Adventure series.

For those who don't know, the 14-book series is about two teenage brothers, Hal and Roger, who help their father by travelling around the world catching wild animals, which they then sell to zoos.

I'd suggested the series to Mulan and Miya for a few years, but until now other books had taken priority.

Finally, last week we got four of the books free at a local book exchange, including the first two.  Mulan and I have now read the first, Amazon Adventure, and Mulan is continuing with the second, South Sea Adventure.

Sadly, the stories haven't aged well.

Price was born in 1887, and wrote the books between 1949 and 1980, basing the stories on many of his own personal travels.  At the beginning of our 2012 book edition, the granddaughters of Price add an introduction, which includes:

Of course, we must remember that, back then, searching for animals for zoos was a forward-thinking, conservationist approach to saving rare species, and a way to teach people about endangered animals.  The language used by Roger and Hal to describe people of other countries and customs was appropriate at the time of writing, and reflects a period when very little was known about different cultures.

That's a fair comment.  The books are a product of their times.

Miya loves animal stories, and I had initially thought they would be prefect for her.  But she's decided for herself that she would rather not read them, after hearing from us some of what's in them.

To give my thoughts in advance, I wouldn't put these books on a recommended reading list for primary aged children.  At best, I think they could be read by older children alongside historical and cultural discussions.  If the children want to read them, it would help to explicitly discuss the assumptions and values presented in the books, to understand why we don't do things that way anymore.

I'm not suggesting "cancelling", or boycotting, these sorts of culturally inappropriate books.  I just think they've been superseded, and it's not a great idea for young children to unconsciously absorb wrong ideas uncritically.

The two issues that Price's granddaughters pick out, conservation and culture, are worth commenting on.

Conservation: Chapter 18 of Amazon Adventure shows clearly the overall attitude throughout the book.  The intention is good, but the facts are wrong.  The characters (and presumably Price) mistakenly think that natural resources are nearly limitless, and so consequently have a casual attitude to destructive use.

In the story, the brothers meet up with a pioneer who moved from the city to farm the Amazon.  They discuss together how rich in resources the Amazon is, saying that more people should move there:

The most important thing is peace in the world.  And why don't we have peace?  Because there is too much suffering and hunger.  If the Amazon is brought in to production it can relieve that suffering and hunger.

We now know, 70 years later, that bringing the Amazon in to production has not relieved suffering and hunger.  Rather it has irreversibly destroyed huge parts of the Amazon, with many follow-on effects harming both the environment and people.

This attitude of limitless resource fits in with how the brothers catch their animals throughout the book.  Too often, to catch one animal they kill others around them.  They have little sense of their own destructiveness.

Further, the characters show no deep feeling for the pain and suffering they are causing to the individual animals they either catch or kill.  The casualness makes for a slightly uncomfortable read.

Culture: The characters' attitude to people of other cultures is similar to their attitude to the environment.  Often, they bluster on in, with little awareness of or regard to the damage they're causing.  There's an overall Eurocentric attitude in the characters -- mild amusement, lack of care, and subtle underlying sense of superiority.  There are lots of examples of this, such as:

(a) Casually flying a plane through a village hut, and coming "to a halt in the living-room-dining-room-bedroom among the members of a very startled family."  The only comment was, "luckily none of the Indians was hurt, or four white heads might have been added speedily to the brown ones on the shelves."

(b) Casually buying a shrunken human head.  It was the head of a respected warrior, "a wise and good man".  They didn't catch his name, but as it sounded a bit like Charlie they decided to call him that.  They tied him by his hair to a post on their boat.

I once read an observation that colonial-era travel stories often follow a similar theme, with the travellers finding the going getting progressively harder, with more setbacks, the further they get from London -- smooth train to the coast, boat to Europe, unreliable transport to Africa, etc, etc.  On their return journey things reverse and get progressively easier.

That makes sense.  For a Londoner.

But these old travel stories often apply the same thinking to inhabitants of other regions.  The non-Londoners find it equally hard when they're away from London, and it gets easier for them as they approach London.

