SPED 613 Families, Diversity, and Collaboration
Fall 2014
Department of Curriculum and Instruction
Christine J. Anderson, PhD
College of Education and Human Services
OFFICE HOURS Before and After Saturday Classes
Western Illinois University–Quad-Cities
ONLINE HOURS
3300 River Drive, Room 1125, Moline, IL 61265
Tuesday 6-8 PM and Wednesday 9-11 AM
Email: cj-anderson2@wiu.edu
Cell phone: 319.651.1684
Teacher and Professional Education Program Vision Statement:
Our graduates will be empowered educational professionals deeply committed to continuous learning
and the empowerment of all learners.
Teacher and Professional Education Program Mission Statement:
The WIU Teacher and Professional Education Program empowers candidates to become educational
practitioners who engage in informed action that is grounded in knowledge and reflection; who are
deeply committed to the highest standards of professional practice; who are able to adapt to emerging
social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote
teaching and learning; and who are committed to empowering all learners.
CATALOGUE DESCRIPTION: Research-based collaborative programs and practices to address diversity
and social issues of special and at-risk populations will be studied. Course activities will build students' skills in
developing, implementing, and evaluating collaborative programs across educational, family, and community
contexts.
PREREQUISITE: A survey of exceptionalities course
SPED 551 or equivalent, or permission of the instructor.
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LEARNING STANDARDS TO BE ADDRESSED IN COURSE CONTEXT:
Standard 1 - Learner Development and Individual Learning Differences
ICC 1 K4
ICC 1 K5
ICC 1 K6
ICC 1 K7
ICC 1 K4
Family systems and the role of families in supporting development
Cultural perspectives influencing the relationships among families, schools, and communities as
related to instruction
Variations in beliefs, traditions, and values across and within cultures and their effects on relationships
among individuals with exceptionalities, family, and schooling
Characteristics and effects of the cultural and environmental milieu of the individual with
exceptionalities and the family
Family systems and the role of families in supporting development
Standard 6 - Professional Learning & Ethical Practice (Standard 6 in Advanced)
ICC 6 K7
Models, theories, philosophies, and research methods that form the basis for special education practice
Family systems and the role of families in the educational process
ICC 6 K8
Historical points of view and contribution of culturally diverse groups
ICC 6 K1
ICC 6 K10
ICC 6 K11
ICC 6 K12
ICC 6 S6
Potential impact of differences in values, languages, and customs that can exist between the home and
school
Personal cultural biases and differences that affect one’s teaching
Importance of the teacher serving as a model for individuals with exceptionalities
Sources of unique services, networks, and organizations for individuals with exceptionalities
Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status,
and sexual orientation of individuals
ICC 6 S7
Practice within one’s skill limits and obtain assistance as needed
ICC 6 S8
Use verbal, nonverbal, and written language effectively
ICC 6 S10
Access information on exceptionalities
ADV 6.3
Special education specialists model and promote respect for all individuals and facilitate ethical
professional practice.
Standard 7 – Collaboration (Standard 7 in Advanced)
ICC 7 K1
ICC 7 K2
ICC 7 K3
ICC 7 K4
Models and strategies of consultation and collaboration
Roles of individuals with exceptionalities, families, and school and community personnel in planning
of an individualized program
Concerns of families of individuals with exceptionalities and strategies to help address these concerns
Culturally responsive factors that promote effective communication and collaboration with individuals
with exceptionalities, families, school personnel, and community members
Parent education programs and behavior management guides that address severe behavior problems
and facilitation communication for individuals with exceptionalities
Collaborative and/or consultative role of the special education teacher in the reintegration of
individuals with exceptionalities
Roles of professional groups and referral agencies in identifying, assessing, and providing services to
individuals with exceptionalities
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ICC 7 S3
ICC 7 S4
ICC 7 S5
ICC 7 S6
ICC 7 S7
ICC 7 S8
ICC 7 S9
ICC 7 S10
ICC 7 S11
ADV 7.0
ADV 7.1
ADV 7.2
ADV 7.3
Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning
exceptionalities
Foster respectful and beneficial relationships between families and professionals
Assist individuals with exceptionalities and their families in becoming active participants in the
educational team
Plan and conduct collaborative conferences with individuals with exceptionalities and their families
Collaborate with school personnel and community members in integrating individuals with
exceptionalities into various settings
Use group problem-solving skills to develop, implement, and evaluate collaborative activities
Model techniques and coach others in the use of instructional methods and accommodations
Communicate with school personnel about the characteristics and needs of individuals with
exceptionalities
Communicate effectively with families of individuals with exceptionalities from diverse backgrounds
Observe, evaluate, and provide feedback to paraeducators
Use local community, and state and provincial resources to assist in programming with individuals
with exceptionalities
Select, plan, and coordinate activities of related services personnel to maximize direct instruction for
individuals with exceptionalities
Collaborate with families of and service providers to individuals who are chronically or terminally ill
Special education specialists collaborate with stakeholders to improve programs, services, and
outcomes for individuals with exceptionalities and their families.
