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Media Literacy
Media Literacy
A Position Statement of National Council for the Social Studies
© 2009 National Council for the Social Studies. All rights reserved
This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.
"In the twenty-first century, participatory media education and civic education are inextricable" (Rheingold, 2008, p. 103)
This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
The 21st century world is media saturated, technologically dependent, and globally connected. We live in a multimedia age where the majority of information people receive comes less often from print sources and more typically from highly constructed visual images, complex sound arrangements, and multiple media formats. The multimedia age requires new skills for accessing, analyzing, evaluating, creating, and distributing messages within a digital, global, and democratic society. The acquisition and application of critical analysis and media production skills are part of what constitutes media literacy. The Internet and the everyday use of social networking technologies, together with the expansive growth of corporate entertainment media and the integration of popular culture, also require us as social studies educators to link participatory media literacy with civic education.
The ubiquitous and mobile nature of information and communication technologies has resulted in a world far different from that of those of us whose childhood was once surrounded by large box televisions, rotary dial telephones, and transistor radios. What was once characterized as a digital divide has transformed into a digital disconnect. Outside of the classroom young people regularly engage with music and videos via MP3 players, constantly text their friends with their cell phones, check the latest videos on YouTube, and even upload ones themselves. But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes. Jenkins (2006, p. 259) suggested that media educators help young people "to think of themselves as cultural producers and participants and not simply as consumers, critical or otherwise." Likewise, social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
Most children born in the United States in this millennium have never known a time without the Internet, cellular phones, or television.1 Practically every US household has at least one television set2 and about one third of young children live in homes where the TV is on "always" or "most of the time" (Rideout, Vandewater & Wartella, 2003, p. 4). Before most children are six years of age, they spend about two hours per day with screen media,3something that doubles by age eight, and before they are 18 they spend approximately 6 hours daily with all types of media (Rideout, Roberts & Foehr, 2005).4 It is also estimated that nearly all young children in the US, "have products—clothes, toys, and the like—based on characters from TV shows or movies" (Rideout et al., 2003, p. 4). In the conclusion to the Kaiser Family Foundation's national study of media usage of 8-18 year-olds, the authors assert, "Without question, this generation truly is the media generation, devoting more than a quarter of each day to media" (Rideout, Roberts & Foehr, 2005, p. 39).
These changes in society and the experiences the students bring into the classroom challenge social studies teachers to change both how and what we teach. One reaction is to fear these changes and try to protect our students from things we don't understand or appreciate. Such an approach is neither helpful nor pedagogically sound. Another response is to take advantage instructionally of the wealth of experiences that young people have making media choices by respecting those choices when consistent with democratic principles. Whether we like it or not, this media culture is our students' culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium. Media literacy offers us the framework to build upon their entertainment and social experiences with media so as to provide our students with meaningful academic, civic, and public experiences that are critical and empowering.
The influential role media play in organizing, shaping, and disseminating information, ideas, and values is creating a powerful public pedagogy (Giroux, 1999; Luke, 1997) that is influencing young people's thinking about citizenship and social responsibility. Today's predominant storytellers are enormous transnational corporations that are appropriating public and private spaces. Less than ten corporations own the majority of the world's media, creating a small group of wealthy individuals with tremendous power to decide who and what will be represented and what lessons will be taught (McChesney, 2003). When a small group of people has the power to create and disseminate enormous amounts of information, the diversity of ideas shrinks as the potential for abuse increases. Since young people overly rely upon commercial venues for information, the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media. Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium. Sometimes, as Marshall McLuhan (1997) stated, "the medium is the message."
Media literacy, also referred to as media education or media studies, has become institutionalized in many countries around the world. Canada, Australia, and Great Britain have taught media literacy for several decades, while the US, the world's leading producer of media, is far behind. In the name of participatory democracy, this neglect can no longer continue. Changes in technology, media, and society require the development of new pedagogy to empower students to adequately read media messages and produce media themselves in order to be active participants in the contemporary democratic society (Kellner & Share, 2007). Social studies teachers should be asking themselves: What do young people need to learn to best enable them to participate in this democratic culture, while navigating their way through the emerging media environment?
