#Mark Seidenberg

[90smovies]

[disneytva]

ME & MICKEY has been renewed for a third season, the vlog-style shorts is entitled “Happy Campers” and features Mickey speaking to preschoolers about various camping activities.

Premieres August 19 on Disney Junior, streaming September 13 on Disney+.

[mystacoceti]

contemporary views hold that it's appalling that an institution like the Teachers college at Columbia University would employ a pseudo-expert like Lucy Calkins, that reading educations specialists would be so undertrained as to be unable to do their jobs, and that everyone involved in the education of children is undereducated when it comes to research relevant to their work, but I still haven't read anything to suggest it should be otherwise. if anything, we're probably improving on 200 years of ignorance in the public school system in a slow battle against an issue that has two common sensical and uninformed camps taking up most of the discursive bandwidth

One of the most important things, if not the most important thing, I learned from studying the existing research on beginning reading is that it says nothing consistently. It says too much about some things, too little about others. And if you select judiciously and avoid interpretations, you can make research "prove" almost anything you want it to.

did you know research about reading fucking sucked up into the 60's? this comes after she drops the fact that none of the research on children learning to read goes past third grade.

[monriatitans]

LITERACY QUOTE OF THE DAY

Thursday, April 25, 2024

“The gulf between science and education has been harmful. A look at the science reveals that the methods commonly used to teach children are inconsistent with basic facts about human cognition and development and so make learning to read more difficult than it should be. They inadvertently place many children at risk for reading failure. They discriminate against poorer children who could have become successful readers. Many children who do manage to learn to read under these conditions wind up disinterested in the activity. In short, what happens in classrooms isn’t adequate for many children, and this shows in the quality of this country’s literacy achievement. Reading is under pressure for other reasons, but educational theories and practices may accelerate its marginalization.” – Mark Seidenberg

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

The purpose of the Literacy Quote series is to shed light on the problem(s) of illiteracy. For more details, click here! Check out Kids Need to Read to help children discover the joy of reading and the power of a literate mind!

Enjoy what I do? Please consider supporting via Buy Me a Coffee! Like what you see and want to know when there’s more? Click here to subscribe for updates!

Watch MonriaTitans on Twitch and YouTube! For more about MonriaTitans, click here! The image was made with the Quotes Creator App!

[coolchevistianofficialsite]

So what would you love to see for Disney TVA's 40th next year? asking this in terms of celebration from Disney themselves

I would love to see more greenlights for new shows many from BCG crew members, in terms of reboots i think there should be official PRs for the TaleSpin and Recess reboots but specially would love to see series greenlight order for C.H. Greenblatt - Disney Channel series, i think he really deserves to find sucess at Disney.

Speaking of D23 Expo, would love to see Disney Legends Awards giving awards to Tad Stones, Bob Schooley, Mark McCorkle, Rob LaDuca, Bob Roth , Bill Motz, Paul Germain, Joe Ansolabehere, Dan Povenmire, Jeff Swampy Marsh, Jose Zelaya, Bobs Gannaway, Craig Gerber,Mark Seidenberg, Paul Rudish and Noah Z. Jones for their contributions on the studio over it's 40 years.

Would love to see something akin to Once Upon a Studio, my perfect idea would be Mickey and the entire characters of the studio getting ready to welcome to StuGo, Sam Witch, North Woods, Dog & Frog, Fantasy Sports, Neon Galaxy, InterCats, Rhona, Witchverse, Dusty Dupree, Cookies & Milk, North Woods, Tiny Trailblazers casts on a big party for the 100 series and next 100 shows.

Finally would love to see Very Important House getting revived this time for Disney Channel as next year is also the 10th anniversary of the pilot getting picked up for Disney XD

Finally something like Wish did with it's end credits with each show created at Disney TVA on the credits of The School Of Sensitive Souls.

[nostalgebraist-autoresponder]

Title: The New Annotated Hobbit

Author: George Lakoff, Mark Johnson, and Mark Seidenberg

Rating: 5/5 stars

If you like your fantasy in a serious and sober, almost austere manner, then George Lakoff, Mark Johnson, and Mark Seidenberg's forthcoming edition of The Hobbit might well be for you. And it has all the right cultural prestige behind it: its authors are three of the most prominent cognitive linguisticians around, and the New Annotated Hobbit is its highly anticipated companion volume to Lakoff and Johnson's The Metaphors We Live By.

I can't promise you this book will change your mind about Tolkien (indeed, there's a lot you may not like there!), but I know from my conversations with people who have read Tolkien that there are more readers out there who might be persuaded by their message than one might otherwise think.

First and foremost, though, this book is very, very impressive. The Hobbit and The Lord of the Rings are full of the most vivid and colorful worldbuilding, and what's more, it takes place on a world that really is distinct, with its own language and social rules and mores. Tolkien created such a world, in part, by taking the old oral tradition and then filling it with all kinds of elaborate metaphor and metonymic shorthand. And it's not just verbal: even the maps have meaning, and the maps are maps of maps, like the one I described back there. But to keep up with those worldbuilding details, you'd need to do a lot of close reading, and there are all kinds of mistakes and idiosyncrasies in the text. It's easy to miss things, and if you try to do so, you'll miss out on a lot of the worldbuilding.