There's a hint of this in Price's books.  The brothers' first stop in the Amazon is a local village that is used by Westerners as an airport and trading centre, where they're offered the services of a local guide.  They also acquire the use of a dugout canoe, the standard means of transport in the area.  Oddly, their local guide is nervous and uncomfortable after a few hours of paddling, and within 24 hours he's travelled beyond his comfort zone.  He turns around and heads back home to the village.  He gives the appearance of struggling in the Amazon just as much as the brothers, when surely it would be his familiar backyard.

To sum up, if the girls want to read the rest of the Adventure series, we'll seek the books out.  We've talked about some of the issues and they can see things for themselves.  But I wouldn't recommend the books or go out of my way to keep copies in my bookshelf.  I think Mulan said she'll read the first two books since we've got them, but probably won't bother with the rest.  Most likely we'll return the books to the book exchange.

Thursday 27 May 2021

Decision time for Mulan at school

The other day I wrote about the possibility of Mulan going to school.

We have some choices, as we live in zone for both Takapuna Grammar School and Westlake Girls High School.  We could start at either school at any time, or choose to continue homeschooling.

We've now met with the enrolments Deputy Principals of both schools (Westlake last Friday, and Taka on Tuesday).  Both were very good, and we came away with useful info about both schools.

Taka also showed us around, but we forgot to ask Westlake.  Likely, as a family we'll have a look around Westlake during the weekend.

We've now got to the point where the final decision will be Mulan's.  It will be her call about how she would most like to do her study (and if she chooses to continue homeschooling, she will need to put in the hours of deskwork at home).

The decision is (a) whether to go to school, (b) if so when, and (c) if so which one.

My personal inclination is Westlake starting in Term 3.  (She'd stop rock climbing, and possibly stop gymnastics.  Dance, music, swimming and athletics would likely continue, but we'd need to keep an eye on things.)  But I'm completely happy with whatever Mulan decides.

If Mulan decides in the next several days to go to school, then we'll start preparing for the change and submit the enrolment forms.  If she decides she'd rather not go to school, then we'll start upping Mulan's deskwork time at home in preparation for NCEA studies.

Location:

We live about 5-10 minutes walk from Westlake.  We live at the edge of the Taka school zone, and there are no ideal buses.  Likely, Mulan would spend over an hour each day travelling to and from Taka.

The strong advice from Taka is that it's best to go to one's closest school.  They would be okay if Mulan chose Taka, but thought it made more sense for her to choose Westlake.

Given that Mulan would prefer to continue as many of her after-school activities as possible, it makes sense to spend minimal time travelling.

So, unless there are other overwhelming considerations, Westlake would be first choice.

When to start: Qualifications:

If Mulan goes to school, both schools recommend starting at the beginning of term 3 this year (26th July).  Neither recommend a term 4 start.  Alternatively, Mulan could start in term 1 2022.

Starting in term 3 gives Mulan half a year in Year 10 to get used to school life before starting NCEA 1 qualifications in 2022.  She would get more familiar with the subjects, so then more knowledgeably choose her NCEA subject options.

Or we might think that NCEA 1 is relatively easy and unimportant, and Mulan doesn't need prep time for it.  We might instead treat NCEA 1 as prep and practice for the more important NCEA2/3, and if so starting in 2022 is okay.

When to start: Activity clashes:

As well as qualification considerations, Mulan also needs to think about how time-consuming school will be, and how much it will restrict her other activities and interests.

Schools aren't as efficient as homeschooling, with respect to study, and school will require more of a time commitment than homeschool study.  Almost certainly, if Mulan goes to school she'll have to stop some of her current activities/interests.  Starting later means that she can continue more activities longer.

Homework:

We asked both schools the expectations for homework.  Westlake said under an hour a day.  Taka said 1-2 hours.  Of course, theory may differ from reality.  We've heard from school-goers that 1-2 hours at NCEA level is at the minimum end, and is for those merely aiming for passes (not merit/excellence).

For us, less homework is better, so that Mulan can continue with more of her non-school activities/interests.

There is also the question of whether homework is necessary.  It could be argued that more homework means less efficient use of in-class learning time.

Resources:

Schools have some pretty awesome toys and resources, which is out of the budget of homeschoolers.  Playing with the school's science and sports equipment would be great fun.

Both Taka and Westlake are decently well-funded with good resources.  Both schools achieve very good academic results.

