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PSYART  July 2004, Week 2

PSYART July 2004, Week 2

Subject:

[Fwd: Re: FW: FW: Crappy teachers]

From:

Norman Holland <[log in to unmask]>

Reply-To:

Institute for Psychological Study of the Arts <[log in to unmask]>

Date:

Wed, 14 Jul 2004 16:52:50 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (363 lines)

-------- Original Message --------
Subject: Re:      FW: FW: Crappy teachers
Date: Wed, 14 Jul 2004 13:38:42 -0400
From: Keiko Miller <[log in to unmask]>
Reply-To: Keiko Miller <[log in to unmask]>
Organization: Mercyhurst College
To: Institute for Psychological Study of the Arts <

(317 lines) ------------------
Dear PSYARTS,

We cannot push reading for the sake of reading better, as we
cannot
cultivate art by art alone.  In our haste to make our
children live "well",
our educational system have invested too much energy in
enabling them to
succeed economically so that they can buy art and not
involve them to
cultivate the lifelong process of embodying artistic spirit.
  In short our
educational system has done well for us not only to become
better bread
winners, but gourmet ones, so as to legitimize (by bragging) our
culturality.  It has failed us to live authentically by
making us live
according to the "perfected" consiousness of others. Reading
has its place.
However in order for us to be able to read meaningfully
(appreciation), our
educational system has not recognized us as organic
processors. That is to
say, we cannot begin cultivating our mind for reading
without first
cultivating our senses integrally before our brain is ready
to encode words
meaningfully by connecting them to the basic repertoires in
our memories.
This critical  basis seems to be lacking in modern parenting
and educational
system.  No wonder we are now burdened with endless
rehabilitational
programs with which to make them "feel whole."  Teachers are
frustrated and
guilt-ridden for "leaving any child behind" and fear that
they, the
well-intended and compassionate servants of the public, may
end up
incriminating them if they don't give "extra extra etc."
beyond the call of
their duties.  It is time that we pause from our "work for
work's sake" and
gather our specialized brains and disconnected hearts all
tucked into our
bodies and have  a sound human networking to dialogue about
our children's
future.  Rather than self-servingly report about this or
that "as experts",
why not bring all specialists (since our system has created
them) such as
neuroscientists, psychologists, psychiatrists, physicians,
evolutionalry
biologists, philosophers, physicists, artists,
anthropologists, social
workers, educators, statemen, entrepreneurs, carpenters,
construction
workers, etc. together into an axial realm, locally and then
globally, amd
find the concurring point on this subject, and create sound
guidelines for
parenting and educating our children in the new century?
The disconnected
"I" resulted from our failing educational system can only
grow up to become
an over-compensating expert or under-achieved degenerates,
or frustrated
middle.  The former has been paying a lot of "tax relief
contributions" for
the latter, not to mention those caught in the middle trying
to help balance
the government budget as best as they can, forever looking
for that tax
relief.  It's time to relieve ourselves from the
constipation of accumulated
egos in the vicious cycle into the realm of mutual human
interest...to live
healthfully and dynamically in a sound environment.  Perhaps
then we can see
poetry in ourselves again even before we read!
Sincerely,
Keiko
----- Original Message -----
From: "Murray Schwartz" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, July 14, 2004 7:59 AM
Subject: FW: FW: Crappy teachers


