Movie Review: I am Because We are, and Out of the Ashes

February 19th, 2010

Today I started scanning old creative writing comments so I can have them on the computer. Then I made a shopping list, stopped by Fry’s to get a very long flash drive for my new Library of Congress player, among other things — God, I’m going to like this thing, I will have to give it a review all to itself — the bank, the cobbler’s to fix my broken purse strap, and the bagel shop to eat a cream cheese thing called a boureka. Very good. I also got a response back from History San Jose re: their archives. They finally got their email and computer problems fixed after lightning hit their light tower, and I have a tentative appt for Thursday. Yay! It’s been a couple months.

I watched two movies over the past two days: Out of the Ashes, which I found cheap enough to replace my VHS — and I Am Because We Are.

The first is about Dr. Gisella Perl, a woman I hadn’t heard anything about until I saw the movie a few years ago. It’s about a inmate-doctor at Auschwitz, and i’ve run into a few old hardbacks from after the war that are similar, though I haven’t read them. I rented it from Hollywood Video. It’s a Holocaust movie and has the — well, if you can say so — usual horrers about it — tattooing, life before the war, how that life was changed, adjusting, causal cruelty — you name it, it has it.

What makes the film spooky is not that Gisella Perl was forced to participate as a doctor, against her will, but using her training to better the lifes of those around her — but the use of flashbacks. These flashbacks are short cuts of film or longer versions as Dr. Perl tells her story to New York officials who want to stop her from practicing in the U.S. What makes them spooky is their suddenness, the change from a perfectly normal conversation in the film to a memory of Dr. Mengele, music on the radio, sudden accusations from other inmates in broad daylight, and also, a very distinct palette change.

Scenes in New York in this film are bright and colorful and except for when Dr. Perl is in her house, which has wood paneling, generally not dark. The scenes from Auschwitz are dark, lit only by one or two bulbs, dingy — often oddly green colored from security lights. These scenes are intercut and the results are striking. You know instantly where you are in these flashbacks — standard colors are “modern-day” post-1945 New York, green or drab colors are Auschwitz, and a gold sepia color are flashbacks from when Dr. Perl was a child.

This is a good cable-produced movie, but not one I generally watch at night.

I wanted to like I Am Because We Are, a documentary about AIDS orphans in Africa…but I disagreed with the delivery. The film is narrated by Madonna and within the first few minutes or so I was hooked.

The film draws you in with the opening lines, has excellent snippets of news footage about the area’s history…a large percentage of child-headed households, an orphanage basically run by children who are assigned or at least take care infants (with an 9-year-old carrying a baby); juvenile prisons where children wait to be aged out into adult prisons. for crimes like stealing a radio; the witchcraft form of disease such as alcoholism (and very likely AIDS as well), and mutilations.

So many interesting things. Anthropologically interesting, humanly interesting…excellent, startling photographs, a wonderful though impoverished area to film in, and an intriguing question somewhere in the middle. How can these people, who sing and are so happy, be happy with such poverty and disease, while we in America cannot? It raises the question of the modernized society and whether a modernized society is right under these circumstances. I thought this was a wonderful question.

And yet…

I actively watched for 30 minutes, and fast forwarded every so often thereafter.

The film has the usual talking heads, officials, doctors, etc. which is fine. It explores the stories of a number of adults and children and gives a good overview of the problems in the country…but talking heads do not always make a good documentary.

After 30 minutes or so of the Poverty Hotline soundtrack playing constantly in the background, the talking heads restricted eventually to an almost constant appeal for help in the area, actually saying that we were all people, etc. I wanted it to end.

It felt as though I was watching a station break program. You know, with the starving children that you need to help.

Are they starving? Most likely. Do they need help? Most likely. Is it a shame they’re orphans? Yes, it is.

Do I wish the film had shown me more in-depth stories of the children and their remaining parents?

Certainly.

The film explains how Madonna adopted one of her children there. Now if she felt the need to adopt, she must surely have seen something in the people she liked, or at least been sincerely interesting in helping one of the children. But this film does not convey that. It tries so hard to convince the viewer that these are humans in need of assistance, that ultimately it fails, in my opinion. The tone is wrong.

For example, one child explains that he is only fed once a day and he is seen to be wringing out his spare shirt and hanging it out to dry. He has friends with families and envies them. But that is all it explores. I wanted the camera to follow this child…what does he do for fun? When? Where? Does he get his shirts at the same place as the food?

If there were only 2 adults to be seen at the orphanage, what else did the children do there? Obviously, as in the child-headed households, they had taken on adult responsibilities, but show me that…

This film has great scenery and good overview, but what I have highlighted above is unfortunately what I felt it showed that was different and better than the usual Help-Children station break. The rest, I felt, was standard…filmed well, but standard.

Maybe I only have a different view of documentaries…But then again, I find nothing wrong with historical documentaries, which are almost nothing but talking heads, photographs and reenactments. This leaned too heavily on the side of the talking heads, and spent astonishingly little time interviewing the children involved. The DVD does include additional interviews in the extras, but I didn’t watch those. I wanted the film to show me a human side of the story…what could it tell me that no other film on the subject could? They had the subjects, the landscape, the experts, but if the film was about the children, then show me directly and without preaching why their stories are important.

Well, the film doesn’t preach, but you get the idea. There are some things I was fairly surprised to see, like the anthropological witchcraft, but all in all…

I wouldn’t rent this again. The tone did not sit well with me.

Book Review: Snowy Mountain Passage

February 13th, 2010

(2/13) I just finished Snowy Mountain Passage by James D. Houston. The occasionally shifting tense didn’t work for me, and I didn’t get particularly attached to the story. That’s either because I know the story all ready — it’s about the Donner Party — or because I find the way the sentences are structured jarring. I haven’t figured out which.

However, as historical fiction it explores one particular aspect of the Donner Party that I’ve always considered underdocumented and that is, what happened when James Reed and William McCutcheon went over the mountain? MCCutcheon is always described in historical accounts, if at all, as a big man who liked to swear, recite Shakespeare, and didn’t much care what people thought about what he said. Houston remembers this when he makes McCutcheon a character.

Houston also remembers several things that are trickier to find — such as the fact that rescuers were paid large sums to retrieve the survivors of the Donner Party, that streets in San Jose are named for the Reed family (Reed, Martha and Virginia Streets — though Houston only mentions Reed), and that McCutcheon left behind a daughter in the camp. The story mentions in passing that the child died — but doesn’t detail how, which is probably just as well, since the one account I’ve found is shaky at best. If Houston found the same account, perhaps he thought it was too historical unreliable. Houston also mentions that the Reed family settled on Market Street, and that Reed was given a (later contested) orchard. I haven’t heard of the orchard before, or that Salvador’s brother came looking for him. I think maybe that’s fictional.

But Houston mentions that the Donner Party were a bit out for themselves after awhile, that when a second murder occurred they didn’t try to string that person up as they wanted to with James Reed (something I hadn’t heard before). In alternating chapters, he cuts between Reed’s banishment from the camp and journey back to his family, and Patty Reed’s remembrances as an old woman. Occasionally, he makes good use of other cultures which would not have recieved much notice at the time: John Sutter’s native Hawaian wife, or Salavador’s memory of the priests at the mission. Somehow it hadn’t occurred to me that the Donner Party happened right between the Spanish missions and Native Americans, and just before the Gold Rush. Houston points out these things.

Does make me wonder though…did John Sutter have a Hawaiian wife? This book (and Sutter’s Fort museum) say he was Swiss, which I had never read until I went on a field trip there.

Houston also tries to get inside Jim Reed’s head as he’s getting help for his family and the others. What is he thinking about? What does he regret (other than the stabbing that led to his banishment). Houston raises an interesting point here.

[If I could only remember what it was…]

I always thought Jim Reed was, in a way, remarkably lucky that he almost got himself hung, because if he hadn’t gotten banished, the liklihood that anyone else would have been so determined to go into the mountains in a snowstorm, seems less. Of course, Houston makes it clear that Jim Reed the character may have felt very differently.

Now of course, I’m wondering where the Reed orchard was located…
In the end, Houston wraps up the story by giving a summery of people. He notes one of things I always founds neat, but sometimes hard to find: that kids threw rocks and things at Keseberg later on because of what he did; that Jim Reed was involved in the city council. If I remember right, although he mentions San Jose’s contest for state capital, he doesn’t mention that Reed was involved in that, or that Reed and McCutcheon got into some kind of argument through the newspapers.

What Houston does say is that the Reed’s house on Market Street was eventually lost when Patty Reed was grown. Now there’s something I didn’t know. Now I have to look that up. I know Virginia Reed’s house burned down in downtown San Jose fairly recently, historically speaking, because I’ve handled the historic resource inventory for the address at internship.

I know that McCutcheon and Amanda his wife had other children — if I remember right, one of them was given to the family doctor, and that child may have been the one to become a lawyer in San Francisco — but I’m not sure, as I haven’t looked at paperwork in the California room for awhile. I know that McCutcheon became the sheriff, though it’s a shame there’s not more documentation after that about him. If I remember right, there was a William McCutcham who was a general laborer after a time, and due to spelling differences, that might be have been William McCutcheon. But I don’t know. In his account, Houston has other characters refer to William as Bill or Mac.

