6. a roll of bark, as of cinnamon, formed in drying.
6. a roll of bark, as of cinnamon, formed in drying.
Chapter III:
THE CASTLE OF THE CRIMSON KING
Ask not what bears can do for you, but what you can do for bears. (razz)
When one is in agreement with bears one is always correct. (mae)
bears are back!!!!!!!!!!!!!!!!!!!!!!
Heaven's Dark Harbinger
tMwOIasdoD
(think thats a password to a site Im using, lol!)
/You Suck!
I just came here and pasted whatever was in my clipboard. As it turns out, it was an unfinished paper that i am working on for my Composition Theory class.
Theory in "Communicating on Local Issues: Exploring Audience in Personal Letter Writing"
I have chosen to analyze the lesson plan titled "Communicating on Local Issues: Exploring Audience in Personal Letter Writing," written by Missy Nieveen Phegley of Carbondale, Illinois. The lesson asks for students to "identify and then research a local issue that concerns them, using Internet and print sources. They will then argue a position on this issue in letters to two different audiences, addressing their own purpose and considering the needs of the audience in each letter." The lesson plan sets the following goals for the students:
identify and research a local issue.
develop an awareness of the needs of different audiences
adjust written language to communicate effectively with their audiences.
learn the conventions and format of a business letter.
complete a process-based writing activity.
The lesson plan divides its activities into five 50-minute sessions. In the first session, students are asked to brainstorm a list of local issues that they feel strongly about. The teacher records a list of ideas with the emphasis on compiling a list, rather than discussing the issues. The students are the asked to chose one of the topics that they feel strongly about and write a 10-minute journal entry on the topic. When that is complete, they are asked to share their position on the issue. The students are then arranged in small groups based on the position they chose and asked to discuss the different sides of the issue they chose. After twenty minutes, the students are asked to read their journal entries and follow them with a list of positions that others may take and the related audiences that a writer might communicate their position to. The teacher explains to the students that they will be writing about the position they chose to two different audiences. The teacher then passes out research materials and resources for the project, such as: local newspapers, television website links, local government websites and other sites with relevant information. This concludes session one and the teacher asks the students be ready to share and use their research at the beginning of the next class session. It is suggested to allow additional research sessions or homework time as necessary for students to gather their preliminary research.
In session two, the teacher introduces or reviews the rhetorical concepts of purpose and audience. The students are then placed into small groups, preferably with students who researched the same issue. They are then asked to identify the audience and purpose of one of the articles that they read for homework and share it with the group. The teacher circulates among the group providing feedback where necessary. When they have finished discussing the articles, the teacher asks the students to choose one issue that they have discussed as a group and brainstorm a list of other positions that someone writing about it might take and the related audiences that person might address. From this list, the teacher asks the groups to choose one potential audience and a purpose for communicating with that audience. The groups are then asked to work through the following “basic Questions About Audience”:
What do you know about audiences’ age, gender, geographical location, education, professional position, and so forth?
What is the audiences’ current point of view on the issue?
What personal information about the audience might influence their position or feelings on the issue?
What will the audience want to know about the issue and why?
One they have identified the answers to these questions, the students are asked to brainstorm ways to convince their audience of a specific position. The groups are then asked to choose a representative to write their ideas on a section of the board and present them to the class. The teacher asks the students to for similarities and differences among the strategies that the groups would use to present their information to the specific audience. As the students discuss the presentation, the teacher listens for general guidelines that students will be able to use in their own writings to specific audiences and records them on the board. The students are then asked to return to their research and identify why the writers presented the ideas that they did in the order that they did in the piece. In order to summarize the ways that audience and purpose affect a message, the students are asked to review the list the teacher made on the board and add to it where necessary. It is then explained that the students will use these guidelines to write about the issue chosen in the first session. This is the end of session two.
Session three starts with a review of the way audience and purpose influence a message from the previous session. The teacher then asks for any questions regarding how audience and purpose influence the composition of a message. The assignment that students will complete is then explained in more detail:
You will use the research that you’ve gathered to write two letters on the issue, each to a different reader. Your job in each letter is to convince the reader to either adopt the same position on the issue that you have or to take an action related to the issue that you support. You can look back to the list that you brainstormed in your journal for examples of different audiences.
