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Sunday, July 15, 2012

Mary Shepard IllinoisCarry.com

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Mary had taken 5 different firearms training courses. She held two concealed carry permits from two states. She would have been carrying a gun to defend herself had IL allowed it. This is her story.
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12 Creative Photography Ideas

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Here are 12 ideas to get your creative juices flowing and increase your skills and value as a photographer.

Tip 1 - Time Lapse photos. I showed my niece how to do this with clay figures and stitch the resulting frames together into a video file, and she was busy for days. If you control the exposure consistently to keep the images consistent with one another, you can do some categorically fun stop-motion animation. Or, you can set up your camera to capture other slow request for retrial effects such as flowers opening and seedlings growing.

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Tip 2 - Night Lights. Things look very separate at night. Shooting city scenes with available light creates some spellbinding images. And shooting outdoor images under moonlight or with "light painting", where you open up the camera shutter for an extended exposure, and "paint" your targets with colored or plain light, can originate some truly bizarre images.

12 Creative Photography Ideas

Tip 3 - Astrophotography. Hook that Slr up to a telescope, and you are ready to peer into the depths of space and time. You'll need some adapters, and quality to compensate for the earth's rotation for categorically long shots. Start with the moon and move on from there.

Tip 4 - Macro photography. From flowers to coins to stamps, you can polish your skills at close-up photography and capture some categorically detailed images. Often a macro lens or close-up attachment will help. See my tips on Flower Photography to get more information.

Tip 5 - Micro photography. If you can interface that camera with a microscope, you can get some categorically crazy images. Or, stack up a bunch of close-up magnification and try your hand at turning salt crystals into surreal imagery.

Tip 6 - assurance Photos. Ok, maybe a bit boring, but you and your friends and relatives will thank you. Take a integrate hours and touch and picture everything of value, with a full shot or two if each item of value, accompanied by a shot of the identifying marks - maker model or serial number. Then burn a Cd or Dvd and store it off site. If you have a fire or other loss, this could save the owner thousands of dollars.

Tip 7 - house method book. Anytime those house favorites are prepared, copy down the method and take some photos of the food. You can furnish a printed or electronic cookbook of house favorites that every person will love.

Tip 8 - Stock Photography. This is a very busy shop niche, but the cost of entry is low. Specialize in things you love, and you may be able to originate some earnings from your stock images. Hunt for stock photography sites, and make sure you understand your proprietary before you post images.

Tip 9 - special Effects. Maybe you want to specialize in high-speed images of athletes, or surrealistic collages. Try your hand at using your editing skills to put man in a soda bottle or floating on a candy lifesaver. Often more artistic than photographic, it will test your composition, lighting and editing skills to come up with believable synthetic realities.

Tip 10 - Still Life. Ahh, the bowl of fruit. Sometimes a easy object or collection, properly lit, shot and edited, is a thing of beauty. It's a great way to study light. Start with an egg on a light background, a lamp and a window and see how you can learn about lighting and composition.

Tip 11 - Computer Control. Many cameras have a Usb interface and remote control software. You can categorically control the camera from the computer. See if you can get it to work to your liking, and maybe even schedule some time lapse or exposure bracketing experiments.

Tip 12 - Be Like Andy. Take some images of daily items and try to originate those neat colored backgrounds like Andy Warhol used to make. originate a 4-up print of the same image and turn the colors of each quadrant to make an spellbinding square print.

Have fun with these ideas, and let me know when you become famous!

12 Creative Photography Ideas

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We had a good read. For the benefit of yourself. Be sure to read to the end. I want you to get good knowledge from Chicago Photography Classes. Book 3: Triplanetary - Chapter 9: Fleet Against Planetoid. Classic Literature VideoBook with synchronized text, interactive transcript, and closed captions in multiple languages. Audio courtesy of Librivox. Read by Phil Chenevert. Playlist for Triplanetary by EE Smith: www.youtube.com Triplanetary free audiobook at Librivox: librivox.org Triplanetary free eBook at Project Gutenberg: www.gutenberg.org Triplanetary at Wikipedia: en.wikipedia.org View a list of all our videobooks: www.ccprose.com
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Saturday, July 14, 2012

How to pick Creative Photography enterprise Names

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When it comes to choosing a creative name for a photography business you need to strengthen on your own ideas by seeking inspiration from somewhere.

There are many ways to do this. Below we have outlined some of the ways that you can get photography business name ideas for your new or existing studio. We have also put send some ideas on how you can come up with some great words to couple into a business name.

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Photography business Name Generators

How to pick Creative Photography enterprise Names

It would be great if there were such a thing on the Internet but sadly there is not. A great business name has to come from the human mind and cannot be generated by a computer. These mythical online business name generators that you may have heard of naturally don't work well in photography or any business for that matter. They produce results that are far inferior to what you would come up with by yourself.

Seek pro Advice

Most business owners take on a major role in the decision manufacture process for choosing their business name. However, smart entrepreneurs are now beginning to understand that they may not be the best citizen to make this crucial business decision. It is absolutely not a decision that you want to make without seeking advice from a range of people.

While most business name consultants are way overpriced and will be way out of allocation for a small photography startup you may find an experienced local business person or marketing counselor who will offer you some advice for a inexpensive price.

Get Inspiration from Other Businesses

To get ideas for naming a photography business you can look at your competitors as well as other creative businesses such as fabricate firms or advertising agencies for inspiration. With the Internet these days you can even look at business names that are in use on the other side of the world.

Avoid Cliches

When you first start brainstorming ideas for photography business names you may come up with some ideas that seem creative, natural or clever. Be specific here though as there are probably dozens of other business owners who had the same idea. Many names like 'A Thousand Words Photography' or 'Picture This Photography' may seem great when you hear them for the first time but they have honestly been overused in the photography industry.

Getting Creative Ideas from Words

One creative way to come up with some great name ideas is to come up with some relevant words, write them down on pieces of paper and then convention putting them together in a range of combinations. Here are some ideas for arrival up with a great selection of words.

1) Photography related Words - Start writing down words that you may like to couple into your business name. These may contain 'photography' related words such as vision, shots, images, media, studio, focus or pictures. 'Photography' is an clear selection for a word but it is not honestly essential.

2) aid related Words - You may also think words that retell your products or services or the benefits that customers gain from choosing your photography studio over those of your competitors.

3) Emotional Words - Many niches in photography are all about capturing special memories and moments. If you need a good name for a wedding photography business for example then you might think using some of these words. Words like 'Moment' or 'Memories' may stir up a prospects emotions and attract them to your business.