Well, even though I know James D. Houston has done history books before, I haven’t read many of them, aside from the book Farewell to Manazar, coauthored by his wife (which I’ve always enjoyed). I met him briefly once at a booksigning at SJSU — I forget for which book. I won’t try and argue historical scholarship here — Houston has enough little throw-away lines in this book that are historically hard to find, that I suspect he’s really done some research.

But even though I’m historically and personally interested in the Donner Party, and especially in William McCutcheon and company, I can’t say the story here ultimately grabbed me. Something about the way it was written. I gravited more toward the Patty Reed entries, the more commonly fictionized character, than I did to the Jim Reed sections. It’s not the language — sentences in this often have great imagery — but some of the rest I found too abrupt.

Maybe that’s just me. Other people no doubt will find that this book moves along fine, that they love what’s been done with it. I have to say i’m impressed with what’s in this book — but not necessarily with the way it was done. I’m not sure why. But because it deals with a part of the Donner Party that’s somewhat neglected and reimagines it, and because it has a better epilogue portion than most, I can’t be too harsh about it. I would refer to this in future if I needed a memory jog about a historical location or something, if I already knew where to search — but I would not refer to it for its fiction alone.

Movie Reviews: In the Bedroom and Joe the King

February 12th, 2010

I watched two movies over the past few days, and I have to say ultimately I did not like them. But they did some things which I admire, and so I thought I would write them here. I’ve avoided seeing the movie In the Bedroom for awhile, even though I knew what it was from the trailers. We had to read it in English –  the short story is Killings by Andre Dumas. I’d forgotten much of what happens in the story but after finishing the movie, I was reminded of some of it, and can say that if you enjoyed the story, probably your favorite scenes are here — the son being tended by his parents and the ex-husband’s ride in a car are two scenes that jogged my memory.

However, even though I remembered liking the setup in the story, I also remember as being extremely long, and I was not particularly attached to any of the characters. In the movie, thankfully, I am more able to see them as people — at least until the midpoint.

In the Bedroom starts out with 3 scenes that I was amazed by. The camera goes up and down several streets, showing neighborhoods and houses, goes by a harbor with boats, and shows a neighborhood party where the priest shows up, everyone responds to a woman’s ex-husband coming, and a bunch of kids are playing on the swing set. 3 shots, in the very beginning of the movie. I thought that was great. It showed very quickly what kind of neighborhood this was — everyone knows each other, and if they filmed this on location somewhere, they picked a great spot as far as houses.

The people are also established quickly as a family — they’re smiling and joking and having a great time, and you can believe that they have a good relationship. The mother and father and their college-age son; the son’s older girlfriend and her two sons; the woman’s ex-husband…are all well done. And the father, by the way, takes the girlfriend’s kids out fishing, so it’s obvious that the girlfriend is on good terms with them.

Whoever plays the ex-husband does a good job. Again, any violence is off-camera (maybe for budget reasons), but it works better. You don’t actually see him doing anything violent, but it’s implied that he can. I like the set dressing too…there’s one of those little wall-hanging coat racks with a bunch of jackets on it, and I thought that really worked well. Also, during the midpoint scene — which I won’t give away in case you haven’t read it or seen the movie — there’s a lot of toys smashed all over the floor. That was a nice touch.

But after the midpoint is where I begin to lose interest. The family that was so carefully set up begins to fall apart, which is the point, but still…the father doesn’t take the girlfriend’s kids fishing anymore, no one talks, and there is a complete breakdown of everything that went on previously. Including the community. I mean, the poker games still go on, and that’s shown, and the priest is still there, but where’s the community? I fastforwarding a lot through this.

Then comes a very significant car ride in the film, and after that things will never be the same. While this is similar to several other movies I can think of that I have watched, in some ways it doesn’t work as well — even though the father’s reaction is actually more realistic. The film leaves him in bed, hardly moving, while his wife calls from downstairs.

I didn’t like the ending. The actual midpoint made sense, and realistically so did the character’s reactions throughout, but it didn’t work for me. When the camera pulls away and does a similar aerial shot for the ending, it doesn’t work. The movie leaves the characters right there and doesn’t make an ending for them. Are they all right? Will they stay together? Will things continue as they are? Doesn’t say, and if I remember right, the story didn’t either. This is one of the few times I’ll probably say I liked the movie more than the story. But I don’t need to rent it again.

I saw Joe the King in the video store when it first came out. I thought it might be something like King of the Hill (and no, not the cartoon…the Great Depression version where the kid is constantly lying and hungry…honestly, it’s a funny movie). But I avoided it because I heard bad reviews about it.

So, should I have avoided it?

Yes and no. It’s rated R, not necessarily for any violence or special effects, but for the almost constant swearing. I mean it. Parents, teachers, kids, and shop owners regularly cuss each other out in this. That being said, it’s not quite like it would be if the film was set today — there’s no gang members etc. It’s the 1970’s.

Again, the film has great sets. The insides (and under porches) of houses, railroad containers in front yards, alleys, and a great visual shot of getting to school (hopping over a K-rail). Really does a good job with setting. But there’s also a problem. I could believe that all this stuff could really happen, and I could believe that it could all happen to Joe, who is 14 — but here’s the thing — the character in King in the Hill, in somewhat similar circumstances has a sense of humor — funny things happen, even though he has to survive. That’s kind of what’s lacking in this story. Where are the things that kept Joe going?

The interesting set-up for this movie starts right in the beginning. People throughout this movie are routinely sarcastic and nearly all of them make snotty little comments — all of them. I get that parents and teachers could do this, but even at work, at the pawn shop? Everyone in town? The funny thing is if Joe doesn’t get enough sleep because he works all night and he doesn’t eat because there’s no food, why isn’t he bouncing off the walls? Instead, even though he rarely seems to cause any trouble in class, except by coming in late, teachers single him out and then pull him aside to ask him to pester his father to pay back their money. You’d think they’d want to be nice to him so that the money would get paid back faster.

The movie is kind of like what would happen in The Outsiders if the character Johnny Cade was telling the story. (Actually it’s filmed and lit kind of like that too — to the movie’s credit, because if it was filmed today, it would be blue-colored and darker, and it wouldn’t work).
The theme is pretty well set right in the beginning — Joe is the scapegoat of the story. The early scene that begins it is kind of freaky. The camera shows all the other kids playing — a seven or eight year old Joe is already smoking. (And no, that’s not the freaky part, it’s the kid’s haircut…Good God…).

It’s kind of hard to say why this scene is here, but it’s good to know some background. Joe’s father is the janitor at his school, something he repeatedly denies when asked in class. It’s interesting here that Joe answers the teacher’s initial question correctly — but isn’t praised for it. Some snotty comments from students are encouraged and arrive and Joe is hauled up for a spanking.

I was very surprised, considering more snotty comments from both parents when Joe gets home, that they didn’t immediately add to the spanking. I browsed the web and read some reviews — almost all of which described the father in this as drunk and abusive to his wife and kids. Huh. Well, he is a drunk in this, and a later scene shows that he’s clearly abusive to his wife, and it’s pretty well implied by the way he yanks the kids around and threatens to knock their heads off on a fairly regular basis that he likely is abusive toward them as well. But here’s the interesting thing. The movie only shows him slapping Joe twice. I had to read This Boy’s Life in English and afterwards watched the movie — good movie, but grueling, and so I’m happy to say that while this movie is downbeat and somewhat grueling in it’s own way, there’s no knock-down-drag-out fight at the end either. But that’s good for this movie. It’s grueling because of the snotty comments and the work (and stealing) it shows Joe engaged in every day, but the parents don’t inspire much. You can believe that they’re capable of ignoring their kids when not making snotty comments, but they aren’t really menacing characters.

The movie shows Joe playing at the roller rink — where he’s so euthusitac he doesn’t know how to act — and thereafter shows him running various places — to a night job, to school, under the porch. There are some vaguely sympathetic characters — Joe’s big brother is like his best friend, although he’s friends with a boy who also has a drunk mother — the man at the record store never makes snotty comments, and the guidence counselor, while asking Joe what he wants to do with his life, and ultimately changing things for him, though not in the way you;d expect, says he looks like a bum. (Other people in the movie say the same thing). But while his brother wears at least an fatigue jacket every day and maybe a different shirt, Joe never changes clothes. Which makes sense. His brother also works at the school, cleaning floors, and it’s unclear whether this is to pay for lunches or not — so both kids have jobs and support each other by sharing food when they find any. His coworker at a diner makes sure he eats so he doesn’t eat off other people’s plates.
One of the funny scenes happens when Joe steals some doughnuts. He finds that he has to feed the whole neighborhood’s kids too, because they swarm around the minute food makes an appearance. Joe helps people a little in this movie — he steals everything but he brags about stolen money only once; he pays back creditors; he buys something nice for his mother; he wanders around the house at night tucking in his parents and brother — and interestingly doesn’t appear to know what to do with himself when he’s home alone.