Special education specialists use culturally responsive practices to enhance collaboration.
Special education specialists use collaborative skills to improve programs, services, and outcomes for
individuals with exceptionalities.
Special education specialists collaborate to promote understanding, resolve conflicts, and build
consensus for improving programs, services, and outcomes for individuals with exceptionalities.
Advanced Standard 5 - Leadership and Policy
ADV 5.2
ADV 5.3
Special education specialists support and use linguistically and culturally responsive practices.
Special education specialists create and maintain collegial and productive work environments that
respect and safeguard the rights of individuals with exceptionalities and their families.
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DISABILITY STATEMENT: “In accordance with University policy and the
Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies
the instructor of the need for an accommodation. For the instructor to provide accommodation(s), you must
obtain documentation of the need for an accommodation through [the] Disability Resource Center (DRC) and
provide it to the instructor. It is imperative that you take the initiative to being such needs to the instructor’s
attention, as she is not legally permitted to inquire about such particular needs of students. Students who may
require special assistance in emergency evacuations (i.e., fire, tornado, etc.) should contact the instructor as to
the most appropriate procedure to follow in such an emergency. Contact [the] Disability Resource Center
(DRC) at 309.298.2512 for additional services.”
STUDENTS RIGHTS AND RESPONSIBILITIES:
http://www.wiu.edu/provost/student/ is the web address for complete information on the grade appeals policy
and other pertinent student rights and responsibilities policy.
ACADEMIC INTEGRITY POLICY:
http://www.wiu.edu/provost/acintegrity.php is the web address for complete information on the academic
dishonesty policy for students.
CALENDAR:
Saturdays 8 a.m. – 5:00 p.m.: August 23 (QC- Riverfront Room 226),
September 13, October 11 (QC Complex 112)
Online Courses: September 2, 23; October 22
ATTENDANCE POLICY: Due to the format of weekend academy offerings, it is very difficult to have
continuity of instruction with absences of students at varying times during a weekend. Therefore, attendance is
mandatory for all portions of all weekends. If you have an emergency, please discuss with the instructor for
options that may be available. Please have cell phones silenced during class and contain laptop and/or
tablet use to course content-related activities. Personal electronic communications should be made
outside of the classroom as a courtesy to peers and instructors.
REQUIRED READINGS
Multicultural Education: Issues and Perspectives 8th Edition 2012 by Banks
COURSE TENTATIVE AGENDA
Weekend One
Weekend Two
Weekend Three
CoTeaching
Strength Assessment
Multicultural Education
Communication and Collaboration
PTSD
Paraeducators and other concerns
Multicultural Education
Interactions and Collaboration
Interview and Co-teaching
Presentations
Multicultural Education
Interactions and Collaboration
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ASSIGNMENT POINTs
Co-teaching Project
Parent Interview
Breakfast Club Meetings
Online Discussions
TOTAL
400
200
150
250
1000
Grade equivalent: A= 1000-900; B= 899-800; C= 799-700
Assignments Assessment of Collaboration Standard
Co-Teaching:
7.1 Theory and elements of effective collaboration and culturally responsive practices
7.2 Serve as a collaborative resource to colleagues; improve services and outcomes for individuals with
exceptionalities
7.3 promote the well being of individuals with exceptionalities; promote understanding, resolve conflicts,
improve programs, etc.
Parent Interview
7.0 collaborate with families and other educators in culturally responsive ways; collaborate with stakeholders,
improve programs and services for individuals with exceptionalities
Course Rules and Regulations
It is my intention to make the best use of time; I will make every attempt to start and end on time. In addition
detailed agendas will be posted on-line 24 hours prior to each Saturday meeting. In support of that effort we will
have ‘working lunches’ in order to facilitate an earlier departure and time to meet with the instructors.