Media literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology (from crayons to webcams) to question the roles of media and society and the multiple meanings of all types of messages. Analysis of media content is combined with inquiry into the medium. This approach is analytical and skill-based. Thus media literacy integrates the process of critical inquiry with the creation of media as students examine, create, and disseminate their own alternative images, sounds, and thoughts.
Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture. This participatory culture is characterized not simply by "individual expression" but also by "community involvement," requiring "social skills developed through collaboration and networking." (Jenkins et al, 2007, p. 4). Media literacy also includes analysis of ideology and power as students learn how media are used to position audiences and frame public opinion.
Implementation of Media Literacy within a Social Studies Context
Finally, what is required to teach media literacy and what are some examples of classroom activities?
Teaching media literacy requires movement in two directions: a horizontal expansion and a vertical deepening. The horizontal motion entails broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages. This more inclusive notion of "legitimate texts" includes popular culture, advertising, photographs, maps, text (SMS) messages, movies, video games, Internet, all sorts of hand-held devices and information communication technologies (ICTs) as well as print. Along with analysis, media literacy involves production as students learn to create messages with different media and technology. Students should be presenting their research and learning through interactive multimedia presentations, as Internet blogs, videos, podcasts, etc.
Teaching media literacy also requires a vertical movement to help students deepen their questioning of the relationships between information, knowledge, and power. Meanings are not only created inside someone's head; they are always dependent on historical, social, political, economic, and cultural contexts in which the text is both created and received. In addition, people negotiate meanings similarly or differently depending on the experiences, values, feelings, and many other influences shaping their group and individual identities.
Media literacy skills are embedded throughout the NCSS curriculum standards such as identifying symbols, examining the environment, analyzing primary resources, considering economic concepts in a market economy, and exploring government and the role of media. The ability to differentiate between primary and secondary sources or distinguish fact from fiction is now intimately connected to the ability to analyze and create media.
Media education built on critical inquiry encourages students to ask probing questions such as:
- What social, cultural, historical, and political contexts are shaping the message and the meaning I am making of it?
- How and why was the message constructed?.
- How could different people understand this information differently?
- Whose perspective, values and ideology are represented and whose are missing?
- Who or what group benefits and/or is hurt by this message?
The following are examples of media literacy activities in social studies classrooms:
- Students compare and contrast the benefits and limitations of different types of maps before creating their own maps highlighting different geographic regions.
- Students analyze newspaper articles about historic events that affected their community and collaboratively create a wiki to share their findings.
- Students produce a video about their community with original interviews and share their video online as an active form of public civic participation.
- Students study the electoral process through analyzing mainstream media coverage of presidential campaigns and then create their own public awareness campaign about civic participation for youth.
In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
Buckingham, D. Media Education: Literacy, Learning and Contemporary Culture. Cambridge: Polity Press, 2003.
Giroux, H. The Mouse that Roared: Disney and the End of Innocence. Boulder: Rowman & Littlefield Publishers, 1999.
Goodman, S. Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change. New York: Teachers College, 2003.
Jenkins, H. Convergence Culture: Where Old and New Media Collide.i New York: New York University Press, 2006.
Jenkins, H., Purushotma, R., Clinton, K. Weigel, M., & A. J. Robison. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Retrieved December 1, 2007 from http://www.projectnml.org/files/working/NMLWhitePaper.pdf
Kellner, D. Media Culture: Cultural Studies, Identity and Politics Between the Modern and the Postmodern. New York: Routledge. 1995.
Kellner, D., & Share, J. "Critical Media Literacy, Democracy, and the Reconstruction of Education." In Donaldo Macedo and Shirley R. Steinberg (Eds.), Media Literacy: A Reader. New York: Peter Lang Publishing, 2007. See pp. 3-23.
Luke, C. Technological Literacy. Melbourne, Australia: National Languages & Literacy Institute, 1997.
Masterman, L. Teaching the Media. New York: Routledge, 1985, 2001.
McChesney, R. The Nine Firms that Dominate the World. Online at http://www.globalpolicy.org/globaliz/cultural/2003/0804media.htm. New York: Global Policy Forum, 2003.
McLuhan, M. Understanding Media: Extensions of Man. Cambridge: MIT Press, 1997.
Quin, R. & B. McMahon. "Relevance and Rigour in Media Education: A Path to Reflection on Our Identity." In Duncan, B. & Tyner, K. (Eds.), Visions / Revisions: Moving Forward with Media Education. Madison, WI: National Telemedia Council, 2003. See pp. 122-140.