When I looked at reviews I can see why this was compared to the French film The 400 Blows. Both deal with kids who aren’t really bad people but who have parents who are disinterested in them and get caught in the system. But in The 400 Blows, it’s made clear that the parents’ problems occurred because, while the boy clearly got in the way of how they wanted their lives, they didn’t feel they could hit him.

And no, I looked up the title…it doesn’t mean anyone hit him…it’s an expression about raising hell.
In that movie, the boy was fed, got to school late, and in the one scene where he goes out with his family, is shown to be having a pretty good time and joking around with them. I just finished watching that recently as an ex-library item, and then got rid of it. It was slow, which I’m used to, but I also didn’t get a good feel for the boy, his life or the neighborhood. In this movie, you do. (Even though, in this movie, the rather opposite is true — part of Joe’s problem is they do hit him at home).

The 400 Blows clearly influenced a few films — probably this one, and another called The Slingshot, all of them end with in such an usual way — with freeze-frames — that it looks like a signature. The Slingshot is a fantastic film, by the way, and I wish it could be on DVD. I’ve tried to look up the book, but didn’t care for the part I found in an anthology. It has a similar ending to The 400 Blows and Joe the King, but it’s funny. In that movie, Rollie has a good relationship with his family — except maybe his brother. He jokes around with his father, and the main problem occurs because he doesn’t understand what he’s done. (The Slingshot of the title is one he sells to other kids made from his mother’s illegal condoms).

And, in The Slingshot, just like in Joe the King, the family is ultimately sorry about what happens, whereas the same can’t be said for The 400 Blows. The Slingshot is a happier movie, and I like it best, but I can also say that I like Joe the King better than the more-famous The 400 Blows. I guess a different style of movie making. The 400 Blows just didn’t grab me, and I spent much of it with the subtitles on fastforward. While I fast forwarded over bits of slower scenes in Joe the King, I can say that I’m glad they left the slow scenes in, and I even wish they’d included some more. Not because Joe the King is a happy story, but because it does so well making the scenery around Joe’s life work that I wanted to know more about what he thought about. The slow scenes they have are well filmed.
The film doesn’t have a plot so much as an everyday life kind of thing. (When Joe falls asleep in class after being up all night, it reminded me of what a substitute said: it was against school policy to wake these students in New York because they paid the rent and needed sleep more than education). The lowest point in the film, if that could be said in a film were almost nothing lighthearted happens, is when Joe’s brother refuses to speak to him. I guess the lighthearted parts are when Joe does something kind to people he has no reason to be kind to. Strangely, nearly all the children in this movie, except in the beginning, are in general supportive of each other. They cuss each other out and there’s some horseplay, but they like each other. So when they don’t along, in the neighborhood where everyone uses swear words as their first language, it’s actually surprising.

in contrast, Billy Elliot is another more famous film like this one — but I hated that movie. Same swearing, working-class background, fed-up father (Mum has died in that one) and in that case, the dad actually does punch one of the kids, and in the end is supportive but I hated that movie. I swear. For one thing, being supportive in the end didn’t work for me because I doubted the father would be supportive in that particular way — besides the fact that another opportunity would have come along, and people would have come looking for the dad for what he does in being supportive. For another, that film was lit in blue and is very dark — and when the subject matter is like it is, I’m glad that Joe the King is filmed somewhat brightly.
The 400 Blows may be more famous, and this film may be more downbeat than it probably should, but there’s something in this story that I really liked. I would rent it again — whereas I have no desire to watch The 400 Blows again (and that’s kind of tame compared to this). I started watching the commentary on the DVD and I’ve got to say if you want directors to get back to the technical commentaries and stop playing around with various actors on tape, than this a good place to start. So far it hasn’t shown which parts of this movie were semi-autobiographical, but it does show why certain camera angles were used, what was cut out, and why. It’s good to see that.

The thing that reminded me to watch this movie was www.joblo.com, (if you search for Jo Blo scripts in Google, you’ll find the section I want) has readable movie scripts for Gran Torino, Back to the Future etc. Some of them are the awful transcripts — better than nothing, but still…and some are actual scripts. Joe the King was in their system when I reviewed Gran Torino, but darn it, when I checked back, it’s not there. Too bad. The commentary refers regularly to scenes that were cut and I wanted to find out more. But the script so far as I can tell is gone.

The commentary says a lot of description was removed from the script. Kind of a shame, really. I’d like to read that.

Book Review: The Ghost Map

February 10th, 2010

Today I’ll be reviewing The Ghost Map by Steven Johnson. (No, it’s not about pirates). I picked it up to read on the train the other day, and it’s a fantastic historical book about an 1800’s cholera epidemic. It sets up the neighborhood in London first by explaining the various scavengers — rag-pickers, bone collectors, scrap metal, as well as the people who worked specifically in the sewers (a job I only recently read about fictionally in The Quincunx by         ).

But this book is about an actual epidemic. This book has cliff-hangers like any good detective story. It explores what the inhabitants of the neighborhood did for a living, what they ate and drank, and also the common medical beliefs of the day  — humors, constitutions, miasmas — and the social class problem. I’m familiar with this terms and their medical meanings, but I haven’t seen a book explore them before by demonstrating how they were used in combination, and how this restricted the germ theory.

This actually makes sense because today we believe in the germ theory, that diseases can be transmitted by water, and that you must rehydrate yourself if you have a fever. I may have picked the wrong things to demonstrate, but the fact is that we don’t generally believe in these things are isolated from one another. Likewise, Johnson shows that the social bias of the time influenced how neighborhoods were built, which influenced where people got their water — which in their own minds reinforced the idea that the lower classes by their inferior constitutions (something like an immune system) and filthy habits which caused miasmas (bad smells which caused disease) — brought about their own deaths from cholera. It also explores how religion influenced medicine.

Like a detective story, this book shows how a doctor interpreted these events, how he set out to prove that cholera came from the water when folkloric medical beliefs suggested otherwise. He did two very important things — interviewing people about deaths and any details about their daily life, and making a map that showed not only where the cholera began and how it traveled but why. The maps adds sociology — and this I think is especially interesting, given that years later, in 1911, Popenoe’s eugenics textbook will still hold to the old ideas, that internal constitutions of poorer, schizophrenic patients make their deaths from consumption likely — not that the sociology and living conditions make the germs spread.

So this study of cholera was very much ahead of its time. The doctor in it sets out to prove cholera’s transmission through water against the commonly accepted disease theories of the time period. The author supports any theories mentioned by explaining thier history, but then goes back to the drama of the neighborhood’s inhabitants.

I liked this book and would highly recommend it, especially if you want to understand how people thought about disease transmission, about how Victorian cities were built, or what it was like to live and work in London. I’m surprised I have not heard of The Ghost Map before.

Book and Movie Review: Emily of New Moon

February 6th, 2010

I thought I would review Emily of New Moon today, although it’s been a few months since I’ve read it.

I discovered the TV series at a store, and was immediately interested, if for no other reason than it was a historical children’s drama done in Canada. I love the way some of those TV shows are filmed and written (Pit Pony season 1 comes to mind, excellent illustration of family life and child labor and has well-defined characters). I rented Season One and was by turns impressed by some scenes (as when Emily confronts Aunt Elizabeth about her books, or when Emily damns a group of relatives to hell), and dismayed or irritated by their melodrama (Emily spends much of episode one screaming at various times as her cat is left behind, tossed from a wagon and thrown out of a window). Even though the novel was written by L.M. Montgomery, the author who wrote Anne of Green Gables, and this implies it is an early-20th-century book, (as it is), but I was inspired to read the series of books because I was certain some of the scenes had been stretched to fit modern tastes.

Would a child in 1915 really speak to a group of adults as Emily does? I thought it was pretty bold for a child of that time period.
Now other rude children like Mary in The Secret Garden spring to mind, but the answer is yes, in the first book she does speak rudely to the adults, and she does confront Aunt Elizabeth about her books in roughly the same way as in the movie.

There are extensive changes from the books, and in most cases, I think for the better. I slogged through the second and third books, uninterested by Emily’s various suitors, understanding why the book was so internal (Emily wants to be a writer and it is largely how she develops skills), but I felt that there were missed opportunities. You don’t learn very much about the inhabitants of the village in any way except through Emily’s diary at times, I didn’t feel attached to Teddy, Perry or Ilse, Emily’s friends, etc. Also, very little seems to actually be happening (more happens in the first book, in my opinion). This makes sense because the book is about observing things, and its said that the Murrays of New Moon keep to themselves, but wouldn’t observing townspeople at least or church or rare gathering places be useful? Granted, I suppose it’s more realistic than Anne of Green Gables, in that Emily is not off having adventures all the time, but I felt that was rather a shame. I’m not a large fan of Anne of Green Gables or L.M. Montgomery anyway.
The TV series keeps the best parts of scenes in the books, makes up several others so that something happens in each episode (sometimes melodramatic, sometimes not), and changes several incidents. For instance, the first book starts with Emily’s father dying of tuberucolis — a common theme in books like this, and one that would have been familiar in reality to people of the time. But this means that Emily’s father is too tired to do anything during the first chapter, except die. The TV series corrects this, by showing that he dislikes public school (which is amplified by a beating Emily gets at school) — causing her father to knock the teacher around. Well, at least he’s doing something. Then a sudden heart attack finishes him off, and Emily is made to draw lots as to which relative wants her.