Looking around Taka, it's an older school with some older buildings.  Some areas looked a little more worn, but on the whole it has a classic, warm, wood-finish look.  Taka is next to the beach, and sports lessons are sometimes held there.  There's more open land area, with football fields.

In contrast, Westlake appears more modern and corporate in it's style, and new building construction is continuing.  With less land there are no open fields, and the land use is more tightly planned.

Single-sex vs co-ed:

We'd initially been leaning more towards Taka because it has both boys and girls, just like the real world.  Westlake is single sex, so more artificial.

But there is something to be said for girls-only schools.  As Westlake said, it's cleaner and quieter without the boys!  Also, boys are often inclined to push themselves forward more than girls, so girls can miss out in co-ed schools.  Mulan's personality is often more hang-back-and-wait (like mine), so she may better suit the girls-only environment.

As long as girls don't go boy-silly in a girls-only school, it seems possible that the single-sex learning environment is slightly better for Mulan.

Friends/social:

Mulan knows a few athletics friends go to Taka, but doesn't specifically know of any friends who go to Westlake.  This is another reason we had initially been leaning towards Taka.

On the other hand, Westlake specifically raised the possibility of placing Mulan in a class with people she already knows, and it seems that they would organise a buddy-system with classmates helping her get familiar with things.  Taka did not offer this.  In general, Westlake came across as being more sensitive to psychological/social needs, and appeared to have systems in place to help with this.  Taka did not mention anything like that.

Study style:

I think the deciding factor (homeschool or school), for Mulan, is study style.  Is she prepared to self-motivate for one-to-one or self-study learning at home?  Or will she be more motivated in group learning at school?  Which would be more fun (or less awful)!

At the moment, I think her personality suits the group study, but it's her call about whether she would rather commit to self-study discipline (if, for example, she wanted to be maximally efficient with her study so that she could have more time for her other activities/interests).

Subject choices:

If Mulan chooses to go to school, the next decision is which subjects to choose.  Mulan already does dance, sport and music, and these are all possible school subjects.

We asked both schools their thoughts on students choosing so many non-desk subjects.  Westlake said all subjects are good, and those ones still have 2/3 deskwork.  They said it's best for students to choose subjects they enjoy.  (This is what I had said.)

In contrast, Taka suggested that someone who does dance outside of school doesn't also need to do dance as a school subject.  They suggested, for example, instead doing a social science subject.  (This is what Mama has said.)

With Mulan fluent in Chinese, there's also the question of if/how to include that.

But we don't need to make a decision on this now.  If Mulan decides to go to school we'd enrol first and then get more subject info from the school.

I'll probably write more when Mulan makes her decision.

Sunday 23 May 2021

Our exercise

Here's what we're doing for exercise these days, getting into winter and our athletics off-season.

Me:

Monday: Rock climbing 1-2 hours with Miya

Wednesday: Rock climbing 1-2 hours with Miya and Mulan

Thursday: Weights 1-2 hours

Saturday: Weights 1 hour with Mulan

Sunday: Running 1 hour with Mulan (winter training, uphill/stairs reps)


Mulan:

Monday: Contemporary dance 2 hours class

Tuesday: Ballet 1 1/4 hours class

          Swimming 45min class

Wednesday: Rock climbing 1-2 hours (including 1 hour class)

          Ballet 1 3/4 hours class

Thursday: Swimming 1 1/4 hours class

          Ballet 1 1/4 hours class

Friday: Biking 1 1/2 hours paper delivery

          Gymnastics 2 hours class

Saturday: Ballet 2 1/2 hours class

          Weights 1 hour with me

Sunday: Running 1 hour winter training with me


Miya:

Monday: Rock climbing 1-2 hours with me

Wednesday: Rock climbing 1-2 hours with Mulan and me

Thursday: Contemporary dance 1 hour class

          Rock climbing 2 hours class

Sunday: Gymnastics 2 hours class


Mama:

Tuesday: Zumba 1 hour class

Thursday: Spin 45min class

Once a week: weights 45min

Thursday 20 May 2021

Transgender athletes

News from a couple of weeks ago was that it's likely that New Zealand's Laurel Hubbard will be the first transgender athlete to compete at an Olympic Games.

