text:
Doug Henning and the Giggling Guru
Notes of a Fringe-Watcher
Martin Gardner
Skeptical Inquirer Volume 19.3, May / June 1995
Because magic is my main hobby I feel a keener regret than most people over the way in which the Hindu cult of Transcendental Meditation (TM) has taken over the life of one of the best of modern magicians. In the 1970s, Doug James Henning's Magic Show ran on Broadway for more than four years. Henning followed with marvelous NBC-television spectaculars, Las Vegas and Lake Tahoe bookings, and numerous talk-show appearances.
Then something happened to Doug on his way to a magic shop. He discovered TM and became a pal of its founder, His Holiness Maharishi Mahesh Yogi. "The moment I saw him," Doug has often said, "I knew that he knew the truth of life." In a few years Henning became TM's most famous convert since Mia Farrow and the Beatles.
First, some words about TM. Based on ancient Veda teachings that Maharishi learned from a Himalayan holy man, it stresses a form of meditation linked to the recitation of a Sanskrit word called a mantra. The technique is said to relieve stress, slow aging, and promote what TMers call "pure bliss." Moreover, TM instructors promise to teach you, after you fork over thousands of dollars for advanced courses, a variety of awesome supernormal powers known as sidhis. They include the ability to become invisible, to see hidden things, to walk through walls, and to fly through the air like Peter Pan and Wendy. Doug's conjuring was fake magic. TM teaches real magic.
Vedic flying has been the most publicized of the sidhis. Photographs distributed by TM officials show devotees in a lotus position and seemingly floating in midair. The photos are misleading. No TMer has yet demonstrated levitation to an outsider. The best they can show is the ability to flex one's legs while in a lotus position on a springy mattress and hop upward a short distance. The phony photos were snapped when the supposed floater was at the top of a bounce. One cynic said he never believed the woman in a picture was actually levitating, that instead she was being held up by an invisible TMer!
The flying sidhi has four stages. First, a twitching of limbs. Second, the hop. Third, hovering. Fourth, actual flying. Only the first and second stages have been shown to skeptics, although devout TMers firmly believe that there are Vedic flyers in India and that Maharishi can take off whenever he likes even though no one has ever seen or videotaped him in flight.
"When you reach your full potential," Henning told a reporter, "and you think 'I want to levitate,' you can levitate." And in a lecture: "You can disappear at a high state of consciousness because your body just stops reflecting light."
Amazingly, TMers are greatly entranced by lotus hopping. Last October a demonstration was held at the University of Toronto. Three Vedic "flyers" giggled while they bounced on their bums for five minutes, looking (said one observer) like legless frogs. I was told by Charles Reynolds, who for many years designed Doug's stage illusions, that during one of Henning's TV rehearsals he periodically halted all activity so those present could meditate and send him powerful vibes while he tried vainly to float. He actually believed he might be able to demonstrate levitation on his forthcoming show!
Several disenchanted TMers have sued the organization for failing to teach them powers that were promised. In 1987, for instance, Robert Kropinski, a former TM instructor, asked for $9 million because he was never able to fly. He also charged that TM had caused him "headaches, anxiety, impulses toward violence, hallucinations, confusion, loss of memory, screaming fits, lack of focus, paranoia, and social withdrawal." A Philadelphia jury awarded him $138,000.
Giggling seems endemic among TMers something similar to the "holy laughter" currently popular in Pentecostal churches. The tiny, whitebearded, beflowered Maharishi giggled constantly during two appearances on the Merv Griffin show. Physicists tend to break into unholy laughter when they hear about Vedic flying.
Since he started TM, the giggling guru has raked in an estimated $3 billion from his millions of gullible followers. He now controls a vast empire that includes a conglomeration of Heaven on Earth Hotels around the world, a consulting corporation, numerous trading companies, medical clinics, and other firms here and there.
Maharishi Ayur-Veda Products International (MAPI) sells a raft of herbs, teas, oils, incense, and natural food substances said to cure diseases and reverse aging. Admirers of the best-selling books on "quantum healing" by Boston's Deepak Chopra may be surprised to know that he is a TM booster with close ties to MAPI, president ofa Maharishi Vedic University in Cambridge, Massachusetts, and owner of an Ayur-Vedic clinic in Boston. In 1989 His Holiness awarded Chopra the title of "Lord of Immortality of Heaven and Earth."
Maharishi Research universities are all over the globe. There is one in Lake Lucerne, Switzerland, others in Fairfield, Iowa (the movement's U.S. headquarters), in Buckinghamshire, England, in Asbury Park, New Jersey, and in VIodrop, Netherlands. Vlodrop is the movement's world headquarters, where Maharishi now lives. The colleges seem to spring up and die like mushrooms.
The word "research" in the names of these universities refers to investigations of what is called Vedic science. It is said to combine the subjective approach of the East with the objective approach of Western science and to usher in what the Maharishi calls the "full sunshine of the dawning of the age of Enlightenment." According to His Holiness, the universe is permeated by a "field of consciousness" underlying the laws of quantum mechanics. The Maharishi, who once studied physics, is keen on the latest results in particle theory.
Expensive double-spread ads in the New York Times, the Washington Post, the Toronto Globe and Mail, Time, Newsweek, and who knows where else, periodically promote the Maharishi's unified field theory. Physicist John S. Hagelin is the movement's top quantum-mechanics maven. He has predicted that Maharishi's influence on history "will be far greater than that of Einstein or Gandhi." Hagelin and other scientists at TM universities have written hundreds of technical papers, most of them published by TM university presses, although a few have sneaked into mainstream science and medical journals unaware of the authors' TM affiliation.
In his paper "Is Consciousness the Unified Field?" Hagelin (who has a Harvard doctorate in physics) conjectures that the sidhis operate by upsetting "the balance of statistical averaging in quantum-mechanical laws:
Indeed, the phenomenon of levitation, with its implied control over the local curvature of space-time geometry, would appear to require the ability to hinction coherently at the scale of quantum gravity, which is the assumed scale of super-unification and the proposed domain of pure consciousness. In this way some of the sidhis, if demonstrated under laboratory conditions, would provide striking evidence for the proposed identity between pure consciousness and the unified field.
TMers have no doubts about the "Maharishi effect." This refers to incredible changes produced by mass meditations. The movement claims that their efforts helped bring down the Berlin wall, resolve the Gulf War, cause stock-market rises, collapse the Soviet Union, decrease traffic accidents, and cut the crime rate in Washington, D.C., and other cities. Such wonders are supported, of course, by highly dubious statistics.
A few years ago, longing for political influence, His Holiness founded the Natural Law Party (NLP) in countries that include England and Canada. Henning is senior vice-president of the Canadian party. In 1992 he was the NLP candidate in England's general election, representing a residential section of Lancashire. He finished last among four candidates. In a 1994 Canadian election he was the party's candidate from Rosedale, where he and Debbie, his wife, live. Of 55,928 votes cast, he received 839. Physicist Hagelin was a candidate of the NLP for U.S. president in 1992. The patty claimed it had 40 candidates running for Congress. The Canadian NLP platform maintains that once the party takes over the government, Canada's crime, unemployment, and deficit will disappear like the elephant that Doug vanished so many times on stage.
I found the elephant simile in Don Gillmor's "Like Magic," a lively article in Toronto Life (April 1994), to which this column is heavily indebted. Gillmor quotes Henning as saying, in reference to his party's promises: "We never see the stars going into debt and having to borrow light from the sun. We don't see robins having criminal tendencies and stealing from each other."
Although pushing 50, Henning still looks like a youth, small, slim, with long dark hair, droopy mustache, a mild, soft- spoken manner, and bucktooth grin. Born in Winnipeg, and a graduare of McMaster University, he began his magic career working parties and nightclubs around Canada. Such skilled magicians as Dai Vernon and Tony Slydini gave him lessons. Henning met the Marharishi in 1975, and for the next ten years he studied TM while still performing on stage. By 1986, convinced that his life mission was to promote TM, he gave up show business and sold his illusions to David Copperfield and other top stage performers.
For the past decade Henning's obsession has been to build a mammoth theme park he calls Veda Land. Plans to locate the park in India, then in Orlando, Florida, adjacent to Disney World, went down the tube. In 1987, with funds from Maharishi, Doug decided to build Veda Land in Niagara Falls, Ontario. Why there? Because, Henning told Gillmor, the falls are "the greatest natural wonder on Earth. . . . Our purpose is to create wonder for nature.
Unusual rides and exhibits will dramatize Veda Land's central theme - the mystery and beauty of nature. There will be a convention center, a university, and a Tower of Peace, where world leaders can meet to settle disputes. A Magic Flying Carpet will carry 120 passengers onto a rose petal, plunge into its molecular and atomic structure, then finally come to rest in the flower's "pure consciousness." A Corridor of Time will display the history of the universe from the Big Bang to the far distant day when Shiva will dance the universe into oblivion. A preventive-medicine center will sell herbal remedies. Hotels will serve vegetarian and health meals, and there will be a Heaven on Earth housing project.
"Heaven on Earth" is Maharishi's favorite phrase for the world utopia that TM will eventually bring about. As he stirringly put it in the Maharishi Jnternational Universits News (Winter 1988), there will be "all good everywhere and nongood nowhere."
In keeping with the Hindu belief that allis maya, or illusion, Veda Land will abound with magical special effects designed by Roy Field, who once worked on the Superman movies. A large building will appear to float 15 feet above an artificial pond. Doug won't reveal how this great illusion will be accomplished, although presumably not by real magic. On the opening day a helicopter is expected to move a gigantic hoop over the levitated building the way Doug used to pass a hoop over floating ladies.
Asked if Veda Land will resemble Jim Bakker's fallen Christian theme park, Heritage USA, Doug replied: "It's more like, Wow! Isn"t enlightenment great!"
TM recruits are given a mantra so secret that they are forbidden to disclose it to anyone, not even a spouse. The mantra is to be repeated silently while they meditate for 20 minutes each morning and late afternoon or evening. In the 1970s they were assured that their mantra was carefully selected from thousands to fit their personality. A skeptical investigator was puzzled when he joined the movement in three cities under three different names and was always given the same mantra. It turned out that there were just 16 mantras. The one given was determined solely by a person's age. Today's mantras may be different, but in 1977 if you were 26 to 29 your mantra was shivim. If over 60 it was shama, And so on.
Magicians who perform what the trade calls mental acts were quick to take advantage of the secret list of Sanskrit words before their linkage with ages became widely known. They would ask TMers in the audience to state their birthdate, then pretend to divine their secret mantra by ESP!
In 1994 the cost of a basic TM course jumped from $400 to $1,000. Officials insist that for decades the price has been too low to meet expens- es. Besides, they argue, the new price will winnow out dabblers.
Does mantra meditation relieve stress more effectively than praying or just sitting quietly with closed eyes? In 1976, a study of this was made at the University of Michigan and reported in Science News (June 19). A group of trained TMers were compared with a control group of subjects unfamiliar with TM. The TM group meditated for a half-hour while the control group merely closed their eyes and relaxed. Blood samples were taken and measurements made of chemicals indicating stress. The researchers concluded that TM meditation failed to induce a metabolic state distinguishable from one achieved by just sitting quietly and possibly dozing.
Similar studies have shown that focusing on a Hindu mantra is no more effective in calming the mind than focusing on any other word, such as peace, one, or banana. Psychologist David Holmes, at the University of Kansas, could find no physiological difference between meditation and relaxing for 20 minutes in a reclining chair.
For a while, Henning threatened to take Veda Land away from Niagara Falls unless the city fathers refused to allow a gambling casino to open in town. Gambling, said Doug, always brings a plague of hookers. When the city refused to bar gambling, Doug changed his mind. After all, could not Veda Land's Vedic flyers counter the evils of betting and prostitution by their sidhi powers? "Darkness," declared Doug, "cannot show itself in the face of light."
Will Veda Land and its floating building ever get off the ground? It's possible, but my crystal ball tells me it is no more than a fantasy in Doug Henning's field of consciousness.


