text:
Our Battery for Dell KV690 is the reliable solution to your power problems. It's a high-quality replacement battery that's competitively priced and delivered fast.
Item Code: | 24KK34A04 |
Condition: | Brand New |
Cell Type: | Li-Polymer |
Capacity: | 8399mAh |
Voltage: | 11.55V |
Battery Cell Quality: | Grade A |
Warranty | Full 12 Months Warranty and 30 Days Money Back |
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Our brand new 11.55V 8399mAh replacement battery for Dell KV690 is made with high-grade Li-ion cells from Samsung, LG, Panasonic to ensure maximum performance. This replacement Dell KV690 battery pack is specially designed with multiple-protection circuit for maximum safety. The housing of the Dell KV690 battery pack is made of non flammable and very durable plastic, which is fire retarded and avoids damage when dropped from low heights.
Condition: | Replacement, Brand New |
Item Code: | 24KK34A04 |
Brand: | Dell |
Cell Type: | Li-Polymer |
Capacity: | 8399mAh |
Voltage: | 11.55V |
Compatible: | KV690 |
Warranty: | 1 Year Warranty. 30 Day Money Back. |
Useful Life: | 300-500 Recharge Cycles |
Dell KV690 Battery Tips:
When buying A Replacement Battery, please carefully compare your original battery against the new one. Always check the specs!
Compare the Specifications
Check the Shape
Check the Mounts
Check the Part# and Voltage
Check the Connection
If the capacity is low in current,CPU will be in electricity-saving model and battery can not be charged.In this case,take off the battery and fit on to rouse the CPU. The Dell KV690 battery can be charged then.
Remove the battery when don't use if for long time,or the currency will be lost and the cell will be damaged.
Recharge the battery as the circle more than once per month to make the management of capacity reach its best status, and prolong Dell KV690 Battery Replacement useful life.
1. Do not disassemble,modify or re assemble the battery.
2. Do not expose the battery to a place where the sun is direct,or placed near other heat sources and chimneys.
3. Do not place the battery in proximity to the flammable,explosive,dangerous goods and corrosive substances.
4. In strict accordance with the local environmental protection laws and regulations, discarded batteries and accessories,Do not handle this product with the family waste.
5. If the battery in the charging process has an unpleasant smell or shell deformation occurs, should immediately turn off the power supply, and unplug the power cord AC power outlet, in order to avoid possible damage or risk.
6. Be sure to place the battery in a place where the baby and the children are not exposed. Do not allow children to play in the absence of supervision in the vicinity of the product and its connection.
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Currently, all of our shipments are through Priority Mail (EMS USPS),if you are dealer,you can selected others .We can not offer Overnight (UPS Red) and 2nd Day Delivery (UPS Blue) .
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Estimated Delivery Time:7 - 15 Business Days
It is very easy for you to check the status of your order and locate the package during transit, as an email with a tracking number will be sent to your email address after your order has been shipped out. Tracking number will be emailed to buyer once your ordered item is shipped out.
Attention: Priority mail will be used for all PO Box shipping addresses ,But All APO's and military addresses do not apply here. Please use standard shipping for these. Thank you.
1-Year Warranty
All our high quality replacement batteries for Dell KV690 come with a 1-year warranty. Warranty is applicable if the buyer has installed the battery properly in the device and has treated the battery correctly.
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Please note: in order to qualify to get your money back, you must first contact us and await instructions before sending back your product.
If you have a problem with one battery which bought from us, please contact us first. We will process your request and try to find a solution for your problem. If the problem cannot be fixed by our technical support engineer, we will generate an RMA number (Return Material Authorization) for you. If inspection concludes that the returned battery is defective, a new battery will be shipped out without extra charge.
Q: How to check this battery is compatible with my laptop?
A: Please find out your old battery's part number or the exact model name of your laptop at first (like 'Dell KV690'), then to match our product compatibility chart. Second please compare your old battery to our product images ensure their shape is same. Finally check the voltage(Rating) is same to your old battery's.
Q: Does your replacement Dell KV690 battery compatibles with my original Dell KV690 battery?
A: 100% OEM compatible, guaranteed to meet the specifications of your original Dell KV690 battery (ensue same size & high quality). And all our batteries for Dell KV690 have obtained international certification( CE, UL, ROHS, ISO9001/9002 ).
Q: How to charge a new battery for Dell KV690 for the first time use?
A: New Dell KV690 battery pack is normally shipped in its partially charged condition. Please cycle your new Dell KV690 battery pack by fully charge and discharge it for 3-5 times to allow it to reach its maximum rated capacity before use. (Note: it is perfectly normal for a battery to become warm to the touch during charging and discharging).
New batteries are hard for your device to charge; they have never been fully charged and are therefore "unformed". Sometimes your device's charger will stop charging a new battery before it is fully charged. If this happens, simply remove the battery from your device and then re-insert it. The charge cycle should begin again. This may happen several times during your first battery charge. Don't worry; it's perfectly normal.
Q: How to Remove Replace Install and Upgrade your Dell KV690 Laptop Battery?
A: 1. Turn yourDell KV690 laptop over.
2. Find the laptop battery release button lock for your Dell KV690 laptop.
3. Now that your Dell KV690 Laptop Battery is unlocked, find the battery release button down.
4. Holding the Laptop Battery release button, gently pull your battery away from the laptop.
5. Now that your Dell KV690 battery is removed, grab your replacement Dell KV690 battery for installation.
6. Insert the battery into the slot. Push the Dell KV690 battery towards the laptop and secure it in place.
Q: How To Extend Your Dell KV690 Battery Life
1. When using a laptop, you can dim the screen. By far the biggest power drain on most laptops is the screen.
2. Don't leave your Asus laptop battery on the permanent charge.It is not advantageous to charge the original Laptop Battery KV690 for a long time.