> From: Chad Hagans [mailto:[log in to unmask]]
> Subject: Re: FW: Crappy teachers
>
> I think the current wave of political correctness is partly to blame
> here, where "perceptions" (as you refer to them, Dianne) are king, and
> making distinctions among students (which is the real purpose of grades,
> isn't it?) is viewed as somewhat politically incorrect.  Then everything
> that contributes to one's grade (exams, etc.) is viewed with a tinge of
> political incorrectness as well.
>
> I give objective exams, and when the students who do poorly complain and
> want extra credit, I say "no" as a way of sticking up for the students
> who do WELL and have made the effort to distinguish themselves in a
> favorable light.  I don't see anything politically incorrect about that.
>  If natural selection were ever run according to its political
> correctness we'd ALL be in trouble.
>
> Another popular practice in schools nowadays (even at the graduate
> level!) is the "review session" (expected from and given by the teacher,
> no less) before tests.  Of course the REAL purpose of the review session
> is not to review the information, per se, but to help students narrow
> the body of information they need to learn for the test.  I tell my
> students who expect this, "look, if you're taking the real estate
> licensing exam [for example], they're gonna hand you the book and tell
> you when and where the test is -- why would I want to prepare you for
> UNreal life instead of REAL life?"
>
> Call me a hard-ass, but I see students as doing something similar to
> natural selection -- selecting themselves "in" or selecting themselves
> "out."  And I see my role as a teacher, and one who puts the onus to do
> well on the students and gives the deserved grade rather than the
> politically correct one, as one that ultimately impacts society in the
> ways detailed below.
>
> CH
>
>
> >>> [log in to unmask] 07/13/04 4:18 PM >>>
> From: Dianne Hunter [mailto:[log in to unmask]]
> Subject: Crappy teachers
>
> I think our educational system is corrupt and fraudulent. I see a
> relationship between the failures of American schools to educate and the
> scandals at Enron & Co., various journalistic frauds etc.  I think the
> two
> Bushes make one wonder about the quality of what Yale is passing along:
> neither one of these presidents can speak coherently.  I think
> system-wide
> grade inflation, cooked data for U.S. NEWS AND WORLD REPORT, fraudulent
> academic titles (i.e. Distinguished Professorships awarded to people who
> have never written well-received books or in some cases, any books or
> substantial articles at all), "discussion" classes (which I must say I
> have
> always found bullshitical), the systematic avoiding of exams for fear of
> having to define what it is students are expected to know and for fear
> of
> having to confront their ignorance and the time-consuming aftermath--all
> contribute to a pervasive ideology in our schools that
> perception=substance,
> and thus to systematic misstatements of assets and buryings of
> liabilities.
> Giving any grade lower than a B- occasions an uproar.  Giving an exam
> seems
> to occasion an epidemic of dying grandmothers.
>
> The reigning idea seems to be that if one can make it look good, that's
> all
> that is required; substance is taken to be equivalent to perceptions.
> If
> one can manipulate how one is perceived that in itself is taken for
> achievement.  In addition to all the regular Honors handed out at
> various
> academic ceremonies maybe we should just come right out and give an
> award
> for Best Con.  I suspect the executives who misstated their assets at
> Enron
> etc., journalist-fabulators at TNR, TIMES et al. are products
> of a system thriving on tacit understanding that transacting business is
> all
> con: In school, the assigned reading is not done, grades below B- are
> "not
> done."  Confronting ignorance or working on one's liabilities is "not
> done,"
> for that, this (mistaken) ideology goes, would be impossible (i.e. a
> whole
> lot of work).
>
>  Dianne Hunter
> > ------ Forwarded Message
> >> From: Murray Schwartz <[log in to unmask]>
> >> Reply-To: Institute for Psychological Study of the Arts
> >> <[log in to unmask]>
> >> Date: Tue, 13 Jul 2004 12:21:54 -0400
> >> To: [log in to unmask]
> >> Subject: FW: FW: [Fwd: For PSYART:]
> >>
> >> From: Kathryn WILDGEN [mailto:[log in to unmask]]
> >> Subject: Re: FW: [Fwd: For PSYART:]
> >>
> >> "There is some evidence that the
> >>       teacher-training profession is rife with
> >>       incompetents who crank out feebly educated
> >>       teachers of reading."
> >>
> >> Truer words were never spoken. I recall distinctly the Crayola
> Crayons
> >> Company
> >> decision to give up the color "Prussian Blue" because teachers
> complained
> >> that
> >> their pupils didn't know what Prussians were. It never occurred to
> these
> >> morons to use this opportunity to educate their pupils about
> Prussians. How
> >> much do you want to bet the teachers themselves didn't know what
> Prussians
> >> were and were too lazy to find out?
> >> Kathryn
> >>
> >> -- Murray Schwartz <[log in to unmask]> wrote:
> >> Dear Psyarters,
> >>
> >> Gina Stack makes the point that the decline of reading is related to
> the