text:
Department of Marketing Highly Ranked for Research Productivity by American Marketing Association
In a list released by the American Marketing Association's (AMA) special interest group for doctoral students, DocSIG, the Department of Marketing in Penn State's Smeal College of Business ranks second in research productivity in the premiere AMA journals from 2009-2013.
In a list ranking author research productivity in the premier AMA journals, three Smeal faculty members earned spots on the top 50: Rajdeep Grewal, the Irving & Irene Bard Professor of Marketing (8), Karen Winterich, assistant professor of marketing (19), and Hari Sridhar, assistant professor of marketing (26).
The AMA journals referenced for the ranking include the Journal of Marketing and the Journal of Marketing Research.
The AMA DocSIG group also released rankings of author and university research productivity in overall premier marketing journals from 2009-2013, which includes the two AMA journals as well as non-AMA publications the Journal of Consumer Research and Marketing Science. On the university list, Smeal ranked 13. On the author list, Grewal appeared at 18 and Winterich appeared at 34.
The research productivity initiative from AMA's DocSIG tracks publications in premier marketing journals to acknowledge the top contributors and to provide prospective doctoral students with useful information during their application decision process.

subset: commoncrawl


text:
Tropical Storm Emily forms in the Gulf of Mexico
A tropical depression has formed in the Gulf
A tropical depression has formed in the Gulf
A tropical depression has formed in the Gulf
Tropical Storm Emily has formed in the Gulf of Mexico and is expected to move over Central Florida and into the Atlantic Ocean.
The storm is located about 75 miles west of Tampa.
The storm is expected to produce total rain accumulations of 2 to 4 inches through Monday night along the west coast of Central Florida between the Tampa Bay area and Naples, with isolated amounts up to 8 inches possible.
Emily is moving toward the east near 8 mph and this general motion is expected to continue today.
NOAA Doppler radar data from Tampa indicates that maximum sustained winds have increased to near 45 mph with higher gusts.
Little change in strength is forecast until landfall occurs this afternoon.
Elsewhere across central and south Florida, 1 to 2 inches of rain is expected with localized amounts of up to 4 inches possible.
Tropical storm conditions are possible in Central Florida over the next 48 hours.


text:
Hyatt Regency Boston Harbor
Your group's dates are below. You can also choose your desired stay dates within this time frame:
You will receive news and marketing regarding Hyatt offers via email based on the information we collect in accordance with our Privacy Policy .*
*(excludes S. Korea)
Up to 50,000 Bonus Points
Learn More


text:
The discussion over the possibility of baseball coming to district middle schools continued at Tuesday's school board meeting. Boys won't be hitting the field this year, according to district officials.
Baron Stevenson addressed the Caesar Rodney school board during the public comment portion of its regular board meeting on Tuesday evening. Stevenson made a request for a baseball program to be started in the district middle schools. According to the district, the funds are not currently available to allow for the creation of a program, so Stevenson offered a few solutions.
"I'd like to see if I could help create a booster group," he said. "I've done this with my travel ball team before. We once raised $7,000 in one day."
He also offered the solution of making the program more affordable by having baseball and softball share one field, as well as having the baseball team and the softball team arrange their schedule so that the teams would share a bus and both teams would play the same school on the same day.
State Rep. Don Blakey (R-Camden) also gave public comment.
"Baseball is a wonderful sport and I endorse it, I endorse anything that will keep our kids active and out of trouble, growing and in tune with anything that the school district is about," he said. "I think this is a good opportunity for all parties to sit down and actually go through a rational discussion as to how it could happen, what it would take to happen and all the ramifications involved."
Caesar Rodney Superintendent Kevin Fitzgerald said the board has developed a research and development committee which, with the help of the middle school athletic directors, will look at the potential startup cost and sustainability requirements of adding sports at the middle school. Volley ball and lacrosse were requested prior to baseball and therefore all three sports would have to be considered.
The research and development committee will likely be ready to make a presentation regarding the proposed sports programs in June, Fitzgerald said.


text:
Ricardo Burgos needed a new logo design and created a contest on 99designs.
A winner was selected from 345 designs submitted by 71 freelance designers.
Panama Surf
Panama Surf was the first original surf shop in the Republic of Panama in Central America. Panama went through some rough economical times and now has emerged with a new look. Panama has become the Dubai of Latin America. The boom has been ignited by magnificent real estate ventures. Go to http://www.ffproperties.net/ to see some projects being developed. This new economy has also brought a boom in tourism. Brand new malls have emerged, marina, restaurants and exciting new lifestyles. Panama Surf will follow the business model of Ron Jon. We want to create a destination more than a store. There will also be plans to open a skatepark and wavehouse.com complex next to it. This will all start from scratch since the store was closed several years ago.
The main target are boys/young adults, however the entertainment center will bring families and older adults who used to surf.
At this stage we are looking first for the logo. This logo has to be in tune with the times (not an outdated type). It has to be able to be printed in 1 color to be put in front of the t-shirts as a pocket logo, stickers, as a brand on the surfboards. It does not matter if there is a version of several colors, however the logo has to look nice also in 1 color. The idea is that the logo can be recognizable (iconic).
***Please do not just go and pick a font for the name, use more creativity than that without making it complicated.****
Do not use sun, palm trees or a silouette of a surfer riding a wave. Do not use the map of the country or the flag.
Find out how a design contest works or learn more about our logo design services.


text:
Lack of Integrity Avoid Charlie Baker and Hemant
Fund: General Catalyst
Posted by takeaguess on 2012-11-05
I had a series of meetings with Charlie Baker and Hemant for our post A round. We went through full diligence, but didn't close them, as they stated they couldn't support our valuation. Overall this experience was fine, as I would negatively review any for not wanting to give us money. The following Charlie joined the board of one of our largest, public competitors. Turns out that they have been friends for years.PRIVATE: Members Only (572 Characters)


text:
Some people (including some whose opinions I greatly respect) don't really like this beer because they think it tastes like a campfire. Well, I like it. The smoky taste makes it taste more than a bit like bacon in a glass. No one's suggesting you polish off five of them in one night but this typical, German smoked beer is worth adding to the rotation every so often.
Also, an update on the First/Second Draught from a couple weeks ago: GLB's 25th Anniversary Imperial Black IPA has been in LCBOs for a short while but supplies are already running low. Only 17 locations have ten or more bottles and 14 more are down into single digits. (more…)


text:
In the summer of 2010, the Andrew W. Mellon Foundation solicited proposals for medieval research projects that promised to produce substantive research using methodologies that took advantage of an emerging interoperable technical framework for digital manuscript studies under development at the Stanford University Libraries in association with technical and content partners worldwide (the DMSTech Project). From that call for proposals, nine projects emerged that will use cutting-edge tools and resources to pursue questions pertinent to various fields of medieval scholarship but which were heretofore inaccessible because of technical limitations.
Two Principal Investigators have taken on the task of overseeing and coordinating this work:


text:
Microsoft: iPhone iOS 6.1 Has Bugs
Apple's latest iOS 6.1 update is giving CIOs a major headache as a bug in the software clashes with corporate networks. CIO Journal News Editor Thomas Loftus joins the News Hub to discuss the latest Apple snafu. Photo: Getty Images.
This transcript has been automatically generated and may not be 100% accurate.
... the the ... now the ... most recent hype that is causing issues for many businesses allow the I phone to run on their networks Thomas left at the CIO Journal joins us with more accountable ... so I'm ... not a good thing for her for companies allow people to use their eyes on tells about this but in this offering is causing so much trouble ... well if you haven't I phone coming in the latest operating system ... six point one ... and use it to access a group works the ... Micra soft ... E-mail in calendar ... you can ... basically flooded ... Liu businesses the Micra soft server with unwanted traffic breaking of the UK get your e mail ... I T department when what's going on so there's pre much was happening in America so what is being fanned out to fix this issue is ... on a ... visit to be ... corrected ... basically if you ... upgrade you can't go back to those CIO to companies or updating ... please please do not upgrade ... on to six point one ... and the end of indigenous and blocking all traffic either something blocking traffic from devices that are running six point one ... or they're telling employees not to use the calendar function on on ... on the Micra soft potty because that's just the thing ... is she right there ... and dividend state of BlackBerry were the actual company runs the upgrades versus the individual employee which happens on the Apple owns write exactly once upon a time you get new devices to do much and that it still would need an upgrade need to be done you know bikes Department pushed a button and when added to its findings we see ... you know with Apple you know I phone with Android devices to consumer devices that found a way into the business ... and if you wanna upgrade your operating system you know ... you know because of buying movie tickets online or because Serena talks like you know that you can't just be updating herself and that's causing issues for Siemens ... yet how ticker the BYOD Kratos Xmas ... saw some of them after the storms that have reacted to note that the BYOD stands for ... Bring Your Own Device and a cream which started when the Apple I phone appeared ... people started on these things and started going to their boss is going to the right department asking ... what can he uses the word does a lot more to my Aunt Erin ... and over time more and more on businesses had been bringing in I Phones Benin and Android ... devices into the enterprise ... and supporting them ... and it's been a lot of help Mike SUP example now makes it possible to content for my stocking on time so there's been a lot of back and forth that there's still a lot of issues ... regarding security regarding these updates are needed to make the job a little harder to support ... I don't think semester and rang us we appreciate everything authentic and real honest and CIO Journal