Good on her, and awesome effort!

This morning, I read a very nicely written article by Chris Surprenant on the subject of including transgender athletes in sports.

The issue, as Surprenant says, is:

On one side are transgender athletes who want to compete in the gender division with which they identify. On the other are political activists and athletes – especially biologically female athletes – who believe that allowing trans athletes to compete in women’s divisions is inherently unfair.

(The news article above mentions one of Hubbard's competitors questioning the fairness, though sadly the objectors quoted fail to express the issue without resorting to transphobia.)

As the title of Surprenant's article puts it, it's about striking a balance between fairness in competition and the rights of transgender athletes.  Meaningful participation is essential for all involved.

There's no easy answer.

But I like the suggested solution that Surprenant offers.  Eliminate men's divisions and replace them with open divisions:

Since there is no typical transgender athlete, broad rules for transgender athletes don’t seem appropriate.

Instead, language similar to the Equal Employment Opportunity Commission’s disability accommodation policy could be used for transgender athletes: “The decision as to the appropriate accommodation must be based on the particular facts of each case.”

“Men’s” divisions could be eliminated and replaced with “open” divisions. Any athlete could be allowed to compete in that division.

Then, transgender athletes could be evaluated on a case-by-case basis. Based on their athletic ability, a tournament organizer could determine which division is most fair for them to compete in, “women’s” or “open.”

For trans women athletes, at issue is their athletic ability, not their womanhood. If a tournament organizer determines that a trans woman athlete is too good to compete against other women because of her biological advantage, requiring her to compete in an “open” division does not undermine her humanity.

Instead, this acknowledges – and takes seriously – that she identifies as a woman, but that respect for the principles of fair competition requires that she not be allowed to compete in the women’s division.

I know almost nothing about Hubbard's situation.  Yes, she absolutely deserves to be competing, as much as she likes and as much as she is able.  Would it make more sense for her to compete in an open division or a women's division?  I have no idea.  Following this solution, that would depend entirely on her weightlifting ability when compared with other weightlifters at each tournament she enters.  Does she have a biological advantage?  I have no idea, and I don't have the expertise to judge either way.  That would be for sports scientists with weightlifting knowledge to decide on.  It's possible that at local/regional competitions it would be better for her to compete in an open division, while at the highest level she might compete in the women's division.

Wednesday 19 May 2021

WOOHOO! A yellow climb!!

We weren't expecting Miya to complete any new climbs today at Northern Rocks.  She's been getting so many lately that there's not a lot left around her level.

But then she got a yellow!!  Her first ever yellow climb!!!

She's been working on this one for the past several weeks, and the sticking point has been the reach with the right hand at the very end.  But she finally figured it out and got it today.  You'll see she uses the corner of the wall to work herself up a bit higher.

She was wondering what to project next, and decided to try a green she'd struggled with before.  And she got it, too!


Miya has now got 12 of the current 16 green climbs at Northern Rocks.  She'll have to think about what to work on next.

---

Meanwhile, for Mulan, climbing is just a fun but casual low priority.  She has just started weekly lessons, but doesn't climb otherwise.  She's currently working on purples:



Use, mention and controversial language

One of the fundamentals of philosophy is skills development in conceptual clarity.

Seeing conceptual distinctions is an important part of understanding why two people might think differently on some matter.  And articulating these distinctions clearly and fairly can often hugely help decide on which thought is the more reasonable.

Sadly, in the past few years public discussions regarding controversial language, such as racial slurs, has become, while well-meaning, nonetheless often clumsy.  And sadly it's often young students who are especially likely to be poorly skilled in this.  (Schools need to work harder at teaching critical thinking skills.)

Gerald Dworkin's recent article is a nicely-written corrective.  It's a good example of conceptual clarity exposing key issues and distinctions, to aid decision-making.

To put it bluntly, it's about the N-word.

It's also about other words that sound like the N-word, such as "niggardly" or "那个 (ge)".  (Apparently, last year some students complained when a professor mentioned the Chinese word "那个" in class, stating that it sounded too much like the N-word.)

(Note: Dworkin writes the Chinese word as "nega", which I understand is simply wrong spelling; the other article linked above writes it as "nèige", which I understand is a correct alternative Pinyin phonetic Romanisation, reflecting the changing pronunciation of some Chinese speakers.)