Rheingold, H. "Using Participatory Media and Public Voice to Encourage Civic Engagement." In W. Lance Bennett (Ed.), Civic Life Online: Learning How Digital Media Can Engage Youth, a publication in the John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. See pp. 97-118.
Rideout, V., Roberts, D.F. & U. G. Foehr. Generation M: Media in the Lives of 8-18 Year-olds. Washington, D.C.: Kaiser Family Foundation, 2005. Available online at: http://www.kff.org/entmedia/entmedia030905pkg.cfm
Rideout, V.J., Vandewater, E.A., & E. A. Wartella. Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers. Washington, D.C.: Kaiser Family Foundation, 2003. Available online at: http://www.kff.org/entmedia/3378.cfm
- While all people born in this millennium have been alive since the invention of the Internet, cellular phones and television, this does not mean that everyone can access this technology. Since approximately one third (about two billion) of the world's population still live without electricity, it is important to remember that billions of people are being left behind the so-called technological revolution.↩
- The U.S. Census Bureau reports that 98.3% of all US households had at least one television set in 1998. Statistics are available online at http://www.census.gov/prod/2001pubs/statab/sec18.pdf ↩
- This data is based on random telephone interviews in 2003 with 1,065 parents of children between six months and six years of age. "Screen media" refers to watching TV, watching videos/DVDs, using a computer and playing video games. This research was reported in the Kaiser Family Foundation Zero to Six study (Rideout, Vandewater and Wartella, 2003). ↩
- The number of hours spent with media is based on questionnaires from a 2004 national sample of 2,032 students between 8 and 18 years of age, as well as 694 media-use diaries, as reported in the Kaiser Family Foundation Generation M study (Rideout, Roberts and Foehr, 2005). ↩


text:
I'm writing a FPS XNA game. It gonna be multiplayer so I came up with following:
- I'm making two different assemblies — one for the game logic and the second for drawing it and the game irrelevant stuff (like rocket trails).
- The type of the connection is client-server (not peer-to-peer), so every client at first connects to the server and then the game begins.
- I'm completly decided to use
XNA.Framework.Gameclass for the clients to run their game in window (or fullscreen) and the
DrawableGameComponentclasses to store the game objects and update&draw them on each frame.
Next, I want to get the answer to the question:
What should I do on the server side? I got few options:
- Create my own
Gameclass on the server, which will process all the game logic (only, no graphics). The reason why I am not using the standart
Gameclass is when I call
Game.Run()the white window appears and I cant figure out how to get rid of it.
- Use somehow the original XNA's
Gameclass, which is already has the
GameComponentcollection and Update event (60 times per second, just what I need).
I got more questions:
First, what socket mode should I use? TCP or UDP? And how to actually let the client know that this packet is meant to be processed after that one?
Second, if I is going to use exacly
GameComponent class for the game objects which is stored and processed on the server, how to make them to be drawn on the client? Inherit them (while they are combined to an assembly)? Something else?

subset: commoncrawl


text:
IKEA- Printable Coupon $25 off $250
Click on "Sign Up & Save $25"
Fill out the form and you will get an email for a printable $25 off $250 coupon.
18 Comments add a comment
You should have put 'moving' in the title. The coupon is for people who are moving. One could just fill out the form and lie about moving but that would be both lying and theft. IKEA has treated me so good I can't steal from them.
I AM deeply "moved"....by saving 25%.... very moving moment...
It is so easy to spend $250 at Ikea.
@silveravnt: THEFT are you kidding me?
@kevzaj: it's 10%
How long did it take you guys to get your email? I am actually moving and planned a trip to Ikea this weekend, so the timing's great... if the coupon would show up.
Wondering if what I put in as my moving date has anything to do with it...
@zendick: Well technically is fraud. But stealing by fraud is still stealing. Right?
@jezebelseven: Mine ended up in my SPAM folder... check for it there.
Its actually a cheap 10% off since the limit is $25 off. Its like 10% off your first $250....(profanity) business tactics if you ask me.
My coupon didn't come with the little alan key needed to assemble it. =(
@minngreengt: Still nada. I was also already signed up to recieve Ikea emails at the address I used, so maybe that's part of it. :\
edit: tried another email (that also already gets ikea emails) and it came through that time immediately. Weird.
