- Please pass this message on to 5 or 10 folks who may be interested in supporting this campaign and buying a perk!
- Participate in our cue card contest by creating your own sign to emphasize why you #SupportWNDB, whether it’s for yourself, because of a family member, or because of a diverse book that changed your life. Use the templates we’ve created (http://weneeddiversebooks.org/cue-cards/) and submit pictures to our Tumblr. The photos with the most reblogs will win a WNDB prize pack. Make sure to tell your local librarian to participate as well—your local library could win a huge book donation prize!
Ellen Oh, President
Blog: OUPblog (Login to Add to MyJacketFlap)
JacketFlap tags: *Featured, Law, 2014 fdi international arbitration moot, california, FDI, foreign direct investment, International Arbitration, malibu, moot, pepperdine, Add a tag
The annual Foreign Direct Investment (FDI) International Arbitration Moot gathers academics and practitioners from around the world to discuss developments and gain a greater understanding of growing international investment, the creation of international investment treaties, domestic legislation, and international investment contracts.
The FDI Moot occurs over the course of six months, and includes regional rounds, which took place in August in New Delhi, Seoul, and Buenos Aires, and concludes with the global finals. Global finals venues rotate each year between Frankfurt, Malibu, Boston, and London.
The 2014 final hearing will be held 24-26 October at Pepperdine University School of Law in Malibu, California. In this phase, 48 teams from the South Asia, Asia-Pacific, Latin America, Africa, North America, Europe and the Middle East regions will compete in the global oral argument preliminary rounds followed by the quarter final, semifinal, and final rounds.
Established practitioners and academics in the international arbitration, investment regulation, construction law, and international economic law fields act as arbitrators or memorandum judges throughout the competition. The arbitrators facilitate hearings during the oral arguments while the memorandum judges assess and score memorials one month before the oral arguments. Oxford University Press will be awarding prizes for the best memorial and counter memorial.
With three days of oral arguments, this year’s FDI Moot promises to be a busy and exciting weekend. In addition, Malibu, often described as “27 miles of scenic beauty,” is surrounded by the Pacific Ocean and Santa Monica Mountains, so don’t forget to take some time to check out area attractions.
- Late October, with an average high temperature of 69°F/21°C, is perfect for exploring one of Malibu’s many beaches. Check out the famous Surfrider Beach and the nearby Malibu Pier.
- If you’re interested in taking a hike, plan an excursion to Point Mugu State Park, which has more than 70 miles of trails in the Santa Monica Mountains.
- Looking for a day trip? In just 20-30 minutes by car, you can visit Los Angeles or the San Fernando Valley.
If you’ll be joining us in Malibu, stop by the Oxford University Press booth where you can browse our journals collection and take advantage of the 20% conference discount on all books. We’re also offering one month of free access to our collection of online law products for all attendees. Looking to brush up on the Vienna Convention on the Law of Treaties in BIT arbitrations in time for the Moot? Check out the recording of our recent Investment Claims Webinar session and accompanying slides.
See you in Malibu!
Heading image: Willem C. Vis pre moot at Palacky University of Olomouc by Cimmerian praetor. CC-BY-SA-3.0 via Wikimedia Commons.
The post Preparing for the 2014 FDI International Arbitration Moot appeared first on OUPblog.
Blog: An Englishman in New Jersey (Login to Add to MyJacketFlap)
JacketFlap tags: writing, wisdom on the web, fiction, useful links, Add a tag
Here’s my selection of interesting (and sometimes amusing) posts about writing from the last week:
Body Talk (Debby Harris)
This Post is For the Ones You Love (Rachelle Gardner)
Everything I Need to Know About Plot, I Learned From Buffy (Dave King)
Nation or Tribe? (Nyki Blatchley)
Five Traits to Help You Create Your Character's Personality (Janice Hardy)
Deconstructing Micro-Tension (Jan O'Hara)
How to Write Compelling and Balanced Backstory (Jeni Chappelle)
Writing a Smart Query (Janet Kobobel Grant) http://www.booksandsuch.com/blog/writing-smart-query/
Using Critical Reviews as Resources (Elizabeth Spann Craig)
How Did I Find My Clients? (Jennifer Laughran)
Bad Reviews, or How to Hide the Bodies (Dario Ciriello)
If you found these useful, you may also like my personal selection of the most interesting blog posts from 2013, and last week’s list.
If you have a particular favorite among these, please let the author know (and me too, if you have time). Also, if you've a link to a great post that isn't here, feel free to share.
Blog: The Chicago Blog (Login to Add to MyJacketFlap)
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“Academic Freedom Studies: The Five Schools”
In 2009 Terrence Karran published an essay with the title “Academic Freedom: In Justification of a Universal Ideal.” Although it may not seem so at first glance, the title is tendentious, for it answers in advance the question most often posed in the literature: How does one justify academic freedom? One justifies academic freedom, we are told before Karran’s analysis even begins, by claiming for it the status of a universal ideal.
The advantage of this claim is that it disposes of one of the most frequently voiced objections to academic freedom: Why should members of a particular profession be granted latitudes and exemptions not enjoyed by other citizens? Why, for example, should college and university professors be free to criticize their superiors when employees in other workplaces might face discipline or dismissal? Why should college and university professors be free to determine and design the condition of their workplace (the classroom) while others must adhere to a blueprint laid down by a supervisor? Why should college and university professors be free to choose the direction of their research while researchers who work for industry and government must go down the paths mandated by their employers? We must ask, says Frederick Schauer (2006), “whether academics should, by virtue of their academic employment and/or profession, have rights (or privileges, to be more accurate) not possessed by others” (913).
The architects of the doctrine of academic freedom were not unaware of these questions, and, in anticipation of others raising them, raised them themselves. Academic freedom, wrote Arthur O. Lovejoy (1930), might seem “peculiar chiefly in that the teacher is . . . a salaried employee and that the freedom claimed for him implies a denial of the right of those who provide or administer the funds from which he is paid to control the content of his teaching” ( 384). But this denial of the employer’s control of the employee’s behavior is peculiar only if one assumes, first, that college and university teaching is a job like any other and, second, that the college or university teacher works for a dean or a provost or a board of trustees. Those assumptions are directly challenged and rejected by the American Association of University Professors’ 1915 Declaration of Principles on Academic Freedom and Academic Tenure, a founding document (of which Lovejoy was a principal author) and one that is, in many respects, still authoritative. Here is a key sentence:
The responsibility of the university teacher is primarily to the public itself, and to the judgment of his own profession; and while, with respect to certain external conditions of his vocation, he accepts a responsibility to the authorities of the institution in which he serves, in the essentials of his professional activity his duty is to the wider public to which the institution itself is morally amenable.
There are four actors and four centers of interest in this sentence: the public, the institution of the academy, the individual faculty member, and the individual college or university. The faculty member’s allegiance is first to the public, an abstract entity that is not limited to a particular location. The faculty member’s secondary allegiance is to the judgment of his own profession, but since, as the text observes, the profession’s responsibility is to the public, it amounts to the same thing. Last in line is the actual college or university to which the faculty member is tied by the slightest of ligatures. He must honor the “external conditions of his vocation”—conditions like showing up in class and assigning grades, and holding office hours and teaching to the syllabus and course catalog (although, as we shall see, those conditions are not always considered binding)— but since it is a “vocation” to which the faculty member is responsible, he will always have his eye on what is really essential, the “universal ideal” that underwrites and justifies his labors.
Here in 1915 are the seeds of everything that will flower in the twenty- first century. The key is the distinction between a job and a vocation. A job is defined by an agreement (often contractual) between a worker and a boss: you will do X and I will pay you Y; and if you fail to perform as stipulated, I will discipline or even dismiss you. Those called to a vocation are not merely workers; they are professionals; that is, they profess something larger than the task immediately at hand— a religious faith, a commitment to the rule of law, a dedication to healing, a zeal for truth— and in order to become credentialed professors, as opposed to being amateurs, they must undergo a rigorous and lengthy period of training. Being a professional is less a matter of specific performance (although specific performances are required) than of a continual, indeed lifelong, responsiveness to an ideal or a spirit. And given that a spirit, by definition, cannot be circumscribed, it will always be possible (and even thought mandatory and laudable) to expand the area over which it is said to preside.
The history of academic freedom is in part the history of that expansion as academic freedom is declared to be indistinguishable from, and necessary for, the flourishing of every positive value known to humankind. Here are just a few quotations from Karran’s essay:
Academic freedom is important to everyone’s well-being, as well as being particularly pertinent to academics andtheir students. (The Robbins Committee on Higher Education in the UK, 1963)
Academic freedom is but a facet of freedom in the larger society. (R. M. O. Pritchard, “Academic Freedom and Autonomy in the United Kingdom and Germany,” 1998)
A democratic society is hardly conceivable . . . without academic freedom. (S. Bergan, “Institutional Autonomy: Between Myth and Responsibility,” 2002)
In a society that has a high regard for knowledge and universal values, the scope of academic freedom is wide. (Wan Manan, “Academic Freedom: Ethical Implications and Civic Responsibilities,” 2000)
The sacred trust of the universities is to carry the torch of freedom. (J. W. Boyer, “Academic Freedom and the Modern University: The Experience of the University of Chicago,” 2002)
Notice that in this last statement, freedom is not qualified by the adjective academic. Indeed, you can take it as a rule that the larger the claims for academic freedom, the less the limiting force of the adjective academic will be felt. In the taxonomy I offer in this book, the movement from the most conservative to the most radical view of academic freedom will be marked by the transfer of emphasis from academic, which names a local and specific habitation of the asserted freedom, to freedom, which does not limit the scope or location of what is being asserted at all.
Of course, freedom is itself a contested concept and has many possible meanings. Graeme C. Moodie sorts some of them out and defines the freedom academics might reasonably enjoy in terms more modest than those suggested by the authors cited in Karran’s essay. Moodie (1996) notes that freedom is often understood as the “absence of constraint,” but that, he argues, would be too broad an understanding if it were applied to the activities of academics. Instead he would limit academic freedom to faculty members who are “exercising academic functions in a truly academic matter” (134). Academic freedom, in his account, follows from the nature of academic work; it is not a personal right of those who choose to do that work. That freedom— he calls it an “activity freedom” because it flows from the nature of the job and not from some moral abstraction— “can of course only be exercised by persons, but its justification, and thus its extent, must clearly and explicitly be rooted in its relationship to academic activities rather than (or only consequentially) to the persons who perform them” (133). In short, he concludes, “the special freedom(s) of academics is/are conditional on the fulfillment of their academic obligations” (134).
Unlike those who speak of a universal ideal and of the torch of freedom being carried everywhere, Moodie is focused on the adjective academic. He begins with it and reasons from it to the boundaries of the freedom academics can legitimately be granted. To be sure, the matter is not so cut and dried, for academic must itself be defined so that those boundaries can come clearly into view and that is no easy matter. No one doubts that classroom teaching and research and scholarly publishing are activities where the freedom in question is to be accorded, at least to some extent. But what about the freedom to criticize one’s superiors; or the freedom to configure a course in ways not standard in the department; or the freedom to have a voice in the building of parking garages, or in the funding of athletic programs, or in the decision to erect a student center, or in the selection of a president, or in the awarding of honorary degrees, or in the inviting of outside speakers? Is academic freedom violated when faculty members have minimal input into, or are shut out entirely from, the consideration of these and other matters?
To that question, Mark Yudof, who has been a law school dean and a university president, answers a firm “no.” Yudof (1988) acknowledges that “there are many elements necessary to sustain the university,” including “salaries,” library collections,” a “comfortable workplace,” and even “a parking space” (1356), but do academics have a right to these things or a right to participate in discussions about them (a question apart from the question of whether it is wise for an administration to bring them in)? Only, says Yudof, if you believe “that any restrictions, however indirectly linked to teaching and scholarship, will destroy the quest for knowledge” (1355). And that, he observes, would amount to “a kind of unbridled libertarianism for academicians,” who could say anything they liked in a university setting without fear of reprisal or discipline (1356).
Better, Yudof concludes, to define academic freedom narrowly, if only so those who are called upon to defend it can offer a targeted, and not wholly diffuse, rationale. Academic freedom, he declares, “is what it is” (of course that’s the question; what is it?), and it is “not general liberty, pleasant working conditions, equality, self- realization, or happiness,” for “if academic freedom is thought to include all that is desirable for academicians, it may come to mean quite little to policy makers and courts” (1356). Moodie (1996) gives an even more pointed warning: “Scholars only invite ridicule, or being ignored, when they seem to suggest that every issue that directly affects them is a proper sphere for academic rule” (146). (We shall revisit this issue when we consider the relationship between academic freedom, shared governance, and public employee law.)
So we now have as a working hypothesis an opposition between two views of academic freedom. In one, freedom is a general, overriding, and ever-expanding value, and the academy is just one of the places that house it. In the other, the freedom in question is peculiar to the academic profession and limited to the performance of its core duties. When performing those duties, the instructor is, at least relatively, free. When engaged in other activities, even those that take place within university precincts, no such freedom or special latitude obtains. This modest notion of academic freedom is strongly articulated by J. Peter Byrne (1989): “The term ‘academic freedom’ should be reserved for those rights necessary for the preservation of the unique functions of the university ” (262).
