Praying for Thomas

How many prayers do you remember giving? The prayer you gave for a new born child? Perhaps a blessing over an ailing loved one? My prayers I remember have been few and far between, but a month ago I was invited to give one that I can't forget.

Before I left for Christmas break, my stake president called and informed me that our stake was conducting the fireside with President Monson. I was then asked to give the closing prayer. I hesitated out of astonishment and agreed to do it.

I tried to not think about it too much and only told a few people (namely my family and LeGrand). But the next Sunday, my Bishop announced, as he was informed of the matter, that I would be giving the prayer. As the time came closer, the ward only grew louder.

Finally, January 11 came. The day seemed like any other, and after church I did my normal routine of lunch, guitar, and calling home. Around 4, I read a talk by President Eyring on being a voice of warning. Feeling the Spirit, I pulled out a pen and a 8x5 notecard and started writing some ideas. I avoided memorizing the prayer, but I recorded specific wording to keep it concise. Then I darted off to the Marriot Center.

At 5 I was debriefed. At 5:30 I met Thomas S. Monson. At 6 I was sitting on the stand right in view of the camera with a straight face, unsure of what I should look like. (my eyes kept darting left and right to look at the tv screens) At 6:55, President Monson concluded and the choir sang and a few minutes later my Stake President nodded in my direction. I took a few steps, making sure I didn't hit the obtrusive microphone. I closed my eyes (its just you and the Lord, just as it has been for the past 22 years) and started.

Before I knew it, I said "Amen" and turned to walk to my seat. The Prophet turned and thanked me from his chair to which I mumbled some sort of gratitude back. I was grabbing my things when I heard his voice say, "Where is the young man that gave the closing prayer?" I looked up and acknowledged it was I, to which he said, "Here you go, young man." What he gave me was his copy of his talk, signed and dated. I felt like Charlie with the golden ticket. I'm sure I had a baffled look on my face.

So there you have it. One prayer I can't forget. After all, it's recorded and on the Web.

The GMAT

"How has your Christmas break been?"

"It's been fun. I went to New York, had a good time in San Diego, and studied for the GMAT."

Logically speaking, I just said that studying for the GMAT is fun. The scary thing is that it is fun. The test isn't difficult conceptually, but the questions are worded such that you need more than memorized rules to do well. You need to think, and I like that!

For those of you trying to remember which test is the GMAT, it's the Graduate Management Admissions Test. If you want to get a masters degree in business (MBA or a masters in a business emphasis), this standardized test is required. The questions consist of algebra, verbal and writing, and two essays. However, the GMAT is not testing you on math and your writing ability (although it uses them as a vehicle). The test determines how logically sound you are in decision making, the essence of business.

For example, look at the following question and determine which of the two given pieces of information is needed to solve the problem:

Is x an integer (e.g. -2, -1, 0, 1, 2...)?

(1) x is evenly divisible by 1/2.
(2) x is evenly divisible by 2.

A. Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient.
B. Statement (2) ALONE is sufficient, but statement (1) alone is not sufficient.
C. BOTH statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient.
D. EACH statement ALONE is sufficient.
E. Statements (1) and (2) TOGETHER are NOT sufficient.

I'll give the answer at the end of this post if you tried to solve it.

I sat down to take a practice test without looking at any help guides, and I get to these type of problems. Due to the question's unique format, my mind first tried to decide if the answers covered all of the options (they do) before solving the problem. I thought I answered 80% of the questions correctly, but the answer sheet said only half that much. Pathetic! So I went to the GMAT book I bought in New York and started brushing up on my logic skills. As of now my logic is only 40% correct; according to the GMAT, you shouldn't take any advice from me.
B is the correct answer.

How We Learn

When have you learned something for what it is? I mean really learned it? Seldom do I learn something without tying it to an analogy. Even with addition we use apples. If you have 1 apple and I give you 2 apples, how many apples do you have? Why can't we simply learn the relationship between 1 and 2?

Dr. Hansen, one of my professors, taught me databases without the use of analogies. The difference is a clear and applicable knowledge instead of a memorized idea. When I talk about databases, I speak of them as they are and not like...