The teacher the passes out the “Rubric for Persuasive Letters” provided with the lesson plan and discusses the expectations for the assignment, answering any questions that they students may have about the activity. The students are then asked to return to their notes and research, individually, to choose a purpose and two audiences for their letters. The teacher then focuses the students’ attention on the audiences for their letters by passing out two copies of the “Persuasive Letter Audience Analysis” provided with the lesson plan, discussing how the students will use the forms to identify the needs of their two audiences. The students are asked to complete the two forms, one for each of their audiences as homework for the end of session three.
The teacher begins session three by answering any questions that the students have about the “Persuasive Letter Audience Analysis” forms and then passing out copies of the “Persuasion Map Planning Sheet” handout provided with the lesson plan, using it to discuss the organization and format of the letters that the students will write. Emphasis should be placed on the following points:
Include a goal or thesis statement that states what the reader should do.
Outline reasons to support the thesis.
Provide facts or examples to back up each reason.
Be sure that facts support the needs of the audience.
Discuss the purpose and use of a counter-argument in persuasion.
Arrange reasons and support in a logical sequence.
The teacher then demonstrates how to use the Persuasion Map, which can be found at http://www.readwritethink.org/materials/persuasion_map/, to organize information for the two letters. After reviewing the Rubric once again, so that the students know hat to expect, allow the students to spend the rest of the session working on drafts of their letters. For homework, the teacher assigns drafts of the two letters, emphasizing that the students will need drafts of both letters at the beginning of the next session.
Session five is opened by the teacher answering any questions that the students may have about their drafts. The students are then arranged into groups of three and are each given four copies of the “Peer Review Guidelines for Persuasive Letters” provided with the lesson plan. The teacher then asks the students to take out their copied of the “Rubric for Persuasive Letters” to reference throughout the session. The teacher then explains the system for reviewing the letters:
A. Each writer reads one letter out loud while the two peer reviewers in the group listen.
B. After the writer is finished reading, the peer reviewers each write notes on the top portion of their forms.
C. Repeat the process until all six of the letters (two for each group member) have been read out loud.
D. Each writer passes the letter drafts to the peer reviewers.
E. Each peer reviewer reads each letter silently to himself or herself and answers the questions on the lower 2/3 of the peer review form. Each peer reviewer will read four different letters.
F. Peer reviewers return the drafts and peer review forms to the letter’s authors.
G. At the end of the process, each writer should have two peer review forms for each letter.
Once the students are familiar with the process, they are allowed to begin their reviews. The teacher circulates among the students, providing feedback and support. After the reviews are complete, the students are asked to begin revising their drafts of both letters, which should be ready for the next class meeting. With approximately ten minutes remaining in the session, the teacher should review the format for a business letter and answer questions that the students have about format and convention for their letters. For homework, the students are asked to revise and proofread both of their letters. The students are asked to bring two copies of each letter to the next class session, along with two enveloped and postage. The students will turn in one copy of each letter for a grade and sign and mail the other copy to the intended recipient.
The title of the lesson plan alone suggests that it will be heavily influenced by social-epistemic rhetoric. “Communicating on Local Issues” immediately sets the focus of the lesson on issues that affect the students. The lesson asks for students to "identify and then research a local issue that concerns them, using Internet and print sources. They will then argue a position on this issue in letters to two different audiences, addressing their own purpose and considering the needs of the audience in each letter." This act of using rhetoric to achieve political discourse on a local issue closely identifies with social-epistemic rhetoric in the "notion of rhetoric as a political act involving a dialectical interaction engaging the material, the social, and the individual writer, with language as the agency of mediation"(Berlin 19). This process also uses the act of letter writing to encourage students to talk about issues that concern them and use writing to place them within the social process, which Ira Shor says would enable "students to be their own agents for social change, their own creators of democratic culture"(Citation needed, quote taken from Berlin 19). In having the students mail their letters to their intended audiences, this lesson places the students within a discourse about social and political change and gives them a voice in democratic culture that I believe both Berlin and Shor would approve of.