These opposed accounts of academic freedom do not exhaust the possibilities; there are extremes to either side of them, and in the pages that follow I shall present the full range of the positions currently available. In effect I am announcing the inauguration of a new field— Academic Freedom Studies. The field is still in a fluid state; new variants and new theories continue to appear. But for the time being we can identify five schools of academic freedom, plotted on a continuum that goes from right to left. The continuum is obviously a political one, but the politics are the politics of the academy. Any correlation of the points on the continuum with real world politics is imperfect, but, as we shall see, there is some. I should acknowledge at the outset that I shall present these schools as more distinct than they are in practice; individual academics can be members of more than one of them. The taxonomy I shall offer is intended as a device of clarification. The inevitable blurring of the lines comes later.
As an aid to the project of sorting out the five schools, here is a list of questions that would receive different answers depending on which version of academic freedom is in place:
Is academic freedom a constitutional right?
What is the relationship between academic freedom and the First Amendment?
What is the relationship between academic freedom and democracy?
Does academic freedom, whatever its scope, attach to the individual faculty member or to the institution?
Do students have academic freedom rights?
What is the relationship between academic freedom and the form of governance at a college or university?
In what sense, if any, are academics special?
Does academic freedom include the right of a professor to criticize his or her organizational superiors with impunity?
Does academic freedom allow a professor to rehearse his or her political views in the classroom?
What is the relationship between academic freedom and political freedom?
What views of education underlie the various positions on academic freedom?
As a further aid, it would be good to have in mind some examples of incidents or controversies in which academic freedom has been thought to be at stake.
In 2011, the faculty of John Jay College nominated playwright Tony Kushner to be the recipient of an honorary degree from the City University of New York. Normally approval of the nomination would have been pro forma, but this time the CUNY Board of Trustees tabled, and thus effectively killed, the motion supporting Kushner’s candidacy because a single trustee objected to his views on Israel. After a few days of outrage and bad publicity the board met again and changed its mind. Was the board’s initial action a violation of academic freedom, and if so, whose freedom was being violated? Or was the incident just one more instance of garden- variety political jockeying, a tempest in a teapot devoid of larger implications?
In the same year Professor John Michael Bailey of Northwestern University permitted a couple to perform a live sex act at an optional session of his course on human sexuality. The male of the couple brought his naked female partner to orgasm with the help of a device known as a “fucksaw.” Should Bailey have been reprimanded and perhaps disciplined for allowing lewd behavior in his classroom or should the display be regarded as a legitimate pedagogical choice and therefore protected by the doctrine of academic freedom?
In 2009 sociology professor William Robinson of the University of California at Santa Barbara, after listening to a tape of a Martin Luther King speech protesting the Vietnam War, sent an e-mail to the students in his sociology of globalization course that began:
If Martin Luther King were alive on this day of January 19th, there is no doubt that he would be condemning the Israeli aggression against Gaza along with U.S. military and political support for Israeli war crimes, or that he would be standing shoulder to shoulder with the Palestinians.
The e-mail went on to compare the Israeli actions against Gaza to the Nazi actions against the Warsaw ghetto, and to characterize Israel as “a state founded on the negation of a people.” Was Robinson’s e-mail an intrusion of his political views into the classroom or was it a contribution to the subject matter of his course and therefore protected under the doctrine of academic freedom?
As the 2008 election approached, an official communication from the administration of the University of Illinois listed as prohibited political activities the wearing of T-shirts or buttons supporting candidates or parties. Were faculty members being denied their First Amendment and academic freedom rights?
BB&T, a bank holding company, funds instruction in ethics on the condition that the courses it supports include as a required reading Ayn Rand’s Atlas Shrugged (certainly a book concerned with issues of ethics). If a university accepts this arrangement (as Florida State University did), has it traded its academic freedom for cash or is it (as the dean at Florida State insisted) merely accepting help in a time of financial exigency?
In 1996, the state of Virginia passed a law forbidding state employees from accessing pornographic materials on state- owned computers. The statute included a waiver for those who could convince a supervisor that the viewing of pornographic material was part of a bona fide research project. Was the academic freedom of faculty members in the state university system violated because they were prevented from determining for themselves and without government monitoring the course of their research?
Just as my questions would be answered differently by proponents of different accounts of academic freedom, so would these cases be assessed differently depending on which school of academic freedom a commentator belongs to.
Of course I have yet to name the schools, and I will do that now.
(1)— The “It’s just a job” school. This school (which may have only one member and you’re reading him now) rests on a deflationary view of higher education. Rather than being a vocation or holy calling, higher education is a service that offers knowledge and skills to students who wish to receive them. Those who work in higher education are trained to impart that knowledge, demonstrate those skills and engage in research that adds to the body of what is known. They are not exercising First Amendment rights or forming citizens or inculcating moral values or training soldiers to fight for social justice. Their obligations and aspirations are defined by the distinctive task— the advancement of knowledge— they are trained and paid to perform, defined, that is, by contract and by the course catalog rather than by a vision of democracy or world peace. College and university teachers are professionals, and as such the activities they legitimately perform are professional activities, activities in which they have a professional competence. When engaged in those activities, they should be accorded the latitude— call it freedom if you like— necessary to their proper performance. That latitude does not include the performance of other tasks, no matter how worthy they might be. According to this school, academics are not free in any special sense to do anything but their jobs.
(2)— The “For the common good” school. This school has its origin in the AAUP Declaration of Principles (1915), and it shares some arguments with the “It’s just a job” school, especially the argument that the academic task is distinctive. Other tasks may be responsible to market or political forces or to public opinion, but the task of advancing knowledge involves following the evidence wherever it leads, and therefore “the first condition of progress is complete and unlimited freedom to pursue inquiry and publish its results.” The standards an academic must honor are the standards of the academic profession; the freedom he enjoys depends on adherence to those standards: “The liberty of the scholar . . . to set forth his conclusions . . . is conditioned by their being conclusions being gained by a scholar’s method and held in a scholar’s spirit.” That liberty cannot be “used as a shelter . . . for uncritical and intemperate partisanship,” and a teacher should not inundate students with his “own opinions.”
With respect to pronouncements like these, the “For the common good” school and the “It’s just a job” school seem perfectly aligned. Both paint a picture of a self-enclosed professional activity, a transaction between teachers, students, and a set of intellectual questions with no reference to larger moral, political, or societal considerations. But the opening to larger considerations is provided, at least potentially, by a claimed connection between academic freedom and democracy. Democracy, say the authors of the 1915 Declaration, requires “experts . . . to advise both legislators and administrators,” and it is the universities that will supply them and thus render a “service to the right solution of . . . social problems.” Democracy ’s virtues, the authors of the Declaration explain, are also the source of its dangers, for by repudiating despotism and political tyranny, democracy risks legitimizing “the tyranny of public opinion.” The academy rides to the rescue by working “to help make public opinion more self-critical and more circumspect, to check the more hasty and unconsidered impulses of popular feeling, to train the democracy.” By thus offering an external justification for an independent academy— it protects us from our worst instincts and furthers the realization of democratic principles— the “For the common good” school moves away from the severe professionalism of the “It’s just a job” school and toward an argument in which professional values are subordinated to the higher values of democracy or justice or freedom; that is, to the common good.
( 3)— The “Academic exceptionalism or uncommon beings” school. This school is a logical extension of the “For the common good” school. If academics are charged not merely with the task of adding to our knowledge of natural and cultural phenomena, but with the task of providing a counterweight to the force of common popular opinion, they must themselves be uncommon, not only intellectually but morally; they must be, in the words of the 1915 Declaration, “men of high gift and character.” Such men (and now women) not only correct the errors of popular opinion, they escape popular judgment and are not to be held accountable to the same laws and restrictions that constrain ordinary citizens.
The essence of this position is displayed by the plaintiff ’s argument in Urofsky v. Gilmore (2000), a Fourth Circuit case revolving around Virginia’s law forbidding state employees from accessing explicitly sexual material on state-owned computers without the permission of a supervisor. The phrase that drives the legal reasoning in the case is “matter of public concern.” In a series of decisions the Supreme Court had ruled that if public employees speak out on a matter of public concern, their First Amendment rights come into play and might outweigh the government’s interest in efficiency and organizational discipline. (A balancing test is triggered.) If, however, the speech is internal to the operations of the administrative unit, no such protection is available. The Urofsky court determined that the ability of employees to access pornography was not a matter of public concern. The plaintiffs, professors in the state university system, then detached themselves from the umbrella category of “public employees” and claimed a special status. They argued that “even if the Act is valid as to the majority of state employees, it violates the . . . academic freedom rights of professors . . . and thus is invalid as to them.” In short, we’re exceptional.
(4)— The “Academic freedom as critique” school. If academics have the special capacity to see through the conventional public wisdom and expose its contradictions, exercising that capacity is, when it comes down to it, the academic’s real job; critique— of everything— is the continuing obligation. While the “It’s just a job” school and the “For the common good” school insist that the freedom academics enjoy is exercised within the norms of the profession, those who identify academic freedom with critique (because they identify education with critique) object that this view reifies and naturalizes professional norms which are themselves the products of history, and as such are, or should be, challengeable and revisable. One should not rest complacently in the norms and standards presupposed by the current academy ’s practices; one should instead interrogate those norms and make them the objects of critical scrutiny rather than the baseline parameters within which critical scrutiny is performed.
Academic freedom is understood by this school as a protection for dissent and the scope of dissent must extend to the very distinctions and boundaries the academy presently enforces. As Judith Butler (2006a) puts it, “as long as voices of dissent are only admissible if they conform to accepted professional norms, then dissent itself is limited so that it cannot take aim at those norms that are already accepted” (114). One of those norms enforces a separation between academic and political urgencies, but, Butler contends, they are not so easily distinguishable and the boundaries between them blur and change. Fixing boundaries that are permeable, she complains, has the effect of freezing the status quo and of allowing distinctions originally rooted in politics to present themselves as apolitical and natural. The result can be “a form of political lib eralism that is coupled with a profoundly conservative intellectual resistance to . . . innovation” (127). From the perspective of critique, established norms are always conservative and suspect and academic freedom exists so that they can be exposed for what they are. Academic freedom, in short, is an engine of social progress and is thought to be the particular property of the left on the reasoning (which I do not affirm but report) that conservative thought is anti- progressive and protective of the status quo. It’s only a small step, really no step at all, from academic freedom as critique to the fifth school of thought.
(5)— The “Academic freedom as revolution” school. With the emergence of this school the shift from academic as a limiting adjective to freedom as an overriding concern is complete and the political agenda implicit in the “For the common good” school and the “Academic freedom as critique” schools is made explicit. If Butler wants us to ask where the norms governing academic practices come from, the members of this school know: they come from the corrupt motives of agents who are embedded in the corrupt institutions that serve and reflect the corrupt values of a corrupt neoliberal society. (Got that?) The view of education that lies behind and informs this most expansive version of academic freedom is articulated by Henry Giroux (2008). The “responsibilities that come along with teaching,” he says, include fighting for
an inclusive and radical democracy by recognizing that education in the broadest sense is not just about understanding, . . . but also about providing the conditions for assuming the responsibilities we have as citizens to expose human misery and to eliminate the conditions that produce it. (128)
In this statement the line between the teacher as a professional and the teacher as a citizen disappears. Education “in the broadest sense” demands positive political action on the part of those engaged in it. Adhering to a narrow view of one’s responsibilities in the classroom amounts to a betrayal both of one’s political being and one‘s pedagogical being. Academic freedom, declares Grant Farred (2008–2009), “has to be conceived as a form of political solidarity ”; and he doesn’t mean solidarity with banks, corporations, pharmaceutical firms, oil companies or, for that matter, universities ( 355). When university obligations clash with the imperative of doing social justice, social justice always trumps. The standard views of academic freedom, members of this school complain, sequester academics in an intellectual ghetto where, like trained monkeys, they perform obedient and sterile routines. It follows, then, that one can only be true to the academy by breaking free of its constraints.
The poster boy for the “Academic freedom as revolution” school is Denis Rancourt, a physics professor at the University of Ottawa (now removed from his position) who practices what he calls “academic squatting”— turning a course with an advertised subject matter and syllabus into a workshop for revolutionary activity. Rancourt (2007) explains that one cannot adhere to the customary practices of the academy without becoming complicit with the ideology that informs them: “Academic squatting is needed because universities are dictatorships, devoid of real democracy, run by self- appointed executives who serve private capital interests.”
To read more about Versions of Academic Freedom, click here.
Blog: Cheryl Rainfield: Avid Reader, Teen Fiction Writer, and Book-a-holic. Focus on Children & Teen Books (Login to Add to MyJacketFlap)
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Dear Teen Me,
I know you have no safe place—not at home being abused, and not at school being bullied. You are an easy target: shy, scared, jumping at touch, not looking people in the eyes—the marks of someone who’s been hurt. You’re afraid all the time. You hate yourself instead of your abusers and tormentors. You cut to cope. You think about killing yourself. But you keep hanging in there. You’re stronger than you know.
I know you think you’re weak. All the terrible things that happen to you at home. The way you struggle to stand up to your own bullies. But do you remember that Spring day on the way home from school when those boys were running after a girl with coke-bottle glasses and ill-fitting clothes, hooting and hollering at her, calling her names, throwing things? Do you remember how you ran after them, shouting at them to leave her alone? How angry and protective you felt? And how when the boys turned and saw you they ran away?
Do you remember the look in the girl’s eyes—the surprise and the relief that someone cared enough to stand up for her? Or how you walked her home even though it was out of your way just so she’d stay safe? And how you listened to all the horrible things she’d been through and told her she didn’t deserve any of it? That wasn’t weakness, Cheryl. That was strength. I am so very proud of you for standing up to those boys. For helping that girl find a small pocket of safety.