Dworkins starts with an important conceptual distinction that all philosophy students quickly learn -- the difference between using a word and mentioning it:

Consider the two statements 1) Bachelors are unmarried men and 2) Bachelors has 9 letters.  The first is true. The second  is both ungrammatical and nonsense. But 3) “Bachelors” has nine letters is a true statement.  The difference is that in the first statement we are using the word to make a claim about people who are called by a certain term.  In the third  we are making a claim about the word rather than the people.

If public discourse can start by recognising this distinction, then we have made progress.  Dworkin's other points are well-made, too.

My own sense of it is that to avoid potentially ruffling feathers, I'll avoid directly mentioning the N-word here (I'd never use it!).  Even though barely anyone reads my blog, it is still being openly broadcast to the world.

However, with some private students who I know well, I have directly mentioned the N-word in contextually appropriate teaching settings.

(I think it clear that it is permissible to both mention and use words that sound similar to the N-word, such as "niggardly" and "那个" (unless the words are mentioned specifically to cause offence).  The students who called for the dismissal of the professor got it badly wrong.)

There's a delicate balance to be had between getting it right and avoiding troubling others.  But hopefully drawing attention to articles like Dworkin's will go some small way to reducing the misplaced feeling of offence some people currently have when they over-react without nuance.  Hopefully public opinion will change and realise that occasionally it is permissible to mention the N-word.

Tuesday 18 May 2021

Mulan at school?

A few days ago I mentioned in passing that we are strongly considering that Mulan go to school.  That's a big change, as Mulan has never been to school in her life.

As a family we raised the idea together late last year, and have been talking about it for the past few months.

The more we think about it, the more we feel that school could be the right choice for Mulan going into her senior secondary school years.

Mulan has been positive about the idea, and thinks it could be quite fun/exciting.  Miya was initially negative, to lose Mulan during the day, but with time to adjust to the idea she is now okay.

We've asked Miya if she would also like to go to school (intermediate next year), but she'd rather not.  That's understandable, as Miya struggles with noise/chaos, and classroom learning doesn't work so well for her.  For now it makes sense for Miya to continue homeschooling.

Going to school is a swings and roundabout situation, with homeschooling better in some ways and school better in other ways.

Schools can provide better resources (eg science, sports), which is increasingly important as Mulan gets older.

Also, Mulan's learning style will likely work better in schools as she gets older.  Increasingly, she seems to prefer doing deskwork in groups alongside peers, rather than on her own or one-to-one.  If Mulan lucks into a good classroom environment, with motivated classmates, then we think she will thrive ("if" is the important word!).

Thirdly (and least importantly), schools provide a no-stress qualification system.  Just enrol and do NCEA.  Much simpler for us all!

On the downside, schools can be inefficient and time-consuming.  Likely, Mulan will have to drop many of her activities.  And that's a tough one, because she loves them and she's doing very well at all of them.

One thing we want to find out is how much school life will restrict Mulan's ability to do all her activities.  That is (a) how much of an expectation will there be for homework, and (b) how much in-school opportunities will there be for Mulan to pursue her various activities.

Another downside of school is socialisation.  Unfortunately, bullying is common in schools.  And peer pressure can reinforce undesirable values and attitudes.  It can be luck which classmates and peer groups one falls in with.  So far Mulan doesn't live with her phone attached to her hand -- we'd hate for that to change!

When we see the schools in person, we want to feel confident that the social environment is on the whole positive, and that Mulan has a good chance to fall in with other kids who are excited and curious about ideas and activities, and will (mostly) happily dive into their tasks.

(In my own experience at school, sometimes I was in streamed classes and other times not, depending on the school politics of the day.  When my school chose to stream, I felt more at home and relaxed, having fun learning with friends; my non-streamed years tended to be my more stressful/unhappy school times.)

A third downside is that our family is bilingual/bicultural.  Our Chinese side is just as important as our English side, and at home the children learn in both languages.  Schools are monolingual, and Mulan likely won't get as much everyday Chinese input if she attends school.

The older Mulan gets, hopefully the less this will impact.  But this is definitely something to keep an eye on if Mulan is at school.