Berlin has stated that he feels that social-epistemic rhetoric “attempts to place the question of ideology at the center of the teaching of writing”(Berlin 23). In the first session of this lesson, students are asked to choose one of the issues that they feel strongly about and write a 10-minute journal entry on the topic. The lesson says, “Their goal is to record their preliminary ideas about the topic and explore their position on it.” This, combined with the research the students have to do about the topic has the potential to place the question of ideology at the center of the writing classroom involved in the lesson.
The letters written as part of this lesson are meant to be letters that try to persuade an audience about a social or political issue. The students research their side on the issue and write persuasive letters about it. This seems to fit well with Berlin’s thought that, “social-epistemic rhetoric views knowledge as an arena of ideological conflict: there are no arguments for transcendent truth since all arguments arise in ideology” (Berlin 20). While the students may very will bring some aspects of what they believe to be a transcendent truth, based on religious or personal beliefs to their argument, the lesson plan points the students to newspapers, government websites and the news for their research on the topic. That is to say, it starts by placing the focus on the community and community knowledge, rather than religious ideas. This seems to also harmonize with Berlin’s idea that social-epistemic rhetoric “supports economic, social, political and cultural democracy” (Berlin 20). In taking a stance on an issue that they feeling strongly about and engaging in discourse about it, the students are engaging in and supporting social, political and cultural democracy.
Group work is prominent in all of the sessions of this lesson plan. In session one, the students work in groups to come up with a list of local issues that concern them. The teacher merely records them on the board. The students discuss the issues in groups. In session two, students work in groups to identify audience and purpose in the articles they used for research. The groups work together and brainstorm possible audiences for their issues. In session five, the students engage in peer review, providing feedback and suggestions to each other, rather than turning in rough drafts of their works. All of this group activity serves to decentralize the authority of the teacher. The “teacher and student work together to shape the content of the liberatory classroom,” just as Berlin envisions. (Berlin 22)This sort of focus, engaged here in the lesson plan, is important in helping the students to “undergo a conversion from ‘manipulated objects into active, critical subjects,’ thereby empowering them to become agents of social change rather than victims“(Berlin 22).
There's one hole in every revolution, large or small. And it's one word long.. people. No matter how big the idea they all stand under, people are small and weak and cheap and frightened. It's people that kill every revolution.
Trevor Morgan
Peggy's Point, Peggy's Cove,
Thank you for this Chris, I'm sure I'll find a use for it somewhere down the line.Originally Posted by OchrisO
This is what was in mine:
Dr. Phil's Test...
Below is Dr. Phil's test. (Dr. Phil scored 55; he did this test on Oprah - she got a 38.) Some folks pay a lot of money to find this stuff out!
Read on, this is very interesting!
Don't be OVERLY SENSITIVE!! The following is pretty accurate and it only takes 2 minutes. Take this test for yourself and send it to your friends.
The person who sent it placed their score in the e-mail subject box. Please do the same before forwarding to your friends (send it back to the person who sent it to you.) Don't peek, but begin the test as you scroll down and answer.
Answers are for who YOU ARE NOW --- NOT WHO YOU WERE in the past. Have pen or pencil and paper ready
This is a real test given by the Human Relations Dept. at many of the major corporations today. It helps them get better insight concerning their employees and prospective employees. It's only 10 Simple questions, so grab a pencil and paper, keeping track of your letter answers to each question.
Make sure to change the subject of the e-mail to read YOUR total. When you are finished, forward this to friends/family, and also send it to the person who sent this to you. Make sure to put YOUR score in the subject box.
Ready?
Begin. =0)
1. When do you feel your best?
a) in the morning .
b) during the afternoon and early evening
c) late at night.