So what if you couldn’t do that for yourself yet? You were still being abused at home. You had victim tortured into you. But still you stood up for others. And you did it over and over again—with that same girl on other walks home, with a girl being harassed by a drunk man on the streetcar, with another girl being sexually harassed, with children being hit by their parents. You tried to protect other kids and teens the way you needed to have someone protect you. You were brave, even though you didn’t feel like you were.
I know you still feel ashamed for some of the bullying you endured, for the way you couldn’t protect yourself. Like the time you were wearily leaning against your girlfriend’s shoulder on the bus and the driver stopped the bus and told you to separate or you’d have to get off. You argued with him, but he was enraged and in authority, and you were too tired and scared so you pulled away from your girlfriend and sat there, feeling humiliated and ashamed and later angry at yourself, wishing you’d written down his number and reported him. Or like the boys in school who would poke you and then hoot and laugh when you jumped—over and over again. You were so angry and ashamed because you couldn’t stop yourself from jumping, couldn’t fight back. Or like the time that man said that he should have sex with you so you wouldn’t be queer—suggesting rape would “fix” you. You froze when he and the other men laughed, fear gripping you, and it took you long moments to tell them that that wasn’t okay. You still feel ashamed that you didn’t stand up to them more strongly. To all your bullies. But you don’t deserve that shame or the anger you turn on yourself. It belongs to the people who hurt you.
And you know what? You often did stand up for yourself, even though it felt like they won. Sometimes it’s okay to not challenge too hard for your own safety. And the other times? Come on, you were a traumatized, bullied kid. Have more compassion for yourself. Yes, you wish you’d done more. Or that someone else had stood up for you. But it’s time to let that go, and to recognize your own strength.
I know you’re hurting—so badly that you don’t want to be here. That every day feels like another day you can’t endure. But I’m glad you’re here. You have a place in this world. Never forget that. And there are good people, even if you haven’t met many of them yet. Just keep hanging on. You will find more and more people with love in their hearts instead of hate.
I want you to be proud of who you are. You’re a survivor, a strong, gentle soul who doesn’t hurt others even though most others hurt you. You have compassion and kindness for others even though you don’t experience that yourself. And you will put even more goodness into the world with your writing. Yes, you will publish books! So be gentle with yourself. Let yourself love yourself, just a little. Let go of the hate and shame that aren’t yours. And know that things will get better. You will find true friends, kindness, love. You will find hope. And one day you will be glad that you are here, making a difference in the world.
I pledge to speak out against bullying when I see it & try to make a positive difference in this world, always. #OneVoice
I hope you’ll join us all in taking a stand against bullying. Share the #OneVoice hashtag and let’s let people know that bullying has to stop!
The fantastic YA authors who are taking part in the #OneVoice Campaign all this month include:
Oct. 1- Cole Gibsen
Oct. 2- Ellen Hopkins
Oct. 3- Ann Aguirre
Oct. 4-5- weekend/open
Oct.. 6- Anna Banks
Oct. 7- Shannon Lee Alexander
Oct. 8- Julie Cross
Oct. 9- Alyssa Day writing as Lucy Connors
Oct. 10- Jus Accardo
Oct. 11- D.R. Rosensteel
Oct. 12- Sunday/open
Oct. 13- Rebekah Purdy
Oct. 14- Mary Lindsey
Oct. 15- Tracy Clark
Oct. 16- Chantele Sedgwick
Oct.17- Francesca Zappia and Rachel Caine’s post (Rachel in the morning, Francia in the afternoon)
Oct. 18- Lisa Brown Roberts
Oct. 19- Victoria Scott
Oct. 20- Trinity Faegan
Oct. 21- Tiffany Truitt
Oct. 22- Tara Fuller
Oct. 23-Jennifer Bosworth
Oct. 24- Cheryl Rainfield
Oct. 25- Chloe Jacobs
Oct. 26- Sunday/open
Oct. 27- Carrie Jones
Oct. 28- Sarah Bomley
Oct. 29- Sarah Darer Littman
Oct. 30- Tonya Kuper
Oct. 31- Nikki Urang
I hope you’ll check in (you can go back to look at any post), leave comments, and help spread the word!
Blog: Inkygirl: Daily Diversions For Writers (Login to Add to MyJacketFlap)
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Have a great weekend, all! I'm off to OVFF. Here's my explanation of this "filk" thing I mention sometimes, in case you're curious.
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|Sunset at the Super 8, by James Gurney, gouache, 5x8 inches|
|Jeanette Gurney - Texas Avenue - 8x5 inches, watercolor|
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As a nonfiction writer, you might feel a bit left out during November. Everyone is talking about NaNoWriMo this and NaNoWriMo that. All the while, you want to write a nonfiction book in a month not a novel.
Well, you can, and you should. I have news for you, though. You don’t have to do it as a NaNoRebel or as part of an event created for novelists. You can write your nonfiction book in 30 days during an event for writers just like you—nonfiction writers.
During National Nonfiction Writing Month (NaNonFiWriMo) you can start and finish the draft of your nonfiction book in a month. Just take the Write Nonfiction in November Challenge (WNFIN). No need to even restrict your self to a full-length book; you can finish the final draft of a short book, an article, an essay, a series of blog posts, or your manifesto. As long as you embrace the goal of completing a work of nonfiction, this event is for you.
This guest post is by Nina Amir, the bestselling author of How to Blog a Book and The Author Training Manual. She is a speaker, a blogger, and an author, book, and blog-to-book coach. Known as the Inspiration to Creation Coach, she helps creative people combine their passion and purpose so they move from idea to inspired action and positively and meaningfully impact the world as writers, bloggers, authorpreneurs, and blogpreneurs. Some of Nina’s clients have sold 300,000+ copies of their books, landed deals with major publishing houses and created thriving businesses around their books. She is the founder of National Nonfiction Writing Month, aka the Write Nonfiction in November Challenge, and the Nonfiction Writers’ University. www.ninaamir.com
Let’s say, however, that you do, indeed, want to write a nonfiction book in a month. There’s nothing like a challenge to get your creative juices flowing and to heighten your sense of commitment to completing your project and doing it fast. To meet that goal, though, you need to be prepared before the month starts.
While there are similarities between how fiction and nonfiction writers prepare for a book-in-a-month event, differences exists as well. What you need to do to be ready to get quickly from first to last page of you manuscript by the end of November also has a lot to do with the type of nonfiction book you choose to write.
Let’s take a look at the eight preparatory steps necessary to successfully write a nonfiction book in a month.
1. Choose your topic.
The first thing you want to do as you prepare for a month-long nonfiction book-writing challenge is choose a topic for your project carefully. This may seem like a no-brainer, but it really isn’t. Remember, you must finish your book in 30 days. (Now, NaNonFiWriMo is not a contest. No one counts your words to see if you won, and you don’t submit anything at the end to prove you finished your project. It’s a personal challenge. Still…you know if you succeed or fail.) Therefore, you don’t want to choose a subject that requires 150,000 words. That would mean you need to complete 5,000 words per day. That’s a tall order to fill for any writer, especially if he or she has a day job.
It’s better to select a topic you can cover in 50,000 words or less. You can write 1,667 words per day over the course of 30 days. If that still feels like a lot, then opt to write a guide, tip book or booklet. Many ebooks sold on Amazon today have only 5,000 to 20,000 words.
Who knows…you might end up with a longer book by month’s end. But don’t start with an unattainable goal. Begin with a topic that lends itself to a word-count that feels doable to you. That gives you a higher chance of success.
2. Create a Content Plan
While you can write a nonfiction book by the seat of your pants, it’s best to have a plan. (Yes, the seatsers vs. planners debate pertains to nonfiction as well as to fiction.) That plan helps you know where you are going so you write in a straight line rather than taking many detours. As you know, the need to make a lot of u-turns takes up a lot of time. When it comes to writing, that means cutting, rewriting and revising. You don’t want to do that if you are going to finish a good first draft or a final draft in a month.
Create an outline or a table of contents for you book. I like to start by brainstorming my topic and then taking all the different topics and organizing them into a book structure. (I use a mind map.) This ends up looking like a table of contents—actually a rather detailed table of contents with chapter titles and subheading titles. You might prefer to just create a simple outline or a bulleted list.
Whatever your method of choice, create something that looks like the structure of a book—a table of contents. And know what content will fill that structure as you create your manuscript. That’s your map.
Then, when you sit down to write each day, you know exactly what to write. In fact, the more detailed you make this plan, the more quickly and easily you will write your book. You will spend little time staring at your computer screen wondering what to write or what comes next. You will know. It will be right there in your writing plan. You’ll just follow the map—your tale of contents—to your destination.
3. Determine What Research You Need
You might think you can write your book “off the top of your head” because you are the expert on the topic. Inevitably, though, you will discover a need to search for something—a URL, a quote, the title of a book. These things can slow down your process. This is where preparation can help keep your fingers on the keyboard typing rather than perusing the Internet.
For each item in your plan—or your detailed table of contents, brainstorm the possible research you need and make note of it.
As you write, if you discover you need more research or interviews, don’t stop writing. Instead, create brackets in your manuscript that say [research here] and highlight them in yellow. Later, do a search for the term “research,” and fill in the gaps. In fact, you can even leave a certain amount of time per week for this activity if you think you will need to do so; this ensures you don’t come to the end of November with a manuscript filled with research holes.
4. Create a To-Do List
Look over your content plan. Take all the research items you listed and put them on a to-do list.
Make a list of URLs, books and articles to find. Look for anything you need to do. For instance, does your research require that you visit a certain location? If so, put “Visit XX” on the to do list.
Don’t forget to put interviews on this list. You want to conduct your interviews now, not during November, if at all possible.
5. Gather and Organize Your Materials
Gather as much of your research and other necessary material as you can prior to the end of October. Purchase the books, copy the articles into Evernote.com, copy and past the URLs into a Word doc, or drag them into Scrivener’s research folder, for instance. Get your interviews transcribed as well—and read through them with a highlighter, marking the quotes you think you want to use.
If you are writing memoir, you might want to gather photos, journals and other memorabilia. If you are repurposing blog posts, or reusing any other previously published or written material, you want to put all of this in one place—an online folder, a Scrivener file or a Word file.
Generally, get as much of what you need to write your book in an easily accessible format and location so you aren’t searching for it when you should be writing. Use piles, boxes, hanging folders, computer folders, cloud storage…whatever works best for you.
6. Determine How Much Time You Need
Each nonfiction book is different and requires a different amount of time to write. A research based book takes longer to write, for example, because you have to study, evaluate and determine your opinion of the studies. You have to read the interviews you conducted, choose appropriate quotes and then work those quotes into your manuscript.
If, on the other hand, you write from your own experiences, this take less time. With the exception of drawing on anecdotes, an occasional quote or bit of information from a book, the material all comes from your head. You need only sit down and write about a process you created, your own life story or your area of expertise.
You might normally write 750 words per hour, but the type of book you’ve chosen to write could slow you down to just 500 per hour. Or you might speed up to 1,000 words per hour. Determine how long it will take you on average to compose the number of words you must compete per day to meet your final word-count goal. Then, figure out how many hours per week you need to set aside during November to finish your manuscript. Allow more hours than you think necessary for “unforeseen circumstances,” slow days and a general need for extra time to complete the project the last week of the month.
7. Create a Writing Schedule
Last, create a writing schedule. You now know how much time you need to write your book. Now find those hours in your calendar and block them off.
Make those hours sacred. Nothing other than an emergency should take you away from writing your book during those scheduled writing blocks.
You’ve heard the advice that goes with this:
- Find a quite place to write.
- Limit distractions.
- Get an accountability partner.
- Keep your appointments with yourself.
8. Put a Back-Up System in Place.
Yes…this is my last tip, because you just never know what happens. Your computer crashes or dies. You accidentally delete your whole manuscript. Your child dumps milk all over your keyboard.
You want a back up of your NaNonFiWriMo project. Always save it to your computer’s drive and onto a thumb drive or, better yet, into the cloud, for safe keeping! Make these plans in advance as well. You can use Evernote.com, Dropbox.com or Google Drive, for example.
The other thing you need to has little to do with planning. During your 30-day nonfiction writing challenge, you must posses an attitude that supports meeting your goal. You must:
- Be willing to do what it takes
- Remain optimistic about meeting your goal.
- Stay objective about your work.
- Be tenacious and not let anything get in the way of finishing your project.
Those four qualities—Willingness, Optimism, Objectivity and Tenacity—constitute an Author Attitude. With that you will finish your nonfiction book in a month with no problem. Woot!
To learn more about National Nonfiction Writing Month, aka the Write Nonfiction in November Challenge, or to register, click here.
Thanks for visiting The Writer’s Dig blog. For more great writing advice, click here.
Brian A. Klems is the online editor of Writer’s Digest and author of the popular gift book Oh Boy, You’re Having a Girl: A Dad’s Survival Guide to Raising Daughters.
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It's Friday and it's been another great week at BookEnds. To celebrate I'm going to share the recipe for one of my favorite drinks . The Moscow Mule. I discovered this quite a number of years ago and it's my go-to. I've also managed to make it a favorite for a number of friends.
1 oz vodka--whatever your favorite brand works
1/2 oz lime juice--I always recommend fresh squeezed
Ginger Beer--for those who don't know this amazing drink, ginger beer is not in fact a beer but a soda. More along the lines of root beer. Depending on what brand you buy it can be very tangy and spicy. You might want to try a few different brands to find your favorite. We prefer Fever Tree.
Traditionally the Moscow Mule is served in a copper mug. We use rocks glasses. Add all the ingredients over ice, stir, finish off with a lime wedge and enjoy. I think you'll like this one.