3. By default, your laptop might be set to Windows' 'Balanced' setting rather than Power Saver,you can customize a power plan by clicking Change plan settings next to a profile.
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In today's market, it is imperative to be knowledgeable and have an edge over the competition. ACI members have it…they are engaged, informed, and stay up to date by taking advantage of benefits that ACI membership provides them.
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Founded in 1904 and headquartered in Farmington Hills, Michigan, USA, the American Concrete Institute is a leading authority and resource worldwide for the development, dissemination, and adoption of its consensus-based standards, technical resources, educational programs, and proven expertise for individuals and organizations involved in concrete design, construction, and materials, who share a commitment to pursuing the best use of concrete.
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The International Concrete Abstracts Portal is an ACI led collaboration with leading technical organizations from within the international concrete industry and offers the most comprehensive collection of published concrete abstracts.
Title: MECANISMO DE LA ROTURA EN COMPRESION DE MATERIALES HETEROGENEOS.
Author(s): Barraclough, N.
Publication: ACHE
Volume: 18
Issue: 83
Appears on pages(s): 127 -
Date: 1/3/1967
ACI International Partner, ACHE Spain, International Partner Access
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text:
1Then Moses went up from the plains of Moab to Mount Nebo,a the peak of Pisgah which faces Jericho, and the LORD showed him all the land—Gilead, and as far as Dan, 2all Naphtali, the land of Ephraim and Manasseh, all the land of Judah as far as the Western Sea,b 3the Negeb, the plain (the valley of Jericho, the City of Palms), and as far as Zoar. 4The LORD then said to him, This is the landc about which I promised on oath to Abraham, Isaac, and Jacob, "I will give it to your descendants." I have let you see it with your own eyes, but you shall not cross over. 5So there, in the land of Moab, Moses, the servant of the LORD, diedd as the LORD had said; 6and he was buried in a valley in the land of Moab, opposite Beth-peor; to this day no one knows the place of his burial.e 7Moses was one hundred and twenty years oldf when he died, yet his eyes were undimmed and his vigor unabated. 8The Israelites wept for Moses in the plains of Moab for thirty days, till they had completed the period of grief and mourning for Moses.
9Now Joshua, son of Nun,g was filled with the spirit of wisdom, since Moses had laid his hands upon him; and so the Israelites gave him their obedience, just as the LORD had commanded Moses.
10h Since then no prophet has arisen in Israel like Moses, whom the LORD knew face to face, 11i in all the signs and wonders the LORD sent him to perform in the land of Egypt against Pharaoh and all his servants and against all his land, 12and all the great might and the awesome power that Moses displayed in the sight of all Israel.
c. [34:4] Dt 1:8; 3:27; 32:52; Gn 12:7; 15:18–21.
d. [34:5] Dt 32:50; Ex 14:31; Nm 12:7–8; Jos 1:1–2, 7, 13, 15; 1 Kgs 8:53, 56; Mal 3:22.
g. [34:9] Nm 27:18–23; Jos 1:17.
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We are planning our vacation for this year. Oh yeah!
His many legs, pitifully thin compared with the size of the rest of him, waved about helplessly as he looked.
"What's happened to me? " he thought. It wasn't a dream.
His room, a proper human room although a little too small, lay peacefully between its four familiar walls.
A collection of textile samples lay spread out on the table – Samsa was a travelling salesman – and above it there hung a picture that he had recently cut out of an illustrated magazine and housed in a nice, gilded frame.


text:
For centuries, governments around the world have often treated sexual violence as an unpreventable fact of war. Books from the Bible to the Iliad talk about rape and pillaging as an inevitable part of conflict. Now that attitude is beginning to change.
As evidence, you can look at the global outrage when hundreds of Nigerian girls were recently kidnapped. Or you can look at a conference that began in London on Tuesday. It's the biggest global meeting ever to address the problem of sexual violence in conflict.
"It is a myth that rape is an inevitable part of conflict," said conference organizer and actress Angelina Jolie. "It is a weapon of war aimed at civilians."
Jolie and British Foreign Secretary William Hague brought together representatives from more than 100 countries for this conference, including U.S. Secretary of State John Kerry.
Karen Naimer, who directs the Program on Sexual Violence in Conflict Zones with Physicians for Human Rights, recently saw how the attitudes toward this issue have changed. She was in Congo, at a mobile court that brings justice to remote villages.
"We were in this small town of Kahele, and 19 female survivors came. And they were waiting for their day in court," says Naimer.
Two militia members were on trial, accused of holding 400 women in the bush as sex slaves for a year. Women showed up with babies they had borne in captivity. Naimer sat with the victims as they waited to testify.
"And what was so striking to me as I spoke with them quietly was their deep desire to face their perpetrators and to demand justice," says Naimer. "That cathartic process comes at such a cost for them. The kind of community, rejection, stigma they face, they were willing to endure that because this moment in time is so necessary for their personal healing."
Few Are Held To Account
Most people who've been sexually assaulted in war never get that opportunity.
"Very, very few perpetrators are held to task for the violence they commit," says Susan Bissell, UNICEF's global chief of child protection. "And it's really only in the last few years that the world is waking up to these things."
For a long time, wartime rape was treated with a shrug. But now, the U.N. has begun to document the problem, to understand just how widespread it is. Last year, many countries signed on to a commitment to end sexual violence in conflict. And groups like Physicians for Human Rights are training local doctors in war zones how to take evidence of sexual violence for later use in trials.
"I think that part of the challenge here when we think about war is [an attitude of] 'Well, anything goes,' " says Bissell. In fact, "there are proper rules of engagement in the context of conflict. This does not fall within the category of acceptable behavior."