I thought for certain the lots were created for the TV series, but there they are in the book too. Also, another scene (Lofty John and the apple), and a funny scene where chore boy Perry ends up naked before company are also in TV series and book. Other things I wish the TV series had developed further — they make good use of an unconventional teacher, and Perry’s aunt (who appears in a second season), but the episode that tries to show what happened to Cousin Jimmy to make him “not all there” is more confusing than the lines in the book that inspired it.

For instance, early on in the TV series, Emily is asked to take out the cows — and if writing and reading are forbidden in this new home (a device I thought was wonderful) — why is she not also making up stories while doing chores? In the book, if I remember correctly, she is rarely shown doing any chores at all, and you can’t tell me that a working farm during this time period, however poor, would not have children working. In the TV series, Perry the chore boy is hired, and the scene where he wants to go to school is expanded, but very little use is made of his character — even though he lives in the same house as Emily and she sees him every day. In the book, she’s friends with him as well, but I thought good use wasn’t made of her friends there either (though I did enjoy the “yo’ mama equivilant in the series and book between Emily and Ilse).

In the second season, cows, chickens and sheep are ordered slaughtered by Murray relatives (who did not exist in the book). Although you see the horse and occasionally cows, and the barn is Cousin Jimmy’s place, you rarely see any chores except sweeping up being done and I was not aware the family actually possesed sheep.

so I read all the books. I like the first one best, though I doubt I will check it out again. I had no use for the second and third, and I felt they dragged, and although I find the TV series has it’s high and low points, and is not as well-produced as Pit Pony, I am in the middle of the second season and plan to watch the third. I feel that they actually made improvements by changing what happens drastically. As far as production values, I should add that the scenery, props, lighting, costuming and general construction of the series are as well done as I would expect from a Canadian period piece. They are as well done as Pit Pony or Anne of Green Gables. That said, there are parts of this series that are over-acted or difficult for me to believe — almost never the case with the Pit Pony series, even though both that and this series contain ghosts.

So I am finishing season two, waiting for season three, and waiting for impatiently for season 2 (the final season) of Pit Pony on DVD. The first was released years and left an excellent cliff-hanger and I’ve been dying to find out what happens to the characters. I can’t say I have the same impatience for this series — but be that as it may, I now own the first season of Emily of New Moon on DVD.

Book Review: Miracles of Life

February 5th, 2010

Recently a friend of mine and I got to talking about the films of Christian Bale, and my friend said she wanted to see all of them. I asked if she had seen Empire of Sun and found she hadn’t. So of course, i brought out the DVD and we sat down and watched it straight through (over two days).

Now watching this film straight through is something I very rarely do — so much so that some years ago, when I began at the beginning, I barely remembered parts of it at all. There are also sections that it took me numerous viewings to understand — such as the fact that the doctor in the scene on the roof does not actually need help in the hospital or the fact that the Americans may not actually have been setting pheasent traps, but rather planning an escape. (Although I recently realized that John Malkovich flies forward in the end not because he jumped but because he tripped over the pheasent trap). That said, I always liked that the Americans bet on Jim’s survival, that he turns from a spoiled rich kid into a self-reliant scrounger — and I’ve always felt that the camera angle during the scene where the Japanese soldier nearly captures him is forced. If someone is patrolling above you, all they have to do is look down at their just once, and they would have seen you.

After the movie, I looked online for paperbacks of Empire of the Sun, which for some reason I’ve done more than once, even though I’ve owned a copy for years. I skip around in it, and almost never read it straight through, but like the movie, there are parts I really enjoy. Like the movie, the book does such a wonderful job of world-building, and by the time you reach the end, you know all the people in it and a very good idea of living conditions. Although sometimes, I want to yank the author out of the book and say “Enough already! Then what happened?”

The author is J.G. Ballard. In the past, I’ve found a few of his science-fiction novels, for which I had almost no interest, and in the last couple of years, searching for Empire of the Sun, found a sequel, The Kindness of Women. I was very interested, since the novel Empire of the Sun was semi-autobiographical, at what happened next when Jim is sent to England, after absorbing everything that happened in internment camp. So I eagerly went and got it from the library.

Big mistake.

I hated it. I have, in fact, never checked it out again, and remember little about it, except that bits of the internment camp are described, with strange conversations between characters that never seem to read right to me — in contrast to Empire of the Sun, which does. Descriptions and conversations are shorter, which is in some ways a relief. The first-person narrative was rather startling, even though I tend to read that more often, because EOTS was written in third person. There are gaps of time in between chapters, if I remember correctly — the author’s time training to be a doctor; the death of his wife from a sudden fall; and, if I remember correctly, numerous relations with women that I had absolutely no interest in at all.

The same material is covered in the new autobiography I found the other day — Miracles of Life: From Shanghai to Shepperton — but it’s handled better. I would actually read this one again, though I still don’t understand about modern art, Freud, or other things in it, it does explain “what happened next.” It also explains where and how the author came up with some of the events in stories and what influenced them. In the movie and book EOTS, I noticed that Jim changes from a spoiled kid to an optimistic but disillusioned child — what I hadn’t realized is that the adults changed as well. Ballard notes the same type of effect as the book Farewell to Manzanar does — that parents and children became estranged in camp because they were powerless. Ballard says that the adults seemed as if they were on vacation, in shirts and shorts, whereas before they were always dressed properly. In fact, I think in the movie, there are adults running about in shorts and I never noticed it, let alone as a social change.

This book is more a summary than one of the autobiographies where characters are formed — but it works. It leads you from one event to the next — Ballard as a young student boiling a rabbit skeleton in school was a highlight — and it explains a lot about what went on behind the scenes. Here, Ballard’s wife dies suddenly from pnemonia, and he mentions girlfriends he’s had, but thank God, just mentions, and then gets on with things. I still had little interest in Freud or modern art that he discusses, but I can understand how these would influence a science fiction writer, especially at a time before television, when things were becoming more modernized. Pictures, it seems, and old science fiction novels, might be a way to imagine new technology to put in a book.

There are also a number of references to people I believe I probably would know about, if I lived in England, but since I don’t, I had no clue.So this book is not as long, as detailed and does not have as many characters as Empire of the Sun. In some ways I think that’s good, because they are different kinds of stories — this one a record of personal history before terminal cancer — but at the same time, I wish, the reader could see the characters of Ballard’s children, wife, and friends, just as easily as it is to picture Mr. Maxted, Basie and Jim’s parents in Empire of the Sun. They are mentioned, and it is easy to read, but even though this autobiography and the other fiction, the other characters are more defined.

Which does make sense in a way…

Book Review: Peter and Max: A Fables Novel; The Child Thief

February 4th, 2010

Before I get back to my review of No Pity, I want to review the book Peter & Max: A Fables Novel by Bill Willingham. I saw this book, along with The Child Thief: A Novel by Brom, at the local comic book store. Both had been written by comic book authors, and both were illustrated. I was interested, in part because the first comic book author novel I read there turned out to be one of the funniest books I’ve read, and the other a Niel Gaiman book with plenty of folklore in it. So I was willing to give them a try.

I read them, and having finished Peter and Max, have decided that I like it best. Both books did folkloric research, which is obvious when you read them — Brom’s fairies, and fairy land, like J.M. Barrie’s, is dark and somewhat frightening, certainly not the land created by Disney. This is all well and good, since there is a tradition with Grimm’s Fairy Tales et al., that a lot of violence happens in fairy tales. The Child Thief is clever in creating a Peter Pan who is a trickster, who only wants children to support warfare, and who doesn’t really care what happens to them — in fact, in this respect as a “new” Peter Pan novel, I like it better than others I’ve seen meant for children. The explanation of why and how the story was created is worth rereading. I enjoyed the idea that children would have to adjust to being kidnapped and brought to Neverland, that Captain Hook was a kind man with children of his own, and that he was plagued by reverends straight out of the Salem Witch Trials. That being said, like The Book of Lost Things by John Connolly, this book is excessively violent. But I could, at times with difficulty, ignore the violence in The Book of Lost Things in favor of a clever story rooted in folklore, I found it much harder with The Child Thief. For one thing, this book is longer. For another, by the time I got near the end I was growing tired of it. The magic that happens makes sense, and is set up well, as is the ending, but even the people meant to be friendly turn angry and mean, even the Devils (Brom’s name for the Lost Boys). I loved the fact that Peter Pan is a changeling, and felt that his parent’s response was well done, and that he is adopted and trained by creatures in the forest. There are moments in Peter’s training that are quite good, before violence once again comes into the story. Although at times, the violence is appropriate and makes sense in the story — for instance that Peter needs to be without a family — and there are echoes of the original Peter Pan (”I’m a Peterbird,” says Peter, what the Lost Boys will call Wendy in Barrie’s version), I was glad when the story ended. The illustrations are good, if somewhat superhero/fantasy-like for my taste.