@silveravnt: I don't think you understand business. They don't care if you're actually moving, they just want your $225.
Don't bother. They want your email and address so they can spam you. You fill it out and presto, no coupon.
Make Ikea into No-kea.
@cnherrick: I dunno, it worked for me just fine. Did you check your spam filter to see if it wound up there, as was pointed out earlier in the comments?
It's basically the wal-mart of furniture. Haven't you seen the people shopping there?
@vixro: Death Star of furniture, I can agree with. What you're suggesting, however, doesn't reflect my experience of Ikea.
Tried it. Coupon was in spam only a couple minutes after submitting.
@acrizer: Thanks.... I was wondering where my coupon was.... there it was in the spam....


text:
In Minecraft survival mode, there are dungeon rooms with mob spawning machines, mossy cobblestones and special treasures. What's the best way to find those? I found one the other day and have been looking for more because it was great fun to beat, might be fun to farm, and had awesome special prizes.
An easy way, which you may consider cheating, is using a map viewer.
Without doing that, there are at least two ways:
Some guesses:
Levels have relatively little pattern between components like caves and veins so dungeons might be completely randomly placed, even near the top of the levels:
I'd guess that deeper down you have a better chance, but without diving into the code there's no way to confirm this.
Out of interest:
If your goal is to generate a map with lots of dungeons then Minecraft Seeds provides random seeds that do exactly that. Here are three examples:
Note that an update to map generation could change what a seed produces.
You can load an "Xray" texture pack that lets you look through most of the most common blocks, like dirt, gravel, and stone. Dungeon rooms will standout when you look through the world as a rectangular room. These are easy to find. They may need to be repackaged as a .zip file.
However, this is out-and-out cheating by most accounts. But this lets you see all sorts of amazing things... and it's even compatible with SMP modes.
I was walking around and I started hearing zombie sounds, so I quick started running and turned around, but I didn't see anything. So I went closer, and I heard it again. I was wondering if there was a dungeon so I did this:
If you press F on the keyboard, it changes the fog distance. For a short time period, while it's changing, everything disappears except fire. So if you press F rapidly, all you see is fire. If there is a dungeon, the fire from a mob spawner looks different than torches and other kinds of fire, and it's cube-shaped, so it should be pretty obvious.
I tried this looking down, and sure enough, there was a dungeon right under me about 3 blocks down, near a beach. It was a little ways from my spawn point, like maybe 100 blocks, but it suprized me because of how close to the surface it was. I didn't dig into it at that time, because it was approaching nighttime, but I put a bunch of torches down, marking the spot. That's one good way to spot dungeons.
I found a dungeon about 50 blocks from my spawn point and about 15 blocks below the surface. I've also heard of them appearing one or two blocks below the surface so I don't think you need to dig deep.
I killed all the monsters and quickly planted one torch on the block next to each face of the spawn block and that stops anything from spawning. (died a couple times) I gathered all the mossy cobblestone since currently this is the only way to get it.
To find more of these my plan is to pick a direction and dig a main hallway with perpendicular branches going off on each side for at least 30 blocks. My thinking is that this pattern will give me the best chance of finding anything in that general area as well as iron ore.
A good way to tell there is a dungeon nearby is if you're wandering the map and find tunnels that are mostly flat and are fairly wide open. (Maybe 3x3, 3x4, 4x4, 4x5 wide)
In version 1.8, you can use customized world type to spawn more or less dungeons.
protected by Oak Jan 2 '11 at 12:54
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text:
Naugatuck officials seemed uninterested in public's perspective
I went to the Dec. 19 Naugatuck Board of Mayor and Burgesses meeting to discuss the upcoming proposal/purchase of the General DataComm property (Dec. 20 story, "Burgesses OK DataComm deal"). Since it was my first meeting, I spent time preparing my questions. I left the meeting frustrated, with few questions answered and (as a taxpayer) a future owner of the GDC property, which has many issues.


text:
Preparing to Be Harbaughed
Foxborough, Mass.