4) Location Words - If you are honestly stuck for name ideas then one selection is to naturally use the name of the area or city that you are working from. A local landmark can also work well. If you are targeting clients locally and feel that you would be unlikely to strengthen far beyond your immediate area than geographic words can be thorough in a title. At the very least, your business name will be relevant and tantalizing to citizen in the area that you are targeting.

5) Unrelated Words - Sometimes businesses select words for no single calculate at all and they work well. Strong words that attract concentration or stimulate curiosity can be some of the best choices. Think of some random words that you come across in your reading or day to day activities. Take a random word like 'Butterfly' for example and think about what kind of image would come to mind if citizen saw an advertisement for 'Butterfly' Photography.

Inspiration can come from all colse to you if you keep your eyes open. Get the naming process off to a great start be getting lots of creative photography business name ideas to build upon.

How to pick Creative Photography enterprise Names

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www.irisreading.com A live speed reading course being taught at Ohio State University by Paul Nowak of Iris. This speed reading class covers basic speed reading techniques to help you read faster and be more productive so that you can get things done (GTD).
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News and Entertainment in the Digital Age: A Vast Wasteland Revisited

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We had a good read. For the benefit of yourself. Be sure to read to the end. I want you to get good knowledge from Chicago Photography Classes. In 1961, Newt Minow — then Chairman of the Federal Communications Commission — delivered a landmark speech to the National Association of Broadcasters on "Television and the Public Interest," in which he described television programming as a "vast wasteland" and advocated for public interest programming. Fifty years later Newt Minow — and a slate of distinguished guests — reflect upon the changed landscape of television and dramatic shifts in the broader media ecosystem, and identify lessons learned that may help to offer insight into the next 50 years of media and public discourse. Guests include Harvard Law School Dean Martha Minow, Ann Marie Lipinski of the Nieman Foundation, Jonathan Alter of Bloomberg View, Yochai Benkler of Harvard Law School, as well as Terry Fisher, Yochai Benkler, John Palfrey, and Jonathan Zittrain of Harvard Law School. Other respondents include acclaimed historian Doris Kearns Goodwin, Susan Crawford of Cardozo School of Law, Perry Hewitt of Harvard University, Ellen Goodman of Rutgers University School of Law - Camden, Virginia Heffernan of the New York Times, Former Chairman of the FCC Reed Hundt, Former Chairman of the FCC Kevin Martin, Nicholas Negroponte of One Laptop per Child, Ethan Zuckerman of C4/Berkman Center. More about this event here: cyber.law.harvard.edu CC licensed image courtesy of: www.flickr.com
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Jake Godby and Sean Vahey: "Humphry Slocombe Ice Cream Book", Talks at Google

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With more than 310000 Twitter followers, a heaping helping of controversy, and a rich supply of attitude and humor, Humphry Slocombe is not your average ice cream shop. Yet the ice cream is what matters, and they make it in dozens of glorious, unique, and delightful flavors. This tasty book collects 50 recipes for these idolized and iconoclastic flavors, as well as surprising sundae combinations and popular toppings such as marshmallow and crumbled curry cookie. More than 50 color photographs, dozens of graphics and drawings, and first-person essays and scenes from the shop present a delicious foray into this scoop of San Francisco s incredible food scene. Learn more about the store at www.humphryslocombe.com . You can follow @HumphrySlocombe on Twitter. The link to their entry on Google Books is here goo.gl Title artwork by Sophia Foster-Dimino.
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Friday, July 13, 2012

Fashion Photo Shoot: Caitlin - AlezaPhotography.com

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A fashion shoot with CaitlinAleza Photography specializes in editorial and commercial fashion photography, serving New York, Los Angeles, Chicago, Miami, San Francisco, Dallas, and San Jose. For more information, visit our website www.alezaphotography.com Follow us on Facebook http YouTube www.youtube.com Blog alezaphotography.blogspot.com Twitter http
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First comes love, then comes .... school, marriage, classes, tests, friends, drama, fun ..... WHAT??? Starring... Kimber Hall(Isabelle) David Marlowe (Charlie) Adam Soule (James) Simone La Pierre (Rose) Created by Michael Petroshus Directed by Leo A. Flores Director of Photography: Jordan Campagna Production Team: Ivan Cespedes & Tasha Hawkins Charlie and Isabelle a production of Frequency TV, Columbia College Chicago Visit www.frequencytelevision.com to find out more.
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Langston Hughes - The Life, Times, Works as Well as Impact of a Versatile African-American Writer

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Langston Hughes stands as a literary and cultural translation of the political resistance and campaign of black consciousness leaders such as Martin Luther King to restore the possession of the black citizenry thus fulfilling the ethos of the American dream, which is famed universally every year around February to April.

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Hughes' overriding sense of a communal and cultural purpose tied to his sense of the past, the gift and the hereafter of black America commends his life and works as having much to learn from to inspire us to move transmit and to clue and guide our steps as we move transmit to create a great future.

Hughes is also indispensable since he seems to have favorably spanned the genres: poetry, drama, novel and criticism leaving an indelible stamp on each. At 21 years of age he had published in all four (4) areas. For he all the time thought about himself an artist in words who would venture into every particular area of literary creativity, because there were readers for whom a story meant more than a poem or a song lyric meant more than a story and Hughes wanted to reach that private and his kind.

But first and foremost, he thought about himself a poet. He wanted to be a poet who could address himself to the concerns of his citizen in poems that could be read with no formal training or farranging literary background. In spite of this Hughes wrote and staged dozens of short stories, about a dozen books for children, a history of the National relationship for the Advancement of Coloured Peoples (Naacp), two volumes of autobiography, opera libretti, song lyrics and so on. Hughes was driven by a sheer trust in his versatility and in the power of his craft.

Hughes" commitment to Africa was real and concretized in both words and deeds. The fact of his Negro-ness (though light-complexioned) has aroused in him a desire to challenge those from the other side of the color line that reject it:

My old man's a white old man

And my old mother's black

My old ma died in a fine big house

My mad died in a shack

I wonder where I'm gonna die

Being neither white nor black?

His hunt for his roots was given impetus when in 1923 Hughes met and heard Marcus Garvey exhort Negroes to go back to Africa to flee the wrath of the white man. Hughes then became one of the poets who plan they felt the beating of the jungle tom-toms in the Negroes' pulse. Their verse took on a nostalgic mood, and some even imagined that they were infusing the rhythms of African dancing and music into their verse like we could sense in the reading of this poem: 'Danse Africaine':

The low beating of the tom toms,

The slow beating of the tom toms,

Low ...slow

Slow ...low -

Stirs your blood.

Dance!

A night-veiled girl

Whirls softly into a

Circle of light.