2. You usually walk...
a) fairly fast, with long steps .
b) fairly fast, with little steps
c) less fast head up, looking the world in the face.
d) less fast, head down
e) very slowly
3. When talking to people you.. .
a) stand with your arms folded.
b) have your hands clasped
c) have one or both your hands on your hips.
d) touch or push the person to whom you are talking
e) play with your ear, touch your chin, or smooth your hair
4. When relaxing, you sit with...
a) your knees bent with your legs neatly side by side
b) your legs crossed.
c) you r legs stretched out or straight
d) one leg curled under you
5. When something really amuses you, you react with...
a) big appreciated laugh
b) a laugh, but not a loud one.
c) a quiet chuckle.
d) a sheepish smile
6 When you go to a party or social gathering you...
a) make a loud entrance so everyone notices you
b) make a quiet entrance, looking around for someone you know.
c) make the quietest entrance, trying to stay unnoticed
7. You're working very hard, concentrating hard, and you're interrupted...
a) welcome the break
b) feel extremely irritated
c) vary between these two extremes
8. Which of the following colors do you like most?
a) Red or orange
b) black
c) yellow or light blue
d) green
e) dark blue or purple.
f) white.
g) brown or gray
9. When you are in bed at night, in those last few moments before going to sleep you are...
a) stretched out on your back
b) stretched out face down on your stomach
c) on your side, slightly curled.
d) with your head on one arm
e) with your head under the covers
10. You often dream that you are...
a) falling
b) fighting or struggling.
c) searching for something or somebody
d) flying or floating
e) you usually have dreamless sleep
f) your dreams are always pleasant
POINTS:
1. (a) 2 (b) 4 (c) 6
2. (a) 6 (b) 4 (c) 7 (d) 2 (e) 1
3. (a) 4 (b) 2 (c) 5 (d) 7 (e) 6
4. (a) 4 (b) 6 (c) 2 (d) 1
5. (a) 6 (b) 4 (c) 3 (d) 5 (e) 2
6. (a) 6 (b) 4 (c) 2
7. (a) 6 (b) 2 (c) 4
8. (a) 6 (b) 7 (c) 5 (d) 4 (e) 3 (f) 2 (g) 1
9. (a) 7 (b) 6 (c) 4 (d) 2 (e) 1
10 (a) 4 (b) 2 (c) 3 (d) 5 (e) 6 (f) 1
Now add up the total number of points.
OVER 60 POINTS: Others see you as someone they should "handle with care." You're seen as vain, self-centered, and who is extremely dominant. Others may admire you, wishing they could be more like you, but don't always trust you, hesitating to become too deeply involved with you.
51 TO 60 POINTS: Others see you as an exciting, highly volatile, rather impulsive personality; a natural leader, who's quick to make decisions, though not always the right ones. They see you as bold and adventuresome, someone who will try anything once; someone who takes chances and enjoys an adventure. They enjoy being in your company because of the excitement you radiate.
41 TO 50 POINTS: Others see you as fresh, lively, charming, amusing, practical, and always interesting; someone who's constantly in the center of attention, but sufficiently well balanced not to let it go to their head. They also see you as kind, considerate, and understanding; someone who'll always cheer them up and help them out. You are very loyal to your friends and lovers. People find it easy to come to you with their problems, you are someone they can always rely on.
31 TO 40 POINTS: Others see you as sensible, cautious, careful & practical. They see you as clever, gifted, or talented, but modest. Not a person who makes friends too quickly or easily, but someone who's extremely loyal to friends you do make and who expect the same loyalty in return. Those who really get to know you realize it takes a lot to shake your trust in your friends, but equally that it takes you a long time to get over if that trust is ever broken.
21 TO 30 POINTS: Your friends see you as painstaking and fussy. They see you as very cautious extremely careful, a slow and steady plodder. It would really surprise them if you ever did something impulsively or on the spur of the moment, expecting you to examine everything carefully from every angle and then, usually decide against it. They think this reaction is caused partly by your careful nature.
UNDER 21 POINTS: People think you are shy, nervous, and indecisive, someone who needs looking after, who always wants someone else to make the decisions & who doesn't want to get involved with anyone or anything! They see you as a worrier who always sees problems that don't exist. Some people think you' re boring. Only those who know you well know that you aren't.
Now forward this to others, and put your score in the subject box of your e-mail, like this:
Dr. Phil's Test, I'm a..