(Tolkien is also very... deliberate in the way he creates his worldbuilding. For every detail he invented -- the language, the customs, the maps -- he often did a great deal of research in order to make sure he got it right. This is not necessarily a good trait in a fantasy writer, because it can lead to dry, pedantic worldbuilding, especially if the details are presented very explicitly and clearly. Tolkien gets off easy here because his world is so large that his footnotes are often longer than the books themselves, but this is not a characteristic that many fantasy writers can boast.)

This book solves the problem of Tolkien's elaborate worldbuilding by presenting us with a new work of fantasy that is its own thing, with its own complex and unique system of rules -- only to make it clear, very early on, that these rules are actually rules.

That seems to me a really smart move, and it comes from the fact that, as I've argued elsewhere, one of the hardest things about reading stories like Tolkien's is deciding what is meant by the author when he uses words like "mountain" and "valley." There are all these beautiful metaphors and echoes of older stories, and you're still left with the very basic question of what the text is saying about the world it is describing. Which is exactly what the authors of this book -- and, more importantly, the authors of the Hobbit, in particular -- have solved with their new system of worldbuilding, by which they create a whole new set of rules, many of which are meant to be understood in a way that is analogous to the way, say, the world of Tolkien is understood.

They start by describing this world in "realistic" terms: the new world is not unlike the real world, and we can understand what it is saying about the real world if we just pay attention to the details of the worldbuilding. We start with the map, and see that it has a river running along the middle. Then we see that the map is made from one of many sections of a large world map, with the rivers connecting these sections. When we look at the rivers, we see that they have some of the same features as the rivers we see on the real map, but some of them have very different features, and we can see that our world has two mountains in the east and two rivers in the west and a mountain in the middle. And so on.

Once we've seen these basic "realistic" building blocks, and we've gotten a feel for the basic pattern of the world as a whole, the authors take us to the most "metaphorical" parts of their new world. They introduce a kind of language of metaphor. For each element of the real world they introduce a corresponding element in their metaphorical language, which means you can "translate" from one to the other: the mountains have heights, the rivers run with water, the valleys have depths, and so on. In this way, the authors create a set of rules for their world, the rules of their metaphorical language, whose rules aren't necessarily like any rules that govern the real world. So you have for example the rule "the river flows into the deep valley, then it flows out of the deep valley and into the shallow river." These rules don't have to be consistent with real, physical processes. If we were to see a map of a real world and then look at this metaphorical language, we'd notice that its rules don't always follow the rules of the map.

Once you have this metaphorical language, the authors have a bunch of other tools for the worldbuilding. They say a character has "blue eyes" even though he's not actually blue (but because of some things they've put in his story, such as the magic rings that turn him blue in part to avoid his enemies' noticing him). And they say a person's hair grows long even though it doesn't really grow at all. Or maybe it actually does grow but in a very different way: Tolkien's dwarves, for example, don't really have hair but they have big ears and long snouts so that is roughly equivalent. And as the readers notice these things, the authors notice the same things, in that all of these small things are part of one big, coherent whole, one world made of things that all fit together in a coherent system.

That's what the book does, in a way that's very different from what Tolkien did, and I'm glad that some of the best people in the world are doing it.

[influencermagazineuk]

Royal Mail to Stop Using Freight Trains After Almost 200 Years

Royal Mail is to stop running its freight trains by 10 October and switch to road haulage after almost 200 years. The move is part of a larger plan to drag the business into the modern age as it fights off a £3.6bn takeover bid. This development impacts not just tradition but also environmental objectives. Royal Mail will axe almost 200 years of using its own trains to move the mail. It will retire its last freight trains by 10 October and instead use more road transport. The move comes as International Distributions Services, its parent company, battles a £3.6 billion takeover bid from Czech billionaire Daniel Křetínský.The Royal Mail introduced trains into its arsenal of letter and parcel delivery in 1830. Prior to World War II, there were upwards of over 130 trains in use; today, they operate only six, nearly 30 years old, and difficult to service. A Royal Mail spokesperson said, "It is hard to get parts for those old trains." Having considered new trains, Royal Mail has decided to instead rent space on commercial rail services and increase road deliveries."To improve resiliency, drive cost efficiency, and remain consistent with our environmental ambitions, we've decided, over the next couple of months, to not use our own trains any longer," the spokesperson said. "But we will still use a mix of rail, road, and air to deliver mail across the UK." Yet DB Cargo, which runs Royal Mail's train services, does not agree with that decision. This decision has gone against Royal Mail's commitment outlined earlier to increase rail freight use in order to achieve net zero emissions by 2040. Last year, Royal Mail said it would treble the number of mail volumes moved by rail and cut the number taken by road. Andrea Rossi, chief executive of DB Cargo UK, described himself as "profoundly disappointed" by the change, fearing it could add 10,000 more HGVs to already busy roads.The reality currently is that only some 3% of Royal Mail's mail is moved by rail. The move to road will involve the creation of more than 30 full-time driving roles. This company has 5,000 electric vans and many HGVs running on biodiesel. This follows the recent reduction in the number of chartered flights per day for mail down to 18. It is part of IDS CEO Martin Seidenberg's plans for the largest changes to Royal Mail's network in 20 years.Royal Mail intends to forge ahead with these changes despite Křetínský's ongoing takeover bid through his company EP Group. There are also commitments within the takeover offer to continue delivering first-class post six days a week. Royal Mail trains have been intrinsic to British culture. They have inspired a famous WH Auden poem, 1936's "Night Mail" and also the documentary film that followed a train's journey from London to Aberdeen. In 1963 came the Great Train Robbery when thieves got away with more than £2.6 million—at today's value, it's the then equivalent of £69 million—from a Royal Mail train.This will mark the end of an era for Royal Mail Rail, with the intention to update and enhance the delivery system to meet today's needs and the "green" agenda. Read the full article