Whirls softly ...slowly,

Born in Joplin, Missouri in 1902, Hughes grew up in Lawrence, Kansas and Lincoln, Illinois, before going to high school in Cleveland, Ohio in of which places, he was part of a small community of blacks to whom he was nevertheless profoundly attached from early in his life. Though descending from a marvelous family his infancy was disrupted by the divorce of his parents not long after his birth. His father then emigrated to Mexico where he hoped to gain the success that had eluded him in America. The color of his skin, he had hoped, would be less of a consideration in determining his hereafter in Mexico. There, he broke new ground. He gained success in business and lived the rest of his life there as a prosperous attorney and landowner.

In contrast, Hughes' mom lived the transitory life coarse for black mothers often leaving her son in the care of her mom while searching for a job.

His maternal grandmother, Mary Langston, whose first husband had died at Harpers Ferry as a member of John Brown's band, and whose second husband (Hughes's grandfather) had also been a militant abolitionist. Instilled in Hughes a sense of dedication most of all. Hughes lived successively with family friends, then assorted relatives in Kansas.

Another leading family outline was John Mercer Langston, a brother of Hughes's grandfather who was one of the best-known black Americans of the nineteenth century.

Hughes later joined his mom even though she was now with his new stepfather in Cleveland, Ohio. At the same time, Hughes struggled with a sense of desolation fostered by parental neglect. He himself recalled being driven early by his loneliness 'to books, and the fabulous world in books.' He became disillusioned with his father's materialistic values and contemptuous trust that blacks, Mexicans and Indians were lazy and ignorant.

At Central High School Hughes excelled academically and in sports. He wrote poetry and short fiction for the school's literary magazine and edited the school year book. He returned to Mexico where he taught English briefly and wrote poems and prose pieces for publication in The urgency the magazine of the Naacp.

Aided by his father, he arrived in New York in 1921 ostensibly to attend Columbia University but de facto it was to see Harlem. One of his many poems, "The Negro Speaks of Rivers" had just been published in The Crisis. His talent was immediately spotted though he only lasted one year at Columbia where he did well but never felt comfortable.

On campus, he was subjected to bigotry. He was assigned the worst dormitory room because of his color. Classes in English literature were all he could endure. Instead of attending classes which he found boring he would frequent shows, lectures and readings sponsored by the American Socialist Society. It was then that he was first introduced to the laughter and pain, hunger and heartache of blues music. It was the night life and culture that lured him out of college. Those sweet sad blues songs captured for him the intense pain and yearning that he saw around him, and that he incorporated into such poems as "The Weary Blues".

To keep himself going as a poet and withhold his mother, Hughes served in turn as: a delivery boy for a florist; a vegetable farmer and a mess boy on a ship up the Hudson River. As part of a merchant steamer crew he sailed to Africa. He then traveled the same way to Europe, where he jumped Ship in Paris only to spend several months working in a night-club kitchen and then wandering off to Italy.

By 1924 his poetry which he had all along been working on showed the marvelous work on of the blues and jazz. His poem "The Weary Blues" which best exemplifies this work on helped set in motion his career when it won first prize in the poetry section of the 1925 literary contest of chance magazine and also won an additional one literary prize in Crisis.

This landmark poem, the first of any poet to make use of that basic blues form is part of a volume of that same title whose whole range reflects the frenzied climate of Harlem nightlife. Most of its selections just as "The Weary Blues" approximate the phrasing and meter of blues music, a genre popularized in the early 1920s by rural and urban blacks. In it and such other pieces as "Jazzonia" Hughes evoked the frenzied hedonistic and glittering climate of Harlem's famed night-clubs. Poetry of communal criticism such as "Mother to Son" show how hardened the blacks have to be to face the innumerable hurdles that they have to battle straight through in life.

Hughes' earliest influences as a mature poet came interestingly from white poets. We have Walt Whitman the man who straight through his artistic violations of old conventions of poetry opened the boundaries of poetry to new forms like free verse. There is also the very populist white German Émigré Carl Sandburg, who as Hughes' " guiding star," was decisive in leading him toward free verse and a radically democratic modernist aesthetic

But black poets Paul Laurence Dunbar, a scholar of both dialect and acceptable verse, and Claude McKay, the black radical socialist an emigre from Jamaica who also wrote terminated lyric poetry, stood for him as the embodiment of the cosmopolitan and yet racially obvious and committed black poet Hughes hoped to be. He was also indebted to older black literary figures such as W.E.B. Dubois and James Weldon Johnson who admired his work and aided him. W.E.B. Dubois' range of Pan-Africanist essays Souls of Black Folks has markedly influenced many black writers like Hughes, Richard Wright and James Baldwin.

Such colour-affirmative images and sentiments as that in "people": The night is beautiful,/So the faces of my citizen and in 'Dream Variations: Night coming tenderly,/ Black like me. Endeared his work to a wide range of African Americans, for whom he delighted in writing,.

Hughes had all the time shown his estimation to experiment as a poet and not slavishly succeed the tyranny of tight stanzaic forms and exact rhyme. He seemed, like Watt Whitman and Carl Sandburg, to prefer to write verse which captured the realities of American speech rather than "poetic diction", and with his ear especially attuned to the varieties of black American speech.

"Weary Blues" combines these assorted elements the coarse speech of commonplace people, jazz and blues music and the former forms of poetry adapted to the African American and American subjects. In his adaptation of former poetic forms first to jazz then to blues sometimes using dialect but in a way radically dissimilar from earlier writers, Hughes was well served by his early experimentation with a loose form of rhyme that oftentimes gave way to an inventively rhythmic free verse:

Ma an ma baby

Got two mo' ways,

Two mo' ways to do de buck!

Even more radical experimentation with the blues form led to his next collection, Fine Clothes to the Jew. Possibly his finest particular book of verse, including several ballads, Fine Clothes was also his least favourably welcomed.

Several reviewers in black newspapers and magazines were distressed by Hughes' fearless and, 'tasteless' evocation of elements of lower-class black culture, including its sometimes raw eroticism, never before treated in serious poetry.

Hughes expressing his estimation to write about such citizen and to experiment with blues and jazz wrote in his essay "The Negro Artist and the Racial Mountain." Published in the Nation in 1926

'We younger artists...intend to express our private dark-skinned selves Without fear or shame. If white citizen are pleased we are glad. If they Are not, it doesn't matter. We know we are beautiful, And ugly too.'

Hughes expressed his estimation to write fearlessly, shamelessly and unrepentantly about low-class black life and citizen inspite of opposition to that. He also exercised much free time in experimenting with blues as well as jazz.