During lunch you will be given an assignment to be completed with your co-teaching partner or a small group.
Please feel free to bring your lunch, snacks and drinks to the class, or take transportation downtown and meet
during lunch.
The course includes diverse learners and I will differentiate instruction; doctoral candidates will be responsible
for at least one assignment that other graduate students will not be given. Specifics of that assignment will be
provided at the first Saturday class.
Although we may take specific breaks for transition between activities, you are encouraged to step out for
personal needs at any time. Phone calls or any other type of electronic communication should be made outside
of the classroom. We know that family members may need to contact you or me; I respect that, however
we will step out if necessary and request you do the same!
I have no control over the climate status. Please layer your clothing and be prepared to adjust accordingly.
Finally, I encourage you to BYOD (Bring Your Own Device), and use them for your professional development.
Classrooms will have connections for chargers and Internet. Many activities will require that you make
connections outside of the classroom either by phone, tablet or laptop.
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ASSIGNMENT RUBRICS SPED 613
Co-Teaching Assignment - Multicultural Professional Development Project
Directions: Two students will collaborate in the development and presentation of a professional development
program addressing a current educational challenge involving school issues related to multicultural topics,
individuals with disabilities or other challenges addressed in the text or this course.
1. Research with your partner the school social issue, summarize the salient points, and identify the
primary concerns and challenges. Link promising solutions for each challenge identified in your topic.
2. Prepare an interactive presentation designed for a professional development seminar. The class
presentation of the seminar will be in the form of a trailer, only an introduction of the content; the time
allotment will be 15 minutes on Saturday of the last weekend. The complete seminar would, if given be
a 2-hour seminar including activities.
3. Provide an electronic ‘hand out’ outlining the main ideas with complete references (APA) of all your
sources. Your presentation is your property, it is your choice how much of it you share with your peers.
A suggestion is a minimum of 2 pages or the equivalent for your peers. You may opt to provide a hard
copy on the day of the presentation.
Procedure:
1. Co-teaching partners will complete a cultural awareness evaluation and share portions of the information
with the class during the first weekend. This will be considered an interview and is worth 50 points.
2. Discuss school social issues, select one and make a tentative list of the primary
concerns/challenges. (First weekend time will be allocated for F2F preparation) Divide
responsibilities and each partner will prepare an annotated bibliography due on the second
weekend. This is both a partner assignment and an individual assignment within the partnership,
each member is responsible for 5 references (Due date is the second weekend assignment- 100
points).
The annotated bibliography does not reflect completion of the project, but rather a halfway point in the
investigative research. Hence, you may not have finished reading the book; you may add or subtract references
for the final product. You may have URL references and other sources in addition to peer-reviewed journals or
books. The books should be based on fact but are not limited to non-fiction. All should be current! (The majority
within 10 years.)
3. A brief presentation of your professional development seminar, a trailer only, will be given during
the final (third) weekend. The presentation will be graded on: effectiveness of co-teaching,
planned and purposeful interaction with the audience, explicit big ideas of the school issue. The
term ‘trailer’ has not been used to define only a media presentation. The term is used loosely and
may or may not be an electronic presentation. You must however provide an electronic overview
of your topic. I can post this online if you send it directly to me!
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4. Reflections on the co-teaching partner experience will be required following the project
completion on the last weekend (50).
5. Professional Development Seminar: The finished assignment will have a due date following the
final weekend. The final project will be a scripted professional seminar on a school social issue
that when presented would take at least one hour to present. This should include various activities
to engage educators in the learning process. The ‘paper’ should be referenced using APA style. The
instructors will review the final product; it is up to the co-teachers if they wish to share the end
product with their peers. Evaluation of the final product will be based on the solutions for each
challenge and the product itself for a total of 150 points.
Annotated Bibliography Rubric (Each individual in co-teaching partnership)
CATEGORY
20
3 or more peer-reviewed
Number of
Sources- Print journal articles
1 or more boo(s)
Each published within 10
years!
10
0
2 peer-reviewed journal
articles
1 book
Each within 15 years!
