Robert Niles is the author of How to Make Money Publishing Community News Online and Stories from a Theme Park Insider.
Robert is a native of Los Angeles, and today lives in nearby Pasadena, California. He graduated from Northwestern University, where he majored in the school's program in Mathematical Methods in the Social Sciences as well as in Political Science. He also holds a master's degree in journalism from another university.
Along the way, Robert has worked as a Pirate of the Caribbean (at Walt Disney World) as well as a reporter, editor and/or columnist for the (Bloomington, Indiana) Herald-Times, the Omaha World-Herald, the Rocky Mountain News, the Los Angeles Times and the University of Southern California.
March 6, 2014
We are pleased to announce the publication of our next book! Laurie's Violinist.com Interviews: Volume 1 is now available from Amazon.com, in paperback ($19.95) and for Kindle ($9.95). The 300-page collection includes more than two dozen interviews with top violinists that Laurie has done for Violinist.com over the past six years, including ones with Joshua Bell, Sarah Chang, Anne-Sophie Mutter, and David Garrett.
Two-time Grammy Award-winner Hilary Hahn wrote a lovely foreword for the book. "Laurie addresses topics that are comfortable but all-consuming, such as current projects, and delves into the delicate nuances of creativity. She captures specific moments in time. I love that. In this collection, you can observe her at work, but you will also travel along with her interview subjects," she wrote.
If you buy a paperback copy of the book through Amazon, you soon will be able to add a Kindle version for just $2.95, under Amazon's Kindle Matchbook program. (It takes about a week after initial publication for that option to become active. In the meantime, if you visit that link, Amazon will suggest Kindle versions that you can buy now at a discounted price, of print books you've already bought from Amazon.)
We're planning a book launch party in Pasadena, as well as some other promotions for the book. In the meantime, we appreciate all the support from our friends and readers in buying the book and rating it highly on Amazon.com. Your purchases and recommendations encourage Amazon to suggest the book to other customers, helping expose Laurie's work to more potential readers. (And if you'd like to "like" the book on Facebook, the official page is at facebook.com/violininterviews.)
February 26, 2014
What courses and activities would you like to see offered in the Pasadena Unified School District? As part of a state-mandated "Local Control Accountability Plan," the district has been looking for community input to "describe the school district’s overall vision for students." Advisory committees and community forums are nice components to that effort, but wouldn't it be nice to include some hard data from the entire local community, as well?
I'm talking about a community survey. In college, I was appointed by Northwestern University's then-president Arnold Weber as one of five student members to a 24-member student and faculty "Task Force on the Undergraduate Experience." We were charged with doing for Northwestern what the LCAP is supposed to do now for PUSD — to create a vision for the future of the institution, along with a plan for getting there.
At our first meeting, the university's Vice President for Student Affairs, Jim Carleton, insisted that the Task Force was doomed to irrelevance if we relied on our personal opinions and anecdotal "evidence" from others. We needed real data, he said, proposing a random-sample survey of the students and faculty, to discover what they thought and were doing, and to document their reactions to some of the issues we'd been charged with considering.
As a major in Northwestern's "Mathematical Methods in the Social Sciences" program (try writing that into a little blank for "major" on a paper job application!), I was tapped to work with Jim in designing the survey, which ultimately was conducted by the university's Public Opinion and Survey Lab. We need something similar for Pasadena Unified now.
My daughter has attended Pasadena High School, and said that the school has surveyed students about what courses they'd like to see added to the school's curriculum. (It looks like there's a big demand for adding an AP Psychology class, she said.) But that captures only the opinions of people already in the district. PUSD needs to reach out to families with school-aged children who are not now attending PUSD schools if it is to increase its appeal to all members of the Pasadena-area community.
In addition, PUSD needs to reach out to the broader community to search for potential support for additional programs in the district. Like many public school districts in California, PUSD doesn't have the extra cash to hire additional teachers and coaches to add new programs "on spec." With two-thirds of the district's students coming from poor households (and needing extra support from the district as a result), a dwindling local population of school-aged children, and a huge number of retirees needing ever-more-expensive health care, the district's more likely to be looking for cuts than additions to the curriculum. The only programs the district's been able to add in recent years are ones that deliver new sources of funding to the district, such as ROP [Regional Occupation Program] efforts, including the vocational "academies" we now see at all PUSD high schools.
