Journal Entries for Project Reflection

December 11, 2010

My Entrance Into The World of Advocacy and Project Bibliography

December 11, 2010

Using Time as a Tool for Change

November 16, 2010

Mikhail Shklyarevsky                                                                                                                                                                               1

English 379

Professor Lee

Goals for the End of the Semesters

November 18, 2010

I have arrived at that time of the semester again when I am contemplating more about finishing yet another one of the several stages in my college education. But unlike the previous semesters, this one is my last one; in January, if all goes well, I will be accepting my diploma at the graduation ceremony. But before that moment of happiness and success arrives, I will have to face a few academic challenges.

My most formidable goal at the moment are completing a project for this class for which I am conducting research about autism and education, as well as researching and finishing a paper for my Medieval Literature class. For the project on autism and education, I would still like to observe a speech therapy session at a special education school. What will make it a little bit difficult is probably not having the luxury of being able to record the session on an audiocassette. The notes that I will write during the session instead, however, could be just as useful, since through them I could make a presentation of what I witnessed during the session. Along with the notes, I will try to obtain some recorded material online about autism and education, since I will not likely have the benefit of a recording to show it. The work that this project requires to realize some its goals will be quite a bit, especially because I would still like to publish an article to raise awareness for autism and education. And time poses a challenge in this case because I am relying somewhat on having available time for observing the speech therapy session. Nonetheless, my challenge is also not to allow this project to fall behind schedule. As John F. Kennedy once said: “We must time as a tool, not as a crutch.”


Coca-Cola Transformation from Job World to Paradise

November 9, 2010

Mikhail Shklyarevsky                                                                                                                                                                                 1

English 379

Professor Lee

Coca-Cola Paradise Advertisement

November 11, 2010

Coca-Cola Transformation From Job World to Paradise Advertisement


Coca-Cola Relexation Advertisement

November 8, 2010

Mikhail Shklyarevsky

English 379

Professor Lee

Coca-Cola Relaxation Advertisement

November 11, 2010

Coca-Cola Relaxation Advertisement for English 379


Update on Autism and Education Project #1

November 3, 2010

Mikhail Shklyarevsky                                                                                                                                                                       1

English 379

Professor Lee

Update on Project

November 4, 2010

Completed Objectives In Project

  1. Interviewing two experts on autism and education: individuals from a special education school and the Asperger Syndrome and High-Functioning Autism Association.
  1. Some research.

Incomplete Objectives

  1. Interviewing advocates of autism: one of them, the Executive Director of GRASP (the Global and Regional Asperger Syndrome Partnership), an organization that helps individual with autism or on the autism spectrum, has agreed to be interviewed on November 10.
  1. Obtaining research by working with autistic students under the supervision of an expert.

Looking at research and interviews; afterward writing article based on information in order to write and publish article.


The Kettleman Rants

October 27, 2010

Mikhail Shklyarevsky                                                                                                                                                                              1

English 379

Professor Lee

Patricia Grace-Like Satire Blog

October 28, 2010

            On a June evening, thousands of faces were watching across the Land of Opportunity as the online show of talk, Pub Politics, aired. The show’s host started by thanking State Senator J.T. Kettleman for coming, despite his busy schedule. (His busy schedule involved giving speeches about how he would become governors through ranting). After chit-chatting about his personal life, Sen. Kettleman, a beefy-faced, young-looking man with gray hair, turned to the host and said “you know, Mr. Sheehan, speaking of ma personal life, I’m particularly concerned ‘bout the effect our president’s agenda will have on it.” At this moment, the senator’s face was turning into a Big Apple. “I mean, his ideas are leading our great people to socialism. And speaking of all this makes me mad. But what infuriates me is that he isn’t a good ol’ American like me. But this action wouldn’t be so bad, if my opponent for the leadership of our state was also a real American and not a visitor to our nation.” At this, Sheehan looked at Kettleman shocked and said, “Sir, perhaps researching with more care and ranting your ideas less would be helpful in the future.” A previously apple-faced J.T. now seemed shock-faced, although, given the annoyance visible in his facial expression, one could have imagined steam flowing from his nostril. At this point, the show end; behind the scenes, T. Kettleman muttered to himself, “How can a Kettleman speak softly and carry a big stick like Teddy Roosevelt said?”


David Klutz

October 13, 2010

Mikhael Shklyarevsky                                                                                                                                                                                  1

English 379

Professor Lee

Short Poem

October 14, 2010                 

David Klutz

O vei, David, you little New York klutz,

You just can’t stop being excluded from Mr. Smith’s house!

Your New York t-shirt, an icon of liberty,

Gives Smith the creeps: it threatens his stupidity.

But his stupidity can’t defy your sensibility: since nothing beats a New Yorker’s hospitality.