text:
Associate Professor
Office - RL 2.412
Jie Zheng , Ph.D.
Nanomaterial Synthesis, Single-Molecule Microscopy, Bioimaging
Research Webpage
Educational Experience
B.S., Inner Mongolian University (1994)
Ph.D., Georgia Institute of Technology (2005)
Postdoctoral Associate, Harvard University (2005–08)
Research Description
Our research focuses on investigating fundamental structure-property relationships of noble metals on the nano scale and applying new functional nanoparticles in biomedical imaging and nanocatalysis.
Selected Publications
C. Zhou, G. Hao, P. Thomas, J. Liu, M. Yu, S. Sun, O.K. Öz, X. Sun* and J. Zheng*, "Near Infrared Emitting Radioactive Gold Nanoparticles with Small-molecule-like Pharmacokinetics", Angew. Chem. Int. Ed., DOI: 10.1002/anie.201203031, In press.
S. Yang, C. Zhou, J. Liu, M. Yu and J. Zheng*, "One-Step Interfacial Synthesis and Assembly of Fluorescent Ultrathin [email protected] Membrane", Adv. Mater., 2012, 24(24): 3218-3222. (Highlighted by Materials 360)
C. Zhou, J. Yu, Y. Qin and J. Zheng*, "Grain Size Effects in Polycrystalline Gold Nanoparticles", Nanoscale, 2012, 4(14): 4228-4233. (Highlighted as the inside front cover)
J. Zheng*, C. Zhou, M. Yu, J. Liu, "Different Sized Luminescent Gold Nanoparticles", Nanoscale, 2012, 4(14): 4073-4083.
M. Yu†, C. Zhou†, J. Liu, D.J. Hankins and J. Zheng*, "Luminescent Gold Nanoparticles with pH Dependent Membrane Adsorption", J. Am. Chem. Soc., 2011, 133(29): 11014-11017. (†Equal contribution)
C. Zhou, M. Long, Y. Qin, X. Sun* and J. Zheng*, "Luminescent Gold Nanoparticles with Efficient Renal Clearance", Angew. Chem. Int. Ed., 2011, 50(14): 3168-3172.
C. Zhou, C. Sun, M. Yu, Y. Qin, J. Wang, M. Kim and J. Zheng*, "Luminescent Gold Nanoparticles with Mixed Valence States Generated from Dissociation of Polymeric Au(I) Thiolates", J. Phys. Chem. C, 2010, 114(17): 7727-7732.
- Updated: March 29, 2018


text:
Any type of surgeon, who is so bad with his hands, that you would not let him/her operate on your terminally ill hamster.
As a result of my surgeons flaccid dickfingers, my circumcision turned into a transgender operation.
by Dr. Richard B. Digit November 06, 2013
Someone who is poor at catching objects such as balls in sports or anything being passed or thrown to them. Hence their fingers are resemblant of flaccid penises.
"Michael Hairsine always drops the ball"
"Ya, he has dick fingers for sure"
"Ya, he has dick fingers for sure"
by CoolGuyMcCool420 January 27, 2010
A disease that plagues the nation, exemplified by the typing of words so incorrectly that they imply your fingers are penises. This normally occurs when writing with a keyboard. People affected by this disease tend to misspell even the simplest of words. This disease was discovered by a scientist/pwnologist named DR.JASZSINGH. Unfortunately, there is no known cure for DICKFINGERS.
Jorgeiscoolxx: yuo i ddi nohtngi yesterday
itszemochickXX: dude you have dickfingers or something?
itszemochickXX: dude you have dickfingers or something?
by pwnissa June 20, 2009
A braggart whose writing is so self-referential and egotistical as to be considered masturbatory. A metaphorical reference indicating that the act of typing out such writing is a self-induced pleasure for the jerkoff doing the writing.
Did you see that guy's love letter to himself? What a dickfingers.
by jjfromkansas August 02, 2012
Someone who fumbles every thing he picks up, catches and gives to anyone. Dick fingers shows up at the bar, in a football game, making a sandwich - everywhere you can imagine.
Dave: Hey Bob, pass the salt.
**Bob drops the salt shaker everywhere, ruining everyone's food**
Dave: You fucking Dick Fingers...
**Bob drops the salt shaker everywhere, ruining everyone's food**
Dave: You fucking Dick Fingers...
by The-Observatory.net March 15, 2005
A slighlty shortened finger that looks like a male reproduction organ only smaller. (Hopefully, for your own sake)
So I tried to turn a running snowblower into a sock puppet and now I'm left with a dickfinger for a middle finger
by Ol Dickfinger Himself June 14, 2009
an insult used when i was so frustrated that i couldn't think of any other insult.
guy 1 is being a total jackass
guy 2: DICKFINGERS! you just knocked over my beer!
guy 2: DICKFINGERS! you just knocked over my beer!
by gofuk yerself November 09, 2005
Trending RN - March 24, 2019
- 1. Clitty-litter
- 2. The D Word
- 3. Poo Butter
- 4. FaceTime Sex
- 5. oil rig
- 6. sbeve
- 7. Doggie
- 8. Porch Pirate
- 9. 89
- 10. scantron test
- 11. Cam sex
- 12. get the pipe
- 13. Edgd
- 14. Skeppy
- 15. Bubba the love sponge
- 16. silent fart
- 17. Motorhead
- 18. Professional Wrestler
- 19. crabbing
- 20. Competition
- 21. Hearst
- 22. meimei
- 23. Outwit
- 24. Whoopsy
- 25. fuckin slayer
- 26. the curse
- 27. doggie style
- 28. Do it for state
- 29. wop
- 30. Having A Domestic


text:
Welcome to Mansehra
Mansehra the Paradise one Earth ,Mansehra is consider one of the most beautiful cities in Pakistan .
Mansehra the Paradise one Earth , Mansehra consist some of the most beautiful Places of Pakistan. ALLAH formed Mansehra with all beautiful and variety of mountain , lack , River , Greenery. Mansehra is very famous place for Tourist, from all over the country people want to spend their vacation in Mansehra such Kaghan , Naran etc Some of the places include Batagram , Basham , Mansehra City , Koshistan , Diamir , Khaki , Oghi , malikpur , bherkund , Shinkiari College Doraha .
Latest jobs
Facebook Page


text:
aneworigin needed a new t-shirt design and created a contest on 99designs.
A winner was selected from 245 designs submitted by 67 freelance designers.
We need you to design T-Shirts for a new organic apparel brand.
Feel free to submit more than one design.
We are prepared to choose up to 5 winning designs.
A NEW ORIGIN. [Apparel]
The brand is: A NEW ORIGIN. [Apparel]
The Website is http://www.aneworigin.com
The brand will feature: 100% organic, fair-trade cotton t-shirts.
The brand supports humanitarian and environmental causes.
The T-Shirts should be representative of our name, and any worldwide needs for humanitarian support. Including, but not limited to; poverty, world hunger, genocide, violence...
One set of slogans that we have is:
"better for the earth
better for humanity"
Whether or not you use this slogan, it is up to you.
If you have any other ideas for slogans, feel free to include them in your design.
- Please include the Brand Name
- Website, and any slogans are optional if they work with your design
- We need designs for light or white colored t-shirts
- Original Designs
- Please use your creativity, as there are not too many guidelines for this contest
- Unisex, all ages
- Please no Clip art
- Nothing that would be considered copyright or trademarked