Researchers are also starting to study the issue more. And they have discovered that sexual violence is not a universal fact of war.
"We see things such as conflicts in Eritrea, Sri Lanka, Guatemala or El Salvador, where one side uses sexual violence — in [these cases] it would be the state military forces — and the insurgent groups on the other side don't use it at all," says Carol Cohn, director of the Consortium on Gender, Security and Human Rights at the University of Massachusetts, Boston.
Researchers also have learned that sexual violence in a conflict may not be just a military tactic. Sometimes troops use it to terrorize and control a population. Other times, individuals act out amid chaos. And as the U.S. military has learned, military personnel may sexually assault their fellow service members.
While the meeting has generated widespread interest and media coverage, some wonder how much will actually get accomplished.
"If states chose to take sexual violence really seriously," says Cohn, "they could develop international protocols that treat sexual violence in war, for example, the way we treat the use of chemical or biological weapons. That's something that it's possible to do."
Copyright 2016 NPR. To see more, visit http://www.npr.org/.


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metalshop / Scooby-Doo & Mystery
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Transmittable torque 550+Nm.
Manufacturer compare numbers
Innovative Engineering.
- Higher transmittable torque
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- Noticeable better dynamics through higher clamp load
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Technical Details.
SACHS Performance Clutch kit at a preferential price, containing the reinforced clutch cover and the performance clutch disc with special organic friction material. - Simple exchange against the old clutch, this kit will fit to the original flywheel and releaser.
The SACHS Performance clutch kit delivers more transmittable torque and more stability, longer life and superior thermal resistance.
It also allows for faster and sportier gearshifts. - That makes it extremely useful for street tuning, endurance races, hill climbing (group N) and for vehicles that are often driven with their maximum gross vehicle weight.
The start performance is similar to your old original clutch kit (no "on-off" clutch), so this solution is also perfect for a daily driven car.
Quality - Made in Germany.
The clutch systems from ZF SACHS Race Engineering have brought motor sports teams worldwide to the forefront, from mass sports to Formula 1.
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SACHS Performance clutch in the VAG Motorsport
ZF SACHS has been a partner of Volkswagen Motorsport since 2003. SACHS develops dampers and clutches for the VW Polo R WRC in the World Rally Championship (WRC). Moreover, ZF SACHS equips all vehicles in the VW Scirocco R-Cup and racing cars such as the Audi TT Cup and Audi R8 LMS.
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text:
Becoming a Writer-Librarian
In Brief: This article offers a reflection on my pursuit to become a writer-librarian. In addition to participating in a professional writing program at my institution, in November of 2012 I participated in Academic Writing Month and Digital Writing Month. Through these immersive experiences I worked to figure out who is my writerly librarian self and discovered some tools and techniques to help me along the way. This article begins with an explanation of Academic Writing Month and Digital Writing Month, discusses writing in Library and Information Science, and then offers more reflection on my discoveries as I tried to become a writer-librarian. Among my discoveries, the most helpful were getting to know my writing barriers and making writing social. Finally, this article offers advice to others who may wish to incorporate writing into their professional lives.
by Emily Ford
I always tell people that if I hadn't become a librarian I would have become a chef, but this is a lie. The truth is that I always wanted to be a writer. To be a manipulator of words and to caress them into meaning—this was the thing I wanted, and yet it is the thing that has taken me thirty-three years to publicly admit.
When I had the opportunity to write in my professional life and work with In the Library with the Lead Pipe, there was no decision to be made. Over the past four years I have become immersed in the world of professional writing and editing as a Lead Pipe Co-Founder and Editorial Board member. Writing, as I had always perceived and experienced it, was a lonely task. As a child and teenager I journaled alone. I wrote poems alone. Writing papers throughout the course of my career in higher education as a student and professional had also always been a mostly lonesome task.
Acwrimo was started in 2011 by Charlotte Frost, founder of PhD2Published, a blog and online community that serves as a resource for "Academic Publishing Advice for First Timers." For Frost, Acwrimo was a way to kick into gear an academic writing project. Using social media, participants announced their progress, supported other community members, gave advice, and generally participated in a virtual academic writing community. While the goal first posted by Charlotte was to write 50,000 words, it could really be whatever goal you wanted to set for yourself. Similarly, Digiwrimo challenged participants to write 50,000 digital words between November 1st and 30th, but it also challenged participants to think about what it is to write digitally. More structured than Acwrimo, Digiwrimo offered weekly tweet chats and presented participants with opportunities to write creatively and collaboratively on projects. The month also featured a Night of Writing Digitally, wherein its organizers hosted participants at Marylhurst University for a night of writing individually, collaboratively, and yes, digitally.
The goals I set for myself were pretty lofty. I set separate goals for both Acwrimo and Digiwrimo, but intentionally overlapped some of them. For Acwrimo I would write an hour a day or seven hours a week, blog the process to the end goal of having a future Lead Pipe article about the experience, and complete a draft of an article I had been working on for eight months. For Digiwrimo I would post once a day at my personal blog, tweet once a day, have drafts of two Lead Pipe articles complete, and have drafted an essay for a non-library publication. Suffice it to say, I did not completely meet any of these goals. Instead, the month became more about the writing process itself. I began to question. What IS it to write? What is it to write digitally? What is it to write librarianly or to be a writerly librarian? As I completed pomodoros and blogged and tweeted, I wanted to know what it is to be a writer and a thinker in the field of LIS.
The rest of this article is my attempt to answer these questions. First I'll investigate writing in LIS and reflect on my experiences with writing in the field. Then I will reflect on the writing activities I pursued in November. Sharing my insights I will attempt to define what it is to be a writerly librarian and how to become one.