> >> cultural spaces of young people.  This seems very true to me, and I
> would add
> >> that the spaces she mentions preclude another space, the aesthetic
> space of
> >> reading itself.  My undergraduate students, for example, do read.
> They read
> >> on the internet, they read short stuff on screens or intermixed with
> images
> >> (they love Spiegelman's Maus and other comix novels).  Of course they
> love
> >> movies and TV.  What is becoming rare, though, is the protected space
> of deep
> >> aesthetic concentration that can make reading a transformative
> experience.
> >> Reading takes time and requires a space apart from others and
> impingements,
> >> and this space and time are hard to seek and find in American
> culture.  And,
> >> when found, this space can (at first) seem threatening.
> >>
> >>  --Best, Murray
> >>
> >>       From: Gina M. Stack [mailto:[log in to unmask]]
> >>       Subject: RE: [Fwd: For PSYART:]
> >>
> >>       Marv:
> >>
> >>       The reason I believe reading does not sustain the
> >>       interest level is that generally it does not help
> >>       create or support popular culture, for example
> >>       current music trends, popular language or fashion
> >>       style.  Movies and television have a significant
> >>       impact on these the importance of which I believe,
> >>       is that it is a way to feel connected and to
> >>       belong both to immediate groups and to society in
> >>       general.
> >>
> >>       Gina
> >>
> >>
> >>       Gina M. Stack
> >>       President & CEO
> >>       IriSys Inc.
> >>       8810 Rehco Road
> >>       Suite F
> >>       San Diego, CA 92121
> >>       Tel:  858-623-1520
> >>       Fax: 858-623-1525
> >>       www.IriSys.com
> >>       [log in to unmask]
> >>
> >>
> >>       This is an e-mail from IriSys Inc. the contents of
> >>       which are privileged and confidential and intended
> >>       for the use of the ordinary user of the e-mail
> >>       address to which it was addressed.  No one else
> >>       may copy or forward all or any of it in any form.
> >>       If you receive this e-mail in error, IriSys would
> >>       be obliged if you would telephone the Director of
> >>       Administration, JoAnn Pache at 858-623-1520,
> >>       Extension 224 or e-mail [log in to unmask]
> >>
> >>
> >>
> >>       -----Original Message-----
> >>       From: Institute for Psychological Study of the
> >>       Arts
> >>       [mailto:[log in to unmask]]On Behalf Of Murray
> >>       Schwartz
> >>       Sent: Monday, July 12, 2004 2:59 AM
> >>       To: [log in to unmask]
> >>       Subject: FW: [Fwd: For PSYART:]
> >>
> >>
> >>       From: [log in to unmask] [mailto:[log in to unmask]]
> >>       Subject: Re: [Fwd: For PSYART:]
> >>
> >>       In a message dated 7/11/04 2:09:52 PM Pacific
> >>       Daylight Time, [log in to unmask] writes: Marv
> >>       asks:
> >>
> >>
> >>                               I would like to invite
> >>       commentary on the recently reported
> >>                       decline of reading in this country
> >>       and perhaps elsewhere.
> >>                       How are we to understand it? Is it
> >>       solely because of the
> >>                       availability of TV and video games
> >>       or is some other factor
> >>                       at work?
> >>
> >>
> >>
> >>               No doubt Marv is partly right in citing
> >>       the effortless availability of TV and addictive
> >>       video games. Their producers have learned how to
> >>       gain nearly absolute mastery over the attention of
> >>       youngsters and oldsters alike. They are the PSYART
> >>       geniuses of our time. Compare their salaries to
> >>       yours!
> >>
> >>               But I believe there are other reasons,
> >>       too. There is some evidence that the
> >>       teacher-training profession is rife with
> >>       incompetents who crank out feebly educated
> >>       teachers of reading. There are still two major and
> >>       several minor conflicting theories about how
> >>       reading takes place and how to teach it. Neither
> >>       the Schools of Education nor the Departments of
> >>       Psychology have yet to resolve these conflicts.
> >>       Shame on both!
> >>
> >>               Furthermore, too many state and local
> >>       school boards seem to set curricula and standards
> >>       that exclude any really challenging readings in
> >>       kindergarten through high school. In many
> >>       instances, there are irrelevant but powerful
> >>       political issues involved. Yes, I said
> >>       'kindergarten' which it where reading instruction
> >>       should begin in earnest but rarely is.
> >>
> >>               One last comment: Gifted children [in,
> >>       e.g., second grade] who can read the week's
> >>       assignment in an hour, are sometimes belabored
> >>       for, and discouraged from, doing so.
> >>
> >>               --Francis Cartier
> >>
> >> ________________________________________________________________
> >> The best thing to hit the Internet in years - NetZero HiSpeed!
> >> Surf the Web up to FIVE TIMES FASTER!
> >> Only $14.95/ month -visit www.netzero.com to sign up today!
> >>
> >
> > ------ End of Forwarded Message
> >
> >
>
> ------ End of Forwarded Message
>