text:
Text Size Large SizeMedium SizeSmall Size Color Scheme Black SchemeWhite SchemeGrey SchemePaper Scheme
The Altering Life
Two months ago Edward left. Years later Belle meets him again, him forever seventeen and her forever eighteen. T for now.
1. Chapter 1
Rating 0/5 Word Count 1002 Review this Chapter
Bella's POV
My heart pondered loudly; where is he? The cloudy fog around me had gotten worse.
"EDWARD!!" I screamed. No one answered. I was getting scared. Then rain started to pour. Great, just my luck isn't it?
Suddenly, I saw something red. It was very bright, visible even in the fog. A tall figure, maybe a person was approaching me. As the figure got closer, it beared its fangs as she smiled in satisfaction.
"Hello Bella." Victoria said as she crouched, prepared to attack.
"ARGHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH!!" I woke up, screaming. I buriedmy head into my pillow, trying to muffle the sound.
"EDWARD!!" I screamed for him. His name burned my throat somehow. I needed his marble arm around me, to comfort me and tell me he's here. Suddenly I froze; in my frantic dream and my desperate need for him, I forgot that he was gone. Left.
Silent tears ran over my cheeks like the pouring ran outside. Wrapping my arms around my torso, I lie back, and let the tears drenched my pillow.
So much had changed. Charlie's too scared to talk to me, afraid of the littlest things that would make me flinch. My so-called friends found it was too difficult to lend me some support, not that I cared. All I want was to fade into the background. I let out a bitter laugh; interesting how two months ago all I had wished for was a future with them, but mostly him.
I checked my clock, it was two a.m. After putting on a pair of jeans, my hoodie and my tennis shoes, I walked outside, ignoring the rain. It had toned down to a shower now. Not that I would care if it didn't; I needed a chance to clear my head.
The wind was blowing harshly at my face, like it was blaming me for not being good enough for him. I sighed. Those days I tried to avoid using the names.
All these false pretences of being normal were a show, a show to fool Charlie. It didn't matter that when I wake up every morning, I have to grit my teeth to get up, wondering how I was going to make through another day. As long as Charlie believed me, I can stay in Forks.
Charlie's doesn't understand why I want to stay in Forks. He tried to talk me into going back to live with Renee, but I always rejected him. The truth was, even I didn't even understand why I want to stay.
The tears had stopped now. Looking around made me realize that I was in a forest. I shivered as that day's memory started to push into my brain. Immediately I began to repress it. Think of the homework we had to do, algebra. I told myself. It worked. I breathed a sigh of relief.
I had the feeling that someone was following me. I spun around a few times, trying the caught the person off guard. But there was no one but my self's footprint.
Some times later, the sun was rising. I sighed again. Thinking of what to make for Charlie's breakfast, slowly I began to make my way back to the house. I froze in my track when I saw my nightmare.
"Going somewhere Bella?" Victoria said with a smirk on her cat-like face.
"I don't think so." She snared as she jumped on me, knocking me into the muddy ground, hard.
I couldn't bring myself to talk. Scared wasn't how I felt, terrified would have being the better word. I closed my eyes, ready for my deaths. I was sure that Victoria would kill me, hopefully the quick way. I smiled when I saw the angel's face mentally, again.
"Damn it Bella, start screaming!" That beautiful velvety voice demanded.
'Why should I?' I argued back. 'Seeing' and 'hearing' his voice made up my decision. I should have done this in the first week.
Victoria slapped me hard across the face. My fear of Victoria was suddenly gone; in fact, I wanted to thank her for making up my decision.
"Why aren't you screaming?" She spat at me.
"Just kill me, please, and if you do and when you did, I might even plead to God to let you come to heaven." I smiled at her.
She looked confused, and then a look on her face told me everything clicked.
"Well, I'm so sorry to disappoint you, but you are not going to get out of this this easily." She smirked, giving me a brief glimpse of her teeth as she bit into my wrists. She then smiled in contentment. "Goodbye Bella, we'll see each other again."
I didn't even have time for disappointment as my time in hell for three days had begun.
There is no easy way to describe the hell I went through.
Imagine fire burning you, and then acid and salt were sprayed on the open wounds. The fire is burning you, you could feel it, touch it, but you can't see it or do anything about it. It only gets worse... and worse... and worse... until you screamed out, pleading for death. The experience I went through when James bit me felt like nothing compared to that.
My joy and relief could not be put into words when the pain decreased as I fall into unconsciousness. Happily, I closed my eyes as I slept for the last time.
Waking up….
Where is the pain? Where did the fire go? I thought to myself.
Where am I? No, better question, who am I? Is it Belle, Belle Swine? No, it's Belle Swan.
Ok, now where am I? Looking around, I realized that I was in a forest. And by the looks of it, I'm in the centre of the forest. Great, isolated, this is just what I need to get help.
I sat up, noticing for the first time what I was wearing. Baggy jeans, tennis shoes and a lose hoddie was covering my body, and mud was covering them. I needed new and clean clothes.
I stood up, and then began to walk in a direction, which was really heavily scented with thousands of different scents.


text:
The wine pours with a beautiful dark garnet core and a magenta meniscus. The aromas are very Baco - but more in a fruity rather than funky way: bright raspberries cloaked in cherries; crispy bacon aromas round it all out. Tart, juicy, invigoratingly brisk entry; mouth-filling, cleansing acidity dominates the texture. Light bodied and tartish, but balanced. Diminutive tannins carry through on the mid-palate, and are followed by a wave of warmth across the aft-palate. The flavours all but peter out at this point; there is no strong or dominant flavour on the finish. I cannot pick up any oak in this wine.
This light Baco was purchased for less than ten bucks on general list at the LCBO. It is 12.5% alc./vol. and has been bottled with a screwcap closure. This would make a very decent pizza wine. As with all Bacos, it has that palate-cleansing quality that is particularly good if you're having cuts of meat that have some fat on them.


text:
I would like to understand the theory of pure complexes of (etale?) sheaves (of geometric origin?). In particular, I would like to understand which conditions are realy necessary in (part 1 of) Theorem 3.1.8 of Cataldo-Migliorini's survey http://www.ams.org/journals/bull/2009-46-04/S0273-0979-09-01260-9/S0273-0979-09-01260-9.pdf (see page 33-567). Does the splitting of part 1 (only!) really requires $\overline{\mathbb{Q}_l}$-coefficients? Which coefficients could be put here? Does the splitting exist over $X_0$?
Below they explain that those extensions of mixed complexes $K_0,L_0$ of appropriate weights that come from $\mathbb{F}_q$, become zero over $\mathbb{F}$. My main question is: does there exist a triangulated category of complexes of sheaves where the corresponding Ext-group is zero from the beginning (i.e. we consider $Ext^1$ in a single triangulated category instead of the image $Ext^1(K_0.L_0)\to Ext^1(K,L)$). Is there such a category over a (more or less) general base scheme $S$ (instead of $\mathbb{F}_q$ or $\mathbb{F}$)? Again, which coefficient rings are possible here?


text:
Amiri Baraka: Biography and Historical Context
William J. Harris
In 1934 Amiri Baraka (LeRoi Jones) was born in the industrial city of Newark, New Jersey. After attending Howard University in Washington, D. C., he served in the United States Air Force. In the late fifties he settled in New Yorks Greenwich Village where he was a central figure of that bohemian scene. He became nationally prominent in 1964, with the New York production of his Obie Award-winning play, Dutchman. After the death of Malcolm X he became a Black Nationalist, moving first to Harlem and then back home to Newark. In the mid-1970s, abandoning Cultural Nationalist, he became a Third World Marxist-Leninist. In 1999, after teaching for twenty years in the Department of Africana Studies at SUNY-Stony Brook, he retired. However, in retirement he is as active and productive as an artist and intellectual as he has ever been in his career. Currently he lives with his wife, the poet Amina Baraka, in Newark.
Adapted from the biography in The LeRoi Jones/Amiri Baraka Reader. Copyright © 1991 by William J. Harris
Historical Context
The Beat Period (1957-1962)
William J. Harris
During his Beat period, when he was known as LeRoi Jones, Baraka lived in New Yorks Greenwich Village and Lower East Side, where he published important little magazines such as Yugen and Floating Bear and socialized with such bohemian figures as [Allen] Ginsberg, Frank OHara, and Gilbert Sorrentino. He was greatly influenced by the white avant-garde: Charles Olson, OHara, and Ginsberg, in particular, shaped his conception of a poem as being exploratory and open in form. Donald Allen records in The New American Poetry: 1945-1960 Barakas Beat-period views on form: "there must not be any preconceived notion or design for what a poem ought to be. Who knows what a poem ought to sound like? Until its thar say Charles Olson . . . & I follow closely with that. Im not interested in writing sonnets, sestinas or anything . . . only poems."
From the "Introduction," to The LeRoi Jones/ Amiri Baraka Reader. Copyright © 1991 by William J. Harris
The Black Nationalist Period (1965-1974)
William J. Harris
In 1965, following the assassination of black Muslim leader Malcolm X, Baraka left Greenwich Village and the bohemian world and moved uptown to Harlem and a new life as a cultural nationalist. He argued in "The Legacy of Malcolm X, and the Coming of the Black Nation," (collected in Home) that "Black People are a race, a culture, a Nation." Turning his back on the white world, he established the Black Arts Repertory Theater School in Harlem, an influential model that inspired black theaters throughout the country. In 1967, he published his black nationalist collection of poetry, Black Magic, which traces his painful exit from the white world and his entry into blackness.
From the "Introduction," to The LeRoi Jones/ Amiri Baraka Reader. Copyright 1991 by William J. Harris
William L. Van Deburg
According to the black poet, contemporary politics proved that the barrel of a gun was the best voting machine; a dead honkie the most effective protest vote.
Holding to this notion that it sometimes took an inhuman act to end inhumanity, Afro-American writers defended social violence as necessary to self-defense and nation-building. Through a show of deadly force, they eventually would be able to "build up a Black world . . . where there will be not more killing." Just as important, they said, blacks killed on order to "rebegin" psychologicallyto alter the "nigger mind." In this view, terrorist bombing and political assassinations had both tactical and psychosocial consequences. Such acts chipped away at White Power, but they also helped purge black folk of their slavery-induced mind-set, wiping away the "skid marks of oppression and / degradation" in dramatic fashion. As Julius Lester wrote at the time of the Newark rioting, "Even as we kill, / let us / not forget / that it is only so we maybe / more human." After shedding white blood in revolutionary action, blacks would find their own flowing far more freely through spiritually rejuvenated bodies.
From New Day in Babylon: The Black Power Movement and American Culture, 1965-1975. Copyright © 1992 by The University of Chicago Press.
The Third World Marxist Period (1974- )
William J. Harris
In 1974, dramatically reversing himself, Baraka rejected black nationalism as racist and became a Third World Socialist. He declared, in the New York Times: "It is a narrow nationalism that says the white man is the enemy . . . Nationalism, so-called, when it says all non-blacks are our enemies," is sickness or criminality, in fact, a form of fascism." Since 1974 he has produced a number of Marxist poetry collections and plays, including Hard Facts, Poetry for the Advanced, and What Was the Relationship of the Lone Ranger and the Means of Production? He has also published a book of Marxist essays, Daggers and Javelins. The goal of his socialist art is the destruction of the capitalist state and the creation of a socialist community. Baraka has stated: "I think fundamentally my intentions are similar to those I had when I was a Nationalist. That might seem contradictory, but they were similar in the sense I see art as a weapon, and a weapon of revolution. Its just now that I define revolution in Marxist terms. Once defined revolution in Nationalist terms. But I came to my Marxist view as a result of having struggled as a Nationalist and found certain dead ends theoretically and ideologically, as far as Nationalism was concerned and had to reach out for a communist ideology." His socialist art is addressed to the black community, which has, he believes, the greatest revolutionary potential in America.
From the "Introduction," to The LeRoi Jones / Amiri Baraka Reader. Copyright © 1991 by William J. Harris.
Return to Amiri Baraka


text:
Kirby Maurier - Y? (Remix To Jay-Z's "Politics As Usual" 1996) [Valholla Submitted]
From the critically acclaimed EP "Class of 96",
which is inspired by 90s hip-hop classics. "Y?" is
a remix to Jay-Zs 1996 release "Politics as Usual"
from his debut album "Reasonable Doubt" which marked
its 16th year anniversary this week. "Class of 96"
is available for download at www.kirbymaurier.com.
Follow Kirby Maurier on Twitter
Please click the "Report" button below if the video on this page is not working properly.
Comments will only be displayed by verified emails. No Spamming or Racism.