Writing in Library and Information Science
There is no paucity of literature discussing librarians and writing. Blogs, columns, books, and general writing advice is easy to find. In fact, several librarian writers discuss what they see as the natural relationship between librarian-ing and writing. Carol Smallwood discusses her 2010 book, Writing and Publishing: The Librarian's Handbook, in American Libraries magazine. "Librarians tend to be creative people, and what other profession than librarianship could be more encouraging for writers? We are surrounded by books, technology, and people, providing the opportunity not only to write for the profession but also to produce poetry, novels, short stories, and creative nonfiction for children and adults" (Smallwood, 2009). Indeed, there are numerous examples of librarians who author short stories, mystery and romance novels, poetry and more poetry, and even those who have authored biographies for an audience of juveniles.
Creative pursuits aside, there is also a vast realm of professional literature in librarianship. Writing in professional literature is dominated by library school faculty and academic librarians (Penta & McKenzie, 2013). Even for these professionals writing can be a struggle. Almost all of the existing articles and columns discussing writing librarians address the challenges of hectic and busy work lives. Moreover, much of the writing activity in librarianship occurs outside of the normal working hours; it is treated as extracurricular.
"Writing is generally done outside the "normal" working day; frequently, they do not work in a culture where the dissemination of practice and research output is the norm; librarians may have a clear sense of identity of themselves as practitioners supporting the publishing efforts of their academic colleagues, rather than as active participants in generating scholarly output." (p. 8, Fallon, 2012)
In their 2010 article, "Beliefs, Attitudes, and Perceptions about Research and Practice in a Professional Field," Jane Klobas and Laurel Clyde present lack of time as one of the most common barriers to writing for library practitioners. It is probably for this reason that many practicing librarians choose not to make writing a priority in their careers, especially if writing is not required in their jobs.
However, writing does more for librarianship than take up spare time. In her 2008 editorial published in College &Undergraduate Libraries, Inga Barnello acknowledges a universal lack of writing time in librarianship, but argues that by sharing and disseminating our work, we librarians work to support one another: "We are all swamped. Those who are writing do not have some bank of free time from which to withdraw extra hours in the day for writing. Secondly, we have similar issues that we are grappling with. Our projects revolve around common predicaments. We all benefit from the best practices of others" (p. 73). For Barnello writing and disseminating our work means that others don't have to reinvent the wheel.
Like Barnello I see writing as an essential part of communicating with my colleagues. I also fall into the extracurricular "weekend writer" camp—these Lead Pipe articles don't write themselves!—my writing activities extend far beyond my working hours. For someone like me, not writing is not an option; I am intellectually curious and attempt to engage in a reflective praxis of librarianship. Writing manifests as an excellent tool to engage in my praxis.
I'm No Expert
I may be a co-founder and editorial board member for Lead Pipe, but I am by no means an expert writer. I served a stint as a co-editor of RUSA Update, but most of my scholarship and professional writing experiences to date have been connected to this journal. This is not to say that Lead Pipe hasn't been an incredible and educational experience. In fact, current and former Lead Pipe Editorial Board members are some of the best (and harshest!) editors I've ever had, and each author for Lead Pipe writes with her own panache. I think about our writing in LIS, and I think about what we do and what we are required to do, and how we must be increasingly proficient with different writing modalities to be successful and good at our jobs.
No one is born a writer. Sure, individuals may show a certain aptitude for language and the written word, but no one automatically knows how to do it. Like anything else it takes practice, time and dedication. Still, how are we librarians trained to write? Do librarians learn to write in library school? I didn't. I started the process in 1st grade when my teacher insisted that we all keep journals. Continuing throughout my K-12 education there were a handful of teachers who instilled in me good writing practices and skills. Ms. Moulden in the 1st grade—I still have my journals—Mrs. Baldwin in the 4th grade, Mrs. Walkiewicz throughout high school, Dr. Pancho Savery in college—who taught me proper use of "that" and "which"—and Dr. Katja Garloff, my senior thesis adviser. By the time I reached graduate school I had a solid writing foundation. Luckily, I found a good editor in Phil Eskew, an adjunct professor who taught my first-ever library school class: Issues in Public Library Management. He asked that we write several two-page papers. Two pages! As one who studied German literature in college I was accustomed to the twenty-page academic paper. Two pages! Obviously writing as a librarian would be incredibly different than my senior thesis, and it would pose unique challenges. I had to learn to write clearly and succinctly.
As librarians we are asked to write daily. Whether it's email with students and faculty answering questions and explaining policies and procedures, or whether it's short announcements about programs and services, we arguably communicate more today via the written word than ever before. Moreover, our professional associations and recent practice in librarianship has moved toward the trend for us to "articulate our value." (ACRL's Value of Academic Libraries initiative, the NN/LM Middle Atlantic Region Study, and I Love Libraries' Library Value Calculator are a few good examples.) There is no better way to articulate value than to communicate it through words. The excessive amounts of data we gather is not enough. It is the compelling stories behind the data that we need to communicate—and with good writing this articulation becomes easier.
Writing is Social
A month prior to starting Acwrimo and Digiwrimo I began participating in a year-long writing program at my institution called Jumpstart Academic Writing. The program, facilitated by Dannelle D. Stevens, PhD, put participants into writing groups that were asked to meet weekly. The writing groups were intended to bring a social aspect to writing. Group members announced to one another their weekly writing goals. In this group participants were individuals one could ask for help, or they could simply act as peer mentors who held one another accountable for their goals. Each month the program hosted a larger group meeting facilitated by Dr. Stevens. In these meetings she led us in writing activities that encouraged us to become more familiar with our writing selves and the practice of academic writing and publishing.