The tom-tom cries and the tom-tom laughs. If coloured citizen are pleased we are glad. If they are not their displeasure doesn't matter either. We build our temples for tomorrow, strong as we know how and we stand on top of the mountains, free within ourselves.

With his espousal of such thoughts defending the free time of the black writer Hughes became a beacon of light to younger writers who also wished to voice their right to scrutinize and exploit allegedly degraded aspects of black people. He thus provided the movement with a manifesto by so skillfully arguing the need for both race pride and artistic independence in this his most memorable essay,

In 1926 Hughes returned to school in the historically black Lincoln University in Pennsylvania where he prolonged publishing poetry, short stories and essays in mainstream and black-oriented periodicals

In 1927 together with Zora Neal Hurston and other writers he founded Fire a literary journal devoted to African -American culture and aimed at destroying the older forms of black literature. The venture itself was short-lived. It was engulfed in fire along with its editorial offices.

Then a 70 - year old wealthy white patron entered his life. Charlotte Osgood Mason, who started directing virtually every aspect of Hughes' life and art. Her passionate trust in parapsychology, intuition and folk culture was brought into supervising the writing of Hughes' novel: Not Without Lauqhter in which his boyhood in Kansas is drawn to depict the life of a sensitive black child, Sandy, growing up in a representative, middle-class.mid-western African-American home.

Hughes' relationship with Mason came to an explosive end in 1930. Hurt and baffled by Mason's rejection, Hughes used money from a prize to spend several weeks recovering in Haiti. From the intense personal unhappiness and depression into which the break had sunk him.

Back in the U.S., Hughes made a sharp turn to the political left. His verses and essays were now being published in New Masses, a journal controlled by the Communist Party. Later that year he began touring.

The renaissance which was long over was replaced for Hughes by a sense of the need for political struggle and for an art that reflected this radical approach. But his career, unlike others then, de facto survived the end of that movement. He kept on producing his art in keeping with his sense of himself as a thoroughly expert writer. He then published his first collections, the often acerbic and even embittered The Ways of White Folks.

Hughes' main concern was now, the theatre. Mulatto, his drama of race-mixing and the South was the longest running play by an African American on Broadway until Lorraine Hansberry's A Raisin in the Sun appeared in the 1960's. His dramas - comedies and ramas of domestic black American life, largely - were also beloved with black audiences. Using such innovations as theatre-in-the-round and invoking audience participation, Hughes startling the work of later avant-garde dramatists like Amiri Baraka and Sonia Sanchez. In his drama Hughes combines urban dialogue, folk idioms, and a thematic emphasis on the dignity and vigor of black Americans.

Hughes wrote other plays, including comedies such as exiguous Ham (1936) and a historical drama, Emperor of Haiti (1936) most of which were only moderate successes. In 1937 he spent several months in Europe, including a long stay in besieged Madrid. In 1938 he returned home to found the Harlem Suitcase Theater, which staged his agitprop drama Don't You Want to Be Free? employing several of his poems, vigorously blended black nationalism, the blues, and socialist exhortation. The same year, a socialist society published a pamphlet of his radical verse, "A New Song."

With the start of World War Ii, Hughes returned to the political centre. The Big Sea, his first volume of his autobiography work with its memorable portrait of the renaissance and his African voyages written in an episodic, lightly comic style with virtually no mention of his leftist sympathies appeared.

In his book of verse Shakespeare in Harlem (1942) he once again sang the blues. On the other hand, this collection, as well as another, his Jim Crow's Last Stand (1943), strongly attacked racial segregation.

In poetry, he revived his interest in some of his old themes and forms, as in Shakespeare in Harlem (1942).the South and West, taking poetry to the people. He read his poems in churches and in schools. He then sailed from New York for the Soviet Union. He was surrounded by a band of young African-Americans invited to take part in a film about American race relations.

This filmmaking venture, though unsuccessful, proved instrumental to improving his short story writing. For whilst in Moscow he was struck by the similarities between D. H. Lawrence's character in a title story from his range The Lovely Lady and Mrs Osgood Mason. Overwhelmed by the power of Lawrence's stories, Hughes began writing short fiction of his. On his return to the U. S.. By 1933 he had sold three stories and had begun compiling his first collection.

Perhaps his finest literary achievement while the war came in writing a weekly column in the Chicago Defender from 1942 to 1952. The highlight of which was an offbeat Harlem character called Jesse B. Semple, or Simple, and his exchanges with a staid narrator in a neighborhood bar, where simple commented on a range of matters but mainly about race and racism. simple became Hughes's most famed and beloved fictional creation. And one of the freshest, most piquant and enduring Negro characters in American fiction Jesse B Simple, is a Harlem Everyman, whose comic manner hardly obscured some of the serious themes raised by Hughes in relating Simple's exploits in the quintessential "wise-fool' whose touch and uneducated insights capture the frustrations of being black in America.. His honest and unsophisticated eye sees straight through the shallowness, hypocrisy and phoniness of white and black Americans alike. From his stool at Paddy's Bar, in a delightful brand of English, simple comments both wisely and hilariously on many things but principally on race and women.

His bebop-shaped poem Montage of a Dream Deferred (1991) projects a changing Harlem, fertile with humanity but in decline. In it, the drastically deteriorated state of Harlem in the 1950s is contrasted to the Harlem of the 20s. The exuberance of night-club life and the vitality of cultural renaissance has now gone. An urban ghetto plagued by poverty and crime has taken its place. A convert in rhythm parallels the convert in tone. The flat patterns and gentle melancholy of blues music are replaced by the abrupt, fragmented buildings of post-war jazz and bebop. Hughes was alert to what was happening in the African-American world and what was coming. This is why this volume of verse reflected so much the new and relatively new be-bop jazz rhythms that emphasized dissonance They thus reflected the new pressures that were straining the black communities in the cities of the North.

Hughes' living much of his life in basements and attics brought much realism and humanity to his writing especially his short stories. He thus remained close to his vast communal as he kept piquant figuratively straight through the basements of the world where his life is thickest and where coarse citizen struggle to make their way. At the same time, writing in attics, he rose to the long perspective that enabled him to radiate a humanizing, beautifying, but still specific light on what he saw.

Hughes' short stories reflect his whole purpose as a writer. For his art was aimed at interpreting "the beauty of his own people," which he felt they were taught whether not to see or not to take pride in. In all his stories, his humanity, his specific and artistic presentations of both racial and national truth - his prosperous mediation between the beauties and the terrors of life around him all shine out. obvious themes, technical excellencies or communal insights loom out.

"Slave in the Block" for example, a simple but vivid tale reveals the lack of respect and even human communication, between Negroes and those patronizing and cosmetic whites.