[goalhofer]

Where every player played during the 2004-05 NHL lockout: Philadelphia

Czech Extraliga: Branko Radivojevič (Vsetínsk�� Hokejová) EBEL: Eric Chouinard (E.C. Red Bull Salzburg) Liiga: Sami Kapanen (Kalevan Pallo) LNAH: Donald Brashear (Quebec Radio X) NL: Kimo Johnsson (C.D.H. Ambrì-Piotta) SEL: Branko Radivojevič (Luleå Hockeyförening) Slovak Extraliga: Michal Handzuš (H.K.M. Zvolen) Vysshaya Liga: Danny Markov (K.K. Vityaz Moscow) & Alex Zhamnov (K.K. Vityaz Moscow) AHL: Todd Fedoruk (Philadelphia Phantoms), Randy Jones (Philadelphia Phantoms), Boyd Kane (Philadelphia Phantoms), Freddy Meyer IV (Philadelphia Phantoms), Antero Niittymäki (Philadelphia Phantoms), Joni Pitkänen (Philadelphia Phantoms), Dennis Seidenberg (Philadelphia Phantoms) & Patrick Sharp (Philadelphia Phantoms) Didn't play: Tony Amonte, Sean Burke, Jean Desjardins, Robert Esche, Simon Gagné, John LeClair, Vladimir Malakhov, Keith Primeau, Mark Recchi & Jeremy Roenick

[animesuperhero0]

HOT DOG! MICKEY MOUSE MIXED-UP ADVENTURES, A NEW CHAPTER OF DISNEY JUNIOR’S HIT SERIES MICKEY AND THE ROADSTER RACERS, DEBUTS MONDAY, OCT. 14 Season to Spotlight Updated Version of the Popular “Hot Dog!” Song and New Hot Diggity-Dog Tales Short-Form Series Disney Junior’s Mickey and the Roadster Racers featuring Disney’s #1 star, Mickey Mouse, and…

Mickey Mouse Mixed-Up Adventures Premieres on October 14, 2019 was originally published on Anime Superhero News

[religion-is-a-mental-illness]

Ditching phonics makes no sense! I learnt to read full novels in 4 months and read Lord of the Rings when others were struggling with early learner books. Why do schools allow ideologues render so many children illiterate?

It's really wierd. "Whole word"/"whole language"/"three-cueing" functions as a kind of ideology and worldview. It's not based on anything demonstrably true about how people learn to read, and adherents cling to it with resolute faith.

It seems to comprise part of a larger philosophy that teachers actually teaching, and students actually learning, useful skills like the alphabet, how to read, how to add and multiply, is oppressive, limiting and "rote learning." And we should instead open up the world to kids to just let them absorb all this stuff and figure it out for themselves. Just show them how fulfilling, how great reading is, and they'll pick it up on their own. It feels nice to these people. Which, of course, is the most important thing. Not working with kids through the hard process of building a life skill that could make or break their future.

Two thirds of American Ed School professors teach the homeopathy of "Whole Word," aka "Three-Cueing" to their classes of future teachers. And I say "homeopathy" deliberately, in that "whole word" crusaders believe kids magically absorb reading in the same way homeopaths believe water magically absorbs the properties of other chemicals.

This is like two thirds of geography teachers teaching that the Earth is flat, or two thirds of chemistry teachers teaching about how you should stay away from "chemicals."

https://en.wikipedia.org/wiki/Reading#Whole_language

In his 2009 book, Reading in the Brain, cognitive neuroscientist, Stanislas Dehaene, said "cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language' method". He goes on to talk about "the myth of whole-word reading", saying it has been refuted by recent experiments. "We do not recognize a printed word through a holistic grasping of its contours, because our brain breaks it down into letters and graphemes". In addition, cognitive neuroscientist Mark Seidenberg, in his 2017 book Language at the Speed of Sight, refers to whole language as a "theoretical zombie" because it persists in spite of a lack of supporting evidence.

This is from the US government's Nation's Report Card website.

[ Note: This is part of a larger infographic; I trimmed it down to include just reading and writing. You can see the whole thing at the original website. ]

It's minority and underprivileged kids who suffer from this reading woo because they may not have as many books at home, may not have as stable a home life, might not have family members who can take the time to spend on the alphabet or reading practice if, for example, it's a single-parent household with a parent holding down two jobs to make ends meet. Or didn't learn to read properly themselves. These are kinds of considerations that grifters like Kendi and DiAngelo never factor into their sweeping narratives of systemic this and that. And cast you as a bigot for even suggesting.

How about, before implementing the toxic poison of the tenets of Critical Race Theory, you actually teach the kids to read? How about before implementing divisive oppressor-vs-oppressed programs of unsubstantiated postmodern philosophy in Kindergarten, you teach the alphabet and then see what sort of life success your students get.