During November a typical writing day for me began while I drank my coffee and ate my breakfast. I caught up on #acwrimo and #digiwrimo tweets, blog posts and other social media items that had accumulated overnight and early in the morning from the East coasters, European and Australian participants. After getting to work I would boot up my machine, make some tea, close my office door and sit down to complete one writing pomodoro. ((During this time I was working on both a literature review article that will be forthcoming this summer provided the publisher and I get the author agreement worked out, and the article Carol Bean and I published in December: "Open Ethos Publishing at Code4Lib Journal and In the Library with the Lead Pipe.")) I wrote "offline"—no Facebook, email, Twitter or any other potential distraction. After my 30 minutes ended I would go about my work day, periodically checking in on the #acwrimo and #digiwrimo Twitter streams. If it was a Thursday, I would meet with my writing group at noon, where we would eat lunch and check in on each others' progress. When 5:30 rolled around I would stop whatever I was doing, log out of email, and shut my office door. Again opening one of my writing projects I would complete one more pomodoro before leaving work.
After some downtime and dinner I returned to writing immersion. If there was a Digiwrimo challenge, I would attempt to participate. Evenings were also my designated time to reflect on writing successes and challenges (in blog form), and the time during which I attempted to craft words into sentences and paragraphs on my personal blog. Before the night ended I would be sure to log the day's productivity on the public Academic Writing Accountability Google Doc.
As a result of November and my participation in the Jumpstart Writing Program [pdf] I realized that, in contrast to my previous reclusive writing behavior, my writing was becoming and should be social. I was better able to keep up with my seven hour a week goal when I tracked my progress on a public spreadsheet; I was better able to keep my writing time focused when I publicly declared goals to peers in my writing group; and I was able to get help and support for writing when I asked my community for it and when I saw others in my community struggling with similar writing obstacles.
The main differences between the virtual writing months and the Jumpstart Writing Program were a matter of intensity. In the Jumpstart program participants focused on small, achievable goals—with the end goal that participants would build a sustainable writing practice to continue throughout their professional lives. In wild contrast, Acwrimo and Digiwrimo focused on grand plans and some rather insane goals, projects and schemes. As the folks over at ProfHacker stated, the first rule of Acwrimo is to "set yourself some crazy goals." Similarly, Digiwrimo encouraged participants to count every word written in emails, tweets, and Facebook updates and comments. The Digiwrimo About page declared: "Digital Writing Month is a (somewhat) insane month-long writing challenge, a wild ride through the world of digital writing, wherein those daring enough to participate wield keyboard and cursor to create 50,000 words of digital writing in the thirty short days of November" (Digital Writing Month, 2012). In fact, Digiwrimo began November 1st with a challenge for participants to collaboratively write a novel in a day.
I decided to participate in Acwrimo and Digiwrimo to immerse myself in writing and to think differently about writing. The in-person program in which I was participating was great, but I felt like I needed an intense writing boot camp to complete some projects. Plus, the prospect of thinking about writing in new ways, as promised by Digiwrimo, appealed to me. During this month I was going to be the lone wolf; the writer who holed herself up in her office pretending she wasn't in the building during the first and last half hours of the day. When I would get home from work I would continue writing. Yes, my goals were insane—of course I did not fully meet any of them—but I did not let that discourage me. What I did not expect to uncover during November was how social I was becoming in this writing process that had previously seemed a lonesome endeavor.
Digiwrimo, in particular, was structured to be collaborative and social. Its organizers invited writers to create crowdsourced poems, novels, and other creative written works. During the Night of Writing Digitally, an in person and virtual event, we wrote a poem, and the month ended with a beautiful Twitter Essay. (You can still read it, thanks to this Storify by fellow Digiwrimo participant, Kevin Hodgson. In fact, you can get a glimpse into Digiwrimo at the Digiwrimo Scoop.it page.)
Using social media I was able to check in with my writing colleagues across the globe, offer encouragement to those who were struggling, and seek similar encouragement when I needed it. My contributions to the Academic Writing Accountability Google Doc, too, were evidence of my social writing behavior. But it wasn't just my behavior. These writing communities were inherently social. They were communities of practice with all of the necessary parts. (("The community of practice is, then, the group of practitioners with whom learners must engage and in whose activities they must be able to participate in order to learn. Learning is, ultimately, the process of becoming (and becoming recognized as) a member of such a community. As such, learning involves much more than acquiring the explicit knowledge associated with a particular practice. It also requires developing the tacit understanding, inherent judgment, and shared identity that come with participation." (Duguid, 2003, p. 234) )) I learned, engaged, and identified as an Acwrimo-er and a Digiwrimo-er, and I still do.
Reflecting on Writing
But it wasn't just these programs that allowed me to discover my writerly self, on my own I began to read about writing. One of the books I had heard recommended by Dr. Stevens and fellow junior faculty members was Paul Silvia's How to Write a Lot. Certainly aimed at academics who need to try to incorporate writing into their daily routines, Silvia's book is startlingly easy to read, insightful, and humorous.
Of course it is a misconception that academic writing must be dry, nap-inducing, third-person reports of research written for journals whose editors will suck the life out of your work. And no one better communicates this than Paul Silvia. His short monograph allows readers to enter into his world—one of a prolific academic writer. He is a psychologist who constructs beautiful, engaging and witty sentences. On my Acwrimo blog, Seven Hours a Week, I wrote:
"Now halfway through this book, I've noticed that several chapter begins with unexpected similes, or at least witty and surprising statements. For instance, chapter two begins with, "Writing is grim business, much like repairing a sewer or running a mortuary." Chapter four: "Complaining is an academic's birthright." Chapter six: "Psychology journals are like the mean jocks and aloof rich girls in every 1980s high school movie–they reject all but the beautiful and persistent." Silvia's discussions of grammar and punctuation utilize subtle and elegant examples, embedded almost secretly within the text; it is almost as if he is amusing himself. I congratulated myself on noticing this brilliant execution, and also found myself wondering if he intended to offer us that reward of self-gratification."