Hughes also took time to write for children producing the prosperous Popo and Fifina (1932), a tale set in Haiti with Arna Bontemps. He at last published a dozen children's books, on subjects such as jazz, Africa, and the West Indies. Proud of his versatility, he also wrote a commissioned history of the Naacp and the text of a much praised pictorial history of black America The Sweet Flypaper of Life (1955), where he explicated photographs of Harlem by Roy DeCarava, which was judged masterful by reviewers, and confirmed Hughes's prestige for an unrivaled command of the nuances of black urban culture.

Hughes's suffered constant harassment about his ties to the Left. In vain he protested he had never been a Communist having severed all such links. In 1953 he was subjected to communal humiliation at the hands of Senator Joseph McCarthy, when he was forced to appear in Washington, D.C., and testify officially about his politics. Hughes denied that he had ever been a communist but conceded that some of his radical verse had been ill-advised.

Hughes's career hardly suffered from this. Within a short time McCarthy himself was discredited. Hughes now wrote at length in I Wonder as I wander (1956), his much-admired second volume of autobiography. About his years in the Soviet Union. He became prosperous, although he all the time had to work hard for his portion of prosperity. In the 1950s he turned to the musical stage for success, as he sought to repeat his major success of the 1940s, when Kurt Weill and Elmer Rice had chosen him as the lyricist for their road Scene (1947). This yield was hailed as a breakthrough in the amelioration of American opera; for Hughes, the apparently endless cycle of poverty into which he had been locked came to an end. He bought a home in Harlem.

By the end of his life Hughes was approximately universally recognized as the most representative writer in the history of African American literature and also as probably the most former of all black American poets. He thus became the widely acknowledged "Poet Laureate" of the Negro Race!

According to Arnold Rampersad, an authority on Hughes:

Much of his work famed the beauty and dignity and Humanity of black Americans. Unlike other writers Hughes basked in the glow of the obviously high regard of his former audience, African Americans. His poetry, with its former jazz and blues work on and its marvelous democratic commitment, is approximately de facto the most influential written by any someone of African descent in this century. obvious of his poems; "Mother to Son" are virtual anthems of black American life and aspiration. His plays alone... Could derive him a place in AfroAmerican literary history. His character simple is the most memorable particular outline to emerge from black journalism. 'The Negro Artist and the Racial Mountain' is timeless, "it seems as a statement of constant dilemma facing the young black artist, caught between the contending military of black and white culture'

Liberated by the examples of Carl Sandburg's free verse Hughes' poetry has all the time aimed for utter directness and simplicity. In this regard, is the plan that he approximately never revised his work seeming like romantic poets who believe and demonstrate that poetry is a 'spontaneous overflow of emotions".

Like Walt Whitman, Hughes's great poetic forefather in America's poetry..., Hughes did believe in the poetry of Emotion, in the power of ideas and feelings that went beyond matters of technical crafts. Hughes never wanted to be a writer who thought about sculpted rhyme and stanzas and in so doing lost the emotional heart of what he had set out to say.

His poems imbued with the distinctive diction and cadences of Negro idioms in simple stanza patterns and spoton rhyme schemes derived from blues songs enabled him to capture the milieu of the setting as well as the rhythms of jazz music.

He wrote mostly in two modes/directions:

(i) lyrics about black life using rhythms and refrains from jazz and

blues.

(ii) Poems of racial protest

exploring the boundaries between black and white America. Thus contributing to the strengthening of black consciousness and racial pride than even the Harlem Renaissance's legacy for its most militant decades. While never militantly repudiating co-operation with the white community, the poems which protest against white racism are boldly direct.

In "The Negro Speaks of Rivers" the simple direct and free verse makes clear that Africa's dusky rivers run concurrently with the poet's soul as he draws spiritual vigor as well as private identity from the communal touch of his ancestors. The poem is agreeing to Rampersad "reminding us that the syncopated beat which the captive Africans brought with them "that found its first expression here in "the hand clapping, feet stamping, drum-beating rhythms of the human heart (4 - 5), is as 'ancient as the world."

But what Hughes is best known for is his medicine of the possibilities of African-American experiences and identities. Like Walt Whitman, he created a persona that speaks for more than himself. His voice in "I too" for instance absorbs the depiction of a whole race into his central consciousness as he laments:

I, too, sing America

I am the darker brother.

I, too, am America.

The "darker brother" celebrating America is obvious of a best hereafter when he will no longer be shunted aside by "company". The poem is characteristic of Hughes's faith in the racial consciousness of African Americans, a consciousness that reflects their integrity and beauty while simultaneously demanding respect and acceptance from others as especially when: Nobody '/I dare Say to me, Eat in the kitchen.

This dogged resistance and optimism in facing adversity is what Hughes' life centred on.thus enabling him to survive and perform in spite of the obstacles facing him. As Rampersad affirms:.

'Toughness was a major characteristic of Hughes' life. For his life was hard. He de facto knew poverty and humiliation at the hands of citizen with far more power and money than he had and exiguous respect for writers, especially poets. straight through all his poverty and hurt, Hughes kept on a steady keel. He was a gentleman, a soft man in many ways, who was sympathetic and affectionate, but was tough to the core.

Hughes's poetry reveals his hearty appetite for all humanity, his insistence on justice for all, and his faith in the transcendent possibilities of joy and hope that make room as he aspires in 'I too', for everybody at America's table.

This deep love for all humanity is echoed in one of his poems: 'My People" some lines of which were earlier referred to:

The night is beautiful,

so the faces of my people,

the stars are beautiful,

so the eyes of my people

Beautiful, also, is the sun

Beautiful also, are the souls of my people

Arnold Rampersad's last word on Hughes's humanity, is anchored on three indispensable attributes: his tenderness; generosity and his sense of humour.

Hughes was also tender. He was a man who lovse other citizen and was beloved. It was very hard to find anyone who had known him who would say a harsh thing about him. citizen who knew him could remember exiguous that wasn't pleasant of him. Evidently, he radiated joy and humanity and this was how he was remembered after his death.

He loved the business of people. He needed to have citizen around him. He needed them Possibly to counter the indispensable loneliness instilled in his soul from early in his life and out of which he made his literary art.

Hughes was a man of great generosity. He was compassionate to the young and the poor, the needy; he was compassionate even to his rivals. He was compassionate to a fault, giving to those who did not all the time deserve his kindness. But he was ready to risk ingratitude in order to help younger artists in particular and young citizen in general.

