#source: former professor and librarian

[syoddeye]

Hello soon-to-be graduating students. Quick PSA in case you have not been informed or maybe need a reminder:

If you use a school-associated Google account (Google Drive, Gmail) to store anything personal (documents, fanfic, etc.), I encourage you to migrate your files to another Google Drive, a hard drive, USB, or some storage device.

Your institution probably has some kind of access and retention policy wherein you will lose access to your school-associated account and therefore your files and email, or your storage will be reduced. Look on your school's website under legal and/or information technology for policies or instructions.

Now, apologies, I'm only familiar with US-based schools, but here are examples of the type of information to look for - these examples are random:

University of Washington - Graduating Students: Preserve your work

UCLA - How am I affected by the Google Workspace Service Adjustment?

University of Michigan - Accounts for People Who Leave U-M

University of Wisconsin - What happens after graduation?

Go through your files and move your stuff before you graduate. Once you're out of the system, it's a toss up as to how long it'll take before access is revoked and drives are purged.

[haleths]

LotR/HP AU: Concerning further staff members of Hogwarts

The Blue Wizards feature as siblings Alastair and Pallandina Bluemantle, the former the Librarian of Hogwarts and the latter the Head of Transfiguration (she's also co-Head of Ravenclaw in all but name as poor Erestor was really thrown for a loop when Elrond up and left and he can't be both Deputy-Headmaster *and* Head of Charms while also seeing to the students of his house and Merlin damnit, Gandalf, did you and Elrond think any of this through!? The point is, he needs help and she was happy to lend a hand).

Halbarad Northman is, as previously mentioned, Head of DADA and Gryffindor House, and currently, the only member of the department because all the teachers he hires keep dying or resigning on him (maybe there is something to that supposed jinx on the position), and he's at his breaking point because he can't teach all these students at once! He's not Pengolodh, for pity's sake! Merlin save him...

Speaking of Pengolodh, or rather Prof. Percy Pengolodh, he's the Head of History, teaching the History of Magic and most of its subspecialties (exempting Muggle History) for the past three hundred years. Being a ghost with no need for rest and plenty of time on his hands has a great many advantages, chief of them being he can continually teach students all through the week! That doesn't make it any less of a chore to sit through for the students in question...

George Maggot was one of the Herbology professors who taught during the First Wizarding War and during Bilbo's time as a student. Like Pallandina, he's also been something of a co-head of Herbology and Hufflepuff House during Radagast's tenure (oh Radagast, lovely professor, not particularly good at paperwork).

Sibyl Mithrellas is Head of Astronomy. Due to the crossover between astronomical studies and divination, someone from this department usually takes on the Divination position, but there was no one currently residing on staff suitable for the role.

Grima Wormtongue is, unfortunately, Potions Master and Head of Slytherin House, and a former teacher of Eowyn's (poor girl; Potions Class was *not* fun for her), and Gimli's superior in the hierarchy (Gimli hates him, to the extent that he's daydreamed of murder. He could get away with it, he just needs to ensure it's the right potion that can't be traced back to him. Maybe Legolas could help him source a few herbs). Gandalf did try to fire him, but Saruman intervened to keep Grima in his post (gee, I wonder why?).

Beruthiel Blackwood is a Transfiguration professor and currently teaching the Hobbits this term. She can often be found slinking around campus in the form of a cat.

Lindir Silverstream is the Music Teacher, Ioreth Lossarnarch is Matron of the Hospital Wing, and Tom Bombadil is the Keeper of Keys and Grounds.

*manic shrieking* aahhh there's so much going on here i don't even know where to start hELP!!!

mostly i'm just losing my mind over all these minor characters you've managed to work in so perfectly, but also ohmygod poor erestor!! somebody help the boyyy 🥺🤧 gandalf and elrond should really think this stuff through jesus christ!! halbarad desperately needs to work on hiring more DADA professors as well....

professor maggot teaching herbology is ingenious by the way, and ohh radagast bless you. it's a good think you've got someone there picking up the slack on that paperwork. and very suspicious that grima was allowed to keep his position even though gandalf wanted him gone... hmmm HHMMM. but also eowyn my love i'm so very sorry. here's hoping gimli and legolas find a way to get rid of the asshole

part 1 | part 2 | part 3 | part 4

[savewritingnsw]

Save Writing NSW

An open letter to Create NSW and the NSW Minister for the Arts

We, as writers and active members of the literary community, were dismayed by Create NSW’s decision not to grant Writing NSW Multi-Year Organisations Funding in their latest round, despite the fact that Writing NSW was recommended for funding.

This decision demonstrates the ongoing devaluation of literature within the Australian arts funding landscape. We know literature is the most popular artform in the country, with 87% of Australian reading some form of literary work in any given year, yet in this round Create NSW offered only 5.7% of their ongoing funding to literature organisations.

The decision to defund Writing NSW carries a particular sting. Writing NSW is the leading organisation representing writers in a state with a long literary history and one that is home to many of Australia’s leading publishers, writers, literary agents and other core participants in the Australian literary industry.