If we as parents in the Pasadena area want PUSD to offer new programs, we're ultimately going to have to come up with the cash to support them. That's why it is vital that PUSD, or some organization working on the district's behalf, do some solid community research to determine which new programs would have the student demand and community support for the district to offer without having to undercut some other, existing program in return.
January 24, 2014
Want to know the real problem with America's education system? Here it is:
Millions of American graduates are discovering that their education isn't paying off with the middle-class (or, for top students, better) lifestyle that they envisioned when they were working so hard in class. One report says that there are seven job seekers for every position that pays above a living wage of $15 per hour. And if you think that 15 bucks an hour is a lot compared to when you graduated college, may I introduce you to the inflation calculator? Use it to see what your first post-college job paid in today's dollars.
As a result, millions of college graduates are stuck with jobs that don't actually require a college education. Nearly half of the low-wage workers in America have a college degree.
College has become the new high school. Instead of providing a ticket into the middle and upper classes, an expensive college degree too often merely helps you hang on to the menial jobs a previous generation filled with high school graduates and drop-outs.
January 13, 2014
What do you know about public education? If all you know about what's happening in the public schools comes from watching the news, or your personal experience from decades ago, I'm willing to be that you probably don't have an accurate picture of what's happening in public education today.
As the principal of my neighborhood elementary school said, "Unless you have been in our schools and have walked through the doors and had the opportunity to see all the wonderful things that are happening, it’s hard to make that call on how our schools are really doing."
That's a quote from Go Public: A Day in the Life of an American School District, a cinéma vérité documentary that will screen a week from Wednesday here in Pasadena, as well as in our old hometown of Denver, on a week from Thursday night at the Cherry Creek Mall.
December 6, 2013
I'm disappointed that much of the coverage of Nelson Mandela's life fails to note that throughout his imprisonment, the United States supported his captors. In fact, the United States government went so far as to label Mandela and his group (the African National Congress) as terrorists. The United States did not remove Mandela from its terrorist watch list until 2008.
This is not to discredit Mandela, whom history has vindicated as one of the greatest human beings of all time. But it should remind us that United States, its government, and its business leaders, sometimes stand on the wrong side of history. Good Americans shouldn't deny that. We should accept it, acknowledge it, and atone for it by no longer listening the voices of bigotry, greed, and selfishness that prod us toward that wrong side of history.
December 2, 2013
I wanted to let you know that I've just published a new book -- a guidebook to the Orlando-area theme parks.
Theme Park Insider: Orlando 2014 includes more than 200 pages of Theme Park Insider's reader ratings, tips, and advice for visiting Walt Disney World, Universal Orlando, and SeaWorld. We've included a ton of fun trivia and stories in the book, along with tested, crowdsourced strategies for getting the most value from an Orlando-area visit. Even long-time visitors should find plenty in the book to help them learn more about the parks and how they work.
I hope that you'll consider "Theme Park Insider: Orlando 2014" as holiday gift for your favorite theme park fan, or maybe just as a gift to yourself. And, as always, your good reviews of the book on Amazon are welcomed and highly valued, as is spreading the word to family and friends. "Theme Park Insider: Orlando 2014" is available for Kindle (and Kindle apps) ($5.99, and £3.99 for UK readers) and in paperback ($9.95).
November 26, 2013
My son's eighth-grade math class has begun implementing the new national "Common Core" math standards, and the new education curriculum already has taught me something.
As my college roommate wrote on Facebook, "we've replaced 'No Child Left Behind' with 'Every Child Left in the Dust.'"
The idea behind Common Core was alluring, especially to those of us frustrated with hearing about states that have cheapened their education standards over the years, such as by trying to write evolution out of science standards in favor of various religious mythology. Or by replacing biologically accurate information abut human reproduction with "abstinence based" sex-ed programs that have been shown to increase teen pregnancy rates.
Under Common Core, the thinking was, states would adopt a common, national set of education standards, one that would be guided by education professionals and not hijacked by reactionary politicians in individual states.
Well, Common Core did deliver a national set of education standards. But many education professionals aren't happy with the result.
Looking at what my son's doing in his math class, it's easy for me to understand why.
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