---

The end result is that on Sunday night we emailed four local schools, making first contact about this idea.  All schools were very professional and replied to us Monday morning.

Carmel College was the only school which acknowledged our personal situation in their reply.  Their reply was the warmest and least copy-and-paste-standard-reply feeling.

Unfortunately, they said that at this stage there are no places available for families without a Catholic background.

That's a shame, as from what we'd heard Carmel appears to have an excellent value system and attitude (some of Mama's students attend Carmel).  Carmel was Mama's initial preferred choice.

Rangitoto College was the only school that mentioned Mulan by name in their email reply.  However, we are out of zone for Rangi, and so we'd have to wait for the ballot on 30 September (I went to Rangi, so Mulan would be "Priority 3" on the ballot, but it would still just be luck).

The main advantage of Rangi is that it has a great sporting environment, with the rubber athletics track and swimming centre.  But it's a long bus ride away, which would eat into Mulan's out-of-school time.  If Mulan decided this was important then we'll look into it more, but most likely we won't pursue enrolling at Rangi.

For now our realistic options are either Takapuna Grammar or Westlake Girls.  We're in zone for both, which means that we should be able to start at either school at any time.

Takapuna Grammar's email reply had the most impersonal copy-and-paste feel.  They clearly have a standard text reply to all enrolment enquiries and they sent us a lot of irrelevant info that didn't suit our specific situation.  We followed up, asking to meet in person, but they haven't yet replied.

We had initially been leaning towards Taka, as some of Mulan's friends go there.  But a big downside is that the public transport situation isn't great and Mulan would have to walk a long way to get to the bus stop.  And that means less time for after school activities.  Their email reply has somewhat reduced our confidence in them, too.  But we'll wait and see, depending on whether they are willing to meet in person.

Westlake Girls has consistently been the fastest school to reply, and is both clear and professional.  After an initial impersonal copy-and-paste standard enrolment reply from them, we followed up and they replied again more personally.  We have now arranged with them to meet in person on Friday.

The big plus for Westlake is that it's only 5 min bike away from home.  Mulan can be there and back quickly, and so have more time for after school activities.  We're now leaning towards Westlake, but will hopefully have a better sense of what they can offer after the Friday meeting.

If Westlake present themselves well on Friday, we'll likely decide that Mulan end her homeschooling and start at Westlake.  The start date would depend very much on (a) how much adjustment time Mulan would need in order to get used to school life before starting NCEA-level studies, and (b) how time-consuming school will be, impacting on Mulan's ability to fit in all her other activities.

In the end, a big part of it will be Mulan's own decision, once she gets a sense of what Westlake (or another school) offers/requires -- how much school will impact on her already-busy life, what extra they will add and how much she will have to give up in exchange.

Monday 17 May 2021

Three more climbs

It's getting pretty common for Miya to get new climbs at Northern Rocks.

Today we videoed three more.

The first was a new climb just put up over the weekend.  We hadn't see it before, and Miya flashed it today (got it first attempt).  We didn't video the first time, but this is her doing it again:

This is Miya's first ever pink climb.  She did it last week, then videoed it today.

And this is a tough one that she's been projecting for a while.  She got it for the first time today, then we videoed her doing it again.

Sunday 16 May 2021

Daily quiz

It's probably been a few years since I last prepared a school lesson for Mulan or Miya.

But a few days ago I spent a couple of hours working on a worksheet handout to give to them.

It was all Mulan and Miya's idea, and they demanded that I write it for them.

The reason?  Lately Mulan and Miya have got into doing the Stuff news website's twice daily trivia quizzes.  Each quiz has 15 multi-choice questions on general knowledge and newsworthy happenings.  Often the girls answer it first (separately) and then they grab me and watch me attempt it.  Results are slightly competitive, and this morning Mulan scored higher than me (Miya equaled me)!

A few days ago the girls decided that we could make up our own quizzes.  So, the plan was that the four of us would each design a 15-question quiz, and then we would each answer everyone else's quizzes.  Mulan and Miya wrote up a list of possible question topics, and our questions couldn't repeat topics.

The end result was that I had to research and write a quiz for the family.  It was a shock to the system to actually have to sit and prepare a lesson.