text:
|Send News. Want a reply? Read this. More in the FAQ. News Forum - All Forums - Mobile - PDA - RSS Headlines Twitter
There's an interview on Game Hunters with Trent Reznor talking with the Nine Inch Nails founder and composer of the QUAKE soundtrack about his return to video games as he is creating the theme song for Call of Duty: Black Ops II, the upcoming military shooter sequel. He discusses his background as a gamer, the difference between scoring for films and games, and his other current music projects. Thanks Videogamer.com.
Copyright © 1996-2019 Stephen Heaslip. All rights reserved.
All trademarks are properties of their respective owners.
Privacy Policy. Manage Cookie Settings.
News CGI copyright © 1999-2019 James "furn" Furness &
Blue's News.
All rights reserved.
Chatbear v1.4.0/blue++: Page generated 25 March 2019, 03:34.
Chatbear Announcements.


text:
coll needed a new logo design and created a contest on 99designs.
A winner was selected from 53 designs submitted by 9 freelance designers.
Colleen O'Grady
I am a therapist, life coach, performing songwriter, speaker and mother
I want to be seen as professional, strong, artistic, engaging enjoying life
I am going to use this for my website http://www.colleenogrady.com
mothers of pre adolescents and adolescents, spiritual, working women who are interested in retreats or life coaching or therapy or inspirational music
They are looking to rediscover their life, for hope, to change their life
I want a logo with my name.
I like a clean simple classic design that pops out and gets attention --I don't like curls or swirls
1.On the left of my name create a design with COG you can layer cog on top of each other in vibrant organic greens with a subtle or small shamrock included
2.O'Grady would be a little different font than Colleen -more bold or something
(COG) ColleenO'Grady
This is how I want it laid out
Colleen -in rosewood to orange color and o"grady dark green to vibrant earthy yellow green
Find out how a design contest works or learn more about our logo design services.


text:
Sorry, you do not have permission to view this content. You must be logged into an account with an active membership in order to view this content. If you just ordered a course, please log out and log back in to refresh your account. If you are still having problems and believe this to be an error, please contact us at email@example.com
January 2019 CAP Curriculum
Home January 2019 CAP Curriculum
Need Help? Email: email@example.com
Share this0 likes
Related Articles
0 Comments
Leave a reply Click here to cancel the reply
You must be logged in to post a comment.
Member Login
Latest Videos
Not a Member Yet?
Just put your name and email below to register for a guest pass.
We value your privacy & won't spam you


text:
Rip needed a new logo design and created a contest on 99designs.
A winner was selected from 39 designs submitted by 7 freelance designers.
Internet Marketing Systems
We're a marketing company whose purpose is to help others make money from the internet. We help companies generate leads, and close more sales by understanding some internet marketing tools like seo, ppc, and email marketing.
Our target audience includes business owners who aren't utilizing the internet in their marketing plans. They are relying on old methods like newspapers and direct mail to generate leads.
We need a logo that can be incorporated into a website banner, as well as business cards. Generally prefer blues, reds, dark orange colors, but use your creativity. Usually do not like greens or any light blue. You can incorporate the name (Internet Marketing Systems) into the logo, or just design a graphic logo.
Find out how a design contest works or learn more about our logo design services.


text:
Description of 4009 E Amy Lane, Johns Island, SC 29455
This custom built one-owner home is Lowcountry Living at its Finest! The home is over 2800 sq feet with 4 BD, 3.5 BA, loft area, bonus room plus a large covered front porch & spacious deck on the back of the home. With a gorgeous view of the community pond, this is a home to be seen! Downstairs is a spacious open floorplan with site finished hardwoods, granite kitchen counters, butcher block island, high ceilings, crown moulding, built-in shelves, fireplace & more. There is a luxurious master bedroom downstairs with dual vanities, large soaker tub & separate shower with raindrop & handheld features. Upstairs is a loft area, 3 full bedrooms & 2 full bathrooms & a spiral staircase that leads to a 3rd floor bonus room. This home is custom from top to bottom - click here for more info... located in the Villages at St Johns Woods, 4009 East Amy is a gorgeous home and will not last long! The Villages has a large community pool with dog park area, walking trails, sidewalks and more. Here are some more features of the home: metal roof, fresh landscaping, full yard irrigation, side carport area plus a 1 car garage with additional carport parking area, granite counters in all bathrooms, white cabinets, high-end moulding throughout the home, built-in shelving, ceiling fans in all rooms, metal pickets on stairway, upscale window treatments, laundry/mudroom with tiled floor, surround sound in home with outdoor speakers and more....words and pictures are just the start of this gorgeous property...it is one to see in person!
Property Features of 4009 E Amy Lane, Johns Island, SC 29455
Single Family Detached
The Villages In St Johns Woods
Johns Island
|Elementary school: Angel Oak
|Middle school: Haut Gap
|High school: St. Johns
|Fireplace in den
|Fireplace in family room
|Central air
|Forced air heat
|One car garage
|One car carport
|Detached parking
|Off street parking
|Cement plank exterior
|Lot acreage is: 0.22
|Lawn sprinkler
|Level lot
|Subdivision: The Villages In St Johns Woods
|Cable television available
|Ceramic tile flooring
|Eat-in kitchen
|Wood floors
|Wall to wall carpeting
|Kitchen island
|Living and dining room combo
|Separate dining room
|Walk-in closet(s)
|Metal roof
|Community swimming pool(s)
Rooms & Dimensions
|Family Room
|Laundry room


text:
Acting Agriculture Secretary Chuck Conner says the Bush administration had a "close call" when it was deciding whether to recommend an adjusted gross income eligibility limit for conservation payments in the 2007, uh, 2008 farm bill.
Conner was explaining why the administration is seeking a $200,000 AGI limit for commodity title payments but none for conservation programs in the recommendations it made while Conner was deputy agriculture secretary.
"We thought if there's great conservation benefits provided through these programs for the general public, and if we can secure those benefits from virtually any American, any size farmer, any person regardless of wealth, that's probably good for the general public," he said. "So we left that alone."
Readers of this space know I don't always see eye-to-eye with the agriculture secretary. In this case, I have to shake my head in wonder why Conner, half the U.S. Senate and most environmental groups can't see you could use the same words to make the argument against stricter limits on commodity payments?
Do farmers not make a contribution to the public good when they produce corn, cotton, rice, soybeans and wheat at the ridiculously low prices of recent years as when they perform conservation practices to protect their air, soil and water?
Example: In recent months, we've often heard how the demand for ethanol was driving up food costs, and the latter would move even higher when corn hit $5 or $6 per bushel. Instead, farmers shifted several million acres of soybeans and cotton into corn and prices never got much above $4.
Many of those cotton and soybean producers from the Southeast and non-traditional corn areas of the Midwest who helped fill the gap would have been out of business if proponents of stricter payment limits had had their way in the 2002 farm bill.
Conner did say the administration would be willing to work with House-Senate conferees when they reconcile the two bills to find an "appropriate limit" for adjusted gross income eligibility for conservation payments.
Sen. Blanche Lincoln of Arkansas tried to amend the Senate bill to include an adjusted gross income limit on conservation payments because of the disparity she and Georgia Sen. Saxby Chambliss saw between restrictions on one program and none on the other. (Those million-dollar payments to San Francisco "arts patrons" cited by Sen. Byron Dorgan during the debate were conservation payments, Chambliss noted.)
Supporters of payment limit "reform" were showing little sign of giving up, meanwhile. In his weekly newspaper column, Iowa Sen. Charles Grassley repeated his claims that 73 percent of farm payments are pocketed by 10 percent of the recipients, a "red herring" that several senators attempted to correct during the debate on the Dorgan-Grassley amendment.
That 10 percent, who also happen to produce 80 percent of the crops, will undoubtedly have to endure a few more months of such claims before they see a new farm bill.
e-mail: email@example.com