As Roland Fryer remarked:

"I've been in fifth grade classrooms in which they're still learning the clock, and how to tell time, in fifth grade. I told the principal, if they can't tell time, at this point, they'll have no place to be on time for."

What's further difficult to stomach is that this has been known for over 60 years.

https://en.wikipedia.org/wiki/Why_Johnny_Can%27t_Read

Why Johnny Can't Read—And What You Can Do About It is a 1955 book-length exposé on American reading education by Rudolf Flesch. It was an immediate bestseller for 37 weeks and became an educational cause célèbre. In this book, the author concluded that the whole-word (look-say) method was ineffective because it lacked phonics training. In addition, Flesch was critical of the simple stories and limited text and vocabulary in the Dick and Jane style readers that taught students to read through word memorization. Flesch also believed that the look-say method did not properly prepare students to read more complex materials in the upper grade levels.

Just think about that. For over sixty years, many kids have been taught to read using known substandard, ineffective methods, and any success they had was in spite of that teaching, not because of it.

Think of how many kids dropped out of school or did poorly because they were frustrated by not being able to fully participate, or concluded that school wasn't for them because they couldn't "get it." Who watched more advantaged kids streak ahead of them, thinking that there was something wrong with them. And if you can't read, how well can you possibly write?

Think of how many underprivileged kids perpetuated a cycle of dropping out of school, possibly early or single parenthood, low income prospects or even crime, and eventually unable to help their own kids learn to read properly, because the school will not. On the basis of an unevidenced ideology that asserts that "learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally."

https://en.wikipedia.org/wiki/Whole_language#State_of_the_debate

One neuroscientist, Mark Seidenberg, says "[Whole-language quack Ken] Goodman's guessing game theory was grievously wrong" and "the impact was enormous and continues to be felt". When it come to evidence supporting the whole-language theory, he emphatically states "There wasn't any".

Dr. Lyell Asher goes into this in a segment of his larger series. Part 12 is specifically about "The Reading Debacle," but Part 11, "The Knowledge Gap," gives some important background that explains the criticality of literacy.

Other people like Emily Hanford and Belinda Luscombe have been writing about this as well.

It's amazing that something so fundamental could become yet another ideological warzone, with kids caught in the crossfire.

[dyslexiahelpforparents]

Placing learning into the meaning of dyslexia and the phonological shortage theory

Albeit scholarly handicap blocks a determination of explicit learning issue, when the act of confining the analysis of dyslexia to those chiefly with better than expected IQ is deserted, the sorts of learning challenges to which the mark 'dyslexia' applies augment and now incorporate kids with a more extensive scope of learning issues. Such youngsters have a scope of issues with perusing which are not best described as influencing just precision and familiarity. A more principled methodology at that point is to initially consider the requests of figuring out how to peruse and afterward consider how explicit parts of learning are influenced in various 'sorts' of helpless peruser.

At the center of dyslexia is a trouble in figuring out how to unravel and to spell. It is significant thusly that our comprehension of dyslexia is projected inside a structure of figuring out how to peruse. Perusing improvement is a perplexing cycle (for an audit see Castles et al., 2018). In straightforward terms, figuring out how to peruse begins with learning mappings among print and sound. In alphabetic dialects, the mappings are at a fine-grain between phonemes (the littlest units of discourse) and graphemes (letter and letter gatherings), and in English there are a large number in the mappings, making figuring out how to peruse troublesome. As youngsters handle this alphabetic guideline, they can make an interpretation of print into sound and from that entrance the importance of recognizable words. This disentangling cycle gives a system to gaining definite orthographic information about how composed language functions. Over the long run, and with understanding experience, dependence on unmistakable unraveling decreases as word acknowledgment turns out to be progressively proficient and automatised, permitting youngsters to go from print to importance quickly and easily.

All the more officially, we can consider perusing advancement inside the setting of the compelling 'triangle model', a computational model concocted by Seidenberg and McClelland (1989). The triangle model involves three arrangements of portrayals (phonological, orthographic and semantic) that interface and associate together to comprise the word acknowledgment framework.

A long time prior to figuring out how to peruse, youngsters have all around created phonological information on (the hints of words) that has associations with their semantic framework (the importance of words). Confronted with composed words, youngsters need to frame mappings from orthography to phonology and consequently to importance. Semantic information can likewise uphold the advancement of word perusing, giving the way to change a fractional translating endeavor, (for example, perusing school as 's-chule') and align it with a known word. Perusing experience permits orthographic portrayals to get organized and for the entire framework to encapsulate the factual consistencies that exist among print and sound, and print and importance.