There are many things similar in Peter and Max, including the same removal from family and a wild travel through forests hunting for food. Peter and Max is the shorter book, a written book following a series of comic books with the same characters. It is illustrated with good drawings — not as detailed as those in The Child Thief, but more like the 1930’s fairy tale illustrations — the drawn seperations between sections, illustrations above chapter beginnings, and friendly pictures. Even if the pictures are sometimes of frightening things, I liked them and it made me want to read the comics the book is based on (a sampler is included in the back). Despite the fact that this book is shorter than the other, I believe it uses more folkloric references — a story within a story, a curse, magical objects, talking animals, a monster that must be defeated, wishing wells, a musical duel for power, a sorcerer’s apprenticeship, the three times an object can be used for magic, the act of creating food out of thin air, the ritual number of tasks in order to win something. There’s probably some I missed, but you get the picture. In the beginning, sometimes I found some sentences jarring though I’m not sure why. The chapters alternate between Peter Piper as a boy, his brother Max’s adventures, and later, Peter as an adult, hunting his brother, who has grown into the monster of the story. The people of folklore and nursery rhymes have settled into New York, governed by rules of their own, and Peter must journey to find his brother. Other chapters explore how Peter grew to adulthood and how Max turned from a jealous child into a violent sociopath. In contrast to The Child Thief, nearly all violence is off-scene or happens during a section break, used to good advantage. This actually works better. It’s better not knowing what happened to this or that person in any great detail. Oddly, Max echoes the other book, swearing he must get the child thief, his brother Peter — though in this case, although Peter does eventually become a master thief, it’s Max who eventually steals children.
There are some wonderful lines in Peter and Max that might me laugh, as when Peter and Bo Peep attempt to hide in a pumpkin. I began and finished this book today, and I recommend it.

Book Review: No Pity: People with Disabilities…

February 4th, 2010

I finished Joseph P. Shapiro’s book No Pity: People with Disabilities Forging a New Civil Rights Movement last night. I liked this book. It covers quite a bit of disabled history and does so with a wide range of disabilities, including blindness, ALS, autism, mental retardation and physical disabilities. I wanted to read this book after seeing it in the legal section in a bookstore, flipping to a page about the Behavior Research Institute, and thinking that it sounded just like the Mother Jones magazine expose I had just read. (And as it turned out, when I researched it, it was; the center changed its name to the Judge Rotenberg Center).

I’m torn between debating this particular problem on ethical reasons, or siding with parents, who do need a last-resort option for children and adults who yank their own hair, bang their heads, or engage in any other violent behavior. The parents do need respite and an option of somewhere to put their children where they will be safe. Shapiro addresses this issue first by showing a job center where people with temper tantrums can work. He reports that due to positive intervention on the job, the temper tantrums eventually subside.

During the time the author examined this center in the 1980’s, it used a device to electrically shock students who misbehaved — reportedly about the voltage of a rubber band slapped across you. Students could also be pinched, spanked with a spatula, slapped, have portions of food withheld or — and here’s a chilling part — restrained with their heads between their knees, masked, and with white noise helmets on their heads.

Now addressing this issue is tricky. Food rewards for proper behavior are a part of public school special education for some students. So that makes sense. Restraints are allowed in at least one center I know of, as well as time-outs. So here’s the thing. A shock device like that would probably be not very painful, but a reminder, equivilant to (and I hate to say it) training your dog. And students particularly sensitive to noise and touch would hate these punishments. All right. But let’s review. Let’s assume the students engage in behavior that is threatening to themselves (throwing chairs, banging their heads, biting their fingers severely etc.) So. In a prison, inmates engage in behaviors that can be harmful to others (rape, murder,etc.) and they are in prison to rehabilitate them.

In the Mother Jones expose (August 2007, http://motherjones.com/politics/2007/08/school-shock), the voltage of the device had increased to about the strength of a bee sting — according to the reporter, like a whole swarm at once. Shapiro predicted this in his book, saying that the school was like a giant Skinner box, principles that the school extended to not only the students but also to supervisors as well.

Well, Shapiro points to the students doing tedious work on computers. (Now some tedious work on computers might not be tedious for them, and I’m hoping this is not one of those false-education things). So a man protests by verbalizing and taking his hands off the computer. When he is pinched, he complies. When he tries to get up from his seat, he is instantly thrown to the floor and held there until he complies and goes back to work. Now this makes me wonder. How long and how often are the breaks? Does this person need a different schedule or is everyone on the same one? Is this person known to immediately engage in violent behavior to himself or others upon getting up? Also, the student attempted communication which was appropriate to express that he wanted to stop.

And lastly, if you worked in an office and decided to take your coffee break early, would your boss body slam you?

So the students engage in difficult, hard-to-control behaviors. Shapiro notes that if the students are subject to a system of rewards and punishments for their behavior, then the supervisors get rewards for how they respond. What this could potentially mean (and scientifically, according to Skinner’s priniciples, it does) is that the more a supervisor rewards (or punishes) a student, they get a vacation. They are rewarded for something good they did, and they will do more of it because of this reinforcement. So, for example, shocking or restraining a student will bring you good things. Think of the Stanford experiment: students became jailers or prisoners; those with the power quickly engaged in excessive force. In Milgram’s study, people were asked by a doctor in a white coat to shock a person, and to up the voltage when asked. It was proven that when asked by a person in authority, the subjects would up the voltage to the point of death, despite protesting, if they were asked to by someone in authority. What they didn’t know is that the person being shocked was an actor.

Interestingly, Shapiro notes that the supervisors in this case had newly-acquired college degrees. They were entry-level. Hmm…

Intrigued by this, I decided to look further into the school. Who is right? The parents, who could be admittedly desperate if local schools have not been able to help, or the school with its system of rewards and punishments? Hard to tell. For instance, if you swat your two-year-old, but also reward them most of the time, their bad behavior will eventually stop. This is according to Skinner’s principles, like a rat pushing a lever when rewarded and going away from it if they’re shocked

But if you hogtied your two-year-old, put a mask over their head, white noise over their ears — well, all right, maybe you remove the mask and earphones, but maybe not – and you can leave them restrained lying down by the legs and arms for minutes, hours or intermittedly days, until they do what you say — how fast do you think Social Services will be called? I can bet if your child reported that you did this for even two minutes, they would be taken away.

Even if parents are right that the reward and punishment system works for their children — and I believe for some it likely does — there is an interesting parallel here. http://www.boston.com/news/education/k_12/articles/2007/12/18/prank_led_school_to_treat_two_with_shock/ has an extremely interesting story. A prank call, believed to be from a former student, pretending to be a supervisor, resulted in shocks. The two boys involved were woken in the middle of the night, shocked 77 and 29 times respectively — this article says this did not result in medical treatment and caused no injuries. That’s interesting. Just as a principal would never ask for the identity of a teacher who wanted a student seen, neither did these people — which makes sense. In a parallel, if you slapped a student 77 times, lightly, which did not result in injury, wouldn’t that be considered highly excessive? In historical terms of institutions, weren’t restraints, cold water showers and beatings used to subdue inmates or force them to work in the fields or at menial tasks (admittedly with more violence)? (Shapiro refers to the cold water showers in his book as punishment at the center, though I’ve found it nowhere else).

A video on Youtube, which appears to be an NBC news report http://www.youtube.com/watch?v=-aUIhWmDPeI states that the 77 shocks were given over a three hour period. Hmm. The news report also refers to the punishment as “shock treatment” which I believe is actually electroshock therapy, and not what is being done here. But still…three hours. Isn’t that a very long time for punishment of any kind to continue? What if this was beating a student with a stick or something else for three hours, ever so often, or dripping water on them for three hours? Even if the punishment occurred intermittently for three hours, it means that for that time period (I assume) the student expected punishment, even during those times when it did not actually occur. They anticipated and received punishment for an extended time. Longer than most schools or homes, even if they are allowed to use physical punishment, would be permitted to use it. If nothing else, it seems physically and emotionally abusive just for the length of time involved.
But…hmm…what does this sound like? Someone in authority told you to do something that involves shocks to another person, and you did so because you believed them to be in authority.

Milgram’s study, anyone?

And also, assume that you might be restrained to a chair in a upright position, where you might be able to see your watch. That’s good. But what if you are restrained in a prone position and unable to see your watch, or if you have no inherent sense of time, no idea of how long things last? How long would the punishment seem then? If the shock device must be approved by the courts and parents, as a last-resort punishment, why is it being used for minor things like having an untidy appearance or asking for a tissue? And swearing. Sometimes I wish the report would include context. If swearing is a sign of escalating anger problems, then there might be a problem. Otherwise swearing is not harmful to anyone. Should it have the same punishment as another action that is? And if you assume that at least a percentage of students might have sleep problems to begin with, since they are special ed. During the three hours in the middle of the night you are being punished, then, you are not sleeping. What will that do your behavior the next day? Seems that could get into a cycle.
http://www.msnbc.msn.com/id/22730838/ continues the story, saying that the punishment did result in first degree burns for one of the students. The center’s videotape of the above incident, which the center was ordered to keep for the court, was destroyed at the center, due to worries about the privacy of students. Huh. Makes sense you’d want to protect student privacy, but shouldn’t the tape be taken and enter into the chain of custody like any other evidence? Doesn’t the chain of custody exist so that evidence doesn’t disappear? The article says when an investigator asked for a copy of the tape, the center declined, and were merely told to preserve a copy for criminal investigations of abuse.