text:
The Words of a Roofing Contractor From Minnesota
I saw my first '67 GTX when I was 20 years old. It was turquoise with a black vinyl top and had a Six Pack on the 440. This was in 1979, and the $1,700 asking price was out of reach for me. I never forgot that car, and about ten years later I saw one with a 426 Hemi engine for sale in a magazine. It was red with Magnum 500s and chrome valve covers. That really renewed my interest in '67 GTXs, so I started looking in Hemming's Motor News and our local papers. It wasn't too often that I would find one for sale with a Hemi. When I did see one for sale, it was always more than I could afford, too far away, in bad condition, or all three!
I almost gave up my search, and in January 1999 I flew to Phoenix for a roofer's convention. While there, I picked up a local Auto Trader to check out the going rate for cars in Arizona. I couldn't believe my eyes when I saw an ad for a '67 Hemi GTX four-speed with 28,000 miles. The ad said, "must sell." I called the owner and, yes, he still had it and, yes, it was rust free and, oh yeah, it was an original Hemi car. He wanted to dump it. He said he would sell it for a lot less than his asking price but also that I couldn't come and see it at that time. Seems he was busy and didn't have time to show it until next week. Next week? I'd be freezing my butt off in Minnesota the next week!
After explaining my situation, I finally got an appointment to see it in two days–four hours before my flight home. That gave me two days to do research. I went to buy a Hemming's Motor News for some comparables. What else did I find? A current issue of a Mopar magazine sitting on the shelf had an article about how to determine if a Hemi B-Body is real or bogus. What timing! I called my wife to run the purchase by her, expecting a big "no" and a hundred reasons why we couldn't afford it. But when she spoke I couldn't believe my ears. All she said was, "Go ahead if you want it. Just make sure you're home on time and I get to drive it." She continued, "Oh, by the way, your attorney called. It seems the deadbeat who stiffed you out of all that money last year finally paid. The funds will be in an escrow account when you get back."
This couldn't be happening. "OK, Joel," I told myself, "calm down. You haven't even seen the car yet. It's probably a pile of junk. Why else would it still be for sale?" So, I skipped all the roofing seminars one day to circle the owner's business, hoping to get a glimpse of the car. No luck. A trip to the Plymouth dealer for a copy of the Dodge and Plymouth Musclecar Red Book seemed like a good idea. I picked one up and read the chapter about '67 GTXs at least 50 times.
The next 24 hours crawled by. Finally it was almost the appointed meeting time, and I decided to show up an hour early to see if any last-minute hanky-panky was going on before the sucker (maybe me) would show up. Nope, Paul was at his desk running his business. He apologized for not having time to clean up the car or get it out of the garage. As we walked toward the garage, my stomach was in knots. Paul was talking, but I didn't hear him. The anticipation was too great.
As he opened the overhead door, the garage was flooded with sunlight. There it was–a real '67 Hemi GTX–and it was beautiful. As Paul fired it up and pulled it out of the garage and into the parking lot, I felt relieved. "If this thing checks out, it's mine," I thought. I spent the next hour and a half carefully checking every detail on the car. Finally, Paul got bored and headed into his office. I poured over the books and magazines as I inspected the car to make sure I hadn't overlooked anything. The VIN number and all the date codes checked out. The torque boxes, snubber reinforcement plate, skidplate, and everything else looked like original parts, except for the aftermarket distributor. After an hour of negotiating, interspersed with a lot of conversation and storytelling, we shook hands. His secretary typed a bill of sale, and I left a deposit and headed for the airport. A couple of months later the car was home. The first thing I did was put some shiny chrome valve covers on it. I also rebuilt the brake system and carburetors, and I buffed the paint and cleaned it up. It was time to see what it would do.
I'll never forget the first time I went through the gears wide open. At 6,000 rpm it was still pulling like crazy! I couldn't shift fast enough into Second and Third gears. Other big-block cars I've owned always started to lay down around 5,000 to 6,000 rpm, but not the Hemi.
Through summer 1999 I drove it around and went to a few shows. I did find a small crack on the outside of the block that was seeping a little bit of coolant. Not enough to drip on the floor, but enough to leave residue on the block. I ground it out, added some J-B Weld, and it was fine. I also noticed that it had a big appetite for oil. I never saw any smoke coming from the tailpipes, but it took a quart every couple hundred miles.
I wasn't happy with the way the exterior looked, and I figured it had been stripped and repainted. It was an older paint job, but I thought it would shine up nice. I found out later that they hadn't removed any of the chrome trim, emblems, door handles, and so on when they painted it. I put on new door handles, rechromed the B-pillar moldings, buffed out the stainless trim, and put on a new grille emblem. I touched up all the nicks and scratches and buffed and waxed the whole thing. The front-seat foam was crumbling, so I bought new foam from Legendary Auto Interiors and had B&K Auto Trim in St. Paul, Minnesota, install it. Then they reinstalled the original upholstery. During summer 2000 I drove it to work, went to car cruises, shows, and so on.
I had the tach rebuilt, and I discovered that the advance curve in the distributor was allowing over 40 degrees of centrifugal advance. Lets see, 12 degrees initial plus 40 degrees centrifugal . . . ouch! No wonder it was so hard to keep it from pinging. I found a correct distributor for the car and rebuilt it. That solved the pinging problem and reduced the oil consumption.
In September I decided to try it out at the strip. My first pass was a 14.01. I figured out that the secondary air valve on the rear carb wasn't opening. I got that fixed and ran a 13.60 at 104 mph. Then I started having problems. The clutch pedal stuck to the floor when I shifted, and the clutch seemed to slip off the line. The motor seemed to run rich, and since I didn't have any jets or metering rods, that was it for the day.
For the next trip, I mounted a set of small slicks and put exhaust cutouts on the exhaust pipes. I also adjusted the clutch for .050 maximum separation and trimmed the gasket in the carb that was keeping the secondary air valve from opening. I lowered the float level to lean it out a little and put lighter springs in the distributor. The next time out, it ran a best of 12.75 at 108 mph on slicks with the cutouts open. The clutch still slipped badly off the line, so my 60-foot times were in the 2.0 range. At least the clutch adjustment kept the pedal from staying on the floor. Back at home I checked the lash on the valves and discovered that some of the valve tips were worn down and that the rocker arm was rubbing the keepers. In February 2001, I finally got around to pulling the heads. When I had the heads off, I could see that the tops of the pistons were so eroded around the perimeter that I could see the rings (probably from detonation due to the old distributor). I called Chuck Lofgren of Lofgren Auto Specialties in Cedar, Minnesota, to see if he was interested in fooling around with a Hemi. We did a basic rebuild, with Glenn Knowlton porting and rebuilding the heads, Chuck machining the block, and myself assembling it. I put in a slightly hotter cam and a few other miscellaneous improvements. While the motor was out, I painted and detailed the engine compartment.
I decided to rebuild the tranny and sent some of the gears to Liberty Transmissions to have new teeth put on them because they were rounded off. Six weeks later I had it all back together and made it to the strip for practice. I went to the Pure Stock Musclecar Drag race in Stanton, Michigan, in September 2001 and qualified Sixth with a 12.62 at 114 mph.
I raced a few more times before winter and got it to run a 12.45 in the fall air. Remember that little crack in the block? Over the summer it grew to about five inches long. In December 2001 I stumbled across a '66 Hemi block, so I pulled the motor out of the car and decided to switch to that block. I put the original block on the shelf for future repair when the car enters the full restoration phase. About that time, the factory-appearing drags idea started, and Dave Dudek and Mike Wowk were looking for possible contestants. I said I would run and changed my plans for the motor. I built the short-block to 484 cubes, put in a roller cam, and put on my original heads and manifolds. Chuck Lofgren did the machine work, and I put it together . . . again. I also built my own custom stock-appearing oil pan that holds 8 quarts and added a Dr. Gas X pipe to the exhaust.
I have done almost all work on the car myself, and that's how I like it. It just goes to show, when you're looking for a car you think you'll never find, when you least expect it, expect it.