Less than 2 peer-reviewed
journal articles
Quality of
Sources
All sources clearly relate to
the topic.
Some sources relate to the Sources bear little relation to the
topic. Student has analyzed topic. Little or no analysis of the
the sources.
source.
AnnotationsSummary
Thorough annotations that
Annotations relate to topics. Annotations reveal little analysis.
show thoughtful analysis and A Few spelling or
3 or more spelling or grammatical
employs correct spelling and grammatical errors.
errors.
grammar.
AnnotationsAssessment
Thorough annotations that
Annotations relate to topics. Annotations reveal little analysis.
show thoughtful analysis and A Few spelling or
3 or more spelling or grammatical
employs correct spelling and grammatical errors.
errors.
grammar.
Format of
Citation
Formatted correctly using
APA format
3 or 4 errors using the APA More than 4 errors using the APA
format.
format.
____/100
Examples of annotated bibliography can be found at:
http://owl.english.purdue.edu/owl/resource/614/03/
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Co-Partner Reflection Directions
After the partnership has met and discussed teaching styles, interests, etc., you should establish a plan
for your professional development presentation, which includes: planning prior to implementation (philosophy,
procedures, methods, research questions, roles/responsibilities), implementation (establish goals and objectives,
time-line, scope and sequence, identify units and assign, communication methods), presentation and paper (see
following rubrics), and evaluation process for continual feedback to each other. At the conclusion of the project,
you should write a narrative reflection paper. This paper could be started during your initial meeting with your
partner and although it would not need to address each component mentioned above that outlined the planning
stages it could provide you with a graphic organizer and method of for continuous assessment during the
collaboration for the project. Co-partnering plans should be identical but individual reflections on the process
should be unique. It is estimated that one double-spaced page narrative would complete the individual portion
and one page in bullet or graph form address the planning section, therefore two pages total with 25 points
assessed for each section. (50 points)
Instructor Evaluation of Professional Development Introduction Presentation
Category
Criteria
Organization
Content
Referenced (each slide, etc.)
Attention-getting
Research questions posed and answered
(explicit)
Conclusions stated
Audience engaged
Controlled delivery
Effective use of technology
Time limit respected
Parity of co-teaching partners
Presentation
Total
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Point
Value
5
5
5
5
5
5
5
5
10
50
Score
Professional Development Seminar Paper (submitted as partnership)
Category
Research
questions
Content
Engagement
activities
Conclusions
Mechanics
References
Exceed
Standard
Three or more
questions
relative to a
current topic.
Met Standard
Information
exceeds
coverage of
the topic on
multiple
levels.
Active
participation
required using
higher order
thinking and
aware of time
limitations.
Responses
correspond to
all three
questions.
No errors in
capitalization,
punctuation,
or spelling.
Topic covered
adequately on
global,
national and
local level.
APA format
With no
errors.
Includes more
than 5 major
references but
no more than
two
Internet sites.
Partially met
standard
A question
somewhat
relative to an
educational
topic.
Not all areas
of topic
addressed in
presentation.
Did not meet
standard
Question
irrelevant or
unrelated to
education
Score
(Value)
(30)
Topic not
addressed.
(50)
Active
participation
required for at
least half of
the
presentation.
Active
participation
required for
25% of the
presentation.
No active
participation
required.
(25)
Responses
correspond to
both
questions.
Less than 3
errors in
capitalization,
punctuation,
or spelling.
APA format
With less than
3 errors.
Includes more
than 3 major
references
but no more
than two
internet sites.
Responses
correspond to
one question.
Responses not
given
(15)
Less than 8
errors in
capitalization,
punctuation,
or spelling.
APA format
With less than
6 errors.
Includes more
than 2 major
references
but no more
than two
internet sites.
More than 9
errors in
capitalization,
punctuation,
or spelling.
APA format
Ignored and
only internet
sites used.
(10)
Two questions
relative to a
current topic.
Total Paper
Individual
150
grades
Reflection
Presentation
Interview
/50
/50
/50
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(20)
Annotated B.
Paper
TOTAL
/100
/150
/400
Parent Interview Assignment
Interview the parent(s) or guardian(s) of two school-aged children; one child with a disability that was
discovered before (s)he started school (0-5), and one child whose disability was discovered after (s)he started
school. Typically, children whose disability is discovered early have more significant disabilities than those
whose disability was discovered later. Please avoid interviewing a family member or friend. Many parents of
children with disabilities have been interviewed multiple times by school personnel, as part of the
evaluation/identification process. There is no need to collect case study type information. Please inquire about:
 How and when did the parent(s) become aware of their child’s disability?