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About the author:
Connections with the universe.
Something out of nothing.
According to The New York Times, Amy's award-winning children's books "radiate fun the way tulips radiate spring: they are elegant and spirit-lifting."
About the illustrator:
My earliest childhood memory is of sitting in the kitchen, drawing pictures of ships and trucks on a blackboard. I also remember spending hours staring at the illustrations in National Geographic and thinking how wonderful it would be to be one of the people who got to make all those incredible pictures.
My venture into children's books was a happy accident. It happened like this:
Back in 1995 I got a letter from my nephew Adam, who LOVED pirates, asking me to draw him a picture of a pirate. I sat down at my drawing board to draw a few pirates and ended up creating 20 pages of silly pictures and nonsense about pirates. It was enough to fill a book, so that's what I did. I called it Everything I Know About Pirates. I sent it off to my nephew and saved a copy for myself. After four years of submitting the idea to editors, it was accepted by Simon & Schuster and published in 2000.
The question I hear most often from readers is "Where do you get your ideas?" I get ideas by keeping my eyes and ears open, especially when I'm around kids. Then I try to see things as a child would and write from their perspective. I always write with a specific child in mind, as if we're just having a fun conversation. I try to remember how smart kids are, which is why my books also appeal to older kids and adults.
For inspiration, I have a bunch of photos of kids on my wall. Whenever I'm stuck for an idea, I look at one of those photographs and think to myself, "What would make THAT kid laugh?"
My books start out as rough doodles. An entire book can come from a simple observation and one drawing. For instance, What Are You So Grumpy About? was inspired by a grumpy guy I was sitting next to on an airplane. I did a few doodles on the spot, sitting next to Mr. Grumpypants, and they eventually became a book.
My illustrations are done in watercolor and colored pencil. The first step is pencil sketches, then I create black line art and print it on watercolor paper. (It's kind of like a home-made coloring book!) Then I paint a layer of watercolor and build up the shapes with colored pencils. I get a lot of help from our cats, who lay on my pencils, my drawings, my hands and anything else that puts them in the way of what I'm trying to do.
I couldn't do any of this without my wonderful wife, Jan. She helps edit my ideas and often comes up with ideas for the endings for my books, which is the hardest part. She also helps keep me organized and on schedule. Thank you, Jan!
Until I come up with a better one, that's my story. Thanks for your support..
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J.K. Rowling has penned a new essay about the antagonist Dolores Umbridge.
It’s scheduled to be posted on Pottermore this forthcoming Halloween Day. According to the press release, “the new exclusive J.K. Rowling content provides a rich, 1,700-word back story about Umbridge’s life filled with many new details, as well as Rowling’s revealing first-person thoughts and reflections about the character.”
Throughout the past year, Rowling has written pieces on the history of quidditch, reports about the 2014 quidditch world cup, and a profile on the “singing sorceress” Celestina Warbeck (a minor character). Recently, she revealed on twitter that she has been writing a new novel, tweaking a screenplay, and working on some campaigns with with her charity, Lumos.
New Career Opportunities Daily: The best jobs in media.
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I have now read Grave Mercy by Robin LaFevers three times. (The first review; the second review.) It is a book that is a pleasure to reread. (Not every book is.) I enjoy Grave Mercy because it is intriguing and compelling.
It is set in Brittany in the late 1480s. You can read more about the time period in which this historical novel is set. One of the central characters is Anne of Brittany. Some might feel it is heavy on politics, but, I enjoyed the politics and the tension.
I wish the author had included more, at the very least more real names. For example, instead of "king of England" or "England's king" I wish she'd named him: Henry VII. There were places she could have been more specific, grounded the book more into history. I'd have LOVED an author's note. I'd have also loved an indication of which characters were historical people and which weren't.
Grave Mercy is not your traditional historical romance. (Well, now that I think about it. If Philippa Gregory can have witches and curses in her Cousins' War series, and be considered "historical" romance, then Grave Mercy might rightly be included as well.) For those that love, love, love romance, I think there is plenty of it in Grave Mercy. I think that is one of its most satisfying features. For those that love fantasy and/or mythology, I think it has some appeal as well. The heroine, Ismae, is Death's daughter and his handmaiden. She lives in a convent, of sorts, dedicated to serving Death. She is a trained assassin. She kills those that her lord (Death) has marked for death.
One of her assignments brings her close to Duval, the half-brother of Anne of Brittany. They share a common goal: to protect Anne, to protect Brittany. But she's been taught--trained--to trust no one, to love no one. So this assignment will test her certainly!
The book has plenty of action, drama, mystery, and politics.
"Are you drunk?" I try to put as much scorn into my words as he did.
"No. Yes. Perhaps a little. Definitely not enough." The bleakness is back and he turns to stare into the flames.
I am torn between wanting to leave him to wallow in his despair and wanting to rush to his side and chase that look from his eyes. That I long to do this appalls me, sets panic fluttering against my ribs.
"I suggest you return to your room," Duval says, his gaze still fixed woodenly on the fire. "Unless you have come to practice your lessons of seduction on me?" His mouth twists in bitter amusement. "That could well entertain me till sunrise."
I jerk my head back as if I have been slapped. "No, milord. I had thought only to pray for your soul if Madame Hivern had seen fit to poison you. Nothing more." And with that, I turn and flee the room, then bolt the door against the disturbing glimpse of both his soul and mine. Whatever games are being played here, he is master at them, and I will do well to remember that. (155)
"What is my fair assassin so afraid of? I wonder."
"I'm not afraid."
Duval tilts his head to the side. "No?" He studies me a long moment, then rises out of his chair. I hold my breath as he crosses to my bed. "Are you afraid I will draw closer, perhaps?" His voice is pitched low, little more than a purr. My breath catches in my throat, trapped by something I long to call fear but that doesn't feel like fear at all. (174)
His smile flashes, quick and surprising in the darkness. "When one consorts with assassins, one must expect to dance along the edge of a knife once or twice. I bid you good night." (218)
© 2014 Becky Laney of Becky's Book Reviews
Many people may have missed the mention of those books considering the number of newbies each day and, of course, the number of posts. This is a BIG blog!
So, for those of you who are unaware of the books Black Tower publishes here's a run-down:
Black & white
prose and very fully illustrated!
From a huge selection of interviews covering the Small Press,Independent Comics from the UK,Europe and US,here are a few of the best from over 25 years. These interviewees include:
PEKKA A. MANNINEN
TANIA DEL RIO
And many others. And, yes, fully illustrated throughout! This is a bargain book at £15 -a price reduced until 24th December, 2014.
The Truth About Spring-Heeled Jack
Now be prepared to read the full story of Spring Heeled Jack!
The Red Paper:CANINES vol.1
By the 1700s the British fox was on the verge of extinction and about to follow the bear and wolf into history having been hunted for sport for centuries.
The first solely wildlife book by the noted naturalist.
The answer was to import thousands of foxes per year for sport. But foxes kept dying out so jackals were tried. Some were caught, some escaped.
Even wolves and coyote were released for hunting.
The summation of over 30 years research -all backed up with full references including from books and papers by famous British "fox hunters" and manuals and game keeper guides to keeping foxes for hunting- reveals the damnable lie of "pest control" hunting but also reveals the cruelty the animals were subject to and how private menageries as well as travelling shows helped provide the British and Irish countryside with some incredible events.
The legendary Girt Dog of Ennerdale, a favourite of cryptozoologists and mystery writers, is also dealt with in detail.
Arctic foxes, coyotes in Essex and many more near forgotten mysteries of wild nature in the UK and supported by illustrations and photographs once thought to have been lost many years ago. Trawling newspaper archives does pay off.
Low price until 24th December, 2014
Some Things Strange & Sinister
Profusely illustrated with photographs, maps and illustrations.
PLUS a vastly expanded section on Spring-heeled Jack!
Photographs,maps,line drawings and up-dated to make 358 pages looking at Things truly Strange and Sinister. The cryptozoologist, Ghost Hunter,Ufologist or Fortean will find this book has something for everyone -including the just plain inquisitive!
Low price until 24th December, 2014
Some More Things Strange & Sinister
For those interested in Ufology, cryptozoology, hominology, unusual natural history, ghosts and mysteries in general.
The secret history of gorillas in the UK -before they were officially 'discovered'. The history of the Wild men of Europe, the UK and US: something that in the 1800s become very "pop culture"!
Hominology. Sasquatch and Bigfoot -is there evidence for their existence? You might be surprised.
Giant snakes. Amazons. The Giant serpent of Carthage. The Girt Dog of Ennerdale -another big cult 'creature' amongst paranormal and cryptozoological circles. The Beast of Gevaudan -what was it and were there really descendents of the creature in the 19th century?
Believe it or not more than one incident of historical crocodiles cases in the UK.
And, after more than a century of claims by 'researchers' that it no longer exists: Silent City of Alaska and the near legendary photograph taken of it.
And much more. Updated with extra pages and photographs.
Low price until 24th December, 2014
Pursuing The Strange & Weird:A Naturalists Viewpoint
Low price until 24th December, 2014
The Amazing World Of Alan Class
Class is legendary for bringing black and white reprints of US comics to a country starved of the medium thanks to a certain war! From 1959-1989 Suspence, Sinister, Astounding and Uncanny gave us a comic fix for a few pennies.
Learn more about the man and how Class Comics came about in the long awaited print version of Terry Hooper's exclusive interview!
Blog: Storywraps-Wrap your mind and heart around a good story (Login to Add to MyJacketFlap)
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What I try to do is write. I may write for two weeks “the cat sat on the mat, that is that, not a rat.” And it might be just the most boring and awful stuff. But I try. When I’m writing, I write. And then it’s as if the muse is convinced that I’m serious and says, “Okay. Okay. I’ll come.”
— Maya Angelou
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Just to share with you:
I recently reviewed the Teen/YA book: The Sixteen - Soul Jumpers Book 2, authored by Ali B. on Storywraps.
Today the book is being offered FREE (a promotional move) on Amazon. It is a Kindle edition. So please hurry over and download it. I know you will really like the book and I highly recommend it. Always fun to get something for free yes? Enjoy.
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Sleepy Sheep productions presents an epic tale of adventure and comedy with Quinn the Queen Fairy. Quinn, an adventurous dreamer, is a young fairy in search of a fairy King, so she can become the fairy Queen. Can she find a hero to sweep her off her feet? When a two-headed ogre invades the fairy's village, Quinn must find a way to become her own hero and save her friends and family. A timeless story for a new age with engaging games and fun fairy facts from the bestselling author, Julia Dweck with vivid Illustrations by Beth Trott.
- File Size: 11724 KB
- Simultaneous Device Usage: Unlimited
- Publisher: Sleepy Sheep Productions; 1 edition (October 22, 2014)
- Sold by: Amazon Digital Services, Inc.
- Language: English
Julia's background in elementary education affords her the opportunity to be in touch with what children want to read and what makes them giggle. She's collaborated with leading illustrators in the world of children's literature to produce over 30 books. Her titles have garnered placement on Amazon's bestsellers lists, "Kindle Daily Deals" and customer top rated lists.
In her spare time, Julia is a designer of educational adjuncts for children's literature, and has worked with such notable publishing houses as Penguin Young Readers. She presented at the 2012 National Center for Family Literacy for her creative use of technology in the classroom.
Visit Julia and her stories on Facebook at www.facebook.com/juliadweckbooks
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- Fri, 00:28: Having been stalked, #haleno is super personal for me. Help others. If there is one thing I wish people would retweet http://t.co/i5ub100xhl
- Fri, 00:31: And in happier news, today I head a kid in the children's room of the library yell, "I AM HERE! BOO BOOKS! BOO!" Then she kissed the book.
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Start Campfire Fridays with Books and Unplug!
This may just be my favorite time of year. In my head, I return to streets filled with leaves raked into big piles by adults, lit afire and then crowds of kids hunched shoulder to shoulder holding marshmallows poked onto thin tree branches in hand. Spirals of smoke went skyward as we and the marshmallows toasted to a golden brown – or sometimes, outright BURNED. As the huge piles turned to small nests of ash, we trudged home, our clothes reeking of smoke – but with smiles on our faces. Those leaf burnings are no longer allowed because of the environmental impact, but they sure were fun.
I saw an ad recently. It showed a family gathered about, each with his or her own technology device and the caption read, “The modern family is plugged in.” It sort of begged the question – to what and to whom?
First, let me begin by saying, I am NOT anti technology. Smart phones, ipads and their offspring have their place in our culture. They provide vehicles for communication, information and reading, unheard of in MY childhood. What concerned me was the image of a family, their heads and eyes, COMPLETELY captured by the device and NOT each other! To what degree are we completely engaged with devices and NOT with the people that share our lives.
True, there are many ways of sharing and communicating. And to that end, a young father recently piqued my interest in a big way, as he inspired me with the way HE shares and communicates with his two young children. They share something called “Campfire Fridays.” It’s a great idea!
This is how it goes. On Fridays, they sit around a campfire with each other, outside – or in – and share the week. They swap stories, events and happenings that occurred to each during the week. S’mores and similar edibles are added to the mix. But the important thing is they are plugged in, for that space of time, TO EACH OTHER.
Amazing things can happen in such a space. Barriers fall that separate us over our busy fast forward lives and for that amount of time – we can unite over hot chocolate, a s’more and a story. Kids love ritual and traditions. When crummy things happen during their week, their minds go to the small event at the end of the week that can make whatever happened loom not so large. Why? Maybe because it is shared with those that love and support them. And THAT can make a big difference for kids.