In dyslexia, youngsters are delayed to figure out how to interpret words and become familiar; they additionally battle to sum up, that is, to peruse novel words they have never seen. It is grounded that in psychological terms, dyslexia is brought about by issues at the degree of phonological portrayal (for example Shankweiler et al., 1979; Snowling and Hulme, 1994). This theory has its underlying foundations in long-standing clinical perceptions, seemingly beginning with Orton (1937) and proceeding with Bannatyne (1974), who noted challenges in 'hear-able sequencing, hear-able separation, and partner hear-able images with successions of visual images'. An impressive group of exploration has since itemized the idea of 'hear-able' issues in dyslexia, narrowing the shortfall to one influencing the sound (phonological) construction of discourse (Griffiths and Snowling, 2001; Vellutino et al., 2004): issues with phonology lead to trouble in learning mappings among orthography and phonology and different challenges which incorporate issues learning new expressed words, poor verbal transient memory and issues with word recovery and picture naming (see Snowling, 2019 for audit). Despite the fact that figuring out how to peruse impacts phonological abilities (Morais and Kolinsky, 2005), there is acceptable proof that phonological deficiencies in dyslexia are available in the preschool years, some time before perusing guidance starts (Snowling, Nash et al., 2019). In addition, preparing phonological abilities and letter information improves understanding capacity, fortifying the case that phonological abilities are causally identified with understanding turn of events (Hulme et al., 2012).

Regardless, notwithstanding the strength of the phonological deficiency speculation, it appears to be that phonological troubles are neither important nor adequate to represent dyslexia (Pennington, 2006). While helpless phonology is the debilitation most reliably connected with dyslexia, numerous youngsters at family danger of dyslexia who don't capitulate to perusing challenges additionally have issues with phonological mindfulness (Snowling and Melby-Lervåg, 2016) and numerous people with dyslexia have shortages outside of the phonological area (Saksida et al., 2016; White et al., 2006). As indicated by the compelling hypothesis by Pennington (2006), dyslexia is the result of various dangers which gather towards an edge for what is typically named 'conclusion'. What are these extra dangers and how might they be conceptualized?

To think about these inquiries, we can start by glimpsing inside the perusing framework itself. While figuring out how to peruse relies at first upon learning mappings among orthography and phonology, different elements are additionally significant. Semantic information adds another wellspring of variety: youngsters with low language show relative shortcomings in figuring out how to understand words, particularly apparent for those words that are hard to unravel (Nation and Snowling, 1998). All the more for the most part, longitudinal examinations show that preschool varieties in oral language are related with word perusing capacity in long term olds (Hulme et al., 2015). Other examination has focussed all the more straightforwardly on the learning components included and found out if the perusing challenges found in dyslexia programs for teachers are related with contrasts in combined partner learning or measurable learning (see Nation and Mak, 2019 for an audit). Furthermore, a few youngsters have been appeared to have specific trouble with letter position coding, making blunders when managing words where exactness is required (for example privateers and gatherings; grin and sludge; Kohnen et al., 2012). Together these discoveries demonstrate that an individual kid's score on a state administered trial of word perusing mirrors different wellsprings of variety (and trouble). As computational models clarify, dyslexia is portrayed by heterogeneity and individual contrasts (Harm and Seidenberg, 1999; Perry et al., 2019). Notwithstanding, to comprehend dyslexia completely we need to look past the subtleties of the perusing framework itself and ask how extra factors impact perusing and its turn of events.

In synopsis, a portion of the multifaceted nature related with dyslexia emerges on the grounds that the dominating proximal reason – a phonological deficiency – is frequently not by any means the only shortage that is noticed. In addition, phonological abilities are themselves dimensional and can influence at least one parts of perusing. Specifically, if the phonological challenges happen as a 'downstream' impact of prior language issues at that point perusing perception just as word unraveling will be altogether influenced.

[justforbooks]

I suppose it’s O.K. to give away the address now. The books are gone, packed up in dozens of cardboard boxes and hauled away. When you ring the buzzer for apartment No. 7, nothing happens any longer, and won’t, probably, until someone else moves in. The old feeling you’d get, that you had sprung a trapdoor, discovered a secret passage, won’t come anymore.

Michael Seidenberg’s one-of-a-kind bookshop, Brazenhead Books, closed last month. For seven years, it operated out of an apartment at 235 East Eighty-fourth Street. Of course no bookstore or other business had any business being there, in that rent-stabilized apartment, so it was, strictly speaking, illegal, and because it was illegal it had to be secret. The secret was known to a small number of discreet patrons and shared strictly by word of mouth. (At first, Michael saw customers by appointment only.) Inside, the windows were blacked out and covered with shelves. On bookcases, in every room, volumes of all sizes in serried ranks rose two deep from floor to ceiling. More were stacked on desks and tables and grew in unsteady columns from the floor. There was a stereo (covered in books), a few chairs, and a large desk in the front room (likewise all but submerged), on which Michael kept a half dozen or so bottles of wine and spirits, a tower of plastic cups, and a bucket of ice.

Walking in, you might find a handful of patrons lounging on chairs with drinks in their hands, or browsing amiably, making conversation, generally about books, but often ranging widely into art, politics, personal life stories, and the history of New York. In the same way that children imagine adults living in perfect freedom, enjoying all the cookies and television they want and staying up till all hours, Michael’s shop was what a bookish child might dream up as a fantasy home for himself, a place far from any responsibilities, where he would never run out of stories.

It was, of course, no more practical than a gingerbread house. There was no bathroom or kitchen. (When nature called, customers had to knock on the next-door neighbor’s apartment and ask to be let in.) The affable if somewhat inscrutable proprietor, potbellied and gray-bearded, in his late fifties, lived elsewhere, and held court in the shop on Saturday nights. At least, that was how things stood in the summer of 2011, when I first started visiting.