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August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 5
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007, Week 5
December 2007, Week 4
December 2007, Week 3
December 2007, Week 2
December 2007, Week 1
November 2007, Week 5
November 2007, Week 4
November 2007, Week 3
November 2007, Week 2
November 2007, Week 1
October 2007, Week 5
October 2007, Week 4
October 2007, Week 3
October 2007, Week 2
October 2007, Week 1
September 2007, Week 5
September 2007, Week 4
September 2007, Week 3
September 2007, Week 2
September 2007, Week 1
August 2007, Week 5
August 2007, Week 4
August 2007, Week 3
August 2007, Week 2
August 2007, Week 1
July 2007, Week 5
July 2007, Week 4
July 2007, Week 3
July 2007, Week 2
July 2007, Week 1
June 2007, Week 5
June 2007, Week 4
June 2007, Week 3
June 2007, Week 2
June 2007, Week 1
May 2007, Week 5
May 2007, Week 4
May 2007, Week 3
May 2007, Week 2
May 2007, Week 1
April 2007, Week 5
April 2007, Week 4
April 2007, Week 3
April 2007, Week 2
April 2007, Week 1
March 2007, Week 5
March 2007, Week 4
March 2007, Week 3
March 2007, Week 2
March 2007, Week 1
February 2007, Week 4
February 2007, Week 3
February 2007, Week 2
February 2007, Week 1
January 2007, Week 5
January 2007, Week 4
January 2007, Week 3
January 2007, Week 2
January 2007, Week 1
December 2006, Week 5
December 2006, Week 4
December 2006, Week 3
December 2006, Week 2
December 2006, Week 1
November 2006, Week 5
November 2006, Week 4
November 2006, Week 3
November 2006, Week 2
November 2006, Week 1
October 2006, Week 5
October 2006, Week 4
October 2006, Week 3
October 2006, Week 2
October 2006, Week 1
September 2006, Week 5
September 2006, Week 4
September 2006, Week 3
September 2006, Week 2
September 2006, Week 1
August 2006, Week 5
August 2006, Week 4
August 2006, Week 3
August 2006, Week 2
August 2006, Week 1
July 2006, Week 5
July 2006, Week 4
July 2006, Week 3
July 2006, Week 2
July 2006, Week 1
June 2006, Week 5
June 2006, Week 4
June 2006, Week 3
June 2006, Week 2
June 2006, Week 1
May 2006, Week 5
May 2006, Week 4
May 2006, Week 3
May 2006, Week 2
May 2006, Week 1
April 2006, Week 5
April 2006, Week 4
April 2006, Week 3
April 2006, Week 2
April 2006, Week 1
March 2006, Week 5
March 2006, Week 4
March 2006, Week 3
March 2006, Week 2
March 2006, Week 1
February 2006, Week 4
February 2006, Week 3
February 2006, Week 2
February 2006, Week 1
January 2006, Week 5
January 2006, Week 4
January 2006, Week 3
January 2006, Week 2
January 2006, Week 1
December 2005, Week 5
December 2005, Week 3
December 2005, Week 2
December 2005, Week 1
November 2005, Week 5
November 2005, Week 4
November 2005, Week 3
November 2005, Week 2
November 2005, Week 1
October 2005, Week 5
October 2005, Week 4
October 2005, Week 3
October 2005, Week 2
October 2005, Week 1
September 2005, Week 5
September 2005, Week 4
September 2005, Week 3
September 2005, Week 2
September 2005, Week 1
August 2005, Week 5
August 2005, Week 4
August 2005, Week 3
August 2005, Week 2
August 2005, Week 1
July 2005, Week 5
July 2005, Week 4