Maybe meals are not shared every night in many families today because of cobbled together schedules of extra curricular commitments, but hey, what about a “Campfire Friday?” I guess my version of Campfire Friday were those leaf burning rituals that I so looked forward to.
May I suggest during picture perfect fall Fridays left to families everywhere, that you plug into each other and unplug the devices? As batteries run down on a device and need to be recharged, so too does the energy surrounding the quality of our family life and relationships. Please plug in to each other with a Campfire Friday and a book!!
Here are a just a few suggestions to read around a campfire or a cozy chair pre Halloween:
“The Runaway Mummy: A Petrifying Parody” by Michael Rex
“Pumpkins” by Mary Lynn Ray; illustrated by Barry Root
“Ten Orange Pumpkins: A Counting Book” by Stephen Savage
“Halloween Night” by Marjorie Dennis Murray; illustrated by Brandon Dorman
“Humbug Witch” by Lorna Balian
“A Tiger Called Thomas” by Charlotte Zolotow
Blog: Write What Inspires You (Login to Add to MyJacketFlap)
JacketFlap tags: Book Review, children's picture book, Lise Chase, penguins, The Adventures of Wally and Warren Series: The Reluctant Penguin, Add a tag
Donna M. McDine
Multi Award-winning Children's Author
Ignite curiosity in your child through reading!
Connect with Donna McDine on Google+
A Sandy Grave ~ January 2014 ~ Guardian Angel Publishing, Inc. ~ 2014 Purple Dragonfly 1st Place Picture Books 6+, Story Monster Approved, Beach Book Festival Honorable Mention 2014, Reader's Favorite Five Star Review
Powder Monkey ~ May 2013 ~ Guardian Angel Publishing, Inc. ~ Story Monster Approved and Reader's Favorite Five Star Review
Hockey Agony ~ January 2013 ~ Guardian Angel Publishing, Inc. ~ Story Monster Approved and Reader's Farvorite Five Star Review
The Golden Pathway ~ August 2010 ~ Guardian Angel Publishing, Inc.
~ Literary Classics Silver Award and Seal of Approval, Readers Favorite 2012 International Book Awards Honorable Mention and Dan Poynter's Global e-Book Awards Finalist
Blog: The Children's War (Login to Add to MyJacketFlap)
JacketFlap tags: Germany, Nazis, Pre-WWII, YA, Add a tag
But things are beginning to change, both within Gaby's family and all over Germany. First, Ulla insists on remaining in Berlin for the summer instead of going to the family's lakeside vacation home, claiming she has a bookkeeping job at the cabaret where her boyfriend Karl, an engineering student, works. But when Karl and Ulla come to visit, Gaby begins to suspect that Karl is a Nazi supporter. She had already suspected the same thing of the family housekeeper, Hertha and the man who maintains their Berlin apartment building. In fact, Gaby has noticed a significant increase in the number of Brown Shirts (SA) and Black Shirts (SS) all over Berlin despite the ban on them.
Back in school after vacation, Gaby and her best friend Rosa are overjoyed to begin studying literature with the very beautiful, kind, well-dressed Frau Hofstadt, who is picked up everyday by a mysterious limousine. But, at home, the talk is more and more about the political situation, which in 1932 is all over the place, though everyone is relieved when the Nazis loose seats in the Reichstag (Parliament), hoping that that will be an end to Hitler and his Nazi party.
But that's not what happens at all and through all kinds of twists and turns, Hitler is named Chancellor by President Hindenburg at the end of January 1933. And with amazing speed, Gaby watches her previously safe, happy world fall completely to pieces.
The period 1919-1933 was such a complicated time in German history and politics. The Nazis referred to it as the Kampfzeit, the time of struggle to gain acceptance and power for their radical policies. Lasky covers only 1932-1933 in Ashes and kudos to her for successfully tackling it in a novel for young readers. There is lots of talk about events that actually happened, and Lasky provides enough information to understand it without overwhelming or boring the reader.
Ashes is a well-written novel, and although it is a little slow in places, given the time and place of the action, it is indeed a worthwhile read. I particularly loved that each chapter begins with a quote from a book Gaby loves and which foreshadows what happens in that chapter. And since Gaby witnesses the Nazi book burning on May 10, 1933, it is all the more poignant a reminder of some of what was lost in that tragic event.
The novel is told from Gaby's point of view, which gives us her very subjective, but very astute observation, not only of what is happening around her, but how she thinks and feels about it all, A fine example of that is when she witnesses her former math teacher, Herr Berg, being removed from her school by the Nazis for being Jewish, and disappears. The reader feels her shock, disgust, sadness and despair all at the same time.
Some of the scenes may feel a little cliche and I am not the first person to realize that Karl resembles Lisle's Hitler Youth boyfriend from The Sound of Music, and that there is a scene similar to one in Cabaret, in which everyone in an outdoor Biergarten joins a Hitler Youth in singing a Nazi song. But, these scenes also make a necessary point (and people have traditionally joined in singing in Biergartens in Germany, it wasn't just a Nazi thing to show support).
Ashes is a nice contribution to the body of Holocaust and World War II literature and on its own, a very interesting book about a very complex time made accessible by good research and skillful writing.
This book is recommended for readers age 11+
This book was purchased for my personal library
Blog: Elizabeth O. Dulemba (Login to Add to MyJacketFlap)
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From The Boston Globe via PW: Is Jeff Bezos really the bad guy?
Kristi Holl's Writer's First Aid, via Cynsations: A Writing Retreat Redefined.
At Bustle (via PW): 11 of the Most Chilling Book Covers Ever Published (several are children's books)
At ABC News via PW: 'Reading Rainbow' Host Debuts New Children's Book and Announces the Show's Online Return
The Guardian Children's Books (via PW): Children's Illustrators' Doodles: Watch Them in Action! (And send in your own!) - I might have to do this.
The History of Air Puppets (via BoingBoing)!!! Gads, I love those things. I can stare at them forever.
From PW's ShelfTalker: Kids Say the Darndest Things - so cute!
From The Guardian via PW: Frank Cottrell Boyce: schools are destroying the power of stories
From ABC News via PW: Jimmy Fallon's Picture Book Inspired by Daughter - I like to think he'll have a better chance than most at doing a good job with a picture book - we'll see.
At Rolling Stone magazine: Why Robbie Robertson's Son Wrote a Kids' Book About His Dad - illustrated by fellow PBAA member Adam Gustavson
Blog: cynsations (Login to Add to MyJacketFlap)
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Cynthia Leitich Smith
2014 Arab American Book Award Winner:
A Kid's Guide to Arab American History by Yvonne Wakim Dennis and Maha Addasi (Chicago Review Press, 2013). Peek: "...dispels stereotypes and provides a look at the people and experiences that have shaped Arab American culture in a format enjoyable for elementary students. Each chapter focuses on a different group of Arab Americans including those of Lebanese, Syrian, Palestinian, Jordanian, Egyptian, Iraqi, and Yemeni descent."
Honorable Mention: The Arab World Thought of It: Inventions, Innovations and Amazing Facts by Saima S. Hussain (Annick Press, 2013). Peek: "Saima Hussain, who was raised in Saudi Arabia and Pakistan, presents the contributions of the Arab people in such fields as astronomy, medicine, architecture, food, education, and art."
Source: Arab American National Museum; scroll for more information.
More News & Giveaways
I Want What She's Got: The Disastrous Comparison Game by Emma Dryden from Our Stories, Ourselves. Peek: "There's a thief among us in the writing community: this thief is insidious, harmful, and causing an enormous amount of heartache, pain, and angst. And worst of all, this thief is stealing writers' ability to write. What is this thief?"
Inspiring the Next Architects: Children's Books About Design, Building and Architecture by Jill Eisenberg from Lee & Low. Peek: "Ask students to imagine that they are architects assigned to design a new school. Describe the materials you will need and what the building will look like."
Here I Am by Brian Pinkney from CBC Diversity. Peek: "As a renderer of images that affect children, it’s essential that I stick to my commitment of showing black kids in all their glory. By doing this, I hope to be able to bring power, change, healing, self-expression, and heart to children of every color."
Five Lessons I Learned About Novel Writing from Watching "Orange Is The New Black" from Shelli Cornelison. Peek: "Torture has its place."
Microtension by Jan O'Hara from Writer Unboxed. Peek: "Few assumptions are safe. We must constantly revisit the past in light of new information. We’re kept engaged by this sense of shifting reality." See also The Secrets of Subtext by Stina Lindenblatt from QueryTracker.
How to Write Balanced and Compelling Backstory by Jeni Chappelle from Elizabeth Spann Craig. Peek: "...there’s a fine line between clarifying a character’s past and writing too much backstory. Readers don’t usually need to know much of the characters’ history in order to engage..."
How Image Systems Can Supercharge Your Novel by C.S. Lakin from Writers Helping Writers. Peek: "Great novelists know the power of motif and symbolism, often using something like a repeated word or phrase, or an object of importance to the character, to bring a richness to the story and to enhance the theme of their novel. In effect, they are creating something similar to an image system."
Mini Trend: Grrrl Power Graphic Novels by Elissa Gershowitz from The Horn Book. Peek: "...excellent graphic novel memoirs (or fiction that feels an awful lot like) written by women about their adolescence."
How Can I Make Readers Cry by Deborah Halverson from Dear Editor. Peek: "Examine your entire story to be sure every plot point amps up emotional tension. Since plot serves character arcs in romances, events should pierce the characters’ deepest fears and most passionate hopes repeatedly."
We Need Diverse Books and School Library Journal Announce Collaboration from School Library Journal. Peek: "Content sharing and support for the We Need Diverse Books Diversity Festival to be held in summer 2016 in the Washington, DC, area."
The Landscape of YA Lit: A State of the Union by Kristin Halbrook from YA Highway. Peek: "Honest and fearless. Innovative and different. Crossing all genres, and crossing over into different age groups."
Writers on Writing: Dear Professor H. by Lesléa Newman from Passages North. Peek: "If you meant to intimidate us, Professor H., you certainly succeeded. You distributed the syllabus and launched into the course requirements without once explaining the phrase 'serious pleasure' which stared down at us like an angry gargoyle."
series of posts covering the event from Finding Wonderland.
- A Retrospective, Part I.
- Notepad Forum, Part I.
- Notepad Forum, Part II.: The Weekend Word, "Appropriation"
- Further Thoughts & Sketches
Uncovered (An Autumn Covarrubias Mystery) by S.X. Bradley were Abby in Rhode Island and Elizabeth in Georgia.
The winners of ARCs of Backwards Moon by Mary Losure were Crystal in Wisconsin, Heidi in Utah, and Kelly in Pennsylvania.
This Week at Cynsations
- Guest Post & Interview: J.L. Powers & George Mendoza on Children's Book Illustration and Colors of the Wind
- Author Interview: Susan Kuklin on Writing Nonfiction & Beyond Magenta: Transgender Teens Speak Out
- Carmen Oliver on Forming a Children's-YA Author & Illustrator Booking Service
- New Voice David Zeltser on Lug: Dawn of the Ice Age
R. Gregory Christie and Reading Is Fundamental, visiting with students at Andrews Air Force Base. Pics to come soon!
My link of the week is Everything I Know About Plot, I Learned from Buffy by Dave King from Writer Unboxed. Peek: "Whedon keeps this working because his morality, while always clear, is never simplistic. Good and evil are the sides, but characters sometimes switch sides or aren’t sure what side they’re on."
Reminder: my e-edition of Blessed (Candlewick) is on sale this month for only $1.99. A perfect Halloween read--check it out! See also Blessed: A Conversation with Cynthia Leitich Smith.
- 14 Amazing Bookish Halloween Costumes for Children
- Walking & Talking with Jenni Holm
- "Avengers: Age of Ultron" Trailer
- Marvel Blames Hydra for Leaked "Avengers: Age of Ultron" Trailer
- 50 Best Films About Writers, Ranked
- Women Veterans Deserve Equal Care
- Do We Read Differently at Different Ages?
- Neanderthals and Humans First Mated 50,000 Years Ago, DNA Shows
- Giant Prehistoric Kangaroos Looked Like Rabbits, Walked Like Humans
- Why This Man Created a Typewriter in Comic Sans
- "Batman vs. Superman: Dawn of Justice" Trailer in Animated Form
|Catch up with the Texas Sweethearts and Scoundrels!|
Cynthia Leitich Smith will speak on a panel "Where Are the Heroes of Color in Fantasy & Sci Fi Lit?" from 1:30 p.m. to 3 p.m. Nov. 15 at YALSA's YA Literature Symposium in Austin.
Blog: Susanne Gervay's Blog (Login to Add to MyJacketFlap)
JacketFlap tags: Conferences, 'Elephants Have Wings' by Susanne gervay illustrated by Anna Pignataro, Australian Human Rights Commission, Chancellor Viki Sara UTS, Chris Zaharia Co founder Zookai, Dr Simon Walsh Chief Scientist Australian Federal Police, Father Peter Maher OAM, ichard Tamba CEO BRT Communication, Jacqui Feeney MD Fox International, Jemma Birrell Director of Sydney Writers Festival, Leona McGrath Aboriginal Nursing & Midwifery Strategy, Lihua Tong Director Public Interest Lawyers, Margaret Cunneen SC Deputy-Senior Crown Prosecutor, Rececca Cooper and Bridget Yorston, Sarah Dingle, University Technology Sydney, Walkley Award, Add a tag
The great Hall at UTS in the heart of Sydney sparkled with not only lights and orchids, but Alumni who make the world better. It was the UTS Alumni Awards for Excellence.