…And they didn’t.

And in this case, what constitutes a legal definition of “injury?” Obviously, you can be physically hit or otherwise punished without causing bruising or cuts. But are these considered injuries? They are not lasting injuries in the sense of broken bones. The legal definition of injuries changes over time — for instance, in the 1800’s, it was legal to beat your wife, and your children. If bruising or blood occurred, that was all right, within your rights as a member of the household. A first degree burn involves redness, minor pain — like a sunburn, without blistering. It heals within 5 to 7 days. So if we assume that small burns occurred where electrodes were located, which could have been in multiple areas, each of which took 7 days to heal, during which time, there was pain, is that an injury? It’s not an injury in the sense of broken bones, but still…it’s not something that’s going to go away shortly after the punishment ends either.

Let’s assume that, by mistake, you received burns on the back, arms, and stomach. Let’s also assume that electrodes were moved around to prevent burns. If you were given 5 shocks, maybe only 2 of those places result in very small burns at the site of electrodes. Since first degree burns can hurt mildly when exposed to air and movement, let’s also assume ointment was applied by the school’s nurse. So you are treated — and because you have only 2 burns, doing relatively well. (Or in most cases, it seems, you may never get burned at all, anyway). But suppose you have the 77 shocks. How many of those result in burns? Can you for example lie on your stomach, back or side, without having burns touch blankets or your clothes?
On page 152, Shapiro notes rewards which include hugs, merry-go-round rides and other fun activities. On page 153, however, he reports that one student received “over one thousand physical punishments” over three days. Granted the punishments Shapiro lists sound relatively minor, but still I tried to calculate that. 1000 punishments over 3 days, if my calculations are correct, would be something like 333 punishments per day, however minor. I wanted to break that down per hour but couldn’t figure out how. So, does that mean, someone stands beside you, and waits to punish you? Wouldn’t that be emotionally stressful?

What I think is interesting about this is that even inspectors did not care for what they saw or what children reported to them. http://boston.com/news/daily/15/school_report.pdf has an extremely interesting report about this. Inspectors found that despite the school’s claim of rewards, few were observed, punishments were put to use more often, that students were discouraged from interacting with each other or with staff; that special education and training was not adequate; that at least one student placed there for vocational services was not getting any such services. The study also found that students could be forced to engage in behavior that resulted in their being shocked (called a Behavior Rehearsal Lesson), and that delayed punishment was used (being woken up for punishment due to something the cameras saw earlier that day).

The problem with that (aside from ethical concerns) is that punishment is supposed to be immediate. Say you have a two-year-old and you swat him and tell him it’s for something he did three days ago that you just remembered now. Will the message get through? No. Because it’s removed from the behavior. In addition, I’m assuming that many students are low-functioning, which is likely not the case, since some were apparently interviewed. If you take someone with a mental age of three with head banging under stress, and you subject him to these conditions, and punish him for head banging, what’s going to happen? Well, likely more stress and head banging, especially if they are unable to verbalize that they want to stop a task or go home.

A positive reward system was in place with the awarding of tokens for the absence of the bad behavior, which could be exchanged for toys. In the public school system, smiley faces, food, praise are similar token rewards. The only problem with this is that the report notes on page 18 that positive behaviors were not rewarded at all. Visits to psychologists must be earned by writing a letter and paid for with tokens. This makes me wonder. First of all, obviously students shouldn’t be able to pester doctors constantly, but shouldn’t communication be a goal instead of a privilege? If you don’t earn any tokens because you have exhibited poor behavior, that means you may never earn the right to talk to the psychologist, and you may have the most need. And also, if whining, nagging etc. are behaviors which can result in punishment, what happens if you have a legitimate complaint? What happens if you are unable to write? Is an alternative provided?

Also, restraints as punishments seems a bit outdated. Restraints are now being phased out of nursing homes because of this use — even if they were used appropriately to hold constricted muscles in place, keep someone from falling out of bed, or enable them to ride in a wheelchair. Without seat belts, some people would be unable to ride in a wheelchair. This, I believe, is an appropriate of restraints. Also, restraints could be used if you show an immediate threat of harm to yourself or to others, but not as a punishment. Restraints-as-punishment are destroying actual medical need for restraints.
The report said that “Students in classrooms were docile and compliant and did not attempt to socially engage, either verbally or with eye contact, anyone in the rooms. This was also apparent in the residences visited by the team. Staff indicated, on at least three occasions, that it was unsafe to allow students to socialize because in the past students had plotted against staff.” (page 25; italics mine). “…in fact requires that the students not attempt social interactions with staff or classmates as part of their behavior programs.” (page 24). Now assuming this people have inherent social skills difficulties, isn’t that a bit odd?

The report stated that community and social skills were not taught. Some students were not allowed to attend school. Work was apparently so repetitive that students would continue to tap keys for computers, even if the computer was frozen. The report stated that shocks could be administered for non-destructive behaviors like nagging, swearing, untidy appearance, and in one instance, requesting a tissue after sneezing. Students could be restrained and repeatedly shocked.

The Behavioral Rehearsal Lesson makes sense in theory: like a social skills lesson, reinforce what should not be done, instead of what is proper. In practice, however, it sounds like shock is used for both demonstrating the bad behavior, and for refusing to demonstrate it (not following instructions, but an actually good rewardable response. Page 9: “GED skin shock and restraint are also used together when the Behavior Rehearsal Lesson (BRL) is practiced on a student. The BRL is used when a student exhibits a high risk, low frequency behavior. As described by a JRC staff person, during a BRL, the student is restrained and GED administered as the student is forcibly challenged to do what the procedure seeks to eliminate. If the student attempts to pull away he receives a GED skin shock; if the student attempts to follow through with the high-risk behavior he receives multiple GED skin shocks at closer intervals.” Shock was also applied for demonstrating an alternative good behavior (page 19).
Hmm…they punish you more for doing a bad behavior, which you were forced to do. Other examples of the BRL were also frightening: “It was reported by a JRC staff member that one of the BRL episodes involved holding a student’s face still while staff person went for his mouth with a pen or pencil threatening to stab him in the mouth while repeatedly yelling “YOU WANT TO EAT THIS?” The goal was to aversively treat the student’s target behavior of putting sharp objects in the mouth.” (page 19).
Besides a obvious problem of this as an educational tool, look at this as a social model. Is the student alone or with peers at the time? Aside from scaring the crap out of any student, what is the person in charge demonstrating? That’s right: how to stab someone. Since a social model would be used to teach skills in classes, this demonstrates to someone with mild-severe retardation or emotional problems the type of behavior you would never want to encourage.

And also is this dignified for the student? Obviously students have held on to some troublesome behaviors when most none-special ed students have discarded them at their age, but what if you applied the same technique to a preschool classroom? And how is the no-head-banging rule reinforced? Does someone bang your head?
Page 18 also has a frightening concept:  “JRC has a policy on modifying contingencies due to the special “pleading” of students. Part of the treatment program for students involves deliberately setting up unfair or mistaken directions or decelerative (application of a skin shock with a GED device) consequences for the students. The student is expected to handle these unfair situations successfully and not ‘plead’ or appeal to a psychologist or clinician regarding his/her treatment. In instances where the student “pleads” to the psychologist or clinician, there are consequences imposed on the student.”

Gotta love that. The student is set up resulting in punishment and if they attempt a grievance to anyone in charge, they are punished more. Although this would diminish unwarranted complaints to staff, what this means is the student’s right to seek help should they need it, is automatically forfeit. Any legitimate complaints should there ever be an actual abusive problem, is assured punishment, and discredited. How many complaints make up a “plea”? One or two? How about perservating on the subject?
Let me play around with this a bit. Let’s assume that the staff set up this policy for a good reason — constant complaints (let’s face it “Daddy, Mommy spanked me,” doesn’t work as an excuse in family either) — and that it is, as it would be in a family, a method to maintain proper authority over children or those in custody. (Obviously, you don’t want the child to play one adult against another). So, for the first time in 20 years, let’s say, an actual isolated single incident of abuse happens to three students. I’m pulling diagnoses out of thin air, here. Let’s assume one student, Andrew, 22, is a compulsive liar, unable to understand reality as it actually happens, has an above-average IQ, and gets violent towards others (hitting, shoving, threatening to stab them, etc.) The second, David, 15, is learning disabled, constantly utters harmless complaints (this student hit me, that student took my toy car, etc. when these events occur) but has anger management problems and difficult to control tantrums. The third, Michael, is low-functioning, has a limited vocabulary, and bites through his tongue and arms due to frustration. But he is diagnostically incapable of lying, and is truthful. So, the incident occurs. Andrew’s behavior gets worse and he spouts angry accusations against everyone, becomes violent and must be restrained for the safety of himself and staff. David utters his usual constant complaints, but no one listens to him, because he constantly does this for minor incidents. Michael cries a lot and says three words to a doctor: “She hit me.” So, by school policy, are all three students punished the same, even though the second was telling the truth, although it was ignored due to overexposure, and the third had never lied before? Now obviously overexposure can result in a lack of investigation — such the recent refusal of a security guard to call 911 for a schizophrenic patient because of patients’ frequent waste of 911 resources — but look at the complaints of Alzheimer’s patients, say. If an Alzheimer’s patient complains and becomes upset and reports an incident of rape, hitting, restriction of food by family members, etc.,police or social services investigate. Assuming the person does not engage in so many numerous reports that resources are clogged and investigation must be refused — is the person routinely denied investigation on the sole basis of the fact that they may actually believe the event happened when it did not? Because they have the potential to become violent? Because by virtue of their disability the incident could be exergarated? No — unless they have called so many times, they are refused help, I would say elder abuse is investigated — even though the person’s disability raises issues about its validity. In fact, if investigation is refused on disability alone than I would say that was illegal. If the investigation is found to be false, well and good, and obviously resources needed for other things shouldn’t be spent on this, but still….If the investigation proves false, do the people in charge automatically pinch or slap the individual for lying or take away privileges such as TV? Are the Alzheimer’s people believed by police only because they were once young and competent individuals, and only disease and age have made them this way? I’m just playing around with this idea, but still…