Silvia inspired me to make the time to write. I had to face it, I was not going to be struck by a moment of passion in which I had to drop everything I was doing and write an article about librarianship. Instead of allowing a looming deadline to inspire me, I took Silvia's advice and put aside the first and last half hour of my working day to write.
One of the activities I completed in the Jumpstart Writing Program was based on a book by Robert Boice, Professors as Writers. He created an instrument to allow academic writers to better know themselves—the blocking questionnaire. Questions Boice asks are those related to our inner thoughts and about writing and our writing habits. He breaks blocking down into seven components: work apprehension, procrastination, writing apprehension, dysphoria, impatience, perfectionism, and rules. From there he organizes these seven categories into three different measures: checklist for overt signs of blocking, checklist of cognition/emotion in blocking, and survey of social skills in writing. A writer can score herself in each of these measures, and then compute her mean blocking score and her mean component scores to see where are her blocks and what are her traits. Based on the questionnaire I discovered that I am an impatient perfectionist – a writer full of contradiction. Although these traits aren't secret to me, the questionnaire allowed me recognized them in their brutal and ugly honesty.
Impatience is pretty straightforward and so is perfectionism. However, when reading the description of perfectionism I was taken aback.
A few writers, in my experience, refuse to abandon their maladaptive styles of perfectionism, supposing that doing so is tantamount to abandoning civilized standards of excellence. In this regard, perfectionism resembles shyness in that its possessors tend to be nice people who are closet elitists. (p. 153)
My inner dialog huffily reacted, "I am NOT an elitist!" A few moments later it resigned. "Crap. I've been outed." Since I began my career I edited others' works, received feedback on my writing, and wrote collaboratively. Yet how is it that I was now a closet elitist? Reflection and self-discovery were not foreign to me and I embraced any exercise that allowed me to acknowledge and better understand myself and my writing practice. Simply by discovering my writing blocks, I took a step towards ameliorating them.
It Wasn't All Reflection
Even though I didn't fully meet my goals, my Acwrimo and Digiwrimo 2012 were incredibly productive. During the month I completed, with my co-author Carol Bean, "Open Ethos Publishing at Code4Lib Journal and In the Library with the Lead Pipe." I had a draft of a research article completed, which I was then able to whip into shape and submit by mid-January. Moreover, a co-author and I received revision requests for a book chapter during this month, which we were able to quickly turn around and resubmit to the editor.
What I noticed about my technique, opening and ending my work day with a half hour pomodoro ((The Pomodoro Technique is a method of time management wherein one concentrates on a task, typically for twenty-five minutes, and then takes a five minute break. After four pomodoros, as these twenty-five minute chunks of time are popularly called, one takes a longer break.)) of writing time, is that it was a great way to get some of the nitty-gritty writing work out of the way. A half hour allowed me to freely write, and it allowed me to poke at revisions and edits. But I also sometimes felt that these half hours were lacking. At the end of some of these half hours I felt like I had just gotten started, and so I would extend my time by five or ten minutes, or even for another half hour. However, I frequently did not have the leeway in my schedule to do so, nor did I feel that I could ignore all of the other things that were piling up while I was spending time writing.
Despite my ability to set aside work-day time for writing, a lot of my Acwrimo and Digiwrimo writing activity occurred "off the clock." It was on weekends when my co-author and I could connect via Google+ hangouts, and when I had longer than half-hour chunks of quiet time to edit and revise my work. At the end of it all, I feel most proud of the Lead Pipe articles that were partially drafted during Acwrimo and Digiwrimo. For the most part, this is because I like the content and subjects of what I write for Lead Pipe. I also feel more free and confident when writing for Lead Pipe than for other venues. Here I have a voice and here I have an established writing community of practice.
All in all, November 2012 was a productive writing month for me. In addition to the self-reflection and self-discovery I began to produce a body of work that has culminated in works that have already been published or will be published in the future.
Find Your Writerly Self and Become a Writer-Librarian
In the past my writing had always been a solitary activity. But as a result of my participation in Acwrimo, Digiwrimo, and in the Jumpstart group, I have come to better know my writerly librarian self. I am an impatient perfectionist. I am prone to holing up in my home office on Saturday mornings or spending $3.50 on a decaf rice milk latte and three hours producing sentences and paragraphs that hopefully mean something. But I also need to be part of a social writing community; my best writerly self emerges when I am part of a community of practice. Keeping writing social allows me to set and attain goals and allows me to get necessary feedback earlier in the writing process. Discovering these things was tough, but even though acknowledging my personal challenges was intimidating, the rewards have made it worth the effort.
For you readers who would like to discover your writerly librarian selves, there are a few things I've gleaned from my immersive experience that I encourage you to do. First, get to know your librarian self. What do you value? What is your philosophy? What do you have to share? What do you want to share? Then get to know your writerly self. What are your writing challenges and what are your writing behaviors? Consider checking out Boice's book and take the blocking questionnaire. After you've identified your blocks, think about how you can work with them. What can you do to overcome the impatient perfectionist in you? Knowing what are your challenges will enable you to better operate with them. For me, I am now trying to work well in advance of deadlines to tame the impatience (I can deal with a deadline), but also to allow myself enough time to polish my work before it gets published.
After you've engaged in some writerly self-discovery, try to think about how you want to prioritize writing as part of your life. Will it be on weekends? Will it be every morning? In essence, what will you sacrifice in order to write? As you begin to incorporate writing into your professional life, be sure that you allocate the time to do so. Be aware that when you allocate time to write, you will be taking time away from other tasks. Think about whether there is something on your plate that you don't need to do, or you can do less frequently, or if it is something that can be delegated to someone else.