John Harbaugh sneaked quietly into the back of the crammed interview room Sunday night, taking a place behind a bank of television cameras and a gathering of reporters asking questions of Baltimore's jubilant veteran safety, Ed Reed, now on his way to a Super Bowl for the first time in his 11-year career. Harbaugh's head and gray sweatshirt were soaked, victimized by a postgame, victory-clinching celebration, and in his hands was a brown folder with a series of edicts handwritten in black marker:
A half-hour before, the visiting Ravens had finished off the Patriots 28-13, silencing a presumptuous Foxborough crowd that came, as always, expecting a compliant inspection, a fresh sticker for the windshield and a thumbs-up to New Orleans. Didn't happen. Baltimore won this AFC championship by following Harbaugh's black-marker blueprint to the letter. The Ravens had been patient (they had trailed 13-7 at the half) and persistent (relentlessly pressuring Tom Brady, creating turnovers, seizing opportunities on offense). They'd also been very physical, pushing up against that blurry line between aggressive and outlaw that makes pro football a queasy and potentially fragile business. Baltimore hadn't lucked into a Super Bowl appearance. They'd gone into New England, socked them straight in the nose and taken it.
John Harbaugh knew he would be shoved to the front of this story, not because of the customary avalanche of attention that greets any coach in a Super Bowl, but because the coach on the other sideline would be his younger brother, Jim. Hours before, Jim Harbaugh's San Francisco 49ers had unlocked the Falcons in Atlanta, and now there was the irresistible plotline of Super Bowl siblings aka a Harbaugh Bowl. In the coming weeks, this narrative will be picked apart and analyzed and stripped to its bones—dewy childhood recollections, Kodachrome evidence, 15 minutes for octogenarian schoolteachers—to the point you may hope for a rogue obstetrician to come forward and produce proof of a decades-concealed mix-up in the maternity ward. Be thankful there is not a Shemp Harbaugh. This would be an unbearable fortnight for him.
John Harbaugh was ready to say goodbye to all of that already. "Let's just cut that right now," he said, smiling, when asked about the Harbaugh Bowl. "Can we all agree? Just forget about that stuff."
He was sort of kidding. He was also sort of not kidding. Because the Ravens will be plenty occupied with the Niners. San Francisco Super Bowls were a ritual in the 1980s, like leg warmers and overwrought Don Henley albums, and though the Niners have not been in this game since 1994, they have never lost one, either. This 2012 team, invigorated by the tightly knotted Jim Harbaugh, is a handful. Its defense was excellent this season, and its young quarterback, an understudy-turned-headliner named Colin Kaepernick, is a dynamic thrower and runner. Kaepernick has only nine career starts, but he may be a more disruptive threat than the past two quarterbacks the Ravens faced, Brady and the Broncos' Peyton Manning, both Hall of Fame passers who run like the mummy trudging after Abbott and Costello.
John Harbaugh said the Niners reflected his brother's personality. "There's a reason they're in the Super Bowl," he said. "I love the way they play."
Baltimore has earned its moment, too. For the past three weeks, the Ravens' playoff run has been almost solely viewed through the prism of Ray Lewis's delayed retirement, and while the 37-year-old perennial All-Pro and team motivator is entitled to a proper send-off, he's been allowed to eat the scenery. This Ravens season is bigger than Ray's Coda, and nowhere is it clearer than at quarterback, where the low-fi quarterback Joe Flacco will finally get due recognition after a half decade in the AFC shadows. Ray Rice will be acknowledged like Ray Rice deserves. The quotable Terrell Suggs may get a reality show plus a reality show about the making of a Terrell Suggs reality show. Other non-household-name Ravens may get a look, like Marshal Yanda and Dennis Pitta. Baltimore may lack the NFL glamour bots, but it is a team built on hardness and loyalty.
Outside the rowdy Baltimore locker room, a Ravens admirer in a scarf and oversized mustache chatted with passersby. This was Michael, from the North Baltimore Aquatics Club, known out of town as Michael Phelps, perhaps the greatest Olympic athlete of all time, freshly retired after a brilliant final run in London, and content to enjoy a second act as a Ravens super fan. Clutching a Maryland state flag in his left hand, Phelps spoke passionately about this season, his friendship with Lewis and claimed he never missed a home game in Baltimore. He said he'd watched the Patriots game with his nervous mother, Debbie. "She was grabbing my legs," Phelps said. "I was like, 'Mom, do you do this during my races? Because I really can't feel my legs right now.'"