The brilliant Dr Simon Walsh Chief Scientist, Australian Federal Police received the Chancellor Viki Sara’s award.
Forget the TV shows, Simon Walsh is the real thing – a forensic scientist who leads the investigations into major disasters providing closure for families and justice in the criminal justice system.
I was at a table with the wonderful Father Peter Maher OAM the parish priest at St Joseph’s Church Newtown a spokesman for victims of sexual abuse by the Church, offering pastoral care to all who need it irrespective of faith, gender, ethnicity … he invited me to speak at his church next year on ‘Elephants Have Wings’ and inter faith/multi faith/humanitarianism, finding your spirit. I am honoured.
It was so wonderful hearing the professors introduce the award winners. So much fun when the young and fabulous designers strode up in super high heels – Rebecca Cooper and Bridget Yorston of the internationally acclaimed label ‘bec & bridge’. My daughter LOVES their clothes.
Other outstanding recipients of the UTS Alumni Awards included Jacqui Feeney MD Fox International; Lihua Tong Director Public Interest Lawyers;Chris Zaharia Co founder Zookai; Jemma Birrell Director of Sydney Writers Festival; Richard Tamba CEO BRT Communication; Leona McGrath Aboriginal Nursing & Midwifery Strategy; Margaret Cunneen SC Deputy-Senior Crown Prosecutor.
Stars, stars, stars!!!!!!!!!
I love the UTS community and feel deeply privileged to have received a UTS Alumni Award several years ago.
Blog: OUPblog (Login to Add to MyJacketFlap)
JacketFlap tags: *Featured, Arts & Humanities, Literature, Classic Horror Stories, classic literature, Darryl Jones, Fitz-James, ghosts, halloween, supernatural, Add a tag
We’re getting ready for Halloween this month by reading the classic horror stories that set the stage for the creepy movies and books we love today. Every Friday this October we’ve unveiled a part of Fitz-James O’Brien’s tale of an unusual entity in What Was It?, a story from the spine-tingling collection of works in Horror Stories: Classic Tales from Hoffmann to Hodgson, edited by Darryl Jones. Last we left off the narrator, Harry, tried to fight off a mysterious creature fighting him in his bed. His friend Hammond had just come to his rescue.
Hammond stood holding the ends of the cord that bound the Invisible, twisted round his hand, while before him, self-supporting as it were, he beheld a rope laced and interlaced, and stretching tightly around a vacant space. I never saw a man look so thoroughly stricken with awe. Nevertheless his face expressed all the courage and determination which I knew him to possess. His lips, although white, were set firmly, and one could perceive at a glance that, although stricken with fear, he was not daunted.
The confusion that ensued among the guests of the house who were witnesses of this extraordinary scene between Hammond and myself, — who beheld the pantomime of binding this struggling Something, — who beheld me almost sinking from physical exhaustion when my task of jailer was over, — the confusion and terror that took possession of the bystanders, when they saw all this, was beyond description. The weaker ones fled from the apartment. The few who remained clustered near the door and could not be induced to approach Hammond and his Charge. Still incredulity broke out through their terror. They had not the courage to satisfy themselves, and yet they doubted. It was in vain that I begged of some of the men to come near and convince themselves by touch of the existence in that room of a living being which was invisible. They were incredulous, but did not dare to undeceive themselves. How could a solid, living, breathing body be invisible, they asked. My reply was this. I gave a sign to Hammond, and both of us — conquering our fearful repugnance to touch the invisible creature — lifted it from the ground, manacled as it was, and took it to my bed. Its weight was about that of a boy of fourteen.
‘Now, my friends,’ I said, as Hammond and myself held the creature suspended over the bed, ‘I can give you self-evident proof that here is a solid, ponderable body, which, nevertheless, you cannot see. Be good enough to watch the surface of the bed attentively.’
I was astonished at my own courage in treating this strange event so calmly; but I had recovered from my first terror, and felt a sort of scientific pride in the affair, which dominated every other feeling.
The eyes of the bystanders were immediately fixed on my bed. At a given signal Hammond and I let the creature fall. There was the dull sound of a heavy body alighting on a soft mass. The timbers of the bed creaked. A deep impression marked itself distinctly on the pillow, and on the bed itself. The crowd who witnessed this gave a low cry, and rushed from the room. Hammond and I were left alone with our Mystery.
We remained silent for some time, listening to the low, irregular breathing of the creature on the bed, and watching the rustle of the bed-clothes as it impotently struggled to free itself from confinement. Then Hammond spoke.
‘Harry, this is awful.’
‘But not unaccountable.’
‘Not unaccountable! What do you mean? Such a thing has never occurred since the birth of the world. I know not what to think, Hammond. God grant that I am not mad, and that this is not an insane fantasy!’
‘Let us reason a little, Harry. Here is a solid body which we touch, but which we cannot see. The fact is so unusual that it strikes us with terror. Is there no parallel, though, for such a phenomenon? Take a piece of pure glass. It is tangible and transparent. A certain chemical coarseness is all that prevents its being so entirely transparent as to be totally invisible. It is not theoretically impossible, mind you, to make a glass which shall not reflect a single ray of light, — a glass so pure and homogeneous in its atoms that the rays from the sun will pass through it as they do through the air, refracted but not reflected. We do not see the air, and yet we feel it.’
‘That’s all very well, Hammond, but these are inanimate substances. Glass does not breathe, air does not breathe. This thing has a heart that palpitates, — a will that moves it, — lungs that play, and inspire and respire.’
‘You forget the phenomena of which we have so often heard of late,’ answered the Doctor, gravely. ‘At the meetings called “spirit circles,” invisible hands have been thrust into the hands of those persons round the table, — warm, fleshly hands that seemed to pulsate with mortal life.’
‘What? Do you think, then, that this thing is — ’
‘I don’t know what it is,’ was the solemn reply; ‘but please the gods I will, with your assistance, thoroughly investigate it.’
Blog: Through the Looking Glass Book Review (Login to Add to MyJacketFlap)
JacketFlap tags: Children's book reviews, Poetry books, Poetry Friday, Add a tag
Many years ago I visited a friend who was living in Nairobi with her husband and two little sons. One of the boys kept on calling out "Digga!" when we drove around town, pointing at the vehicles that were hard at work on road construction projects. As far as he was concerned the diggers, dumper trucks, and other machines he saw were the bees knees. He would have loved today's poetry title.
Digger Dozer Dumper
If you haven't read all of Sophie Littlefield's books I urge you to ameliorate this dreadful state of affairs at once.
If all the copies are on reserve at your library, here's a chance to win her most recent book THE MISSING PLACE. (Let's just say my sox were knocked off so often while reading this I finally just abandoned them completely and stuck with flip flops)
Usual rules apply:
1. Write a story using 100 words or fewer
2. Use each of these words in the story:
You can use the word as part of a larger word but it must be appear in whole form:
oil/spoil is ok but ice/icicle is not.
3. Post your entry in the comment column of THIS blog post.
4. If you need a do over, delete your entry and post another. [It helps to compose on a word .doc then paste to the comment box when done]
5. Entries outside the US are ok.
6. Contest opens Saturday (10/25/14) at 10am and closes on Sunday (10/26/14) at 10am. That gives you a whole extra hour since daylight savings time ends this weekend!
Questions? Tweet to me @Janet_Reid
Blog: Death Books and Tea (Login to Add to MyJacketFlap)
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It's a fun twist to see what Frizzy decides to do and also the outcome of her new toy-making adventures. The author includes some very up-to-date and funny references to technology throughout the book which the kids thought was great! I like the problem-solving aspect of the story and how Frizzy approaches her dilemma (and also how Santa and her friends help out along the way).
The story is actually written in verse and mimics the poem "A Visit from St. Nicholas". I wasn't sure I would like this when we first got the book but it works really nicely with the story! My 10 year old and I read this book together so it was great to get into the rhythm of the poem as we read. And I also like the connection of old and new (old being the link to the original Christmas story and new being the fun introduction of technology throughout the book). - Jacqueline Fisher, Amazon.com
Blog: OUPblog (Login to Add to MyJacketFlap)
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When an old friend told me he had saved the former Edward Everett Hale house in Matunuck, Rhode Island from demolition and gifted it to a local historical society with an endowment fund for its restoration, I remembered there was a significant collection of E. E. Hale letters at the Library of Congress that might throw light on the house. How could I have guessed this would lead me to uncovering the revered minister’s decades-long love affair with a forgotten, much younger and truly remarkable woman named Harriet E. Freeman?
First I had to unlock the code the writers used in passages throughout some 3,000 surviving letters. As I transcribed the letters, I recognized the “code” as a defunct shorthand, which I traced to its inventor, Thomas Towndrow. Hale taught himself this shorthand while a student at Harvard, and Towndrow’s 1832 textbook became my “Rosetta Stone” to unlocking an intimate, sometimes passionate, and mutually supportive relationship — the nature of which was concealed by the two of them, their families, and generations of Hale biographers.
Hale’s public life and career are well documented, but who was this Harriet Freeman? As I discovered from reminiscences in the letters, Hale’s special relationship with Freeman had its origins in his close friendship with the wealthy Freeman family, his parishioners since her teenage years. In her early twenties, Freeman began working as a volunteer in Hale’s church, the South Congregational Church in Boston’s South End, just a block away from the Freeman’s town house. Soon, she became his favorite literary amanuensis, to whom he dictated more than half of his sermons and a significant number of his fifty books and countless articles. Their coded expressions of devotion to each other in the letters that begin in 1884, when Hale, married with six surviving children, was 62 and Freeman 37, often seem “over-the-top” in typical Victorian fashion, but the longhand portions of the letters are rich in evidence of their shared intellectual and activist interests and love of the outdoors. Quite simply, they were soul mates.
Far from being just an adjunct to an older man’s life, Freeman fashioned a full and useful life of her own. She had a passion for botany and geology, which she studied at the Teacher’s School of Science (a venture of the Boston Society of Natural History and Boston Tech, later MIT) and then as a special student at Boston Tech, when she participated in multiple field trips in North America. Active in leadership roles in a number of the women’s clubs and organizations that pursued philanthropy and reform in women’s higher education and human rights, she also became a member of the Appalachian Mountain Club once women were allowed to join in 1879. Spending her summers in the White Mountains of New Hampshire, where Hale joined her for the month of August and other shorter visits, she was an activist for preserving the severely threatened forests of the region, persuading Hale to lend his authority to the cause when he became chaplain to the US Senate in 1904.
The story of Harriet Freeman and Edward Hale is valuable for two reasons: it sheds new light on the already celebrated E. E. Hale and it comprehensively documents the life of a truly remarkable woman. I began by thinking that “Hattie” could only be overshadowed by the overpowering legend and charismatic personality of Edward Everett Hale. Instead, I found multiple reasons why he felt she transformed his life. At last, and 84 years after her death, the formerly obscure Harriet Freeman is recognized with a profile in American National Biography Online.
The post Coded letters reveal an illicit affair and a woman of substance appeared first on OUPblog.
Blog: Shannon Whitney Messenger (Login to Add to MyJacketFlap)
JacketFlap tags: Awesome Things for my Awesome Followers, EVERBLAZE, KEEPER OF THE LOST CITIES, Signings and Events, Updates, Where's Shannon, Add a tag
There's been a LOT going on around here, thanks to how close we're getting to the launch of EVERBLAZE. (Less than two weeks--AHHHHHHHH!) So in case you missed anything, I thought I'd put it all in one place, to make it nice and handy.
Next--I'm hitting the road again, for the EVERBLAZE Fall tour!! Each stop will include special swaggish goodies and some awesome raffle prizes. So if you're in Colorado, Utah, Texas, or Arizona I hope you'll come out to see me. Here's a handy tour graphic, and a list of all the stops (in case the graphic doesn't load):
- If you want a hand-signed copy of EVERBLAZE and the swag I'll be giving out on tour (except the mirrors--those are only for the launch party), you can order a copy from the stores I'll be visiting and have them ship it to you. Independent booksellers tend to be the best organized for this, so I'd recommend either The King's English, Blue Willow, or Changing Hands. Shipping and availability may vary, so you'll want to be sure to ask. Phone numbers for all of the stores are listed above.
- If you pre-order a copy of EVERBLAZE before 11/3/14, you can fill out the form on this blog for the Pre-Order Swag giveaway and as soon as I get home from tour, I will send you awesome signed swag. You'll get the Iggy postcard art print, a Keeper series bookmark, and a signed bookplate to stick in your copy and turn it into a signed hardcover (or put anywhere you'd like if you order the ebook.) Plus you'll have a chance to win some extra goodies (including a few of the exclusive launch party mirrors). And this offer is even open internationally--but is only for a limited time. Full details on how it works--and the form you'll need to fill out--can be found HERE.
- Sophie's Foxfire schedules
- Foxfire Academy information
- All the details you'll need to create your own Foxfire schedule
- Awesome new character art
- A quiz to discover your ability
- A recipe for Mallowmelt
- Plus an excerpt from EVERBLAZE--which includes the first TWO chapters (so yes, if you've read chapter one in the EXILE paperback, another chapter has been revealed!!!) Get thee there quickly for another early sneak peek!
Blog: Jump Into A Book (Login to Add to MyJacketFlap)
JacketFlap tags: Something To Do Book Review, book review, bully book, bullying, PACER.org, Rhyme Schemer, Add a tag
Many of you may be aware that October is Breast Cancer Awareness Month, but it is also National Bullying Prevention Awareness Month. I was blessed to receive this wonderful book, Rhyme Schemer by K.A. Holt, and I thought this would be the perfect time to shine the spotlight on this well-written tale of bullying and learning from our mistakes.