July 2005, Week 3
July 2005, Week 2
July 2005, Week 1
June 2005, Week 4
June 2005, Week 3
June 2005, Week 2
June 2005, Week 1
May 2005, Week 4
May 2005, Week 3
May 2005, Week 2
May 2005, Week 1
April 2005, Week 5
April 2005, Week 4
April 2005, Week 3
April 2005, Week 2
April 2005, Week 1
March 2005, Week 5
March 2005, Week 4
March 2005, Week 3
March 2005, Week 2
March 2005, Week 1
February 2005, Week 4
February 2005, Week 3
February 2005, Week 2
February 2005, Week 1
January 2005, Week 5
January 2005, Week 4
January 2005, Week 3
January 2005, Week 2
January 2005, Week 1
December 2004, Week 5
December 2004, Week 4
December 2004, Week 3
December 2004, Week 2
December 2004, Week 1
November 2004, Week 5
November 2004, Week 4
November 2004, Week 3
November 2004, Week 2
November 2004, Week 1
October 2004, Week 5
October 2004, Week 4
October 2004, Week 3
October 2004, Week 2
October 2004, Week 1
September 2004, Week 5
September 2004, Week 4
September 2004, Week 3
September 2004, Week 2
September 2004, Week 1
August 2004, Week 5
August 2004, Week 3
August 2004, Week 2
August 2004, Week 1
July 2004, Week 5
July 2004, Week 4
July 2004, Week 3
July 2004, Week 2
July 2004, Week 1
June 2004, Week 4
June 2004, Week 3
June 2004, Week 2
June 2004, Week 1
May 2004, Week 5
May 2004, Week 4
May 2004, Week 3
May 2004, Week 2
May 2004, Week 1
April 2004, Week 5
April 2004, Week 4
April 2004, Week 3
April 2004, Week 2
April 2004, Week 1
March 2004, Week 5
March 2004, Week 4
March 2004, Week 3
March 2004, Week 2
March 2004, Week 1
February 2004, Week 4
February 2004, Week 3
February 2004, Week 2
February 2004, Week 1
January 2004, Week 5
January 2004, Week 4
January 2004, Week 3
January 2004, Week 2
January 2004, Week 1
December 2003, Week 5
December 2003, Week 4
December 2003, Week 3
December 2003, Week 2
December 2003, Week 1
November 2003, Week 5
November 2003, Week 4
November 2003, Week 3
November 2003, Week 2
November 2003, Week 1
October 2003, Week 5
October 2003, Week 4
October 2003, Week 3
October 2003, Week 2
October 2003, Week 1
September 2003, Week 5
September 2003, Week 4
September 2003, Week 3
September 2003, Week 2
September 2003, Week 1
August 2003, Week 5
August 2003, Week 4
August 2003, Week 3
August 2003, Week 2
August 2003, Week 1
July 2003, Week 5
July 2003, Week 4
July 2003, Week 3
July 2003, Week 2
July 2003, Week 1
June 2003, Week 4
June 2003, Week 3
June 2003, Week 2
June 2003, Week 1
May 2003, Week 5
May 2003, Week 4
May 2003, Week 3
May 2003, Week 2
May 2003, Week 1
April 2003, Week 5
April 2003, Week 4
April 2003, Week 3
April 2003, Week 2
April 2003, Week 1
March 2003, Week 5
March 2003, Week 4
March 2003, Week 3
March 2003, Week 2
March 2003, Week 1
February 2003, Week 4
February 2003, Week 3
February 2003, Week 2
February 2003, Week 1
January 2003, Week 5
January 2003, Week 4
January 2003, Week 3
January 2003, Week 2
January 2003, Week 1
December 2002, Week 5
December 2002, Week 4
December 2002, Week 3
December 2002, Week 2
December 2002, Week 1
November 2002, Week 5
November 2002, Week 4
November 2002, Week 3
November 2002, Week 2