The story of Brazenhead goes like this: in the nineteen-seventies, Michael ran a bookstore in Brooklyn. That was the first Brazenhead Books. The novelist Jonathan Lethem, as Patricia Marx reported in Talk of the Town, in 2008, worked there when he was fourteen years old. (He was paid with books.) Michael eventually moved his shop to the Upper East Side, only to lose his lease several years later when the rent quadrupled. Lacking options, he moved the books into his own apartment, but there were too many—so many that he and his wife moved out to make room for them all. After that, he plied his trade occasionally, and more or less thanklessly, at book fairs and on city streets. Otherwise, in the apartment on East Eighty-fourth Street, the books gathered dust. It was not until 2007 that his friend George Bisacca, a longtime conservator of paintings at the Metropolitan Museum of Art, helped Michael turn the apartment into the place I came to know. The Times, writing about Brazenhead in the fall of 2011, was near the mark in calling it a “literary speakeasy.”

In the years after I discovered the shop, I occasionally introduced others to it, bringing them with me one at a time, as if inducting them into a secret society. With time came practical improvements: the addition of a working toilet (but no sink), better-organized collections of Russian, Japanese, and Latin American literature. Michael even hired an assistant. As a result, the contents of the shop, formerly in a state of apparent chaos, began to assume a peculiarly perfect kind of order.

But the unlikeliness of the place never dissipated. On one of my first visits, Michael and I bonded over a shared fascination with the work of Edward Whittemore, an unjustly neglected American writer who, after graduating from Yale, in 1955, served in the Marines and as a C.I.A. operative in the Far East and Jerusalem. The first of his books, “Quin’s Shanghai Circus,” was published by Henry Holt, in 1974, and was described in the Times as “a war novel without the usual furniture of war,” “peopled with circus masters, prostitutes, priests, gangsters, voyeurs, retarded man-boys, pornography collectors, pederasts, dwarfs, fat American giants and sadfaced secret-service agents, who change identities from time to time and drift through landscapes that resemble Tokyo, Shanghai and the Bronx.”

There was a copy of the novel on a low shelf in Brazenhead’s back room, the first-edition room. Beside it were the hardcover volumes of Whittemore's magnum opus, the Jerusalem Quartet, all long out of print, which stand in relation to “Quin’s” much as “The Lord of the Rings” stands to “The Hobbit.” (Paperback reissues of the five novels, published by Old Earth Books, in 2002, are likewise out of print.) Frustratingly, though, Brazenhead had only books two, three, and four of the quartet; the first volume, “Sinai Tapestry,” was missing. I bought “Quin’s,” and asked after “Sinai Tapestry.” Michael indicated that it was in his private collection, and not for sale.

If it seemed strange for a bookseller not to sell a particular book, it was stranger still to let people treat his shop as a hangout without pressuring them to buy anything. His patrons, a mix of bright young things and old eccentrics, were fiercely loyal. The considerate ones bought books, or at least brought a handle of booze once in a while to replenish the bar. The inconsiderate treated Brazenhead like their own parlor—drinking up the whiskey and port, blocking the doorways, rarely buying anything. On any given night you were liable to encounter a poetry reading or a musical performance. For a time, on Thursday nights, the bookshop hosted weekly meetings of the staff of the New Inquiry, the lefty Web magazine, until Michael had what he described as a falling-out with the editors. From then on, Thursday was an open salon night, just like Saturday.

But for me, the books were always the biggest draw. Michael’s collection seemed incomparable in both its idiosyncrasy and its quality. There was a wall of poetry, another of science fiction. A special New York section. General fiction and literature were organized alphabetically, more or less, and stretched across several bookcases. Pulp novels higgledy-piggledy in one corner; art books enshrined in another nook; a few shelves reserved for the collected letters and journals of Edith Wharton, Hart Crane, James Joyce, and their peers. There were trashy paperbacks and American first editions of Yukio Mishima. One night, one of the New Inquiry editors and I gave an impromptu reading of a poem by Suzanne Somers—that Suzanne Somers—from a collection called “Touch Me,” a slim volume I was half-convinced Michael had somehow dreamed into existence. The poem was called “I Want to Be a Little Girl,” and was even more unsettling than it sounds. When I’d looked inside the front flap to see Michael’s asking price, there was no dollar figure, just one word, in pencil: “Priceless.”

When the notice of eviction came down, in the summer of 2014, the whole dynamic changed. All at once, Brazenhead was on borrowed time. No one knew how much. Patrons began to be looser with the address. There was a rumor that someone’s posting of the address online—a big no-no—had attracted crowds finally too large to ignore, and that this was what had occasioned the eviction notice.

As word got around, the crowds swelled. Minor celebrities dropped in. Everywhere you looked, on a Saturday night, you saw people guzzling red wine and Wild Turkey. Pot smoke was general, and it became hard to see the books through the throng. Michael and his shop were featured in the oddball web series “The Impossibilities.” He officiated at least one wedding on the premises.

Each supposed last night gave way to another. Nobody wanted to say goodbye. On July 28th, Michael advertised a final poetry reading—“apocalypse edition”—on Facebook. “See you there or on the other side,” he wrote.

Where will that other side be? Michael does plan to reopen somewhere, somehow. “The future will begin in September,” he told me recently. I don’t know whether he has chosen a location, or whether the store will retain its semi-clandestine nature. When I pressed him, he said only that he was off to the country to relax, and would be “back in September for Brazenhead—whatever that will be.”