Kevin Jamison rules the school as a big, mean bully. The beginning of his poetry journal talks about all the kids he picks on—Giant John, Freckle-Faced Kelly, Harry (his teacher’s mole). His parents are doctors, and even though they make a lot of money, Kevin does not consider himself rich. No one notices that he exists, and when they do, it’s only to acknowledge his mistakes. He has four brother’s, and he is the “mistake baby.” So this complicated middle-schooler takes his frustration out through poetry. He has a talent for picking out words in pages of books and turning them into unique poems.
However, when his older brother Petey throws his poetry journal out of the car window on the way to school, Kevin’s position as king of the school takes a downward spiral. One of the boys that he bullies, Robin, finds the notebook and begins to copy pages of poems and secrets for the whole school to see. Kevin switches from bully to bullied. The school begins to torture him; Robin wants to become the poet bandit—ripping pages out of books and creating poems to post around the school—but he wants Kevin to create them. Blackmailed by his poetry journal of secrets, Kevin has no choice but to submit to Robin, which eventually leads to him getting caught. Once Kevin sinks into his darkest place, a few faithful friends who can see past his rock hard outer shell pull him back into the light by recognizing his unique poetry talent. His librarian forces his family to see his talent, which in turn allows him to find faith in himself. Once he finds faith in himself, life only shoots up from there.
I have never read any story of this sort—a story written in verse. I love the fact that Kevin’s poetry inches slowly from words in short lines to actual, rhyming poetry I did not think I’d like it, since I’m not a huge poetry fan, but this story was wonderful. K.A. Holt tells a wonderful story of a bully turning into the bullied. We see the outside forces that go into bullying and how hard it is for middle-grade children to deal with this sort of pain.
Bullying is a much larger problem than people make it out to be nowadays. Whether it is mean comments, physical abuse, blackmail….bullying is problem that needs to be addressed. Encourage children to speak up for themselves and their friends if they are being victimized. If they don’t feel like they can speak, show them different ways to share what is happening to them—like Kevin’s journal.
While Holt’s simplistic plot resolves a bit too neatly, this transformative tale offers important lessons for all persuasions of middle graders, whether bullies or targets, complicit or horrified bystanders.-Kirkus Reviews
Grab your copy of Rhyme Schemer HERE.
Something To Do
This is basically the type of poetry that Kevin composed, except with this, we are not going to deface books—because that is just wrong. With chance poetry. You have a pile of random, set words, and you are allowed to put the words in any order they want. Watch amazing poetry appear before your eyes!
2. Convert Old Books into Personal Journals: Run to Radiance
3. Host a Poetry Reading
- Invite your friends and have them bring some of their favorite prose with
- Make Coffee (Decaf for our young, aspiring poets)
- Have muffins, scones, and other goodies
- Have fun!
4. How Bullying Feels: This is a very compelling video from Pacer.org that I highly recommend families watch together.
What bullying resources would you like to share?
**some of these links are affiliate links
Now Available! The newest children’s book from Audrey Press. Click the image below for more details.
*JIAB received this book to review. These opinions and reviews are our own.
The post Rhyme Schemer by K.A. Holt Book Review and Activity appeared first on Jump Into A Book.
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We don't often post trailers for animated shorts, but the 2-minute teaser for "Poet Anderson: The Dream Walker" has attracted a lot of attention over the past few days, and deservedly so.
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Today we have our very own First Five Pages Workshop Coordinator, Erin Cashman! Erin's novel, THE EXCEPTIONALS, is a YA fantasy that was named a Bank Street College of Education Best Children's Book.
WORLD BUILDING TIPS by Erin Cashman
Recently, someone commented to me that writing fantasy must be easy, since I can just make up what I need to fit my plot. I wish! As Lloyd Alexander said, “Once committed to his imaginary kingdom, the writer is not a monarch but a subject”. I think world building is both the hardest and the most wonderful part of writing a fantasy novel. Here are some of the techniques that help me:
1. Give your imagination free reign!
Do not edit your thoughts or ideas. During brainstorming sessions let your imagination soar. Take chances and risks while you write – try outlandish ideas. Editing comes later. Fantasy, is by its nature, a leap of faith, suspended belief, so – dream big. Write big.
2. Description and Parameters of the World
What is the nature of the magic? Who has it and who doesn’t? What are the rules? What are the consequences of breaking the rules? What does it cost? What does the world look like? Beware the dreaded info-dump, however. No one walks down the street and thinks about the color of the buildings, the thickness of the sidewalk – nor should your character think about the blue floating bridge that connects two purple fluffy clouds. The details of the world need to be woven in artfully and naturally – in revision after revision after revision.
3. Important Objects/Mechanics
For example, in Lord of the Rings, there is the one ring and the lesser rings, the Wizard’s staffs, etc. Harry Potter has many as well: the sorcerer’s stone, the sorting hat, the Sword of Gryffindor, etc. If you have these objects, try to have them serve another purpose besides a plot device. Rae Carson does an excellent job of this in The Girl of Fire and Thorns. The Godstone is crucial to the plot, it connects history to the present and informs the reader about the people. These objects should not be a crutch, but should add richness to the novel.
4. Power/Abuse of Power
Who has power? Who wants power? In a fantasy world a central conflict often arises from the control, or the use and abuse of the magic. Why should magic be protected? Why would someone want to exploit it? Try to weave in good, evil and murky gray reasons and purposes for using/controlling/monopolizing the magic, and strong motivation.
Who is in charge of the fantasy world? What is their goal? Can those in power be believed and trusted?
6. History of The World
The history of my world often takes shape as my draft takes shape (I wish I was a plotter, but alas, I am a pantser). It comes to life through revision . . . after revision . . . after revision . . . you get the idea. I always draw (draw is a very grandiose word for what I do – it is more like scribble) a map. For The Exceptionals, a contemporary fantasy, I drew the school grounds, the tunnels, the tournament field, and the caves. My editor even asked me to send her a copy! If I’ve created a world, I make a map of the geography, and take notes on how it would have influenced the people and the government.
How do people get around in your world? Are there space ships like in Star Wars? Do they teleport? Is there a portal – like the wardrobe in Narnia? Do they use magical creatures? Back to #1 – let your imagination go wild!
Think of the magic/powers/creatures that you have in your world. What would be a game or a competition that would arise from it? What about rituals? Expressions? Always be on the lookout for ways to include more world building, such as in currency, recreation, clothes, food . . . this adds layers to your world, and makes it more real to the reader.
Revise, revise, revise. Make sure the rules that you have created are followed, or have a consequence if not followed. With each new draft, look for ways to take what you have created and use it for more than one purpose. For example, if you have a magical creature, perhaps it can be used in a competition, or as a plot twist or for barter.
10. Find a Critique Partner and/or Writing Group
I really can’t emphasize this enough. Your CP should be someone that you trust who is not afraid of hurting your feelings. Consider what he or she says – the places in your manuscript that are muddled or confusing, the world building that worked, and more importantly, the world building that needs work. And then – you guessed it – revise, revise, revise!
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Blog: Beth Kephart Books (Login to Add to MyJacketFlap)
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I need not to work for awhile.
I will return in time for the Alumni Authors Panel for Homecoming Weekend—with Lorene Carey, Jordan Sonnenblick, Kathy DeMarco Van Cleve, and Liz Van Doren—at the University of Pennsylvania. I hope to see some of you, perhaps some of my former students, there.
Happiness and peace to you in the meantime. I'm signing off of the blog for a spell.
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Today is United Nations Day, celebrating the day that the UN Charter came into force in 1945. We thought it would be an excellent time to share thoughts from one of their former Commissioners to highlight the work this organization undertakes. The following is an edited extract by Navanethem Pillay, former United Nations High Commissioner for Human Rights, from International Human Rights Law, Second Edition.
I was born a non-white in apartheid South Africa. My ancestors were sugarcane cutters. My father was a bus driver. We were poor.
At age 16 I wrote an essay which dealt with the role of South African women in educating children on human rights and which, as it turned out, was indeed fateful. After the essay was published, my community raised funds in order to send this promising, but impecunious, young woman to university.
Despite their efforts and goodwill, I almost did not make it as a lawyer, because when I entered university during the apartheid regime everything and everyone was segregated. However, I persevered. After my graduation I sought an internship, which was mandatory under the law; it was a black lawyer who agreed to take me on board, but he first made me promise that I would not become pregnant. And when I started a law practice on my own, it was not out of choice but because no one would employ a black woman lawyer.
Yet, in the course of my life, I had the privilege to see and experience a complete transformation in my country. Against this background it is no surprise that when I read or recite Article 1 of the Universal Declaration of Human Rights, I intimately and profoundly feel its truth. The article stated that: ‘All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood’.
The power of rights made it possible for an ever-expanding number of people, people like myself, to claim freedom, equality, justice, and well-being.
Human rights underpin the aspiration to a world in which every man, woman, and child lives free from hunger and protected from oppression, violence, and discrimination, with the benefits of housing, healthcare, education, and opportunity.
Yet for too many people in the world, human rights remain an unfulfilled promise. We live in a world where crimes against humanity are ongoing, and where the most basic economic rights critical to survival are not realized and often not even accorded the high priority they warrant.
The years to come are crucial for sowing the seeds of an improved international partnership that, by drawing on individual and collective resourcefulness and strengths, can meet the global challenges of poverty, discrimination, conflict, scarcity of natural resources, recession, and climate change.
In 2005, the world leaders at their summit created the UN Human Rights Council, an intergovernmental body which replaced the much-criticized UN Human Rights Council, with the mandate of promoting ‘universal respect for the protection of all human rights and fundamental freedoms for all’. The Council began its operations in June 2006. Since then, it has equipped itself with its own institutional architecture and has been engaged in an innovative process known as the Universal Periodic Review (UPR). The UPR is the Council’s assessment at regular intervals of the human rights record of all UN member states.
In addition, at each session of the Council several country-situations are brought to the fore in addresses and documents delivered by member states, independent experts, and the Office of the High Commissioner for Human Rights.
Today, the Office of the High Commissioner is in a unique position to assist governments and civil society in their efforts to protect and promote human rights. The expansion of its field offices and its presence in more than 50 countries, as well as its increasing and deepening interaction with UN agencies and other crucial partners in government, international organizations, anad civil society are important steps in this direction. With these steps we can more readily strive for practical cooperation leading to the creation of national systems which promote human rights and provide protection and recourse for victims of human rights violations.
In the final instance, however, it is the duty of states, regardless of their political, economic, and cultural systems, to promote and protect all human rights and fundamental freedoms. Our collective responsibility is to assist states to fulfil their obligations and to hold them to account when they do not.
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Please give a warm welcome to Karen Akins this morning! She’s here to chat about her new release, LOOP.
Thank you so much for having me on your blog today to celebrate the release of LOOP!
One of the things about writing any story is that as the creator, you know so much more about your characters than ends up on the page. It’s fun to be able to share some of these “extras” with readers.
Without further ado, I give you…
The Top 5 Things Bree Never Leaves Home Without:
1. Her QuantCom. This handy little device is kind of like a temporal GPS, telling her where and when she is while she’s time traveling. At one point, Finn refers to it as “her security blanket,” and it kind of is. When I was thinking through what it would be like to be a time traveler, the Com was one of the first devices I thought up because it would help you feel a little more in control of your surroundings.
2. Comfy, non-descript clothing. Another detail that I thought through. I’m not sure that time travelers would really worry all that much about perfectly matching the styles of any era as long as they don’t stick out like a sore thumb.
3. Her heart-shaped locket. Bree’s mother is in a coma (which may be a bit more than it seems…dunh dunh dunhhhhhh), and one object that helps Bree feel closer to her mom is the photo locket that her mom gave her when she was younger. One thing I love about the cover of LOOP is that the space between them forms a heart, sort of an homage to the locket.
4. Hair clip. Bree’s pretty non-fussy, so it would be pretty utilitarian with maybe a little bit of sparkle that her best friend Mimi insisted on attaching to it.
5. Lip gloss. Navigating the space-time continuum can be pretty chapping on the lips, y’all. One detail about Bree’s lip gloss that I had to cut out was that it changes shades to perfectly complement the wearer’s skin tone.
Bonus: One thing she would be SO tempted to sneak back with her? Girl Scout Thin Mints.
Thanks again for having me! I hope everyone enjoys LOOP. <3
At a school where Quantum Paradox 101 is a required course and history field trips are literal, sixteen year-old time traveler Bree Bennis excels…at screwing up.
After Bree botches a solo midterm to the 21st century by accidentally taking a boy hostage (a teensy snafu), she stands to lose her scholarship. But when Bree sneaks back to talk the kid into keeping his yap shut, she doesn’t go back far enough. The boy, Finn, now three years older and hot as a solar flare, is convinced he’s in love with Bree, or rather, a future version of her that doesn’t think he’s a complete pain in the arse. To make matters worse, she inadvertently transports him back to the 23rd century with her.
Once home, Bree discovers that a recent rash of accidents at her school are anything but accidental. Someone is attacking time travelers. As Bree and her temporal tagalong uncover seemingly unconnected clues—a broken bracelet, a missing data file, the art heist of the millennium—that lead to the person responsible, she alone has the knowledge to piece the puzzle together. Knowledge only one other person has. Her future self.
But when those closest to her become the next victims, Bree realizes the attacker is willing to do anything to stop her. In the past, present, or future.