 Who provided initial information about the child’s disability? How was information shared with
you?
 What information or support was most helpful initially (or early on)?
 What information or support became more important later?
 What impact did the birth or discovery that their child had a disability have on the family
initially? How has the impact changed over time?
 How has the impact on the family been positive? How has the impact on the family been
negative? Please consider addressing the impact on siblings.
 What actions or supports of the schools have been most helpful?
 What actions or supports do you wish had been available to you (from either school or
community agencies)?
 What do you wish school personnel to know about your experience as a parent of a child with
disabilities?
 How will you use the information gained in this assignment in your dealings with parents of
children with disabilities?
Please interview the parents, write up the results, and be ready to share that information in class on the third
Saturday. You will be sharing the information together in small groups first and then sharing the most
significant information (from your combined perspectives) with the entire class. In order to share the most
important information you learned with the class, please make a visual display that best displays the information
you wish to share.
Scoring:
150- paper (Individual work and Individual Grade)
Individual grades will be awarded for the paper. Scores for the paper and will be based on:
 Responses to each of the questions
 Reflections on the responses of the parents, as well as the factual information.
 Inclusion of a well -considered (brief) plan to use the information gained professionally.
25- Group presentation to class (Group Grade) (How you choose to present is up to the group: one person
can present, a panel could present, etc. )
Each member of the group will receive the same score for the presentation. This score will be determined by:
 Discussion of commonalities among the interviewed parents
 Discussion of individual issues that merit attention of the group
 Discussion of plans to use the information as administrators
25- Visual Display (Group Grade)
A group score will also be given for the visual display. The format of the display could be a handout, a poster,
an electronic presentation, etc. Clarity and readability of the information is critical to the assessment of the
product. The visual display should enhance and clarify the group presentation.
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Breakfast Club Meetings
Recognize that each student in this course has individual strengths and weaknesses and belongs
to multiple sub-cultures. In a course that examines multicultural issues it is imperative that we
examine our own philosophies, respect the views of others and engage in open discussion in
order to increase awareness of and appreciation for our community. Toward that end, I will be
using a preference assessment, online study, and self-evaluation, to define specific topics of
interest related to current trends and hot issues at the first Saturday session.
The following two Saturday mornings, doctoral candidates will host small group discussions on
the selected topics. Reading assignments will be given by the host to the members of the group
with the expectation that the host read all the assignments, and each member is responsible for a
deeper understanding of one particular assignment. Study questions should be developed by
either the group or the host and given to each member in advance of the Breakfast Club
Meeting. Each doctoral candidate will host one group on one Saturday and participate as a
member on the other Saturday. The number of groups will be based on the number of doctoral
candidates. Lunch meetings will provide an opportunity to meet with the group members prior
to the breakfast meeting and electronic communications are encouraged between sessions. Host
and members will be given the opportunity to evaluate the meetings and their respective roles.
MEMBER EVALUATION to be completed by Dr. Anderson with doctoral candidate input.
Member
Assignment Completed
20
Communication Style
10
Group participation
20
Reflection Paper
25
TOTAL
75
HOST EVALUATION to be completed by Dr. Anderson with group members input.
Host
Assignment Procedure
20
Communication Style
10
Group leadership
20
Reflection Paper
25
TOTAL
75
The reflection paper should be written after the Breakfast Club Meeting and identify specific
learning outcomes, individual and group. Suggestions for improvement may also be stated if
partnered with procedures to accomplish the goal. The papers should be written professionally,
typed, double-spaced, and referenced when appropriate. Limit paper to 2-4 pages.
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Online Chapter Response Discussions:
Multicultural Education Issues and Perspectives (Banks & Banks)
Post a professional response for each question. See the chart for dates. Respond to at least three of your peers’
posts. Discussions can and should continue beyond the initial post and first response. Each of you should be
familiar with Bloom’s Taxonomy, give thought to your response and adequately reference when needed. This
should represent your opinion based on expertise, yours or other professionals.
Frequently asked questions:
Q: How long should each post be?