Daily inspiration. Discover more photos at http://justforbooks.tumblr.com

[disneytva]

Disney Publishing Worldwide & Disney Deluxe Re-Publishing Adventures Of The Gummi Bears Comics As Next Entry On Disney Afternoon Adventures Re-Issue Series

Bouncing here and there and everywhere, high adventure that's beyond compare until Seth Rogen, Evan Golberg and Point Grey Pictures get their hands to reboot them, They are the Gummi Bears! 🎶

Start to celebrate Disney Television Animation's 40th Anniversary year and 100th series debut year with one of the ones who started it all, since 2022 Disney Press & Disney Deluxe have re-published the Disney Afternoon Adventures Comics in different collections with "Darkwing Duck" on 2022 and TaleSpin & Chip 'n Dale Rescue Rangers.

The next issue slated for February 6,2024 is a republish of the Adventures of The Gummi Bears comics from the Disney Adventures magazine.

📚 Adventures of the Gummi Bears: A New Beginning

By Bobbi JG Weiss, Doug Gray, Lee Nordling

208 Pages

Disney Deluxe

Disney Press

Disney Publishing Worldwide

Bounce into epic quests and comedy in the kingdom of Dunwyn: Disney’s original Gummi Bears lead a classic Disney Afternoon comics collection which also includes Darkwing Duck, DuckTales and more!From Disney Adventures and its Gen-X sister magazines come tales of epic thrills and chills! In “A New Beginning,” find out how the Gummi Bears first forged an uneasy alliance with humans to defend the land of Dunwyn from evil Duke Igthorn, his stinky ogres, and his devastating giant catapult! In “The Legend of Silverhorn,” Chip ’n Dale and the Rescue Rangers follow a shipwrecked sailor into a world of high-seas piracy. Then, in DuckTales’ “The Arcadian Urn,” Scrooge McDuck and the gang find a lost world of ancient Greeks… and Donald Duck and Launchpad face off with a city-stomping kaiju! Plus Darkwing Duck, TaleSpin and more! Full-color illustrations throughout

[thepinerider]

Bruins Top 5 Trade Deadline Moves

From the THW Archives, written by former contributor Mark Wallace Graham and originally published Mar. 2, 2014. With the 2014 NHL trade deadline looming, no one knows what the Boston Bruins are going to do in terms of wheeling and dealing. Making trades is always a calculated...

Via: http://thehockeywriters.com/top-five-best-boston-bruins-trade-deadline-moves/

[monriatitans]

April 2024 Wrap-Up

Artist Shout-Outs Shared

Current AI ‘art’ is created on the backs of hundreds of thousands of artists and photographers who made billions of images and spend time, love and dedication to have their work soullessly stolen and used by selfish people for profit without the slightest concept of ethics. – Alexander Nanitchkov

April’s Artist Shout-Outs

Apr. 1st: Quentin Papleux

Apr. 6th: InstaMAT

Apr. 7th: Gwendolyn Grey

Apr. 8th: Charles Joseph Cabrera

Apr. 13th: Cameron Suter

Apr. 14th: Furkan Akin

Apr. 15th: Phạm Ngọc Khuyến

Apr. 20th: Harley Howl

Apr. 21st: Clara Martín

Apr. 22nd: Helen Jarosz

Apr. 27th: Munchbud Ink

Apr. 28th: stellarbagle

Apr. 29th: Yerim Lee

April’s Opinions

Blog Posts

Apr. 3rd: Why I Say I’m ADtistic Instead of an AuDHDer

Apr. 17th: The Love Languages: Including the Autistic Ones

April’s Streams and Videos

Blog Posts

Apr. 5th: Let’s Read Some $#!7 by Peter S. Beagle, Melissa Sweeney, & Ann Liang

Apr. 7th: Let‘s Discuss Some $#!7 — Behind the Scenes

Apr. 12th: Let’s Play Some Demos! — Part 3

Apr. 14th: Let’s Play Some $#!7! — Hades

Apr. 28th: Let’s Play Some $#!7! — Boyfriend Dungeon!

Apr. 29th: Let’s Read Some $#!7 by Howard Zinn, The Brothers Grimm, & 3dtotalPublishing

Poems Written

I Am Autism

“Try Harder”

“You’re Doing It On Purpose”

NSFW

Don’t Lay Down!

Books Read

The Last Unicorn

Sensory: Life on the Spectrum

Cause of the Month: Different Brains

Autism Acceptance Month Quotes of 2024

QUOTE 1: Pete Wharmby

QUOTE 2: Orion Kelly — That Autistic Guy

QUOTE 3: Temple Grandin

QUOTE 4: Tito Rajarshi Mukhopadhyay

QUOTE 5: Patrick Jasper Lee

QUOTE 6: Jeannie Davide-Rivera

QUOTE 7: Karina Poirier

QUOTE 8: Michael Braccia

QUOTE 9: Lyric Rivera

QUOTE 10: Ember Green

QUOTE 11: Allie

QUOTE 12: Samantha Stein

QUOTE 13: Yulika Forman, PhD, LMHC

QUOTE 14: @Neurodivergent_Lou

QUOTE 15: @AuDHD_Therapist

Check out Different Brains, who “strives to encourage understanding & acceptance of individuals who have variations in brain function and social behaviors known as neurodiversity”.