Hughes was a man of laughter, although his laughter approximately all the time came in the presence of tears or the threat of the surge of tears. The titles of his first novel Not Without Laughter and a range of stories Laughing to Keep from Crying. Indicate this. This was essentially how he believed life must be faced - with the knowledge of its obvious loneliness and pain but with an awareness, too, of the therapy of laughter by which we voice the human in the face of circumstances. We must reach out to people, and one should not only have an fabulous tolerance of life's sufferings but should also exuberantly unblemished the happy aspect of life.

His sense of humour is again credited by a writer from Africa who was like Hughes also faced with fighting racial discrimination and deprivation, Ezekiel Mphahlele.

Here is a man with a boundless zest for life... He has an irrepressible sense of humour, and to meet him is to come face to face with the essence of human goodness. In spite of his literary success, he has earned himself the respect of young Negro writers, who never find him unwilling to help them along. And yet he is not condescending. Unlike most Negroes who become famed or prosperous and move to high-class residential areas, he has prolonged to live in Harlem, which is in sense a Negro ghetto, in a house which he purchased with money earned as lyricist for the Broadway musical road Scene.

In explaining and illustrating the Negro health in America as was his stated vocation, Hughes captured their joys, and the veiled weariness of their lives, the monotony of their jobs, and the veiled weariness of their songs. He terminated this in poems marvelous not only for their directness and simplicity but for their economy, purity and wit. whether he was writing poems of racial protest like "Harlem" and "Ballad of the Landlord" or poems of racial affirmation like' mom to Son' and 'The Negro Speaks of Rivers,' Hughes was able to find language and forms to express not only the pain of urban life but also its fabulous vitality.

Further Reading:

Gates, Henry, Louis and Mc Kay Nellie, Y. (Gen. Ed) The Norton

Anthology of African American Literature, N.W. Norton & Co; New York & London 1997

Hughes, Langston, "The Negro Artist and the Racial Mountain" 1926. Rpt

in Nathan Huggins ed. Voices from the Harlem Renaissance Oxford

University Press, New York, 1976

Mphahlele, Ezekiel, "Langston Hughes," in Introduction to African

Literature (ed) Ulli Beier, Longman, London 1967

Rampersad, Arnold, The life of Langston Hughes Vol. 1 & 11 Oxford

University Press, N. York, 1986

Trotman, James, (ed), Langston Hughes: The Man, His Art and His

Continuing work on Garland Publishing Inc. N.

York & London 1995

Black Literature Criticism

The Oxford Companion to African American Literature., Oxford University Press,.1997

Langston Hughes - The Life, Times, Works as Well as Impact of a Versatile African-American Writer

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Evan from Chicago - Journalism / Photojournalism

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We had a good read. For the benefit of yourself. Be sure to read to the end. I want you to get good knowledge from Chicago Photography Classes. My name's Evan Davis, I'm from Chicago, Illinois and I'm a Journalism major. My area of specialization is photojournalism.· I really got into it, I took a couple of C&P classes - Cinema and Photography - and I really wasn't cut out for Cinema and Photography it's a little too artsy. But a couple of the teachers told me that what I was doing was more geared towards photojournalism, and maybe I should try that one out. Most interesting class had to be probably the History of Photography with Jordy Jones, he's a pretty good teacher. I think I had him the first semester he was here.· It was a really great class, I learned a lot about both art photography and photojournalism. Working at the Daily Egyptian is a delicate process.· It's great because you actually learn a lot about being in a newsroom in general, because there's so many different opportunities to do different jobs. They have people working at the design desk, as reporters, and as photojournalists and since they're such a small staff, everyone has to know how to do everyone else's job to a certain degree. It prepares you a lot for actually going into the field and being in the newsroom. Most recently I participated in the Murphysboro project, and then I wasn't in the class for South of 64, but I did do a couple of photo stories for a different class that ended up being a part of the South of 64 class. The Murphysboro project, which is part of South of 64, it was great. You met a lot of professionals that actually ...
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Thursday, July 12, 2012

A 75th Birthday Party on a budget

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No one can argue that celebrating a 1st, 21st, or 40th birthday is a good thing, but a 75th birthday is without fail a milestone birthday worthy of a festive celebration. Agreeing to the National center for condition Statistics, the median American lives about 77 years. The 75th birthday can be a time of reflection on a life well lived. Arranging a celebration for person turning 75 is a good time to get as many relative as you can together. So, how do you celebrate a 75th birthday? With class and style, of course. Don't allow those words to scare you off from creating the party. This celebration does not have to cost a lot of money. Concentrating on what is most leading in the party can help to make the 75th birthday party a memorial and economical occasion.

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Instead of spending lots of money on decorations, an elegant restaurant set aside for the celebration is recommended. The venue doesn't have to be expensive, just have the air of class. The restaurant should also supply an area for hidden parties. Minimal decorations are all that is necessary. Elegant tablecloths and candles, and a sign announcing the 75th birthday are examples of reasonable decorations for this celebration. These decorations can also be handcrafted to cut down on costs.

Turning 75 is often a time of reflection on life. The heart of celebrating a 75th birthday should contain a salute to special memories in the person's life. The young are great presenters of such ceremonies. If there are a critical whole of children in the family, they could narrate the trip down memory lane and offer the 75th birthday person a memory book at the end of the presentation. Key population in the house can also take turns to narrate poems or to present special gifts. The celebration could be tipped off with a nice 75th birthday evening meal that includes toasting the person's life.

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doctrine of Life - instruction

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"Truth calls us to submit ourselves to the community of which we are a part, to fidelity to those bonds of troth in which our truth resides. This view is dangerous, for submission, will transform us, need us to become something new. In truth our lives are no longer our own but belong to the whole community of creation" (Palmer, To Know As We Are Known, pp. 67-68).  

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Palmer has within this quote nested the role and effects of truth within our opinion of who we are and what we are. One of the fears attending those who truly strive to change, refine and improve who they are, is whether their developing character, persistence and clarity of vision will hold them in this endeavor throughout their life. The first fear I felt at that moment, when I realized I was experiencing a form of illumination and understanding unique to human experience, was whether I could remain true to that vision and thereby exemplify the obedience to that truth, that would put in order me to again receive such a life-clarifying experience.  

Who I am cannot be separated from the law and truths that give meaning and direction to my life. As I refine and become this person I believe myself to be, then that awareness dictates expectations that guide me in how and what becomes meaningful and faithful in my life. When a teacher focuses on the expression of learning (homework, written assignments, oral responses) without an appreciation for how that learning defines the student and without a regard for compassion for who the student is, then the student will palpate a deterioration of his/her self-identity.  

This deterioration might be reflected in a short story. In an elementary class, a teacher held up a self-portrait of one of her students. This student was shy, seldom spoke or participated in discussions, was not well-treated by other students and at other times, basically ignored. The teacher wanted to show the result negative comments and exchanges could have on a child.  