November 2002, Week 1
October 2002, Week 5
October 2002, Week 4
October 2002, Week 3
October 2002, Week 2
October 2002, Week 1
September 2002, Week 5
September 2002, Week 4
September 2002, Week 3
September 2002, Week 2
September 2002, Week 1
August 2002, Week 5
August 2002, Week 4
August 2002, Week 3
August 2002, Week 2
August 2002, Week 1
July 2002, Week 5
July 2002, Week 4
July 2002, Week 3
July 2002, Week 2
June 2002, Week 4
June 2002, Week 3
June 2002, Week 2
June 2002, Week 1
May 2002, Week 5
May 2002, Week 4
May 2002, Week 3
May 2002, Week 2
May 2002, Week 1
April 2002, Week 5
April 2002, Week 4
April 2002, Week 3
April 2002, Week 2
April 2002, Week 1
March 2002, Week 5
March 2002, Week 4
March 2002, Week 3
March 2002, Week 2
March 2002, Week 1
February 2002, Week 4
February 2002, Week 3
February 2002, Week 2
February 2002, Week 1
January 2002, Week 5
January 2002, Week 4
January 2002, Week 3
January 2002, Week 2
January 2002, Week 1
December 2001, Week 5
December 2001, Week 4
December 2001, Week 3
December 2001, Week 2
December 2001, Week 1
November 2001, Week 5
November 2001, Week 4
November 2001, Week 3
November 2001, Week 2
November 2001, Week 1
October 2001, Week 5
October 2001, Week 4
October 2001, Week 3
October 2001, Week 2
October 2001, Week 1
September 2001, Week 5
September 2001, Week 4
September 2001, Week 3
September 2001, Week 2
September 2001, Week 1
August 2001, Week 5
August 2001, Week 4
August 2001, Week 3
August 2001, Week 2
August 2001, Week 1
July 2001, Week 4
July 2001, Week 3
July 2001, Week 2
July 2001, Week 1
June 2001, Week 5
June 2001, Week 4
June 2001, Week 3
June 2001, Week 2
June 2001, Week 1
May 2001, Week 5
May 2001, Week 4
May 2001, Week 3
May 2001, Week 2
May 2001, Week 1
April 2001, Week 5
April 2001, Week 4
April 2001, Week 3
April 2001, Week 2
April 2001, Week 1
March 2001, Week 5
March 2001, Week 4
March 2001, Week 3
March 2001, Week 2
March 2001, Week 1
February 2001, Week 4
February 2001, Week 3
February 2001, Week 2
February 2001, Week 1
January 2001, Week 5
January 2001, Week 4
January 2001, Week 3
January 2001, Week 2
January 2001, Week 1
December 2000, Week 5
December 2000, Week 4
December 2000, Week 3
December 2000, Week 2
December 2000, Week 1
November 2000, Week 5
November 2000, Week 4
November 2000, Week 3
November 2000, Week 2
November 2000, Week 1
October 2000, Week 5
October 2000, Week 4
October 2000, Week 3
October 2000, Week 2
October 2000, Week 1
September 2000, Week 5
September 2000, Week 4
September 2000, Week 3
September 2000, Week 2
September 2000, Week 1
August 2000, Week 5
August 2000, Week 4
August 2000, Week 3
August 2000, Week 2
August 2000, Week 1
July 2000, Week 5
July 2000, Week 4
July 2000, Week 2
July 2000, Week 1
June 2000, Week 5
June 2000, Week 4
June 2000, Week 3
June 2000, Week 2
June 2000, Week 1
May 2000, Week 5
May 2000, Week 4
May 2000, Week 3
May 2000, Week 2
May 2000, Week 1
April 2000, Week 5
April 2000, Week 4
April 2000, Week 3
April 2000, Week 2
April 2000, Week 1
March 2000, Week 5
March 2000, Week 4
March 2000, Week 3
March 2000, Week 2
March 2000, Week 1