Thinking of this another way, look at dog training. For treats to reinforce good behavior, some food can be withheld from the dog so that she is not overfed. The treats can then be given as a reward. For punishment, the dog can be smacked lightly, scolded, sprayed with cold water, sprayed in the face with ammonia, or have a electric collar attached to keep them away from the fence. The collar emits small, non-harmful shocks. Sound familiar? Works for the dog. The dog’s behavior improves over time, combined with rewards such as praise.

But what if you do the same thing to your dog? Granted, some people alpha-roll their dogs, a controversial and dangerous thing to do, since the dog believes in this stomach-up position can result in death. But let’s say as punishment you drag your dog to the fence repeatedly, over the course of several hours. Each time the dog gets a shock. So what? It doesn’t harm the dog. Maybe you restrain your dog, grabbing it by the collar in order to do this, or maybe you don’t. Maybe you pen your dog in the “dead zone” of the fence so that they are shocked remotely, but are unable to leave the area. The shocks cause the dog’s behavior to improve, right? But if the dog is overexposed to these shocks by extended punishment, the dog will either improve, hate you, or become apathetic — docile, depressed, and easier to handle. Is this truly then a non-harmful technique? Not the collar itself, but the manner in which it was used? The offense the dog committed could have been a single offense.

Does the punishment fit the crime — even if the inspectors at the school saw only one example that happened while they were there?
“One student’s behavior plan indicated that the student is to be rewarded when he does not react to a staff member preparing to or administering the GED to another student, implying that this student may be having collateral effects when peers receive skin shock consequences.” (page 26). This statement is one of the last statements to end the report. Earlier the report defined collateral effects as anxiety, depression, etc. It’s interesting that they use this term, military in origin, to describe this. http://en.wikipedia.org/wiki/Collateral_damage defines collatral damage two different ways, but essentially it is the unintended friendly fire of one’s own troops, or the unintention harm or death of civilians while targeting the enemy.

Should the collateral damage observed by the inspectors (whether it is actual or assumed) be regarded as a kind of damage — an injury? Granted, all children and adult there would have a Human Committee and IEP to offer protection to them. But are extreme apathy, depression, anxiety and fear as a result of educational techniques a form of damage?

Now the thing that’s interesting here is this is a population who very likely has a higher incidence of seizures and people are applying electricity to them, albeit low voltage. Electroshock therapy, as this is compared with, is higher voltage and induces seizures, where this does not. But, is applying electricity to the head and limbs of special ed students a safe thing to do, even if it must be parent- court- and medically approved?
If you put a mask over a prisoner’s head so that they couldn’t see, restrained them in handcuffs, provided them with a source of the same music over and over, and did something physically to them which was aversive, what would that be called?

The inspector’s report had very little positive to say about the center. Whatever the parents responses, and the need for an appropriate school, it’s intriguing that the investigators were so negative. Shapiro, in his book, foresaw the rising use of the shock device — that more and more students were placed on it — and that the voltage would eventualy increase.

I glanced through the school’s website, which has several photographs. The place looks nice, has a large rewards store, midway and playground, and field trips but does show lots of students at computers. Although the rooms are brightly colored and cheerful, some of them would make me not want to stay in them due to conflicting paint colors, floor patterns etc. Before and after pictures of students, showing that head-banging and other severe self-inflicting injuries were healing, is a good sign. They have several parent and ex-student testimonials. I will not argue if the minor punishments or shock are effective or humane. I do wonder however if some of the practices are. For instance, the report on the school stated that students were set up. Is tricking a student inclined to inspire them to trust you? How are students discouraged from interacting with other people — (the report does say that students asked questions of staff, and the responses were caring) — so perhaps it’s only that talking or other interaction is discouraged during school while being taught, as is normal practice. Maybe it means that students are not allowed to interact socially with staff, as in treatingthem as friends? But maybe not. The report needs context, but some of the things it outlines are frightening anyway, and it seems to me, reduce the dignity of the student, whatever the intention was. If you have to effectively tie someone up for the sole purpose of punishing them for an activity that took place earlier — even if that activity was life-threatening — it happened earlier, and if punishment must take place, it does not necessarily mean that the student is acting in a harmful way now and has a direct need to be restrained. That right there is worrisome.

Well, given that I have now sidetracked this book review, I will have to continue it at a later time. As a fiction writer, this provides me with wonderful material. As something that is occurring to disabled individuals, it does however have the potential to be very troubling.

Book Reviews: The Names of Things; Illywhacker; and Between the Bridge and the River

February 1st, 2010

I’ve been reading several books lately and thought I would discuss some of them here.

Tonight I found The Names of Things: A Passage in the Egyptian Desert by Susan Brind Morrow tucked away in a box with old school things. I’d forgotten about it, but when I read it over again, I remembered why I’ve kept it, why I read it periodically. I do so becase something about the way the book is written, the way it plays with languages — Egyptian, hierogliphics, the Bible, the Koran, songs — inspires my writing. This is one of those books that I used to bring out at night to read. It’s a travel book about Egypt, a story about the author’s family, the author’s studies of “dead languages,” and has a bit of Egyptology and archeology excavations thrown in as well. (The author describes keeping a child’s arm on her desk, a bone found at a dig, and the coloring of it, how carefully it was preserved.

No wonder it appeals to me. I love playing with words in writing and this book is full of explanations of hieroglyphics as various animals, of storytelling as a memory aid. The author uses animals and colors quite a bit as descriptions, but the sentences are short. I don’t read poetry often, unless the words create images that I can understand, and while this is not a poetry book, it is a book that use poetic language. It’s a short book but one I return to. This is a book I remember searching for as an audio book, because it would sound good as a CD.

I also read Illywhacker by Peter Carey yesterday. I confess that I am glad I bought it second-hand and that it only cost a dollar. I will be getting rid of it shortly. I bought it because it was Australian, because it was long, and billed as a humorous adventure story about a con man. Since I’ve found that British, Australian, and Canadian novels seem to do this kind of story quite well, with longer blocks of description than are normally in American books, I plowed in with excitement. (Shantaram by Gregory David Roberts is an example of a recent Australian book I did enjoy. It is enormously long, and yes, it does have spots that drag, but it is an exciting, well-done story set in India, and the parts that are good are well-worth reading).

This book was not it. Yes, it had descriptions of animals, the Australian bush, life histories of people the central character (the con man Herbert Badgery) runs into, his son Charles, the animal charmer, etc. Normally I don’t mind background histories of charactors, even extensive ones, but in this book, we learn life histories of people met briefly and skip over significant points. For example, as a child Herbert Badgery runs away from his father (after pulling the first of a series of mean-spirited pranks on the man, possibly the only justified one in the book). When the story catches up with Badgery some chapters later, he has been adopted by a Chinese man, who attempts to instruct him in magic tricks (such as how to disappear). Along with the idea of charming animals and other magical references, this is one of the ideas in the book I like best (along with the fact that Badgery steals a magical book much later in the story). How these two things occur, however, I enjoyed less, because they did not make sense to me.

Badgery steals the book in a violent way that does somewhat have a motive, but he does other things in the book which do not, such as repeatedly waving or throwing poisonous snakes at various people for no good reason. I read the first 96 pages straight through, then skipped about the book thereafter. I would have been most interested, I think, in the parts where Badgery has children, and the fact that his son Charles attempts to copy his lying and trickery and tries to learn the magical disappearing trick. I loved the descriptions of Badgery’s various homemade houses, and I enjoyed this idea too, but the tragedy that happens as a result of the disappearing act did not phase me at all.

The reason is because until very late in the book (by which time I had lost interest, and skipped) Badgery’s children appear to factor very little in the story, despite the fact that their mother left them all. After the tragedy, we never know what happens to Badgery’s son — if Badgery is unhappy and traveling, who is taking care of his son right then? Who is taking care of his son later, when he steals the magical book? Does he think of these things?