text:
Graduate Catalog
2014 – 2015
Office of Graduate Studies
McKelvie Hall, 102 W. Rosedale Avenue
West Chester University
West Chester, PA 19383
Phone: 610-436-2943
Fax: 610-436-2763
Revised January 2015
541/531 Main Hall
West Chester University
West Chester, PA 19383
Phone: 610-436-2745
Dr. Bacon, Chairperson
Dr. Dodson-Robinson, Graduate Coordinator
Dr. Sargent and Dr. Renzi, Assistant Chairpersons
Christian K. Awuyah, Ph.D., University of Alberta
Hannah Ashley, Ph.D., Temple University
Jen Bacon, Ph.D., Rensselaer Polytechnic Institute
Mary Buckelew, Ph.D., University of New Mexico
Margaret Ervin, Ph.D., University at Albany, State University of New York
Robert P. Fletcher, Ph.D., University of California, Los Angeles
Paul D. Green, Ph.D., Harvard University
Jane E. Jeffrey, Ph.D., Iowa University
Seth Kahn, Ph.D., Syracuse University
William Lalicker, Ph.D., University of Washington
Graham MacPhee, Ph.D., University of Sussex
Rodney Mader, Ph.D., Temple University
Paul L. Maltby, Ph.D., Sussex University
Garrett Molholt, Ph.D., University of Wisconsin
Cherise Pollard, Ph.D., University of Pittsburgh
Geetha Ramanathan, Ph.D., University of Illinois
Judith Scheffler, Ph.D., University of Pennsylvania
Eleanor Shevlin, Ph.D., University of Maryland
Carolyn Sorisio, Ph.D., Temple University
Victoria Tischio, Ph.D., University at Albany, State University of New York
Carla Verderame, Ph.D., University of Michigan
Cheryl L. Wanko, Ph.D., Pennsylvania State University
K. Hyoejin Yoon, Ph.D., University at Albany, State University of New York
Juanita R. Comfort, Ph.D., Ohio State University
Karen Fitts, Ph.D., Texas Christian University
Ayan Gangopadhyay, University of California, Los Angeles
Gabrielle Halko, Ph.D., Western Michigan University
Deidre A. Johnson, Ph.D., University of Minnesota
Elizabeth Nollen, Ph.D., Indiana University
Merry Perry, Ph.D., University of South Florida
Timothy Ray, Ph.D., Bowling Green State University
Laura Renzi, Ph.D., Ohio State University
Andrew Sargent, Ph.D., University of California, Los Angeles
Luanne Smith, M.F.A., Pennsylvania State University
Jeffrey Sommers, Ph.D., New York University
Christopher J. Teutsch, Ph.D., University of Wisconsin-Milwaukee
Amy Anderson, Ph.D., University of Kentucky
Rachel Banner, Ph.D., University of Pennsylvania
Charles Bauerlein, M.A., Pennsylvania State University
Michael Burns, Ph.D., University of Illinois
Randall Cream, Ph.D., University of Connecticut
Eric Dodson-Robinson, Ph.D., University of Illinois
Tim Dougherty, Ph.D., Syracuse University
Kristine Ervin, Ph.D., University of Houston
H. Bernard Hall, Ph.D., Temple University
John Hanson, Ph.D., Florida State University
Christopher Merkner, Ph.D., University of Denver
Joseph Navitsky, Ph.D., Boston University
William M. Nessly, Ph.D., University of Pennsylvania
Maria-Eirini Panagiotidou, Ph.D., University of Nottingham
Ashley Starling Patriarca, Ph.D., Virginia Polytechnic University
Patricia A. Pflieger, Ph.D., University of Minnesota
Justin Rademaekers, Ph.D., Purdue University
Pauline Schmidt, Ph.D., University of Buffalo
Jordan Schugar, Ph.D., University of Maryland
Spring Ulmer, M.F.A., University of Arizona; M.F.A., University of Iowa
Kuhio Walters, Ph.D., University of New Hampshire
The M.A. in English offers three tracks: one in literature; one in writing, teaching, and criticism; and, one in creative writing. In the literature and writing, teaching, and criticism tracks, students may choose between thesis and non-thesis options. Students in the creative writing track must write a creative thesis.The master of arts in English helps students attain a number of goals. It offers opportunities for the study of language, literature, rhetoric and composition, pedagogy, creative writing, and literary and cultural critical theory. The diverse and comprehensive selection of courses cultivates scholarly knowledge and enhances cultural literacy in an atmosphere that engages students intellectually and creatively. The program prepares students to enroll in advanced graduate programs (for the Ph.D. in literature or composition and rhetoric, for example), to teach literature or writing in secondary schools or two-year colleges, and to enter a range of other professions in which writing expertise and analytical thinking are valued.
The Department of English also participates in an interdisciplinary program leading to the master of arts in teaching English as a second language. (See the section "Teaching English as a Second Language," pages 103.) In addition, the Department of English welcomes students who wish to take courses for professional growth and provides assistance and advice to postbaccalaureate students wishing to acquire secondary teaching certification in English.
The applicant to the M.A. program in English must (1) meet the general requirements for admission to degree study at West Chester University; (2) submit a 5-6 page writing sample on a subject related to the study of English; (3) satisfy other departmental admission requirements established in consultation with the graduate coordinator; (4) take additional graduate and/or undergraduate courses when considered necessary. Normally, applicants who do not have a strong undergraduate record in English literature may be expected to take additional courses for full admission into the M.A. program in English.
The applicant seeking secondary English certification only must apply through the Office of Graduate Studies and Extended Education to the Department of Professional and Secondary Education and must have the transcripts evaluated by both the School of Education and the Department of English. The general requirements for admission include items (1) and (2) listed under "Admission Requirements for Degree Students" found at the beginning of the Graduate Catalog.
The MA in English offers three tracks: Literature; Writing, Teaching, and Criticism; and, Creative Writing. The Literature and Writing, Teaching, and Criticism Tracks have a thesis and non-thesis option. The Creative Writing Track requires a creative thesis. All tracks are 36-credit hours, require a capstone experience, and share a six-credit common core (ENG 500 (The Discipline of English Studies) and 501 (Critical Theory).
Some students pursue certification for Pennsylvania teaching after they graduate with bachelor's degrees from West Chester or other universities. The Department of English normally accepts equivalent courses from colleges or universities accredited in the United States or their equivalent from schools in other countries. Students seeking post-baccalaureate certification should consult with the appropriate adviser in the Department of English to see which requirements they have already fulfilled in their undergraduate program and which they need to fulfill to get their teaching certificate. These students should also meet with their adviser in English to plan their academic progress and to ensure they are keeping up with requirements, and they should meet with an adviser in the Department of Professional and Secondary Education for information on required education courses. Students pursuing post-baccalaureate certification must meet all requirements for formal admission and student teaching.
The State Board of Education adopted changes that affect all of Pennsylvania's teacher certification programs by adding nine credits or 270 hours or equivalent combination for adaptations and accommodations for diverse students in an inclusive setting, and three credits or 90 hours or equivalent combination to meet the instructional needs of English language learners. Although these regulatory changes became effective on September 22, 2007, the Pennsylvania Department of Education has not yet developed final requirements for colleges/universities to follow. Therefore, additional program requirements will be developed and incorporated into the certification programs to comply with new regulations that became effective January 1, 2011.
Two linguistics courses:
ENG 230 (or ENG 230, LIN/LEN 501, 503, 512)
ENG 331 (or ENG 575, LIN/LEN 504, 505)
Two advanced method courses:
("Advanced" means courses determined to be upper-level undergraduate or graduate courses. At West Chester,
the courses that qualify are numbered in the 300s, 400s, 500s, or 600s.)
A course in literary theory (e.g., ENG 296 or ENG 501)
A course in British literature
A course in American literature
A course in world literature
A course in literature for young adults (e.g., LIT 398 or ENG 593; prereq: literary theory)
A course that theorizes teaching (e.g., ENG 506, 595, 596, 600, or 671)
A course in reading texts rhetorically ("The Rhetoric[s] of. ..)"
A composition and rhetoric elective chosen from among those listed in #6 and #7.
An English elective
For more information concerning secondary English certification for post-baccalaureate students, contact the Department of English graduate coordinator.
500 The Discipline of English Studies (3) An introduction to key analytical/paradigmatic concepts shared across the discipline and to the academic skills/methods appropriate to graduate level study in English.
501 Literary Theory (3) Study of various methods of literary theory and analysis; the application of these methods to specific works of literature.
502 History of Criticism (3) A historical study of literary criticism and aesthetic theory from Plato and Aristotle to the present.
503 Manuscript, Print, and Digital Cultures (3) This course studies the history of the creation, production, distribution, circulation, and reception of the written word. As it traces how authorship, reading, publishing, and the physical properties of texts have altered over time, the course examines, both historically and analytically, the intellectual, social, and cultural impact of changing communications technologies against the backdrop of our current digital age. This historical perspective uniquely equips students with the skills and knowledge to navigate effectively the transformations affecting the publishing and related media industries.
504 Methods and Materials of Publishing (3) This course is designed to familiarize graduate students with the history of the book and to provide them with the opportunity to gain practical experience in book production.
505 Queer Theory (3) Participants in this course will read some of the major texts in the emergent fields of cultural criticism known as Queer Theory, which draws from various strains of post-structuralism, such as feminism, deconstruction, race studies, and post-colonial and psychoanalytic theory, in order to examine ideas about gender and sexuality as they are represented in many types of cultural products.
507 Literature Seminar (3) Variable topics announced each time the course is offered.
550 History, Form, and Ideology (3) Study of critical approaches to literary texts that focus on the relationship between literary form and society and the involvement of representation in shaping subjectivity.
560 Locating Literature (3) Study of critical approaches to literary texts that focus on the historical construction of literary value, canonicity, and norms of reading, including the idea of 'national' literature and cross-cultural approaches to literature (postcolonial, transnational, multiethnic).
518 Chaucer (3) A study of the Canterbury Tales and Troilus and Criseyde.
519 16th-Century Poetry and Prose (3) A survey of the major poetry and prose written in England during the Tudor period from Skelton to Shakespeare.
520 Spenser and Milton (3) The major works of Spenser and Milton studied in relation to the intellectual climate of the Renaissance. Emphasis on The Faerie Queene and Paradise Lost.
521 Major Renaissance Writers (3) An in-depth study of major figures in the Renaissance. Intellectual background and literary influences. Variable topics.
522 English Drama to 1642 (3) A survey of English drama (exclusive of Shakespeare) from its medieval beginnings to the closing of the theatres in 1642.
525 Shakespeare's Tragedies and Histories (3) Histories and tragedies read with analysis of dramatic and poetic effects.
526 Shakespeare's Comedies and Poems (3) The comedies analyzed. The poems read in relation to Shakespeare's developing dramatic and poetic power.
527 17th-Century Poetry and Prose (3) An in-depth study of the major poets and prose writers from Donne to Milton.
530 Restoration and 18th-Century Drama (3) Critical history of the British drama from the re-opening of the theatres to Sheridan. Major playwrights and study of theatre history.
531 18th-Century British Novel (3) A study of the rise of the novel and its development in the 18th century. Defoe, Richardson, Fielding, Smollett, and Sterne.
534 Victorian Poetry (3) A study of Tennyson, Browning, Arnold, Hopkins, Swinburne, and Hardy.
535 Culture and Society in the 19th Century (3) A study of Victorian literature against its social and intellectual background.
536 19th-Century British Novel (3) The British novel from Scott to Hardy.
537 20th-Century British Novel (3) A study of the British novel from 1914 to the present.
539 Major 20th-Century Irish Writers (3) A comprehensive study of significant Irish writers of the 20th century: Yeats, Joyce, O'Casey, Synge, O'Connor, O'Faolain, Beckett, and Shaw.
541 20th-Century Drama (3) Principal British and American playwrights.
544 Seminar in English Literature (3) Topic announced when offered. This course may be taken again for credit.
545 Medieval Women's Culture (3) This course studies writings by medieval women and their contribution to the development of medieval culture.
547 American Literary Movements (3) Major movements in the development of American literature. Influence of leading writers on literary concepts, trends, and critical dicta. Topics announced when offered. This course may be taken again for credit.
548 Early American Literature (3) Studies in early American literature and culture. For example, "contact zones," spiritual narratives, belle-lettrism, the revolutionary public sphere.
549 19th-Century American Literature (3) An investigation of 19th-century literature and its cultural context. For example, Romantic writers and reform movements, realism and reconstruction.
552 20th-Century Native American Literature (3) This course investigates the Native American novel and the struggle of Native Americans for self-representation.
558 20th-Century American Writers (3) One or more major prose writers and literary movements from 1900 to the present.
562 Modern African-American Literature (3) An intensive study in themes and trends in modern African-American literature.
564 Seminar in American Literature (3) Variable topics announced when offered. This course may be taken again for credit.
565 Comparative Literature Seminar (3) Studies in international, literary, and/or cultural relations; the characteristics and relationships of literary themes, types, and genres. Topics announced when offered. This course may be taken again for credit.
566 Comparative Literature: The Greek Myths (3) The role of Greek myths and their treatment in Western literature.
571 Colonialism and the 20th-Century Novel (3) An examination of the relationship of the colonialist theme and modernist techniques in the novel.
573 Literature of the Holocaust (3) The central goals of this course are to help students understand, in some small way, the unimaginable horrors of the Holocaust, and by focusing on a limited number of Holocaust and post-Holocaust texts for critical discussion, to provide a voice for the millions silenced by the Nazis.
575 Structure of Modern English (3) A detailed analysis of the modern descriptive approach to the study of English grammar and how it compares with the traditional approach.
576 Curriculum and Materials for TESL (3) Application of second language learning principles for the analysis, development, and implementation of ESL materials, learner assessment instruments, and curriculum.