Baltimore felt this one. As 11 p.m. passed outside barren Gillette Stadium, a huddle of 40 or so Ravens fans gathered in the parking-lot cold to say farewell to the Baltimore team bus. They were yelling "Reeeeeeed!" for their beloved Ed Reed, and from a distance, it sounded as if the fans were trying to get Reed's attention as he walked to the bus on the other side of a fence. But moving closer, there, standing in the middle of the fans, was Reed himself, his head covered in a rumply gray hat. He posed for photographs. He thanked the fans for coming all the way to Massachusetts. At one point the group began humming the thunderous base line to the White Stripes' anthem "Seven Nation Army," and Reed joined right in, DAA-da-da-da-da-DAAA-da. Reed asked why nobody had brought beer, but added he was joking, that he would wait. The Ravens had been patient and persistent, and they had won. The party could wait one game longer.
Write to Jason Gay at firstname.lastname@example.com
- 1


text:
I'm reading Courant's What is Mathematics?
In the beginning, he's showing some proofs, there's a proof about An Important Equality and this important equality is:
$$(1+p)^n\geq 1+np$$
The book's author states the proof but he doesn't say why the inequality is important, I had a feeling that this inequality importance is by stabilishing the $\geq$ relation in $\mathbb{N}$, is this it's importance? If not, what is it?


text:
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text:
I really like playing anything in LoL but I cannot choose a role so I'm not amazing at any one thing. I usually end up playing support but I don't feel like I can carry when some lanes fail.
One of the keys to winning games is effective Team Comp, and as such, if you can play all the different roles, knowing which to pick in any given situation is very key to winning games.
Basicly. is not the "role" is more the lane position (You can go jungler as Fiddle(AP) and let mid for Urgot (AD) for example).
Solo top and Jungler are the one who carry the team through the early/mid game. mid is very important too.
So in order I would say:
Put simply you are wishing to master one of the five roles in the current meta game AD AP Top Jungle Support
Most simply put the way that you view winning at this point is crushing and snowballing. The best places to do this are AP - mid Top - bruiser
So in order to have most impact on the game in the first 20-30 minutes, Play those two. Jungle and support also give lots of power over early game however it is in a less hands on instant gratification sort of way.
In my experience, the roles that can best control the outcome of the game are AP middle, jungle, and top solo with teleport. That being said, it also depends on the CHAMPION pick in order to control other lanes as well! Analyzing each role, we can determine which champions are the best at controlling the outcome of the game.
Top solo- Realistically, you can pick any1 who is a strong early game ganker, and add teleport to the mix. An example would be yorick, or singed. The key is COMMUNICATION! Talk to your support and ad carry. Tell them to ward the brush closest to the enemy tower. When the enemy team overextends, not even extensive river warding can save them. Thats a potential double kill for your AD carry. Boom, you just nudged the game in your favour. This type of play can continue on through the game until youre team becomes terrifying. Lane is getting ganked? Teleport and even up that exchange. More often than not, it will work out and you've just showed everyone the power of a communication top laner.
Mid lane- This is my favourite for sure! But it depends on the mobility of the champion. My favourite picks for determining the outcome of other lanes are twisted fate, ahri, and karthus. Those picks speak for themselves. Twisted fate= teleporting terror of gold cardiness. Ahri= the most mobile ap champ in the game, doesnt matter if they see u coming, they know their fate has been sealed. Karthus= Press R and uve just turned a 2v2 exchange into a 2vdead exchange. once again, youve just nudged the game in your direction. Another good example is sion with mobility boots. to summarize this paragraph- MOBILITY CONTROLS OTHER LANES AND WINS THE GAME!
Jungle- Jungle speaks for itself, it is the ultimate role in which to screw with every person on the other team. But it takes practice, a good knowledge of game mechanics, and having the ability to realise when to gank and when to afkfarm. Junglers will get blamed if the lane is lost. This is the primary issue in my opinion, but theres a way around that. YOU ARE THE SMITING MACHINE. Nothing is more rewarding then a dirty smite steal on baron, or enemy buffs. I can't say this enough- PRACTICE SMITE STEALING. It WILL turn any game in your favour when you just singlehandedly got your team 1500 gold and baron buff.