On Friday we sat around the dining table together and answered each others' quizzes.  Mama chose to do a China-focused quiz, while Mulan chose super-tough questions.

Lots of family fun, and some learning, too.

Saturday 15 May 2021

Three more green climbs

These are the three new green climbs that Miya completed at the Northern Rocks Boulder Bash last weekend.  (I wrote about it here.)

She re-did them during the week.  The second and third are tough ones, and Miya is not yet getting them every time.



Thursday 13 May 2021

Term 2 activities

Winter is coming, and school Term 2 started last week.

Once again Mulan and Miya are busy with lots of activities (and most activities are term-based).

Mulan:

Ballet/dance: Ballet continues to be Mulan's number one activity.  This term she has dance classes five days a week at Mainly Dance -- 6.75 hours of ballet and 2 hours of contemporary.

Athletics: Athletics is Mulan's number two activity.  Athletics competitions have finished for the season, but for the first time we've decided to do some winter training (Mulan and me together).  We're aiming for twice a week.  One session is running, and is mostly uphill/stairs reps.  The other is weights.

Music: Mulan has a private recorder lesson once a week, and continues to practice her instruments most days.  She also plays the ukulele or guitar with Yeye once a week.  While she enjoys music, it's not her main passion and she's decided (for now) to stop her private cello lessons.  Pre-Covid, last year she was preparing for the cello Grade 5 exam, but that has now stopped.

Swimming: Mulan has two fitness squad sessions a week with NZL Swim.

Gymnastics: Mulan has one lesson a week at North Harbour Gymnastics.

Rock climbing: Mulan has one lesson at week at Northern Rocks.

Newspaper delivery: Mulan has just started delivering the Property Press paper.  It takes her about 1.5 hours once a week.

School: Mulan catches the bus once a week to my Big Sis' home, where she spends the day doing schooling with her cousins.  She does bookwork maths, science and music theory.  The reason is that we're strongly considering Mulan going to school next year (Year 11, NCEA 1) and this is practice for her (and us).

Teaching: Mulan co-teaches one Chinese language class each week with Mama at Chinese4All.


Miya:

Rock climbing: Rock climbing is Miya's number one activity, and she typically goes to Northern Rocks three times a week, including a lesson each week.

Music: Miya has a private clarinet lesson once a week, as well as saxophone and trumpet lessons at Belmont Music Centre.   She continues to practice her instruments most days and is planning to sit the Grade 4 clarinet exam this year.

Dance: Miya has contemporary dance lessons once a week at Mainly Dance.

Gymnastics: Miya has one lesson a week at North Harbour Gymnastics.

Teaching: Miya co-teaches two Chinese language classes each week with Mama at Chinese4All.

Wednesday 12 May 2021

Census at school

Yesterday we completed the Census at School.

This is an online survey that all Year 3-13 school children may complete.

It's a non-profit educationally motivated project hosted by the Stats Department at Auckland Uni and with the help of the Ministry of Education and Stats NZ.

In other words, it's a legit survey for kids to learn about stats, not a commercially-driven data-gathering exercise.

The questions were enjoyable and mostly easy for Mulan and Miya to answer.  The games section was a great idea for a bit of fun competitiveness.

A small challenge for us was that the question-designers mustn't have considered homeschoolers -- a few questions only made sense if the kids physically go to school and then have an "after school".  Those don't apply when schooling is a lifestyle, not an event.

After completing the questions, the girls spent some time on the website going through the questions from previous years and examining the data.  They've now got the Live Dashboard open to look at every once in a while.

Sunday 9 May 2021

Boulder bash

We were at Northern Rocks' Boulder Bash yesterday.

It was the climbing gym's second birthday, and a chance for a big group climbing event.

The idea was that everyone had two and a half hours to climb their best ten climbs (or more, if they wanted), and then add up their points for each climb.

Miya signed up for it (of course!), choosing to miss her Saturday morning music lessons.  Mulan didn't go, preferring to attend her ballet lessons.  Frustratingly, I couldn't climb (elbow is still too sore), so I was Miya's support crew only.

It was an honesty-based system, with everyone marking their own climbs.  Everyone also self-assessed themselves into one of three levels -- beginner, intermediate or advanced.