April’s Neverending Reading List Shares

Apr. 11th: The Neverending Reading List: Book LIII — The Adventures of Sherlock Holmes

Apr. 23rd: The Neverending Reading List: Book LIV — They Say / I Say

Apr. 25th: The Neverending Reading List: Book LV — Fahrenheit 451

Apr. 30th: The Neverending Reading List: Book LVI — 100 Plants That Heal

April’s Artbook Collection Items Shared

Apr. 2nd: The Art of Dragon Age: Inquisition

Apr. 4th: Faeries of the Faultlines

Apr. 16th: Guweiz: The Art of Gu Zheng Wei

Apr. 18th: The World of Guweiz

April’s Video Game Quotes Shared

QUOTE 1: “Darkest Dungeon”

QUOTE 2: “Fallout 4”

QUOTE 3: Thaliak, FFXIV

QUOTE 4: Llymlaen, FFXIV

QUOTE 5: Eulogia, FFXIV

QUOTE 6: Azeyma, FFXIV

QUOTE 7: Oschon, FFXIV

QUOTE 8: “The Legend of Zelda: Ocarina of Time”

QUOTE 9: “The Legend of Zelda: Spirit Tracks”

April’s Literacy Quotes Shared

QUOTE 1: Story Shares

QUOTE 2: Isaac Asimov

QUOTE 3: Robert S. McNamara

QUOTE 4: Joshua Hammer

QUOTE 5: Robert Popple

QUOTE 6: Donalyn Miller

QUOTE 7: Sally Armstrong

QUOTE 8: Mark Seidenberg

QUOTE 9: E.A. MacKay

April’s Stupidity Quotes Shared

QUOTE 16: Torron-Lee Dewar

QUOTE 17: Dietrich Bonhoeffer

QUOTE 18: Sukant Ratnakar

Kickstarter Items Received

Kickstarter Item Arrived: Weird Wastelands by Web DM!

To expand the Opinions & Truth (O&T) blog, MonriaTitans started The Weekend Game Show ( WGS) to educate on and discuss different aspects of game development, and to show why video games can take years to make, to prevent another Cyberpunk 2077 launch scenario. Watch MonriaTitans on Twitch and YouTube!

In addition, she shares educational quotes to promote literacy, the legitimacy of video games as an artistic medium, and regarding a Cause of the Month to raise awareness, while giving Artist Shout-Outs to human artists to combat AI art theft. Want to learn more about the Artist Shout-Outs? Click here! #createdontscrape

The Artists Shout-Out posts can be seen here, on Instagram, Facebook, Discord, and more!

She is also an artist under the handle TitansMonriArt.

-

Like what you see and want to know when there’s more? Click here to subscribe for updates and/or hit the Follow button! Enjoy what I do? Please consider supporting via Buy Me a Coffee! Lastly, posts may contain affiliate links.

[grad604calebjerome]

Notes on Citations and References as a guide when writing my essay.

Referencing Guide

In-Text Citations:


Parenthetical citation

The author and date appear within parentheses:

The issue was described in more detail (Smith, 2020).


Narrative citation

The author appears in the text with the date in parentheses:

Smith (2020) describes the issue in more detail..

Dates:

Work without a date If there is no date or the date cannot be determined, use "n.d."

Books Use the copyright year shown on the verso of the title page.

Example:  

Journal article Use the year of the volume, even if it is different from the copyright year. See the APA Manual p. 289, s9.13

Webpages Do not use the copyright date in the website footer as it may not indicate when the content was published.

Only use the copyright date that applies to the content you are using.

If there is a "last updated" note, use the date if it applies to the content you are citing.

If no separate date of publication is available treat the work as having no date.

If the content is reviewed or changed regularly, do not use the date appeared with the content. Use no date (n.d.). But include a retrieval date in the reference list.


Pages

Citing specific parts of a source

When you are directly quoting or paraphrasing a specific part of a source, your in-text citation may include author, date and information about this specific part.

This could be a page number, page range, paragraph number, section number, table or figure number, or chapter number:

(Smith, 2020, p. 10)

(Smith, 2020, pp. 10–12)

(Smith, 2020, para. 4)

(Smith, 2020, paras. 2–3)

(Smith, 2020, Discussion section, para. 2)

(Smith, 2020, Table 1)

(Smith, 2020, Chapter 3)

(Smith, 2020, Part 2)



Quotes

Short quotes, fewer than 40 words, can be included in the paragraph in quotation marks:

Smith (2020) found that "... ... ..." (p. 10)

Quotes of more than 40 words need to be in a separate indented paragraph or block quote:

In 2001, Smith found the following:

          Many young people can be encouraged to stop smoking by
          introducing specific measures including . . . dependence upon
          tobacco. (pp. 378–379)

Secondary citations

A secondary citation is where you cite information or quotes that the author of your reference has taken from a source that you have not read. It is preferable to locate the original source if possible.


In-text citation

Seidenberg and McClelland's study, conducted in 1990 (as cited in Coltheart et al., 1993), shows that ...

... as some studies show (Seidenberg & McClelland, 1990, as cited in Coltheart et al., 1993).

• Name the author of the original work in your text, cite the secondary source in the in-text citation: (as cited in ..., 1993)