Topic Proposal For Autism-Education Project

September 27, 2010

Mikhael Shklyarevsky                                                                                                                                                                                  1

English 379

Professor Lee

Topic Proposal

September 28, 2010

                                            Topic Proposal

1.                  For my project, I intend to address the issue of autism and special education. In special education schools, autistic students are provided with services such as speech and occupational therapy to help them with their disability, though these services are allowed to take up more than half of their class time. These students also receive other kinds of assistance in order to make up for their disability in ways, such as by being given extra time on tests, and taking a test in a separate room. Autistic students, however, did not always receive such services. Only in the late 19th century, did people recognize the kind of treatment that these individuals needed, commencing the process of deinstitutionalization. By 1975, the federal government required schools to provide free and full education to students with disabilities. And, in the 1990 Americans with Disabilities Act, the United States government extended that law by providing these individuals with assistance in their education as well. Thus, approximately in the past 100 years, students with disabilities have seen a fundamental change in how their education has been treated.

2.                  While working on my project, I will research the issues of autism and education (special education). These issues will be researched by working with autistic students under the supervision of an expert. In order to become better informed about special education and my work with these students, I will conduct research on the Internet and interviews with experts on autism and education at a special education school. In order to gain interviewing access to the experts at the special education school, I will remind them that I studied at their school for almost 10 years, owe a lot of my success there and at college to their help, and so, would like to help them. I do anticipate, though, encountering beaurucratic barriers to my efforts.

3.                  In order to realize my project, I will begin by researching the information that I am not already familiar with. Once I have finished my research, my next step will be to obtain interviews, through contacts, with administrators at the Summit School, a special education school and at the community organizations of GRASP (the Global and Regional Asperger Syndrome Partnership) and the Asperger Syndrome and High-Functioning Autism Association, in order to understand the issues of autism and education from a professional perspective. Once these steps are finished, my intention is to combine the information all of these interviews and see what positive effect it can have. A possible way that I might try to raise awareness is to write an article about the findings in a newsletter that YAI (Young Adult Institute) publishes. It might raise awareness since I have already published an article there about the Americans with Disabilities Act. In taking such an action, my goal is to raise awareness about the status of mental health and education in special education schools.  

4.                  Considering that I would like to raise awareness of the status that special education finds itself in, these are the following questions I have concerning it:

A.    What steps could be taken to accommodate autistic students with attention-deficit problems better?

B.     What measures could be used to erase, or at least ease, the stigma that autistic students attending special education schools feel once they are out in society?

C.     How can special education schools motivate students with autism to make friends with their fellow students in order to build social networks for the present and future?

                                                                             Works Cited

1.                   Ackerman, Paul, Jaeger, Robert, and Smith, Annie. Answers.com.

2.                  Attwood, Tony. The Complete Guide to Asperger’s Syndrome. Great Britain: Jessica Kingsley Publishers, 2007.

3.                  Grandin, Temple. “Teaching Tips for Children and Adults With Autism.” Chld-Autism-Parent-Café.com. July 1996.

4.                  Rudy, Lisa Jo. “Educational Options for Children with Autism.” About.com Guide. Web. 17 April 2009.

5.                  Creedon, Margaret, Egel, Andrew, Holmes, David L., Mesibov, Gary B. Pratt, Cathy L. Robbins, Frank, and Schopler, Eric. “How Students with Autism Learn.” Autism-Society.org.


Psychology in Resistance Literature

September 19, 2010

Mikhael Shklyarevsky                                                                                                                                                                          1

English 379

Professor Lee

Resistance Literature Manifesto

September 23, 2010

            The aim of resistance literature is to, ultimately, discard the colonizer’s influence. To do so, the author needs to create a work that shows his or her society’s culture and functioning as being independent of the colonizer. However, doing so may not prove to be simple due to the impact that this colonizer’s influence has had on the colony. For this reason, the most effective way by which resistance literature can be written is through illustrating the colonizer’s psychological impact on their occupied people.

            The colonizer’s psychological impact on a society gives resistance literature the ability to function. This ability is made possible in how the impact’s consequences illustrate the harmful way in which the colonizer is trying to eradicate a people’s culture through methods such as torture. These consequences drive the literature’s psychological awakening because they make the occupied people realize the importance of the trouble that the colonizer has wrought upon their homeland, spurring them to its defense. But while this response make resistance literature effective, it also portrays the other problem of being colony: other dangers lurk among these same occupied people, as witnessed in Chinua Achebe’s “Things Fall Apart.”

            In his work, Achebe makes evident how his own people are serving the colonizer and are surrendering their homeland. The psychological shock that their action evokes among their country’s people, is meant to spur resistance literature. This shock also conveys the colonizer’s power and the caution necessary to resist it. Nonetheless, the need for a spur and caution is the reason a historical dramatized work such as Achebe’s one is a good model: it depicts the realistic psychological ramificatins of resisting the colonizer. These psychological ramifications are a key to making an impact in resistance literature.


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