Intermediate sounded most like Miya, with "You’ve been climbing for a little while, climbing purples and greens, and projecting yellow.  Grade reference V3 – V6".

Miya's been practicing her greens for the past few weeks, and she has six current climbs well practiced (here, here and here).  Then, during Thursday's class she completed two more that she'd been projecting.

So, prior to the start, Miya's ambitious goal was to get all eight of her greens, plus a few purples.

Delightedly, Miya went through each of her greens, ticking them off one by one and doing all eight.

We also found a new green which had been freshly added for the day.  It looked doable, so Miya had a go.  And she got it first try!!  Awesome!

Miya then finished off with four higher-scoring purples.

Her score card was:

(Ignore the circled numbers -- there was a bit of confusion at the beginning with how the climbs were numbered.  It turned out that climbs were labeled with their points value, not their climb number, so our pre-start planning/circling was meaningless.)

It was a great effort, and Miya did even better than we'd hoped.  Miya even came away with a spot prize T-shirt!

We stayed until the end, watching the 22 finalists attempting new unseen climbs.  Wow, they are amazing!

Lots of fun, and a hugely enjoyable day.  (The only downside was that the DJ-hired music was too loud and so exhausting.)

Wednesday 5 May 2021

FBI physical fitness test

Magnus Midtbø did the FBI physical fitness test (PFT) last week.

That meant that we had to do it, too.

So, today the four of us went out to our local rubber athletics track (Millennium) and had a go.

There are two versions of the test -- the standard PFT has four parts (push ups, sit ups, 300m, 1.5 mile), while the tactical recruitment programme (TRP) PFT also adds pull ups.

The points allocation table is here:

The idea is that you need to get at least 1 point from each of the parts --if you miss the minimum on any part, then you fail the test.  Also, for the standard test you need to get at least 12 points, while for the TRP test you need to get at least 20 points.

To make it harder, you only have at most 5 minutes rest between doing each part.  Not much recovery time!!

We followed Magnus' version of the test, which was slightly different from this official version, which we found afterwards.  The official version orders the push ups between the two runs, giving more recovery time and making the test easier.

For Magnus' version, push ups and sit ups were as many as you could do in a minute, while pull ups had unlimited time.

So, how did we do?

Miya

  • Push ups: 21 (2 points)
  • Sit ups: 47 (5 points)
  • 300m run: 63.2sec (1 point)
  • 1.5 mile run: 13:29min (2 points)
  • Pull ups: 6 (6 points)

PFT total points: 10

TRP total points: 16

Mulan

  • Push ups: 31 (5 points)
  • Sit ups: 46 (4 points)
  • 300m run: 50.7sec (9 points)
  • 1.5 mile run: 13:26min (2 points)
  • Pull ups: 3 (3 points)

PFT total points: 20

TRP total points: 23

Me

  • Push ups: 30 (1 point)
  • Sit ups: 62 (10 points)
  • 300m run: 47.3sec (4 points)
  • 1.5 mile run: 12:06min (2 points)
  • Pull ups: 0 (0 points)

(I didn't do the pull ups, because of my golfer's elbow soreness.  When I'm uninjured I can do about 13 (6 points).)

PFT total points:17

TRP total points: 17 (or 23?)

Mama

  • Push ups: 0 (-2 points)
  • Sit ups: 23 (-2 points)
  • 300m run: 72sec (-2 points)
  • 1.5 mile run: 17:29min (-2 points)
  • Pull ups: 0 (-2 points)

PFT total points:-8

TRP total points: -10


Not bad us!!  Mulan and I passed, and Miya was very close to passing.

But before we praise ourselves too much, we have to admit we cheated slightly.  We gave ourselves a bit more time after each of the runs (maybe 10 minutes instead of 5 minutes).  We definitely need to work on our recovery fitness.

(Sadly, we also need to be US citizens and aged between 23 and 36, to be eligible to join the FBI.  Oh well, at least we'd stand a chance to outrun them if we had to!)

Monday 3 May 2021

More climbing

Northern Rocks reset a few climbs yesterday.

Today, Miya tried them out.  This is her on the new green climb:


The jump was the trickiest bit, and took several attempts.  But once she worked out the movement she was getting it every time.