US addresses only, please
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Long ago, most teachers I knew had a ritual that they held near and dear to their hearts. At the end of every writing workshop, a child sat in the Author’s Chair and… Continue reading
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|Flickr Creative Commons Photo by Graham and Sheila|
In the Early Morning Dark, In the Fall
I step out onto the front porch
thinking it must still be raining,
but the steady patter I hear
is the oak being deconstructed
by a light breeze.
© Mary Lee Hahn, 2014
Cathy has the Poetry Friday Roundup at Merely Day by Day.
Blog: Manga Maniac Cafe (Login to Add to MyJacketFlap)
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If Charlotte Brooks thinks she and her TV makeover show can turn Reno Wilder’s hometown upside down, he’ll be happy to prove her wrong. The x-Marine has seen too much turmoil and he likes Sweet, Texas, just the way it is. Traditional. Familiar. A little dull. Everything Charli isn’t. But instead of backing off from his scowls like everyone else, Charli digs in her skyscraper heels.
SHE’S TENACIOUS AND WICKEDLY TEMPTING . . .
Reno Wilder is a one-man unwelcoming committee, but Charli isn’t budging. It’s clear the gorgeous cowboy needs an overhaul just as much as Sweet. Someone needs to break him out of that gruff shell and show him how fun and rewarding a little change can be.
THEY’RE ABOUT TO FIND THAT LOVE IS ANYTHING BUT PREDICTABLE.
Firefighter and former Marine Jackson Wilder has tough guy down to an art, but he’s learned the hard way that promises were made to be broken. Abigail Morgan was once his best friend, his first kiss, his first love, his first everything. He’d just forgotten to mention all that to her and she blew out of his life. Five years later, she’s back and he’s battling a load of mistrust for her disappearing act. But for some reason he just can’t keep his lips—or his hands—to himself.
IT CAN LEAD TO DISASTER OR . . .
When her stint as a trophy wife abruptly ends, Abby returns home to Sweet, Texas, and comes face-to-face with Jackson—her biggest and sexiest mistake. Time and distance did nothing to squash her love for the act-first-think-later stubborn hunk of a man, and when he suggests they renew their old just-friends vow, Abby realizes she wants more. She’d cut and run once. Could she do it again? Or could she tempt him enough to break his promise?
THE SWEETEST MISTAKE.
Seattle event planner Allison Lane is an expert at delivering the perfect wedding—even if she might not exactly believe in the whole “’til death do us part” thing. When her father decides to tie the knot with a woman he barely knows, Allison heads to Sweet, Texas, to make sure his new honey is the real deal. What she didn’t expect to find at the local honky-tonk was a sexy Southern man as bent on charming her pants off as he is on blowing her “true love doesn’t exist” theory all to hell.
And they always promise . . .
Veterinarian, former Marine, and Sweet’s favorite playboy Jesse Wilder takes one look at Allison and knows she’s a handful of trouble he can’t deny. But even after a sizzling kiss and obvious mutual attraction, it seems Allison has no such problem. When Jesse uncovers her sweet side, can he crush his playboy image, melt her cynical heart, and change her mind about taking a trip down the aisle?
Candis Terry was born and raised near the sunny beaches of Southern California and now makes her home on an Idaho farm. She’s experienced life in such diverse ways as working in a Hollywood recording studio to chasing down wayward steers. Only one thing has remained the same: her passion for writing stories about relationships, the push and pull in the search for love, and the security one finds in their own happily ever after.
The post Series Spotlight and Giveaway: Sweet Texas Series by Candis Terry appeared first on Manga Maniac Cafe.
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The reemergence of the Ebola epidemic provokes the kind of primal fear that has always gripped humans in the face of contagious disease, even though we now know more about how viruses work than ever before. Viruses, like all living organisms, are constantly evolving. This ensures that new viruses and their diseases will always be with us.
For thousands of years, people knew little about the “plagues” that afflicted them and, despite the impossibility to define causality, there were many attempts to explain how they happened.
Thucydides wrote in the History of the Peloponnesian War during the plague of Athens in 431 BCE that
“no pestilence of such extent nor any scourge so destructive of human lives is on record anywhere. For neither were physicians able to cope with the disease, since they at first had to treat it without knowing its nature, the mortality among them being greatest because they were most exposed to it, … And the supplications made at sanctuaries, or appeals to oracles and the like, were futile, and at last men desisted from them, overcome by the calamity.”
Even two thousand years later, scientists were at a loss to explain the workings of contagion. William Harvey, who described the circulation of blood in humans and is quoted in The Works of William Harvey by Tr. Robert Wills, wrote in 1653,
“So do I hold it scarcely less difficult to conceive how pestilence or leprosy should be communicated to a distance by contagion, by (an)…element contained in woolen or linen things, household furniture, even the walls of a house … How, I ask, can contagion, long lurking in such things … after a long lapse of time, produce its like nature in another body? Nor in one or two only, but in many, without respect of strength, sex, age, temperament, or mode of life, and with such violence that the evil can by no art be stayed or mitigated.”
In the absence of information, humankind resorted to any number of explanations for the origins of disease. Physicians, natural philosophers, and religious figures hypothesized causes of contagious diseases based on their view of the way the world worked. Disease theories became part of the discourse about the causes of events such as earthquakes, lightning and the movement of the planets.
Viruses are a fascinating group of entities that infect humans, other animals, plants, and bacteria. Their presence was anticipated when on 1 April 1717 Lady Mary Montagu, the wife of the British Ambassador to Turkey, wrote to a friend in England about smallpox. She was delighted to report that the disease did so little mischief. Why? Because an old woman would come with a “nutshell full of the matter of the best sort of small-pox,” (fluid derived from poxes) and immunize the children. The children would suffer some slight fever but soon recover, possibly never to contract the disease. What remained unknown was the contents of the fluid used by the old women to inoculate the children.
Near the close of the 19th century, scientists had come to understand that many plant diseases were caused by fungi, while a number of human diseases, such as tuberculosis, were caused by bacteria. But viruses remained a mystery.
That changed from the late 1880s to 1917, as the result of the discovery of contagious diseases whose causes could not be isolated or observed with ordinary microscopes. These included a contagion of tobacco plants, called mosaic disease, a disease of cattle (foot-and-mouth disease), yellow fever in humans, and another disease that attacked bacteria. It turned out they were all caused by viruses.
But the study of viruses posed unique challenges. Viruses are not cells like pathogenic bacteria or fungi which can multiply independently in their hosts or on artificial media. The agent that caused flu could not be grown in culture, and there was no experimental animal that could be infected. It was also impossible for researchers to visualize the agent of disease. After the great flu epidemic of 1918, scientists made numerous attempts to isolate the agent, but it was not until 1933 that three British investigators discovered that ferrets could be infected by nasal washings from patients with the disease. Thus they proved that an entity contained in nasal material could transmit the disease.
The mysteries of viruses were largely revealed by investigators working with those that infect bacteria. These viruses attracted the attention of researchers who speculated that they might lead to discoveries in the field of genetics. They worked with a virus that infects E. coli — which lives in the intestinal tracts of humans — and, while taking over the machinery of the bacterial cell, causes these bacteria to blow open, releasing hundreds of viral particles. Chemical analysis revealed their composition to be DNA and proteins. These studies contributed significantly to the conclusion that DNA is the genetic material of cellular life.
We now know that viruses that infect humans have their origin in animal populations that are in close contact with humans. Many of the flu viruses originate in Southeast Asia where bird and swine populations live in close proximity to humans. The viruses undergo mutations so that humans must be immunized each year against new strains. The rapid production of astronomical numbers of Ebola virus ensures that new strains will be constantly produced.
We also know that all viruses are composed of DNA or RNA and proteins. Ebola, influenza, polio, and AIDS are caused by RNA viruses. The virus that infects tobacco plants also is an RNA virus. Because we know how they work, we have had some success in interfering with the disease process with various drugs.
All of these modern procedures contribute to understanding the cause of disease. Humankind has long believed that understanding would lead to cures. As Hippocrates stated 2,500 years ago, “To know the cause of a disease and to understand the use of the various methods by which disease may be prevented amounts to the same thing in effect as being able to cure.”
And yet, as we have seen with Ebola, understanding the cause is not always the same as curing. We have arrived at a point in the 21st century where we can mitigate some contagious diseases and prevent other catastrophic diseases such as smallpox. But others will be with us now and in the future, for contagion is a general biological phenomenon, a natural phenomenon. Contagious agents evolve like all living organisms and constantly challenge us to understand their origin, spread and pathology.
Headline Image: Ebola virus. Centers for Disease Control and Prevention’s Public Health Image Library. Public domain via Wikimedia Commons.
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Howdy, Campers! Happy Poetry Friday! Poem and link to Poetry Friday are below ~
Our topic this round is Do you try to appeal to reluctant readers, or any particular type of reader, when you write?
Carmela's post addresses the topic of writing to reading levels thoroughly. She writes:"If you want your writing to appeal to boys and other reluctant readers, don't try to target this particular audience. That's right, DON'T target them. Instead, write what moves, excites, or interests YOU."
Mary Ann's post, agrees: "I write what I am passionate about. I write for my inner eleven-year-old. It's the best that I can do. It's all any of us can do."
As for me?
I titled this 3 Leading Ways to Target Your Writing for Children--NOT! because I agree with Carmela and Mary Ann's conclusions. Essentially, write with passion and you'll hit a bullseye.
1) I am a reluctant reader. Always have been. Once I dive into a book, I'm swimming, but getting to the edge of the pool, dipping my toe in? Terrifying. Every book. Every time.
2) Many years ago, former bookseller, and book reviewer Janet Zarem was hired by my son's elementary school to talk to parents about reading. She began by passing out a paragraph in and asking us what it said. Okay, so let's try it. I'd like you to read this paragraph and tell me what it says. You have two minutes:
|*see bottom of this post for attribution*|
When we saw the paragraph, we were scared'r than a long-tail cat in a room full of rockin' chairs.**
Isn't that a powerful way to show someone the world from a new or challenged or reluctant reader's point of view?
3) That's how scared many of us feel about learning anything new.
For example, UCLA Extension's Writers' Program is in the process of changing how its instructors post course materials for our students. We are moving from a platform called Blackboard to one called Canvas.
When I saw the first email about this, I rolled into a little ball. I felt as outdated and useless as a screen door on a submarine.***
I see now that I went through the five stages of loss and grief, finally arriving at acceptance: Wow--it's done, it didn't take long, and I am truly invincible.
|Tah-dah--I did it!|
by April Halprin Wayland
Who are you talking to?
You’ll have to leave a message—
I think I have the flu.
It’s too bad that you saw me
I stick with tried and true.
If you want revolution,
I’ll leave it up to you.
You found me up this tree?
Just cut that sheet in two?
And paste it here with glue?
That’s all we have to do?
I’m standing on my head, now:
I see your point of view.
poem & drawing (c) April Halprin Wayland 2014
Don't forget to enter our latest book giveaway for a chance to win a copy of the 2015 Children's Writer's and Illustrator's Market (in which our very own Carmela Martino has an article!). See Carmela's post for all the details.
The giveaway ends Oct 31.
Poetry Friday is at Merely Day By Day ~ Thanks, Cathy!
posted by April Halprin Wayland, who thanks you in Greek for reading all the way to here.
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by Julie Eshbaugh
Wouldn’t it be great if, when you went to your mailbox today, you found a letter inside from the main character of your work-in-progress, telling you just how she feels about the central conflict of your story? Or maybe she wrote a love letter to another one of your characters, and somehow it was misdirected to you? Imagine what a resource a letter like that would be…
When I do my outlining for a new WIP, I write up a lot of backstory. I also do character sketches, to help me form a clear idea of each of my characters – not just hair color, eye color, and favorite movie, but what they would do on a perfect spring day, where they would go on vacation if money were no object, even how they feel about money, in general. I try to think of the most revealing questions possible. These sketches help me with the essentials of my characters, but they only get me so far.
That’s why I’ve taken to writing first-person narratives – letters to me, if you will – in the voice of each character. These narratives generally address the main conflict faced by that character in the story, and how she or he feels about it. Does she believe that the problem is insurmountable? Does she still have hope? Who is she counting on most to help her? Who does she expect to cause her the most trouble?
I also write first-person narratives by all the individuals involved in romantic relationships in my story. For each one, I ask the character to tell me:
What do you love most about this other person?
What would you miss the most if he or she were taken away?
When did you first feel an attraction and what triggered it?
And, well, I’m sure you can come up with a lot more questions along this line.
These letters are great tools to return to while drafting. They help me to maintain consistency within a character, but they also helped me see that, despite consistency, all well-rounded characters have internal conflicts they are dealing with. People are filled with contradictions. Your characters need to be, too, if they’re going to leap off the page as real people with real complexity.
When you ask your character to tell you how he feels about the central conflict, chances are his answer will be complicated. It won’t just be as simple as, “I hate my father and wish he were dead,” because where’s the true conflict in that? Nothing is ever that straightforward. If it were, in chapter one your character could pull out a shotgun and shoot his father and the story would be done. Instead, your character’s answer to how he feels about the central conflict will be layered, complex, and in some ways, contradictory.
For you, as the writer, the secret to your character’s arc lies hidden in these contradictions. Early in the story your character may respond most to the tug of one attitude toward the central conflict. But as the story moves along, he may feel the influence of another attitude toward that conflict, and he will begin to change. By the time he’s completed his character arc, he may find himself in a place of compromise between these two contradictory attitudes.
Do you think this method might work for you? Do you have any of your own unique methods of learning about your characters? Please share your thoughts in the comments!
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