A: It’s up to you. There are 3 questions assigned for each week. Depending on how much you gain from the
content or how strongly you feel bout it. There will be no points deducted for brevity if your information is clear
and the answer is complete. There will also be no additional points for unnecessary padding. The length of each
post is your call.
Q: May I use information from other sources to answer some of the questions?
A. Only if you also use content from the text. By all means, use other resources with which you are familiar and
use your own experience but please understand that you need to read and respond to the text.
Q.: Must the papers be in APA format?
A: Yes, if you have used a reference. Also writing mechanics will impact your scores.
Questions
Chapters 3, 4, 5
Chapters 7, 8, 9
Chapters 11, 12, 13
Initial Post Deadline
August 30
September 20
October 18
Closing Date for responses
September 2
September 30
October 25
Initial posts are worth 10 points per question! Or 40 points.
You should respond to 8 peer posts, which are worth 5 points per response. Or 40 points.
Each section of questions will have a value of 80 total points. Three question sections = 240 points.
After the three Saturday classes I will give you an unconditional 10 points for a plus/delta of the class. No
discussion is necessary, just a public posting of the following:
1. Plus – favorite or most worthwhile activity/assignment in the course
2. Modification – one activity/assignment you would modify or delete
This should not be an opportunity to either give unnecessary praise or be overly critical, but a sincere request
for professional feedback.
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3. Readings (Select two questions from the chapters and one from the next set of typed questions.)
Week
1
Chapters
Questions
3,4,5 (religion, class, exceptionality) 3.3, 4.7, 5.1
Choose one of the questions below:
1. Reflection question: Of the information provided in chapters 3,4 and 5, briefly discuss one idea (process,
curriculum adjustment, activity, etc.) that will be useful to you in your job next year. How might you apply the
information in the role you play in your school?
2. What concepts or ideas might you find the most challenging to deal with in your school? What ideas might
meet the most resistance? Why?
Week
2
Chapters
7,8,9 (gender issues)
Questions
7.1 (add- How would this
change your current
curriculum?), 8.1, 9.2
Respond to one of the questions below:
1. Reflection question: Of the information provided in chapters 3,4and 5, briefly discuss one idea (process,
curriculum adjustment, activity, etc.) that will be useful to you in your job next year. How might you apply the
information in the role you play in your school?
2. What concepts or ideas might you find the most challenging to deal with in your school? What ideas might
meet the most resistance? Why?
Week
Chapters
3
11,12,13
Respond to one of the questions below:
Questions
11.2, 12.1, 13.10
1. Reflection question: Of the information provided in chapters 3,4and 5, briefly discuss one idea (process,
curriculum adjustment, activity, etc.) that will be useful to you in your job next year. How might you apply the
information in the role you play in your school?
2. What concepts or ideas might you find the most challenging to deal with in your school? What ideas might
meet the most resistance? Why?
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Class Reflections
“The pessimist resembles a man who observes with fear and sadness that his wall calendar, from which he daily
tears a sheet, grows thinner with each passing day. On the other hand, the person who attacks the problems of
life actively is like a man who removes each successive leaf from his calendar and files it neatly and carefully
away with its predecessors, after first having jotted down a few diary notes on the back. He can reflect with
pride and joy on all the richness set down in these notes, on all the life he has already lived to the fullest. What
will it matter to him if he notices that he is growing old? Has he any reason to envy the young people whom he
sees, or wax nostalgic over his own lost youth? What reasons has he to envy a young person? For the
possibilities that a young person has, the future which is in store for him?
No, thank you,' he will think. 'Instead of possibilities, I have realities in my past, not only the reality of work
done and of love loved, but of sufferings bravely suffered. These sufferings are even the things of which I am
most proud, although these are things which cannot inspire envy.' "
From "Logotherapy in a Nutshell", an essay”
― Viktor E. Frankl, Man's Search for Meaning
“Just as one spoils the stomach by overfeeding and thereby impairs the whole body, so can one overload and
choke the mind by giving it too much nourishment. For the more one reads the fewer are the traces left of what
one has read; the mind is like a tablet that has been written over and over. Hence it is impossible to reflect; and
it is only by reflection that one can assimilate what one has read. If one reads straight ahead without pondering
over it later, what has been read does not take root, but is for the most part lost.”
― Arthur Schopenhauer
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