When you've come to know yourself and when you've set aside the necessary time, next try to set some writing goals. Set short-term goals—these can be weekly or daily—and set some long-term goals. Your goals should be a mix of easily achievable and those that would be more challenging. And whatever goals you do set, go easy on yourself. It's not whether you achieve them, it's the ride you take to try and get there.
Finally, make writing social. Find an existing writing community of practice like Acwrimo and participate. You can even start tracking your progress on the publicly shared Academic Writing Accountability spreadsheet. Alternatively, you can form your own writing group. Whatever you do, find or create a community—be it virtual or face-to-face—that challenges and supports you to become not only your writerly self, but a writer-librarian.
Many thanks to Chris Hollister and Emily Drabinski for their thoughtful comments and feedback. Additional thanks to Lead Pipe Editorial Board members Erin Dorney and Ellie Collier for their comments and edits.
References and Further Readings
8 Responses
Always drawn to pieces such as this. I don't write but desperately want to. I think you accurately portray the level of commitment and effort involved in being/becoming a writer. And as for our profession I like to think it is essential that we make a commitment to this craft. Also your absolutely correct that writing is an integral function of who we are and what we do, so it therefore behooves us practice this craft.
This piece is very motivating and in time I hope to put some of your recommendations into practice.
Thanks for the thoughts
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xieyinshe Solid Scoop Neck Mini Dress, Casual Long Sleeve Slim Dress, Women's Clothing
Composition:95% Polyester,5% Spandex
Material:Dacron and Spandex
Patterned:Color Block
Applicable People:Adult
Care Instructions:Machine wash, do not dry clean
Fabric Elasticity:High Elasticity
Printing Type:No Printing
Weaving Method:Knit Fabric
Item ID:WC34607
- There maybe 1-2 cm deviation in different sizes, locations and stretch of fabrics. Size chart is for reference only, there may be a little difference with what you get.
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Shipping Information
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Low cut ballerina Rosario in leather with buckle detail, rubber sole, leather insole and textile lining
We offer FREE SHIPPING for orders above SGD 150 in Singapore.
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We are unable to ship internationally at this moment.
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For full Return details, please see here.
Patent leather shoe care:
With patent leather shoes there is an important aspect to take into account when storing the shoes in the box: they should not be in direct contact with each other, to avoid the appearance of stains by direct contact. As for the care, it is advisable to apply silicone spray, lightly and not abundantly, and clean them with a dry chamois.
Nappa leather shoe care:
The most recommended way to clean smooth Nappa leather shoes is to lightly apply a cream specific to the tone (or colorless) with a dry chamois.
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Velvet and furry leather shoe care::
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Water-repellent stretch fabric shoe care:
Shoes made of water-repellent stretch fabric should be cleaned with a chamois cloth moistened with soap and water. And let them dry at room temperature.
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Sign in to your Teledyne Lecroy account
Serial Trigger and Decode
Teledyne LeCroy decode solutions use color-coded overlays on various sections of the protocol for an easy-to-understand visual display. Depending on the time base or the amount of zoom, the decode information is condensed or expanded to better assist in understanding events during short or long acquisitions.
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text:
Axiom Monsoon Oceanweave 45+ Pannier
A waterproof, dry-bag-inspired / urban-inspired pannier set that overcomes limitations normally found with waterproof bags.
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text:
The Fifth Trumpet.* 1Then the fifth angel blew his trumpet, and I saw a star* that had fallen from the sky to the earth. It was given the key for the passage to the abyss. 2It opened the passage to the abyss,a and smoke came up out of the passage like smoke from a huge furnace. The sun and the air were darkened by the smoke from the passage.b 3Locusts came out of the smoke onto the land, and they were given the same power as scorpions* of the earth.c 4They were told not to harm the grass of the earth or any plant or any tree, but only those people who did not have the seal of God on their foreheads. 5They were not allowed to kill them but only to torment them for five months;* the torment they inflicted was like that of a scorpion when it stings a person. 6During that time these people will seek death but will not find it, and they will long to die but death will escape them.d
7* The appearance of the locusts was like that of horses ready for battle. On their heads they wore what looked like crowns of gold; their faces were like human faces,e 8and they had hair like women's hair. Their teeth were like lions' teeth,f 9and they had chests like iron breastplates. The sound of their wings was like the sound of many horse-drawn chariots racing into battle. 10They had tails like scorpions, with stingers; with their tails they had power to harm people for five months. 11They had as their king the angel of the abyss, whose name in Hebrew is Abaddon* and in Greek Apollyon.
12The first woe has passed, but there are two more to come.
The Sixth Trumpet.* 13Then the sixth angel blew his trumpet, and I heard a voice coming from the [four]* horns of the gold altar before God,g 14telling the sixth angel who held the trumpet, "Release the four angels* who are bound at the banks of the great river Euphrates." 15So the four angels were released, who were prepared for this hour, day, month, and year to kill a third of the human race. 16The number of cavalry troops was two hundred million; I heard their number. 17Now in my vision this is how I saw the horses and their riders. They wore red, blue, and yellow breastplates,* and the horses' heads were like heads of lions, and out of their mouths came fire, smoke, and sulfur.h 18By these three plagues of fire, smoke, and sulfur that came out of their mouths a third of the human race was killed. 19For the power of the horses is in their mouths and in their tails; for their tails are like snakes, with heads that inflict harm.
20The rest of the human race, who were not killed by these plagues, did not repent of the works of their hands,* to give up the worship of demons and idols made from gold, silver, bronze, stone, and wood, which cannot see or hear or walk.i 21Nor did they repent of their murders, their magic potions, their unchastity, or their robberies.