She started by telling the children she had a story to tell about the person in the picture. When the student got on the bus, the bus driver growled at her and said hurry up, I'm late. The teacher tore off a piece of the girl's self-portrait. When the student got off the bus, a boy bumped into her and said, "Why don't you watch out where you are going!" The teacher tore off another piece of the girl's self-portrait. When the miniature girl went to place her coat and bag on a shelf, another student said, "You can't put your stuff there, that is my place!" The teacher tore off another piece of the girl's self-portrait. During the reading class, the teacher asked the shy girl a question, but she was slow to respond, so the teacher ignored her and let another student respond. The teacher then tore off another piece of the girl's self-portrait. When the children went to lunch in the school cafeteria, an older child bumped into her and knocked some of her food on the floor and then person yelled at her, "Clean that up!" Another piece of the girl's self-portrait was torn off. By now, there wasn't much left of the miniature girl. At the end of the day, the miniature girl began to cry, and a classmate said, "Don't be a cry baby." Something inside the miniature girl died just a miniature bit each time part of her self-portrait was torn away.  

The class became very silent. They felt the pain. They didn't like the feeling. They knew it wasn't right. The teacher then led a discussion on how each student could do his/her part to restore the miniature girl's self-portrait and thereby the self-image of whom she is and the role she might assume in the class.  

Palmer implores us to heal the wounds that community inflicts upon its members. Teachers should be experts at healing the wounds of personal identity, of nurturing and sustaining a child's vision and/or confidence in whom she/he can become. How I view myself allows me to give space to others that they too may view themselves. Part of who they are I can see, and part of who they are is inside of them and I can only see that by what they choose and spin to me. Many are afraid to go inside themselves because others diminished and marginalized who they were becoming. I must generate a space that allows them to recognize their place.  

As I was growing up and learning to make friends, I realized that the people I knew had one of two influences on me. They whether influenced me to care more or to care less about life and its varied activities. This idea has served me well over time. The influence of this class, our discussions and the increased skill we are gaining in expressing ideas, truths and identities, has led me to another realization. This realization impacts our potential to hold those definite attributes and features of our identity, especially under duress.  

The people I join together with continue to have one of two influences in my life. They whether strengthen and improve my identity or, they diminish and marginalize it. This principle is experienced in our schools everyday with profound negative effects on a student's identity and their group role. This realization is similar to an consideration skill I learned while learning and enjoying photography. When I would look at a person to take their picture, I noticed that their facial symmetry was not exactly balanced. Each person's nose points whether to the left or the right; I don't know which way dominates. I also realized that a feature of beauty occurred when a person's facial symmetry was more balanced.  

What does facial symmetry have to do with expanding or diminishing who we are? Philosophically, I have been able to refine an earlier principle, and in the process heightened my awareness of how our interactions influence and influence our identity. This principle is important in how teachers and persons in positions of authority magnify or marginalize other people, especially students.  

This paper is about the significance of identity for all people, adults and adolescents, and how this impacts the potential and kind of interaction between teacher and learner. It provides a philosophical basis and understanding of the adage, "I don't care how much you know until I know how much you care!" I also hope to demonstrate by a few experiences how education's lack of whole vision or misunderstanding of the significance of individual identity and group role is frustrating the student and corrupting the learning environment.  

Ii         Space/Leaving some things unsaid.  

An palpate happened this semester that helped me to understand a person's identity and how I might strengthen it, yet challenge the person's role as a learner.  

Walter, not his real name, was in one of my classes and having difficulties. These difficulties resulted in his distracting the large group teacher and getting in trouble. We got along all right in the small group class because I was able to interact with him more categorically because there were fewer students and the rapport in the class was different.  

Later in the semester, he was having some difficulties again. While the class was busy with a group activity, I invited Walter to visit with me to the side of the classroom. He came over, sat down, and tensed up his demeanor. He was ready to be reprimanded for his disturbance. He was ready to palpate another negative teacher-student hidden conference. He had heard it before and would probably hear it again.  

I smiled at him. He looked at me, a miniature confused. I asked him how things were going in his other classes. His face lighted up and the tension seemed to go out of his body. I talked to him about him. I encouraged him. I didn't act like his teacher and I didn't treat him like my student and it made a contrast on the inside of him that shined on the outside, through the tone of his voice, the attention of his eyes and the smile on his face. We felt good together.  

I became a great person/teacher because I recognized this was a occasion where place to learn and space to have one's identity acknowledged occurred. I left an predicted opinion unsaid and reaped the cooperation and good will that was sought. I learned to be a teacher by being a definite influence in his life and providing him a role and place in our class.  

Iii        October Sky: How Choices spin Who We Are.  

Philosophy provides a variety of insights and views of who we are (ontological), what we know (epistemological) and what we value as gorgeous (axiological). Reading October Sky and then developing it into instructional material has taken me on a path that reflects law of identity and truth in learning.  

I will account for the meta-cognitive process I have traveled to see something very familiar, in a totally separate context. First, I read the text and realized it would be thoughprovoking for other students to read. I opinion of the novel first as an English teacher, then next as a reading teacher. I began to ask myself what we should be learning from this story. What law might we obtain that can influence how we act and think? In conversation with a few students in another class, I though about the role of rebels who bring about group change. This progressed until I had a "Big Idea," which was group change. But I didn't have a time reference. Various reference materials and historical events led me to recognize group convert as it occurred from 1955 to 1965. Granted, October Sky was not written during that time, but it is based upon true events that occurred during that time, focusing on the set in motion of the Russian satellite, Sputnik, on October 4, 1957. I came up with a multifaceted integrated plan that totally changed what I opinion about the book and how it might be used to teach truth and help define who we are by these truths. My perspective went from a single, definite reserved supply to a global vision of what might be chosen, learned and accomplished.  

The wonderful part for me was how my vision of the instructional process changed. Initially, I wanted to share and teach the story contained in October Sky. Next, I wanted to use October Sky as part of the materials students might access to study group change. Then I realized there were separate ways I could teach the materials, emphasizing separate types of intelligences. These intelligences were 1) verbal/linguistic, 2) musical/rhythmic, 3) bodily/kinesthetic, 4) logical/mathematical, 6) intrapersonal, 7) visual/spatial, and 8) naturalistic.  