Follow these tips, and you will surely win more than you lose. Just remember, there will always be bad people in the game who will lose their lane. Help em out anyway you can and the victory will be yours!


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Norma Lou Levin Novak, 86, of Omaha, died Dec. 14, 2012 at home. She was born Oct. 15, 1926 in Leavenworth, Kan., to Morris and Geraldine Levin. Her parents named their clothing store Marnor's, after their two daughters, Marjorie and Norma.
On March 8, 1953, Norma married Harry Novak of Varklian, Latvia, and she moved to Nebraska City. Harry, with his brother Herman, had a Nebraska City automobile dealership and farming business from the 1930s until Harry's death in 1986. During her years in Nebraska City, Norma volunteered as a hospital Gray Lady, was a Girl Scout leader and a member of the Nebraska City Women's Club.
Norma graduated from Leavenworth High School, and matriculated at the University of Missouri, St. Mary's College and Washington University. In her twenties she joined her parents in working at their store. She was an active participant in the Jewish congregation of Leavenworth, and she had a lifelong love of writing poetry, painting, playing the piano and singing. She studied voice as a young woman and sang in her synagogue's choir.
After moving to Omaha in 1988, she volunteered leading musical performances with senior citizens and as a rabbinical assistant. She treasured her main Omaha caregiver, Young Mai.
She is survived by her daughter, Esther Novak, M.D., who was born in Nebraska City and is a geriatric psychiatrist, and Esther's husband, John Chendo, of Davis, Calif.; granddaughter Rachel Goldberger Teichman, Rachel's husband Jesse Teichman and great-grandchildren Nina Lynn and Eli Judah of Oakland, Calif.; Norma's sister Marjorie Levin Rabin Brodkin of Kansas City; and nieces Sandy Rabin and Janelle Rabin Flacks of Kansas City. She was preceded in death by her parents and husband.
Per Norma's request, the funeral and burial will be held at Mt. Zion Cemetery, Leavenworth, Kan., Monday, Dec. 17, at 1 p.m. The family will be receiving friends Wednesday, Dec. 19, from 11:30 a.m. to 2 p.m. at the Lied Lodge and Conference Center, Nebraska City.
Memorials are suggested to Children's Reading Programs, Morton-James Public Library in Nebraska City.
Location, ST | website.com


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The 6 Most WTF Moments From Shakespeare Plays
Shakespeare. The Bard. His name evokes poetry, love and the terror of memorizing 10 whole lines of "To be, or not to be" for your high school English class. Sure, his plays have some action, but it's mostly tragic romance like Romeo and Juliet, or boring history like Henry VI, right?
Wrong. In addition to being the "greatest English writer in history," Billy Shakes was also one of the most insane, violent, out of left-field wackos who ever picked up a pen. For example ...
#6. Out of Nowhere, a Bear Eats a Guy
The Setup:
In A Winter's Tale, King Leontes orders the death of his own wife Hermione and the couple's two children. His subject, Antigonus, is given the unsavory job of taking the King's infant to the beach to leave her there to die. Seems like typical Shakespeare so far.
Via myeugene
"Wait, so do I get brutally disemboweled now, or do a soliloquy?"
While Antigonus is standing on the shore, wishing he'd put his resume up on Monster.com sooner, he is dispatched with Shakespeare's most famous stage direction:
"Antigonus exits, pursued by a bear"
-- The Winter's Tale, Act III Scene iii, Line 58
Wait, WTF?
Seriously, that's all we get in the way of setup or explanation. One second, our buddy Antigonus is giving a soliloquy; the next, he's chased into the wings by a gigantic ursine beast, never to be heard from again. Shakespeare abandons his minor characters without explanation all the time, but for whatever reason, Antigonus went out with a little more of a bang.
Via dulwichonview
Shakespeare's Mad Libs period.
It also makes one wonder how exactly they accomplished the whole "get a bear to pursue someone off the stage" thing back in Shakespearean times. Maybe they just put out a casting call for "really hairy guy." It's not like they had CGI they could whip up, and we're assuming that even back then, you could be sued if a real-life bear ran loose in your venue and ate the audience. That's just not the sort of thing that happened back in Elizabethan England. Well, unless you count Queen Elizabeth's favorite form of entertainment: bear baiting.