Writing NSW is an important stepping-stone for writers at the beginning of their careers, providing high quality professional development programs, and it also employs emerging and established writers to deliver and lead these programs. For decades the organisation has provided high-quality courses, seminars, workshops, festivals, events, grants and literary prizes. In putting such programs at risk, Create NSW is jeopardising both an entry point and an ongoing support system for writers.

Macquarie University research shows that the average income of an Australian author from their practice is $12,900. The current economic crisis caused by the coronavirus pandemic makes the situation of writers even more precarious. Writing NSW offers key employment opportunities to writers, through teaching, publication, speaking engagements and both curatorial and judging positions. The removal of these opportunities will mean many writers will not be able to maintain the other income streams that support their writing careers.

The removal of $175,000 from a single source would be catastrophic for any business – not-for-profit or otherwise. For a government funding body to enact such a blunt economic withdrawal in the midst of a global pandemic and without concern for the economic flow-on effect to hundreds of industry professionals is deeply distressing.

We call on Create NSW to reverse this decision and ask them to reveal their future strategies for arts funding and how they plan to rectify the disparity in funding between other funded artforms and literature.

As writers, we will never accept the loss of a vibrant, essential cultural network such as Writing NSW.

What you can do We invite anyone affected by Create NSW’s decision – writers, publishers, literary agents, illustrators, readers alike – to co-sign this letter. You can copy and customise this letter to draft a version from your own point of view on this matter to send to a Member of Parliament.