February 2000, Week 4
February 2000, Week 3
February 2000, Week 2
February 2000, Week 1
January 2000, Week 5
January 2000, Week 4
January 2000, Week 3
January 2000, Week 2
January 2000, Week 1
December 1999, Week 5
December 1999, Week 4
December 1999, Week 3
December 1999, Week 2
December 1999, Week 1
November 1999, Week 5
November 1999, Week 4
November 1999, Week 3
November 1999, Week 2
November 1999, Week 1
October 1999, Week 5
October 1999, Week 4
October 1999, Week 3
October 1999, Week 2
October 1999, Week 1
September 1999, Week 5
September 1999, Week 4
September 1999, Week 3
September 1999, Week 2
September 1999, Week 1
August 1999, Week 5
August 1999, Week 4
August 1999, Week 3
August 1999, Week 2
July 1999, Week 5
July 1999, Week 4
July 1999, Week 3
June 1999, Week 4
June 1999, Week 3
June 1999, Week 2
June 1999, Week 1
May 1999, Week 5
May 1999, Week 4
May 1999, Week 3
May 1999, Week 2
April 1999, Week 5
April 1999, Week 4
April 1999, Week 3
April 1999, Week 2
April 1999, Week 1
March 1999, Week 5
March 1999, Week 4
March 1999, Week 3
March 1999, Week 2
March 1999, Week 1
February 1999, Week 4
February 1999, Week 3
February 1999, Week 2
February 1999, Week 1
January 1999, Week 5
January 1999, Week 4
January 1999, Week 3
January 1999, Week 2
January 1999, Week 1
December 1998, Week 5
December 1998, Week 4
December 1998, Week 3
December 1998, Week 2
December 1998, Week 1
November 1998, Week 5
November 1998, Week 4
November 1998, Week 3
November 1998, Week 2
November 1998, Week 1
October 1998, Week 5
October 1998, Week 4
October 1998, Week 3
October 1998, Week 2
October 1998, Week 1
September 1998, Week 5
September 1998, Week 4
September 1998, Week 3
September 1998, Week 2
September 1998, Week 1
August 1998, Week 4
August 1998, Week 3
August 1998, Week 2
August 1998, Week 1
July 1998, Week 4
July 1998, Week 3
July 1998, Week 2
July 1998, Week 1
June 1998, Week 5
June 1998, Week 4
June 1998, Week 3
June 1998, Week 2
June 1998, Week 1
May 1998, Week 5
May 1998, Week 4
May 1998, Week 3
May 1998, Week 2
May 1998, Week 1
April 1998, Week 5
April 1998, Week 4
April 1998, Week 3
April 1998, Week 2
April 1998, Week 1
March 1998, Week 5
March 1998, Week 4
March 1998, Week 3
March 1998, Week 2
March 1998, Week 1
February 1998, Week 4
February 1998, Week 3
February 1998, Week 2
February 1998, Week 1
January 1998, Week 5
January 1998, Week 4
January 1998, Week 3
January 1998, Week 2
January 1998, Week 1
December 1997, Week 5
December 1997, Week 4
December 1997, Week 3
December 1997, Week 2
December 1997, Week 1
November 1997, Week 4
November 1997, Week 3
November 1997, Week 2
November 1997, Week 1
October 1997, Week 5
October 1997, Week 4
October 1997, Week 3
October 1997, Week 2
October 1997, Week 1
September 1997, Week 5
September 1997, Week 4
September 1997, Week 3
September 1997, Week 2
September 1997, Week 1
August 1997, Week 5
August 1997, Week 4
August 1997, Week 3
August 1997, Week 2
August 1997, Week 1
July 1997, Week 4
July 1997, Week 3
July 1997, Week 2
June 1997, Week 4

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