Then I realized the many separate kinds of genre available for learning, which included radio broadcasts, speeches, videos, duration novels, sports, newspapers, magazines, history books, group history, personal accounts, and rock and roll music. How would the students interact, individually, in dyads, small groups, or as a whole class? I realized that separate activities would occur in separate settings and in separate groupings. Next I determined how students might characterize their knowledge. This led me to comprehend there are so many ways to show learning and to make meaning. By this time, I had lost my focus on the novel October Sky and was totally refocused on providing choices to the individual. For a optic image of this new perspective and orientation to the individual, look at the descriptive supplement at the end of this report.  

This transformation of how learning occurs represents many of the philosophies we have studied. John Dewey expressed in his time an predicted buffet and variety of instructional subjects. He saw learning as not classroom bound. He saw learning as an adventure, as discovery, as thoughprovoking and revealing to both student and teacher. Learning was wonderful just for the sake of learning--and for the enlightenment it brought to educated minds. Dewey's optimism was reflected in his acknowledgment of who and what the human spirit is, which dwindled to insignificance as represented in Hard Times by Charles Dickens.  

Different philosophies of learning can be characterized in how they recognize or do not recognize the role of the student in production meaning. Essentialism disregarded the individual in favor of organizing and accumulating the world's body of knowledge agreeing to cut off and varied disciplines. The focus became the target content. Perennialism wanted to stimulate both intellectual and spiritual development, but the branch matter remained the focus, rather than the child and his/her interaction with the content. My arrival to group convert allowed for non-lock stepped, sequenced instruction, contrary to most past and present models of sufficient educational instruction.  

Postmodernism rejected the possibility of the student production meaning by linking personal experiences to classroom knowledge and thereby asserting to have found or realized some type of truth. It did emphasize the role of learning as a factor in the individual taking on group and moral responsibilities in society. Classroom knowledge represented current opinions, but not necessarily truth. This body of classroom information was to be deconstructed of anyone that was not totally explicit.  

Constructivism comes much closer to my model of encouraging student choice. Constructivism denounced pre-digested instructional materials and emphasized the readers need to interact with the text to scrutinize and uncover the information that would refine and spin the student's identity. The student became equal partners with the text in production meaning.  

Today there is an emphasis on multi-cultural education. This cannot happen when educators are apologetic about the influence and role of white-European-Caucasians in the construction of our country, its freedoms and ideals. There needs to be a synthesis of law that recognize the individual and the individual as community builder. Although many of these communities are ethnically diverse, the individual, family and cultural needs and expressions are more alike than different. These similarities need to be highlighted, not the fact that the variety of human experiences are separate because they occur to separate races and nationalities.  

I think Ivan Illich (Deschooling Society) might be encouraged by the estimate of home education that is taking place. I think he might be encouraged by the questions and challenges new graduates in education are posing to the administrators of their schools. I believe Universal design learning has the inherent to join and build community among a heterogeneous and diverse group of learners, if the teacher can gain the spirit and vision of Udl that recognizes student choices. I don't believe that most current teachers have the psychological aptitude nor the skills and strategies to implement differentiated learning. Most lack the influence to help them transform there focus and regard for the knowledge to that of the whole individual that deserves an education of truth and obedience to truth.  

I believe there is a gravitational force that brings the obedient observer of truth into palpate with more truth and knowledge that sustains the power within us. I believe it is my duty to provide a space that encourages the student to look back in time to the place where palpate birthed meaning that awaited the space to be recognized and integrated by the obedient knower of truth. Compassion and love are the attributes that keep us focused on the "who" and to match it with the "what" that supports the development and realization of who we are becoming.  

Iv        Diminishing Identity.  

This situation occurred in a reading and study skills (Rss) class at Bsu. There are three main participants to this story, the student, who I shall call Jane, the teacher and the teacher's supervisor. The semester had progressed through the 4th week. One of the class requirements was for each student to buy 100 index cards and begin collecting unfamiliar vocabulary from their article classes, which could consist of the Rss class.  

The first 25 cards were to be reviewed by the teacher. Upon finding at Jane's cards, the teacher noticed the words "mathematics, history, and language." He asked the student about the words and basically challenged the fact that they constituted vocabulary words. The teacher had been teaching non-native speakers of English abroad for the past ten years and vocabulary study was an important and integral part of the curriculum. The teacher was somewhat confused as to how or why native speakers would choose such words when non-native speakers would know that such words do not constitute unfamiliar vocabulary words. Her feelings were hurt; she felt embarrassed and decided not to come back to class.  

After a duration of three weeks and having not attended the large and small group classes during that time, Jane confided in the large group teacher what had happened and how she had felt. The large group instructor, who was also the supervisor, then spoke to the teacher at great distance on the matter. The teacher said he would speak to the student and endeavor to rebuild the teacher-student relationship.  

The teacher had a thirty-minute meeting with Jane and apologized and expressed his sincere and deep regret at what he had done. He also explained how these things happen (and had happened to him) and that they are rarely intentional, yet such an palpate is just as painful and embarrassing.  

As a result of this conversation, the student returned to her class, terminated her assignments and passed the class. In this case, respect, rapport and a closer, more helpful connection was restored between that teacher and his student, Jane.  

At the end of the semester, the supervisor again reviewed with the teacher the situation with Jane at great length. He extrapolated that this was indicative of the teacher and that he might lack the sensitivity and rapport to continue in his duties. The supervisor was not concerned in how the qoute had been handled and resolved, nor did ask for more information on why the qoute occurred in the first place. The teacher approved the negative estimate politely and sincerely and believed that was the end of the incident. But it was not. The incident was expressed to another higher authority who indicated that if that is how the supervisor felt, then perhaps the teacher should not be retained in his current position for the next semester.  

The teacher began to think about the situation, about the estimate and the implications of how it characterized him. The teacher knew that this characterization was not correct, but why had it happened? What precipitated the contrast of opinion between Jane and her teacher over what constituted a vocabulary word?   

The teacher had learned a lot about his identity from Parker Palmer and Wendell Berry. He had learned law that allowed him to look for an explanation and a separate interpretation of the events with Jane. He found some of them.  

First, the vocabulary assignment had been made by the supervisor, rather than the teacher. Second, the ask of what constituted a vocabulary word was not discussed and agreed upon between the supervisor and the teacher. Third, the students did not have the direction or guidelines that may have resulted in a closer match between the intention of the assignment and the student's interpretation and expression of the assignment. Lacking these conditions, a misunderstanding and mismatch between assignment, student interpretation, teacher expectation, and the supervisor's estimate resulted.  

The teacher, because of his confidence in and understanding of his identity and the role of obedience to truth, was able to understand and account for the events more categorically and clearly than previously done. He had benefited from the supervisor's comments, but felt the implications lacked a more unblemished understanding. This same understanding that helped him account for the situation also helped him mend Jane's feelings and encourage her to successfully unblemished the class.

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