I was a 34 lol
TOLKIEN RELATIVE FINED FOR POSSESSION OF MARIJUANA
British judge criticizes Lord of the Rings author's great-grandson for growing 39 plants at his gun shop
By Brian Warmoth
Posted November 28, 2007 3:00 PM
Piers Crombleholme, great-grandson of Lord of the Rings author JRR Tolkien, received a £3,000 fine Wednesday after he admitted to keeping 39 marijuana plants at his West Midlands gun and knife shop in England. According to The Sun, the heir to part of Tolkien’s estate previously faced charges of dealing drugs, but was cleared of charges after he claimed the £100,000 he inherited from his great-grandfather’s trust fund was more than enough to live off of.
“You are steeped in the drug culture and need help to be brought away from it,” Judge Michael Challinor told the 27-year-old shop owner. The judge also scolded Crombleholme for wasting the opportunity granted to him by his inheritance in favor of his current lifestyle.
1Z5X47290300537236
I whip and flow on the wind.
Eventually I find a dirty friend.
We join and gather until the eventual end.
The wind in our collective face.
We fall as if in a race.
Slipping down
We hit the ground or my brother.
We shape our mother.
All that's left of what we were is what we have become.
JSA
Copyright ©2006 University of Wisconsin-Marinette
Hannah 27/29 28/30 29/3 30/4 Totals
Write-ups 17 9 4 6 36
Decisions 0 0 0 0 0
Call Backs 0 0 0 0 0
Email Backs 7 6 5 2 20
Sorter 0 0 0 0 0
Exceptions 0 1 17 3 21
Report Corrections 0 0 0 0 0
Adjudicator Calls 0 0 0 0 0
TOTALS 24 16 26 11 77
A true firewasp ninja would never wear such a ridiculous sweater.
There's logic in nonsense.
Give me all the bacon and eggs you have.
Tom: was the game on down there on any local stations?
Tom: or did you have to have the NFL network?
Jason: yes, local channel had it
Ohmygod
tMwOIasdoD (again that password, ahha)
/You Suck!
Very interesting essay written by Serj Tankian (wicked name, IMO), the lead singer of System of A Down:
This essay
was written by Serj two days after the attacks on the United States on September 11, 2001. It caused a lot of controversy, particularly because many readers seemed to miss the message. Please understand, this essay is not attempting to justify the 9/11 attacks. When it was published, many mistook Serj's intentions and consequently denounced him, but if you pay attention to this small excerpt, it is impossible to say that Serj tried to justify the 9/11 attacks:
...my belief is that the terror will multiply if concrete steps are not taken to sponsor peace in the middle east, NOW. This does not mean that we should not find the guilty party(s), Bin Laden, or whoever they may be, and not try them. Put simply, as long as a major injustice remains, violence precipitates to the surface of life.
Keep an open mind when reading. This essay is an attempt at analyzing both side of the conflict and advocating universal peace; in no way is it saying Osama bin Laden, the Taliban, al-Qaeda, or any other terrorist organization or regime had reason to commit such horrific, intolerable acts of blatant murder.
This essay was originally published on systemofadown.com, but was promptly removed by Sony.
Understanding Oil
By Serj Tankian
9/13/2001
The brutal attacks/bombings this week in New York, and Washington D.C., along with threats of attacks there and elsewhere in the country have changed our times forever. While the mass media concentrates on the details of the destruction, and the blanketed words of politicians, I will attempt to understand and explain the events from the fence. BOMBING AND BEING BOMBED ARE THE SAME THINGS ON DIFFERENT SIDES OF THE FENCE.
Terror is not a spontaneous human action without credence. People just dont hijack planes and commit harikari (suicide) without any weight of thought to the action. No one in the media seems to ask WHY DID THESE PEOPLE DO THIS HORRIFIC ACT OF VIOLENCE AND DESTRUCTION?