* [9:1–12] The fifth trumpet heralds a woe containing elements from the eighth and ninth plagues of Egypt (Ex 10:12–15, 21–23) but specifically reminiscent of the invasion of locusts in Jl 1:4–2:10.
* [9:1] A star: late Judaism represented fallen powers as stars (Is 14:12–15; Lk 10:18; Jude 13), but a comparison with Rev 1:20 and Rev 20:1 suggests that here it means an angel. The passage to the abyss: referring to Sheol, the netherworld, where Satan and the fallen angels are kept for a thousand years, to be cast afterwards into the pool of fire; cf. Rev 20:7–10. The abyss was conceived of as a vast subterranean cavern full of fire. Its only link with the earth was a kind of passage or mine shaft, which was kept locked.
* [9:3] Scorpions: their poisonous sting was proverbial; Ez 2:6; Lk 11:12.
* [9:5] For five months: more or less corresponding to the life-span of locusts.
* [9:7–10] Eight characteristics are listed to show the eschatological and diabolical nature of these locusts.
* [9:11] Abaddon: Hebrew (more precisely, Aramaic) for destruction or ruin. Apollyon: Greek for the "Destroyer."
* [9:13–21] The sixth trumpet heralds a woe representing another diabolical attack symbolized by an invasion by the Parthians living east of the Euphrates; see note on Rev 6:2. At the appointed time (Rev 9:15), the frightful horses act as God's agents of judgment. The imaginative details are not to be taken literally; see Introduction and the note on Rev 6:12–14.
* [9:13] [Four]: many Greek manuscripts and versions omit the word. The horns were situated at the four corners of the altar (Ex 27:2; 30:2–3); see note on Rev 8:3.
* [9:14–15] The four angels: they are symbolic of the destructive activity that will be extended throughout the universe.
* [9:17] Blue: literally, "hyacinth-colored." Yellow: literally, "sulfurous."
* [9:20] The works of their hands: i.e., the gods their hands had made.
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What information we collect
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We may pass on your personal information if we have a legal obligation to do so.
How to contact us
If you have any concerns about how your data is collected and processed, you can contact the Public-i Data Protection Officer at firstname.lastname@example.com.


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Xiaomi Poco M5 Screen Replacement
Does your phone have cracks in/on the screen? Or is your Xiaomi Poco M5 Screen no longer responding to touch? In most cases, your Xiaomi Poco M5 screen needs to be replaced. Are you unsure whether it is necessary? This is Xiaomi Poco M5 Screen Replacement that is manufactured by the Original Equipment Manufacturer (OEM), this is the same quality as the original screen. Check if your issue is listed down below
When do you know you need to replace your Xiaomi Poco M5 screen?
- There are cracks in the glass of the screen
- Vertical colored stripes are visible in the screen
- Black ink spots are visible on the screen
- Your screen no longer lights up while your phone is on
- The display no longer responds to touch
We use the highest quality replacement parts available to fix Xiaomi Poco M5 mobile phones. Most of the time we use original parts but if those are not available, we will use a replacement that provides the same functionality. You can check with us before about what quality part is available for your particular phone. All parts are tested before we fit them. Screen replacements are manufacturers same specification, expect perfect repair. After the Xiaomi Poco M5 screen repair, everything will work properly again.
Xiaomi Poco M5 is also known as a frame, chassis, support, AMOLED, S AMOLED, OLED, S LCD, TFT, LED, IPS, Retina, screen, internal screen, touch panel, touch screen, touch panel, window, touch display, digitizer, lens, outer glass, Corning, Gorilla, capacitive, resistive.
Package Including:
- Complete LCD Screen and Touch Screen digitizer x 1 for (Bonded/joined LCD and Touch screen) or
- LCD Display x 1 and Touch Screen x 1 (For parts that come originally separated)
Humtech Repair Shop will charge you for installation fee. The customer is however required to meet all the shipping cost to send your device to our offices and back. If you prefer you can bring the item to our offices personally.
- When you receive the screen, please check it, if there is any damage, please contact us. Though not likely, it is possible for damage to occur during transport we understand this.
- Before installation, please test the screen, it is not eligible for warranty if the screen is damaged during installation or during usage.
How Long Will Installation Take?
Your phone screen replacement or repair will take approximately 40 Minutes ~ 1 hour AT COST FOR 500. However some phone models might take longer to allow the adhesive enough time to bond properly. This time though will also vary depending on how many people you will find on queue. Customers are advised to come in early to avoid long waiting time and queues at our service center.
- Replacement Touch Screen Digitizer and LCD Screen for Xiaomi Poco M5.
- Replace the old, broken, cracked and damaged one.
- Repair will make your valued device look new, fresh and more refreshing than ever.
- Replacement Parts and of highest quality supplied by OEM and are guaranteed to Completely fit and work.
- Each item has been triple checked and is in good condition before shipping.
- Professional installation is highly recommended. We will not be responsible for any damages to your cellphone/mobile phone that you may cause during the changing of replacement parts.
Xiaomi Poco M5 Water Damage Repair
Although the smartphone industry has shifted towards designing water-proof or water resistant devices, few phones are truly water resistant and even those that are can only withstand immersion in water for only a few minutes. If water has seeped into your Xiaomi Poco M5, act quickly to avoid damage to the motherboard and other internal components. Visit Humtech Shop as soon as possible. If your device has a removable battery remove it and don't put it back in the device.
By opening the device, cleaning and drying it out to rinsing it and removing foreign objects and debris and replacing any damaged parts, Humtech technicians will use our expertise to bring your Xiaomi Poco M5 back to life. If your device malfunctions due to the quality of a replacement part or our workmanship, we'll fix the problem free of charge.
Find more Screen Replacement here