So here's my thought on this: without analogy or shortcut, learning something as it is will be more beneficial than learning it with outside ideas. Not only is the knowledge more valuable, but the exercise of learning develops the mind for the future. Even if how something works is forgotten, the mind retains its ability to learn.

Visiting Kingsbridge, New York

Last Sunday I took half of my family to my favorite place in the mission: Kingsbridge. Kingsbridge is the north-west part of the Bronx, and I served there for nearly a 1/3 of my mission. Kingsbridge has a lot of friends, converts, and memories. A new memory was made when Dad sat in a puddle of brown water on the subway. Bronxed. On the way up, old memories flashed in my mind as we passed familiar stops. 167th, Treemont, Fordam. Finally, we arrived at Kingsbridge Road.

At the top of the subway stairs, I took one deep breath for old time sakes. The smell of the Bronx still contained the fragrant stench of dead animal, trash, and mold. Unforgettable. The church building is right next to the subway stop, so the walk ended quickly and my parents could stop holding their breath.

Being Christmas, the ward choir sang The choir epitomizes, I think, the level that wards from the Bronx are at. If the choir can stay on the melody, they're deemed impressive. They were impressive on Sunday. The family met a few friends of mine before we went to a converts home to visit. In my eyes this was the best part. My family saw the beautiful grime and filth of the Bronx where I would walk and teach, but the apartments were where special memories that I will never forget were held. I love the Bronx.

Why I Couldn't Grow Up Earlier

Here are some statistics on me:

Before my mission, I:
- didn't like snowboarding
- didn't enjoy the beach
- avoided musical instruments
- only played video games with my free time
- read only for school

Yesterday I:
- was excited to go snowboarding today
- talked about enjoying the ocean water
- learned "Blackbird" on the guitar
- read a book with the super nintendo unhooked and stuffed in the corner

I don't feel like the old me at all. So what happened? I concluded that I simply avoided work-for-joy scenarios as a kid. My LDS mission, however, broke me of that ideology and tossed me around until I appreciated those things. I learned the joys of work and the pleasures that are taken advantage of when we don't have to work. The contrast is brilliant when juxtaposed with what I thought I had in the past.

Professor #4: Dr. Albrecht

I was watching "Home Improvement" the other day and Wilson, the character of infallible wisdom, taught Tim about our inherent drive to create. "You see, Tim, you can't bear children. So you are left with your drive to create which you satisfy through your projects." I've thought about this drive and realize that we all have it. Dad's flash tools, Mom's house, Dustin's art. This semester, I found my omnipotent niche in programming and it's thanks to Dr. Albrecht's vague and insufficient instruction.

Dr. Albrecht comes into class ready to fire 99mph fastballs at us. He launches into an hour lecture on how "easy" the next project will be. During his lecture, he explains the creation process as if we were gods. Then he'll under-estimate 8 hours of work. I respectfully disagree, Professor. To stay within his time expectancy, research starts building and code flies from my fingers. After doubling his estimation, I admire my completed creation. I love that feeling! When I can see what I have created, feelings of triumph and satisfaction begin to settle in. And I love that!

After every project, all I want to do is create something else. It's addicting! You must understand; I can't bear children.

Professor #3: Dr. Liddle

At 6' 1'', with a skinny build, and soft voice, he doesn't make a huge presence. However, I think many of us respect Dr. Liddle's personal goals to help his students. Dr. Liddle already has his full-time status which professors sometimes take as I-don't-have-to-be-impressive-anymore stamp. Dr. Liddle, however, is always looking for our feedback and strives to fill our needs. He'll always stop for questions and always appears to take each one seriously--don't expect the short answer.

One funny thing about Dr. Liddle is his attitude towards quizzes. The class schedule has a quiz listed almost every class day, but how many quizzes have we taken? About half that many. And how many times has he just given us all 100% on the quiz regardless? About half again. So everyday, after we say a prayer, we'll hear Dr. Liddle happily announce, "Ok. Let's take a quiz!" I'll rip a piece of paper in half for my neighbor to use--not like it matters--and we start taking the "quiz". At the end of the 5 simplistic questions, Dr. Liddle will announce the answers with a 30 second explanation of why it's so. At the end of each explanation, he might say "Now if you got it right, give yourself two points. If you got it wrong, understand why and give yourself two points, also." I love Dr. Liddle's quizzes.