Not at all, apparently. Instead, there are long stretches in the book with Badgery and various customers, other charactors, and a mother-in-law (who only returns once her daughter leaves Badgery, in order to take care of the children and for another reason, which is also incomprehensible to me). Since Badgery is a trickster, the fact that he does what he wants, when he wants does make logical sense — but it doesn’t work for me. I don’t find the book funny, I think the parts that might have been an excellent adventure story are not put to good use. It was a shame. I wanted to like this book, but by the end I wanted to know the ending, but didn’t really care what happened to any of the people in it.

I also read Craig Ferguson’s Between the Bridge and the River, and I wanted to like this book too. I like Craig Ferguson’s show and think he’s very funny. And while I admired the way the book was put together (various people introduced briefly, then thrown into various odd situations, including WWI,visitations from Carl Jung and other famous dead people, cross-dressing etc.) the only joke that made me laugh out loud involved a bed-wetting deterrent and electric blankets. The rest didn’t make me laugh. I’m not sure why.

A Night Out, and Movie Review: “My Brother”

January 31st, 2010

Did basic paperwork straightening yesterday — updating job search files, searching for records needed for a job interview, looked for jobs. Courtney arrived in the evening for library returns — when we arrived, we found the library closed. Dropped off books, went out to dinner at Marie Callender’s — I had soup, sandwich and garlic fries — and with Courtney lamented the inability to drink, we went out afterward and had a drink close to home.

Courtney left, and I settled down to watch my most recent Netflix, a movie I’ve seen in the stores and been wanting to watch called My Brother. If you want to watch it, as I did, for the performances of actual disabled people in disabled roles, then you will be rewarded, as the two Down Syndrome actors do an excellent job. However, the story itself has several routes and doesn’t go successfully down any of them. And I reveal SPOILERS below.
The DVD box advertises that this is the story of two brothers — Isaiah and James, who has Down Syndrome, living in a poor neighborhood with gang related violence. I assumed, since the two actors are black, that the gang voilence would be because Isaiah got invited to join a gang. Wrong. In place of gang, read “the mob.” Isaiah, upset that James has a steady job (which Isaiah himself does not actually appear to have) and needing money, is convinced by a friend to enlist the help of the mob and become a delivery man for packages.

Now there are two options here: explore the idea that James, who has some living skills difficulties (such as putting cereal and newspaper in the fridge) appears more capable than his brother. Or, instead, does Isaiah debate and choose the mob over his brother and then regret the decision? Does he debate it?

Actually, no. Isaiah agrees at once that he needs the money for the rent, despite the fact that every time we see his friend and himself they are out drinking, and there seems to be no pressing need at home for money. In one scene, Isaiah is found drunk on the floor by James, who attempts to help him up and then gives up in disgust and says he’s a baby.

Well, even though the film shows that Isaiah is in general patient and caring with his brother, in this case, I’m inclined to agree with James. Isaiah rages that he’s tired of taking care of James. Which makes sense, but appears misplaced in the story.

Alll right, so James goes to the mob, is given instructions about package delivery — which he ignores through the rest of the movie. And not just a I’m too busy for this, but as if he’s forgotten about the job altogether. He goes to a party, retrieves the package and is spotted doing so by a woman — aha, I thought, a plant by the mob — but sadly, no. Even though James and friend speculate her motives, in the next scene with her, she has turned into Isaiah’s new girlfriend. In the scene that makes the most sense here, James is jealous and wants his brother to himself, and Isaiah, patient and distracted, shows the woman out.

She becomes angry and walks out, never to be seen again.

Now this makes a little sense. James is an embarrassment as a brother — but Isaiah doesn’t seem to mind at all. Well, all right.

Isaiah doesn’t wonder about the package — we don’t see the contents, or where he put it — and except for one scene with James, he doesn’t even search for it or wonder where it went. Notes come from the mob, and he ignores these too.

A long series of flashbacks occur — the best involve the young Isaiah and James, expecially when Isaiah feels compelled to get beaten up in place of his brother, or when James calls all the men on the street Daddy — but his mother has pulmonary tuberculosis….

Yes — the 19th-century favorite for dying mothers. Possible even today, in America, so all right. I let that one slide. Naturally, the mother decides that she should share her wisdom with Isaiah as the new man of the family — and she does so, for a very long scene, which she whacks him for swearing (oddly enough, the swearing was appropriate), then instructs him, among other things, never to hit a woman and always to have respect for women.

I’m sorry — didn’t she just hit him? And his swearing wasn’t even directed at her. It might have been better if he copied what some thug said out on the street, but all right, no swearing in the house. Fair enough.

Then the movie goes overboard, with enough “remember this” remarks to gag a horse. But Isaiah, played very well by the actor — is a quiet, thoughtful, reasoning boy — makes you wonder where his patient, misguided older self lost his way — and he accepts all this and never protests taking care of James. There is a good line where Isaiah tells James Mama is going on a trip, and the boys go to the hospital to see her before she expires, still spouting wisdom like a good 19th-century dying woman should.

It’s clear that the time period in this is modern, by the way, though here again, what’s happening gets confused. I’m assuming the characters are late teens-30 years old. Yet when the heart of the movie begins — when the boys are separated by the court — Isaiah is sent to a strict prison-like school while James is sent to the “Willowgreen” institution on Stanton Island.

Here I started laughing.

The Willowbrook instution on Stanton Island existed until 1987 — its most publicly-known case is probably Geraldo Riveria’s expose in the 1970’s about living conditions there (which this film recreates almost frame-by-frame fasion in a sense (children half-clothed, nothing to do, rocking, humming, sitting under tables, etc.)). Its other well-known case is a series of “informed consent” medical experiments, where children were purposely infected with hepetitis. Institions do actually still exist — and there was a modern expose on one in Mother Jones that would have made an interested illustration here — but much less common.

So after a short scene in which we are introduced to Isaiah in his new school, politely asking to go to the bathroom to a rather bored teacher, until he pees all over the floor…But wait, isn’t this supposed to be a school for delinquints, or at least, children no one cares for? Why are they sitting silently? Why isn’t someone whispering or throwing something? Are they too frightened? The film doesn’t say. They behave better than most classrooms.

So Isaiah decides that he must go fetch his brother, because he promised Mama. All right. Next scene shows him over the barbed wire fence at night

Well, yes, night would be better for visibility and yes, the children’s playtime outside could have very well been non-existant, so all right, at night.

Isaiah promptly finds himself inside and by not saying anything, is taken for disabled and thus shown into the dormitory, where the children are sleeping.

I’m sorry? Didn’t the institution lock the doors at night? I can buy that overworked staff wouldn’t look at the children long enough to know there’s one extra, because written accounts say that if you were quiet, you generally got better treatment, but there should have been numerous buildings with several floors and wards. How did Isaiah find the right one?

Isaiah finds his brother and the narration concludes that they stayed togerher.

Now wait just a moment. There’s an opportunity, and the film doesn’t take it. How did they stay together? In the charactor of Isaiah, the patient observer, more time should have been spent revealing daily life. Did they escape? How did Isaiah escape with his brother ? (And yes, The Wizard and Rain Man aside, that might have been overdone). Did they age out of the system? Since Isaiah adapts so well to environments — he’s so used to his brother that he doesn’t even flinch at the other disabled children or their horrible conditions — it would have been entertaining to see his adaptation to the institution. That would have been something to see. In fact, since the boys are poor, it actually would not have been unusal for Isaiah to have been placed there with James, a ready source of intelligent labor to help run the place.

But there the flashbacks end, and there, I believe is where the most interesting thing in the story lies. How did Isaiah get to the institution? What people did he meet along the way? Was he afraid of being caught? And so on. More questions than answers.

While Isaiah flees from the mob, leaving James with the instructions that the friend will come look after him (something that seems highly unlikely), the mob of course arrives to find James as collatral. They don’t rough him up too badly — there’s actually a lot more shoving around. Isaiah, on a ridiculous search for a man who might be his father — returns at the end to find his brother, and to tell him that wherever he is, that’s where home will be.

Aww…

The problem with this is, a) Isaiah really didn’t need to go looking for a potential father, here, especially since it doesn’t work out, and b) he LEFT James to the mob. If they escaped from Willowgreen, wouldn’t he already have adapted to taking James on the road with him? If they didn’t escape, wouldn’t he have learned strategies from that? And another thing, they leave the neighborhood in the end, but James is the only one with a job. I guess they’re going out in the world to starve, but hey, they’ll be together while doing it.

It does make you wonder. If the film started somewhere close to where the boys were seperated, I think it would have been better. They didn’t need to be adults. Even though Isaiah’s frustration makes sense, his journey is when he willingly goes into the institution…not when he’s an adult, playing around with the mob. He decided at that point to be with his brother and continue protecting him — and he actually fails at this when he runs from the mob. All other parts, including the girlfriend, the mob, the possible-father, are unneccessary, and should not be there. Though the film should be commended for their use of actual disabled actors — something which I hope to see more of in films — I sincerely wish they had chosen a different route for their story. I would have enjoyed much more.


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