Probably not The Winter's Tale, Act III Scene iii, Line 58. Probably.
#5. Shakespeare Goes Full Hostel
The Setup:
Titus Andronicus revolves around a revenge cycle between Titus and Tamora, who decide to take turns killing each other's children.
Throw a six to start!
In the second act, Tamora surprises Titus' daughter Lavinia and her fiance, Bassianus, in the forest. Tamora has her sons kill the fiance and throw him in a pit. Then they drag Lavinia offstage to violently rape her. And that's when the mutilation starts.
Wait WTF?
Tamora only wants to kill Bassianus to get back at Titus and has nothing against Lavinia -- but, hey, she's a professed virgin, so she figures, "As long as she's around, why not encourage my sons to gang-rape and mutilate her too? It's early in the day."
Lavinia: O, keep me from their worse than killing lust
And tumble me into some loathsome pit,
Where never man's eye may behold my body:
Do this, and be a charitable murderer.
Tamora: So should I rob my sweet sons of their fee?
No, let them satisfy their lust on thee.
-- Titus Andronicus, Act II Scene ii, Lines 175-180
Via Wikipedia
"Bye now! Don't be a stranger!"
To be clear, Lavinia begs Tamora to kill her and keep her much-valued chastity intact -- but Tamora doesn't want to gyp her sons for the great job they just did of stabbing her fiance to death and throwing him in a pit, so she gives them the OK to rape her. Remind us not to hire Tamora and Sons Contractors anytime soon.
"OK, so the total comes out to the flayed corpse of your first-born, and a three way with your mother."
And that's just the beginning. The sons (Demetrius and Chiron) drag her offstage to her horrendous fate, and in the next scene they reveal how they're going to keep her quiet. If you guessed "cut off her hands and tongue and leave her alone in the middle of the woods, then engage in a pun-battle about what they just did to her," you guessed right!
Demetrius: So, now go tell, an if thy tongue can speak,
Who 'twas that cut thy tongue and ravish'd thee.
Chiron: Write down thy mind, betray thy meaning so,
An if thy stumps will let thee play the scribe.
Demetrius: See, how with signs and tokens she can scrowl.
Chiron: Go home, call for sweet water, wash thy hands.
Demetrius: She hath no tongue to call, nor hands to wash;
And so let's leave her to her silent walks.
Chiron: An 'twere my cause, I should go hang myself.
Demetrius: If thou hadst hands to help thee knit the cord.
-- Titus Andronicus, Act II, Scene iii, Lines 1-10
Via The Guardian
Shakespeare's gift lay in pointing out the humor in everyday life.
But it turns out the Bard had a thing for mutilation ...
#4. Cornwall Goes Reservoir Dogs on Gloucester
The Setup:
The title character in King Lear is a man who has grown senile in his old age, and splits his kingdom amongst his two oldest daughters, Goneril and Regan. But corrupted by power, the two daughters decide to go after the old man.
Via Wikipedia
"I'm a terrible father! Woo!"
At this point, Regan's husband (Cornwall) gets a hold of one of Lear's friends (Gloucester). He then ties Gloucester to a chair and plucks out his eyes with his bare hands.
Via worldandi
Later productions would do it with a ballpoint pen, as hands are so old fashioned.
Wait, WTF?
As if this wasn't bad enough, Cornwall and Regan are guests in Gloucester's house when they do this, making every time your brother crashed on your couch and ate all your Hot Pockets seem like Christmas morning.
Though Cornwall might not have even gone this far if his wife and her sister weren't standing on the sidelines egging him on like a couple of deranged cheerleaders:
Regan: Hang him instantly!
Goneril: Pluck out his eyes!
-- King Lear, Act III Scene vii, Lines 4-5
Cornwall takes one out, but this is only half a job for Regan.
Regan: One side will mock another, t'other too!
-- King Lear, Act III Scene vii, Line 70
Via actorsshakespeareproject
"Well thank God they took both out, Lear, or I'd really regret what I was seeing right now."
In the end, Cornwall finishes Gloucester's amateur optometry session by plucking out his other eye, untying him and sending him out into the English countryside where a huge storm is brewing, effectively ending Gloucester's plans of opening a bed and breakfast in the East Wing.
"We were going to have a CHAMPAGNE BRUUuuunnnch ..."