577 History of the English Language (3) Review of the major influences on the development of the English language. PREREQ: LIN 501 or LIN 503.
578 Modern English (3) A study of the development of the English language from 1450 to the present (exclusive of American English).
579 Studies in American English (3) Historical processes in the development of American and British English. Regional and social dialects of American English. Usage and sociolinguistics.
580 English Language Workshop (1-4) Workshop to survey recent developments and newer concepts in English linguistics for teachers. Variable structure and credit by arrangement with individual school districts.
582 Sociolinguistic Issues in ESL/Second Language Education (3) Introduction to social, historical, legal, and cultural issues influencing minority communities, schools, and homes. Introduction to issues in bilingual education and language programs for immigrants around the world. Crosslisted as LAN 582. PREREQ: LIN 501.
583 Second Language Acquisition (SLA) (3) Introduction to key issues in SLA research and theory. Analysis of SLA studies in connection to second language teaching. Design of original mini-study of second language learning. Crosslisted as LAN 583. PREREQ: LAN 501.
585 Middle English Language and Literature (3) An introductory study of the language (1150-1450) through a reading of selected texts (exclusive of Chaucer).
589 Language Seminar (3) Studies in English language and linguistics. Topics announced when offered. PREREQ: LIN 501 or the equivalent. This course may be taken again for credit.
590 Independent Study (1-3) Research projects, reports, and specialized readings. PREREQ: Approval of instructor and coordinator of English graduate studies. This course may be taken again for credit.
612 Assessment of ESL/Second Language Students (3) Selection, evaluation, adaptation, and creation of assessment instruments for ESL/second language students. Practice administering tests and interpreting results. Overview of issues in assessing second language students. Crosslisted as LAN 612. PREREQ: LIN 501.
506 Critical Pedagogies and Literacies (3) This course introduces students to two complementary bodies of literature: critical literacy and critical pedagogy. Students will analyze the educational system's role in maintaining or challenging diverse values, policies, and interests. To do so, students will ask questions about what we teach, how we teach, who we teach, and who we are as teachers: questions designed to frame the educational system socially, politically, and institutionally.
591 Modern Techniques for the Teaching of English (3) Techniques of teaching language arts, composition, and literature in the secondary school. Practice in planning and designing units and courses of study. Exploration into the latest research in teaching English.
592 Literature for the Elementary School (3) The content and approach of the literature program in the elementary school.
593 Literature for the Secondary School (3) An examination of the literary interests of the secondary school student. A discussion of the works of major writers who appeal to the teenage student.
508 Writing Seminar (3) Experience in nonfiction prose writing; discussion and development of major projects. This course may be taken again for credit.
594 Directed Studies in Composition and Rhetoric (3) Offers students systematic guidance and instruction in a specially formulated project involving scholarly or empirical research in composition.
595 Teaching Composition (3) A survey of developments and research in composition. Focus on the writing process, grading and evaluation, case approaches to writing assignments, writing across the curriculum, and remedial and developmental writing.
596 Composition and Rhetoric (3) Survey of rhetoric and composition theory. Frequent practice in writing.
600 Tutoring Composition (3) Theory and practice of teaching basic writing in the tutoring environment.
617 Writing Diverse Discourses in the Classroom (3) This course will take up theories and practices of cultural diversities in written classroom discourses. Reading assignments cover theories of representation and examples of classroom pedagogies and research, all of which offer various ways to think about diversity in the classroom and the rich, varied discourses that develop from it. Individual research and writing projects will utilize ethnographic and teacher research methods to look at issues of diversity in the written discourses of the classroom in which we participate as either teachers or students. Other writing assignments will include memoir and journal writing.
619 Cultural Studies: Pedagogy and Politics in English (3) Cultural studies considers carefully the relationships among people interpreting and producing texts, and the cultural contexts within them. This course will introduce students to cultural studies as a framework for the critical interpretation of cultural texts, as a philosophical basis for teaching, and as an object of study in its own right.
622 The Rhetorics of Masculinities and Men's Studies (3) This course introduces students to the literature, both theoretical and popular, that examines how males are represented in and socialized by contemporary language and culture. Students read, discuss, and write about a variety of written and visual texts concerning men's experiences and masculine identities, as they relate to both men and women.
626 Reading and Writing Asian American Women (3) This course is a study of Asian American women in media and culture. Participants will explore the rhetorics and ideologies of race, gender, sexuality, and class – particularly their discursive nature and social bases – and the inscriptions of Asian American women within and against dominant stereotypes – including those of the geisha, dragon lady, martial arts mistress, and the model minority – along with the meanings, accommodations, and resistances of the rhetorical figure of the Asian American woman.
509 Writing Seminar in the Novel I (3) A course in the writing and preparing of book-length manuscripts (novels, novellas, and "nonfictional" novels) with the intention of submission for publication. Also includes coverage of fictional aspects and techniques used in writing memoirs, biography, and current history. This course may be taken again for credit.
510 Writing Seminar in the Novel II (3) A continuation of ENG 509. This course may be taken again for credit.
601 Creative Writing Seminar (3) A specialized writing seminar. Topics announced when offered. Longer prose works, short story, fantasy/science fiction, narrative verse, lyric/meditative verse, etc. A portfolio is required at the end of the course. This course may be taken again for credit.
602 Creative Writing: Directed Studies (3) A course of individual study for students who have completed two workshops in a single genre. Concentrated work in a special poetry or prose topic. This course may be taken again for credit.
605 Poetry Workshop I (3) Experience in writing various types of poetry: traditional forms, narrative, lyric/meditative, etc. Readings in traditional and contemporary poetry and poetics. A final portfolio required. This course may be taken again for credit.
606 Poetry Workshop II (3) Extended work in poetic forms with additional emphasis on contemporary poetry in translation. A critical paper on contemporary poetry and poetics and a completed portfolio are required. This course may be taken again for credit.
608 Short Story Workshop I (3) Techniques of composing the short story with emphasis on its elements of form: point of view, diction, characterization, and dialogue. Readings in traditional and contemporary criticism and short stories. Completed portfolio of revised works is required. This course may be taken again for credit.
609 Short Story Workshop II (3) Extended work in the short story form with opportunities for exploring more experimental forms of short fiction. Additional readings in short fiction and criticism. A critical paper on a contemporary short story writer is required. This course may be taken again for credit.
610 Capstone Writing and Research Seminar (3) This seminar creates a space where graduate students form a community of writers to work on their capstone projects as they heighten their rhetorical awareness and explore writing in the myriad areas that comprise English Studies and the profession. PREREQ: ENG 500 and 501.
615 Special Topics (3) Variable topics, usually interdisciplinary, incorporating issues related to literary fields, genres, historical periods, and theoretical approaches. This course may be taken again for credit.
616 Research Methods for Writing, Teaching and Criticism (3) Research class in which students design independent research projects derived from their prior interests, expertise, and course work in areas of writing, teaching, and criticism. Class includes instruction in research methodologies and collaborative critiquing and workshopping.
620 M.A. Essay (3) Required final extended paper (about 40 pages) written under the direction of an adviser. Further details available in the Graduate English Studies Handbook. Oral defense required. This course may be taken again for credit.
The courses described below are intended to be taken by teaching professionals who seek to enhance their writing and literature instruction while earning graduate credit. They are part of the English master's degree in writing, teaching, and criticism. They may also be taken by elementary-grade teachers working toward recognition as an English language arts specialist, by middle school teachers working toward their Praxis test in English language arts to meet the requirements of "No Child Left Behind" legislation, and by secondary teachers or elementary teachers who want to earn a certificate in teaching writing and literature.
NOTE: All PWP courses require advisement and permission of the project director or associate director, and the instructor.
501 The Writing Process (1) A practical introduction to the writing process approach to teaching writing. This course may be taken again for credit.
502 Strategies for Teaching Writing: Teachers as Writers (3) The best teachers of writing are writers themselves. This basic course helps participants understand the writing process from the inside, providing experience with all phases of the writing process and all teaching strategies that support best-practice instruction. It also encourages practitioners to publish professionally. This course may be taken again for credit.
503 Strategies for Teaching Writing II: Writing in the Domains (3) This course explores the domains of the Pennsylvania PSSA Writing Scoring Guide and provides practical strategies for linking writing process and writing workshop instruction to the PSSA domains and the Pennsylvania standards. This course may be taken again for credit.
508 Computers and Writing (3) This course explores all the technological approaches to writing instruction, including a combination of classroom instruction and online hours. Participants actually take parts of this course online so they can experience this mode of learning themselves. This course may be taken again for credit.
510 Writing, Reading, and Talking Across the Curriculum: The Pennsylvania Literacy Framework (3) This course explores the theory and practical application of Pennsylvania's new language arts curriculum document to improve learning at all levels in all content areas through writing, reading, and speaking.
511 Writing Assessment (3) This course explores large- and small-scale writing assessment strategies, both summative and formative. Topics covered include the Pennsylvania PSSA writing domain approach, holistic assessment, portfolio assessment, responding to writing, and developing writing assessment systems. This course may be taken again for credit.
512 Teacher Research Seminar (3) Participants in this course explore self-selected topics related to literacy learning through a variety of practitioner research strategies, including qualitative methods of data collection and analysis. Special topics sections of this course may also be available. This course may be taken again for credit.
513 Pennsylvania Literacy Framework Seminar (3) Topics of this advanced course in writing, reading, and thinking across the curriculum vary. They may include visualizing words and worlds; reading in the secondary content areas; creativity and literacy or other PLF-related topics. This course may be taken again for credit.
520 Strategies for Teaching Literature (3) This course focuses on instructional practices that reflect current theories and approaches to teaching and using all kinds of literature in the classroom, K-12. A special section of this course, strategies for teaching reading in the literature classroom, is available for secondary English teachers only. This course may be taken again for credit.
521 Seminar in Teaching Literature (3) Topics of this course announced as offered. This course may be taken again for credit.
522 Seminar in Literature and Curriculum Development (3) The general section of this seminar focuses on literature available for curriculum development, K-12, and approaches for integrating and teaching that literature. Emphasis on issues of race, gender, ethnicity, class, and censorship. Special topics section of this course available as announced. This course may be taken again for credit.
597 Seminar for Master Teachers (6) Offered only during the summer. Requires special application and interview for admission. Participants develop advanced skills in the teaching of writing, receive training as in-service teacher consultants for the National Writing Project, and become part of the NWP network in Pennsylvania. This course may be taken again for credit.
599 Workshop in English (1-6) Topic varies. Each workshop will focus on specific issues and problems in the teaching of writing or literature and will introduce appropriate instructional materials and techniques. This course may be taken again for credit.
520-521 Seminar for Master Teachers of Literature (6) Requires special application and interview for admission. Participants develop advanced skills in the teaching of literature, receive training as in-service teacher consultants for the National Writing Project, and become part of the NWP network in Pennsylvania. Offered only during the summer. This course may be taken again for credit.


text:
Department of Organization (IOA) Emner "mikrobiologi"
Viser 1-1 af i alt 1
A structuralist analysisSommerlund, Julie (København, 2003)[Flere oplysninger][Færre oplysninger]
Resume: In the following, I will analyze two articles called Complex Adaptive Systems Ecology I & II (Molin & Molin, 1997 & 2000). The CASE-articles are some of the more quirky articles that have come out of the Molecular Microbial Ecology Group – a group where I am currently making observational studies. They are the result of a cooperation between Søren Molin, professor in the group, and his brother, Jan Molin, professor at Department of Organization and Industrial Sociology at Copenhagen Business School. The cooperation arises from the recognition that both microbial ecology and sociology/organization theory works with communities of sorts. The articles explore if insights from the one field – organization theory – can be used fruitfully in the other field – microbiology. The two articles are written as prolongations of each other and I will consider CASE I & II to be two parts of the same textual body. It is my main goal with this analysis to localize actants and developmental dynamics, which I can use as guidelines in my later empirical analyses. URI: http://hdl.handle.net/10398/6694
Filer i denne post: 1dokument 13.pdf (303.7Kb)
Viser 1-1 af i alt 1