To be able to understand the answer to this, we must first look at our U.S. Mideast Policy. During most of the 20th century, U.S. businesses have worked on attaining oil rights and concessions from countries in the Middle East and Eastern Europe. After WWI, secret back door deals by our State Dept. yielded oil rights from then defeated Turkey to fields in what is now Iraq and Saudi Arabia, in return for looking the other way at a crime against humanity, the Genocide of the Armenians by the Turks. Oil profits have been the motivating factors behind many attempts at counterinsurgency of democratic regimes by the CIA and the U.S in the Middle East (such as Iran in the 1950s, where the Shah replaced the Prime Minister who refused to give up oil rights to the U.S., and since the people couldnt deal with the Shah, an extremist government headed by the Ayatollah Khomeini ultimately prevailed). During the Iran-Iraq war, America supplied both sides with weapons and advice. These are not the actions of a rich superpower wanting peace. Lets not forget that Saddam Hussein, before being Americas vision of the Anti-Christ, was a close ally of the U.S., and the CIA. So what was the firm belief system of consecutive American administrations that caused all this to occur ? PEACE IN THE MIDDLE EAST WILL LEAD TO HIGHER OIL AND GASOLINE PRICES. Lets not also forget the power of the Arms industry, disguised as defense, that still sells billions of dollars of weapons to the area. Therefore it has not been in the short-term economic interest of the U.S. to foster Peace in the Middle East. Using the above reasoning, the U.S. has encouraged extremist governments, toppled democracies, as in the case of Iran to replace it with a monarchy, rigged elections, and many more unspeakable political crimes for U.S. businesses abroad. Lets not also forget the Red Scare. During the war between the then Soviet Union and Afghanistan, the U.S. armed and supported the Taliban, a fundamentalist Muslim organization, and allowed them to export opium and heroin out of their country to pay for those weapons. Therefore the Taliban rose to power and control with the help of the U.S.A. Today, the bombing of Iraq still continues, no longer covered by the media, the economic embargo still remains, killing millions of children, and recently, while the world and the U.N. General Assembly have cried out to bring in peacekeeping forces into Israel and Palestine, to end the escalated war and recent assassinations, the U.S. has vetoed the rest of the Security Council and has halted the possibility of peace, there, in the most volatile place in the world.
People in Serbia, Lebanon, Iraq, Sudan, and Afghanistan to name a few have seen bombs fall, not always at military targets and kill innocent civilians, as the scene in New York city yesterday. The wars waged by our government in our names has landed smack in the middle of our living room. The half hour of destruction closed down all world financial markets, struck the central headquarters of our military, and had our leaders running into bunkers, and our citizens into fear and frenzy. What scares me more than what has occurred is what our reactions to the occurrences may cause. President Bush belongs to a long generation of Republican Presidents who love war economies. The media has only concentrated on the bombings, if you will, and what type of retaliations are looming for the perpetrators. What everyone fails to realize is that the bombings are a reaction to existing injustices around the world, generally unseen to most Americans. To react to a reaction would be to further sponsor the reaction. In other words, my belief is that the terror will multiply if concrete steps are not taken to sponsor peace in the middle east, NOW. This does not mean that we should not find the guilty party(s), Bin Laden, or whoever they may be, and not try them. Put simply, as long as a major injustice remains, violence precipitates to the surface of life.
Native American folklore, the Bible, Nostradamus, and many other major religious beliefs point to this era with the visuals of yesterdays disasters, and conditions of ecological disasters we experience daily in our lives today. War, rumors of war, famine, long burning fires, etc., are at our doorstep. We can prevail over this possible vision with the power of the human spirit, understanding, compassion, and peace. ITS TIME TO PUT OUR NEEDS FOR SECURITY AND SURVIVAL, ACHIEVED ONLY THROUGH PEACE, ABOVE AND BEYOND PROFITS, ESPECIALLY IN THESE TIMES.
SOLUTION:
The U.S. should stop sidestepping the U.N. Security Council, and allow U.N. Peacekeeping troops and missions to the Middle East. Stop the violence first.
Stop the bombing and patrol of Iraq.
With todays gains in the use of alternative fuels, develop them to full usage with autos and other utilities, to make the country less dependant on an already depleting natural reserve, oil.
By initiating peace, we would have already shaken the foundations of support for Bin Laden, and/or all those that sponsor activities like those we saw yesterday, and break the stronghold of extremists on the world of Islam. On the other hand, if we carry out bombings on Afghanistan or elsewhere to appease public demand, and very likely kill innocent civilians along the way, wed be creating many more martyrs going to their deaths in retaliation against the retaliation. As shown from yesterdays events, you cannot stop a person who'se ready to die.
Thanks for posting that Kevin.
My Control V :
http://en.wikipedia.org/wiki/Milestone_Media
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