To co-sign this letter, add your name here: shorturl.at/dERX6

Signatories

Pip Smith, Writer, creative writing teacher Sam Twyford-Moore, Writer and arts administrator Fiona Wright, Writer, editor, critic, reader Gabrielle Tozer, Author, writer, editor Brigid Mullane, Editor Jules Faber, Author, Illustrator Dr Christopher Richardson, Author and academic Liz Ledden, Author, podcaster, book reviewer Kate Tracy Ashley Kalagian Blunt, Writer, reviewer, reader Julie Paine, Writer Nick Tapper, Editor Belinda Castles, Writer and academic Simon Veksner, Writer Amanda Ortlepp, Writer, reader, reviewer, High School English Teacher Bronwyn Birdsall, Writer, editor Robin Riedstra, Writer, reviewer, reader, English teacher Dr Delia Falconer, Writer, critic, academic Robert McDonald, Author, writer, creative writing teacher Dr Kathryn Heyman, Author Wai Chim, Author Kirsten Krauth, Writer, editor Tricia Dearborn, Poet, writer, editor Dr Mireille Juchau, Writer Gail Jones, Writer Dr Jeff Sparrow, Writer, editor, academic Linda Jaivin, Writer, editor, translator Adara Enthaler, Poet, editor, literary arts manager Keighley Bradford, Writer, editor, arts and festival administrator Nicole Priest, Reader and aspiring writer Shamin Fernando, Writer Andrew Pippos, Writer Bianca Nogrady, Writer and journalist James Bradley, Writer Ali Jane Smith, Writer Dr Eleanor Limprecht Idan Ben-Barak, Writer Jennifer Mills, Writer Nicole Hayes, Writer, podcaster Michelle Starr, Writer/journalist Phillipa McGuinness, Writer and publisher Vanessa Berry, Writer and academic Blake Ayshford, Screenwriter Emily Maguire, Writer Sarah Lambert, Screenwriter Anwen Crawford, Writer Sarah Bassiuoni, Screenwriter Jackson Ryan, Writer, journalist, academic Simon Thomsen, Journalist, editor, other wordy stuff Ivy Shih, Writer Miro Bilbrough, Writer, filmmaker, screenwriting teacher, script editor Graham Davidson, Writer, artist, festival director Christos Tsiolkas, Writer JZ Ting, Writer, lawyer Susan Francis, Writer, teacher Suneeta Peres da Costa, Writer Dr Harriet Cunningham, Writer, critic, journalist Adele Dumont, Writer, reader Sheree Strange, Writer, book reviewer, book seller Phil Robinson, Reader Ashleigh Meikle, Reader, writer, book blogger Naomi RIddle, Writer, editor Cathal Gwatkin-Higson, Writer, book seller Hannah Carroll Chapman, Screenwriter Angela Meyer, Writer, editor Steve Blunt, Reader, supporter Ambra Sancin, Writer, arts administrator Michelle Baddiley, Writer, reader, archive producer Dinuka McKenzie, Writer, reader Catherine C. Turner, Writer, reader, freelance editor and publisher, arts worker Hilary Davidson, Writer, poet, academic, reader Dr Eleanor Hogan, Writer Nicola Robinson, Commissioning Editor Kim Wilson, Screenwriter Jane Nicholls, Freelance writer and editor Lisa Kenway, Writer Virginia Peters, Writer Sarah Sasson, Physician-writer and reader Dr Joanna Nell, Writer Laura Clarke Author / Copywriter Nicole Reddy, Screenwriter Anna Downes, Writer Sharon Livingstone, Writer, editor, reader Lily Mulholland, Writer, screenwriter, technical editor Benjamin Dodds, Poet, reviewer, teacher Markus Zusak, Writer Alexandria Burnham, Writer, screenwriter Sam Coley, Writer Marian McGuinness, Writer Selina McGrath, Artist Adeline Teoh Natasha Rai, Writer Catherine Ferrari, Reader Jessica White, Writer & academic Zoe Downing, Writer, reader, creative writing student Amanda Tink, Writer, researcher, reader Lisa Nicol, Children's author, screenwriter, copywriter Aurora Scott, Writer Gillian Polack, Writer, academic Susan Lever, Critic and writer Denise Kirby, Writer Michele Seminara, Poet & editor Meredith Curnow, Publisher, Penguin Random House David Ryding, Arts Manager Catherine Hill Genevieve Buzo, Editor Hugo Wilcken DJ Daniels, Writer Linda Vergnani, Freelance journalist, writer and editor Tony Spencer-Smith, Author, writing trainer & editor Dr Viki Cramer, Freelance writer and editor Petronella McGovern, Author, freelance writer and editor Jacqui Stone, Writer and editor Talia Horwitz, Writer, reader & writing student Sophie Ambrose, Publisher, Penguin Random House Rebecca Starford, Publishing director, KYD; editor and writer David Blumenstein, Writer, artist Rashida Tayabali, Freelance writer Sheila Ngoc Pham, Writer, editor and producer Rosalind Gustafson, Writer Alan Vaarwerk, Editor, Kill Your Darlings Gillian Handley, Editor, journalist, writer Karina Machado Isabelle Yates, Commissioning Editor, Penguin Random House Michelle Barraclough, Writer Natalie Scerra, Writer Melanie Myers, Writer, editor and Creative Writing teacher Emily Lawrence, Aspiring Writer Nicola Aken, Screenwriter Jennifer Nash, Librarian, writer Clare Millar, Writer and editor Kathryn Knight, Editor, Penguin Random House Linda Funnell, Editor, reviewer, tutor, Newtown Review of Books Stacey Clair, Editor, writer, former events/projects producer at Queensland Writers Centre Virginia Muzik, Writer, copyeditor, proofreader, aspiring author Lisa Walker, Writer Sarah Morton, Copywriter, aspiring author, Member of Writing NSW Board Laura Russo, Writer and editor Vivienne Pearson, Freelance writer Justin Ractliffe, Publishing Director, Penguin Random House Australia James Ley, Contributing Editor, Sydney Review of Books Alison Urquhart, PublisherPenguin Random House Debra Adelaide, Author and associate professor of creative writing, University of Technology Sydney Magdalena Ball, Writer, Reviewer, Compulsive Reader Anna Spargo-Ryan, Writer, writing teacher, editor, reader Charlie Hester, Social media & project officer, Queensland Writers Centre Mandy Beaumont, Writer, researcher and reviewer Chloe Barber-Hancock, Writer, reader, pre-service teacher Dr Patrick Mullins, Academic and writer Wendy Hanna, Screenwriter Chloe Warren Dianne Masri, Social Media Consultant Jane Gibian, Writer, librarian, reader Dr Airlie Lawson, Academic and writer Karen Andrews, Writer, teacher, reader Tim Coronel, General manager, Small Press Network and Industry adjunct lecturer, University of Melbourne Tommy Murphy, Playwright and screenwriter Evlin DuBose, Editor, writer, screenwriter, director, poet, UTS's Vertigo Magazine Tony Maniaty, Writer Emma Ashmere, Writer, reader, teacher Alicia Gilmore, Writer Suzanne O'Sullivan, Publisher, Hachette Australia Jacqui DentWriter, Content Strategist Rachel Smith, Writer Intan Paramaditha, Writer Cassandra Wunsch, Director TasWriters (The Tasmanian Writers Centre) Meera Atkinson Eileen Chong, Poet, Writer, Educator Debra Tidball, Author, reviewer Beth Spencer, Author, poet, reader Lou Pollard, Comedy writer, blogger Bronwyn Stuart/Tilley, Author and program coordinator, Writers SA Gemma Patience, Writer, illustrator, reviewer Amarlie Foster, Writer, teacher Dr Felicity Plunkett, writer Angela Betzien Drew Rooke, Journalist and author Michael Mazengarb, Journalist RenewEconomy Katrina Roe, Children's author, broadcaster, audiobook narrator Liz Doran, Screenwriter Arnold Zable, Writer. Tom Langshaw, Editor, Penguin Random House Brooke Maddison Monica O'Brien, ProducerAmbience Entertainment Jacinta Dimase, Literary AgentJacinta Dimase Management Jane Novak, Literary AgentJane Novak Literary Agency Sarah Hollingsworth, Arts Organisation ManagerMarketing and Communications Manager, Writers Victoria Barbara Temperton, Writer Sandra van Doorn, Publisher Red Paper Kite Alex Eldridge, Writer Karen Beilharz, Writer, editor, comic creator Esther Rivers, Writer, editor, poet Jane Pochon, Board Member, lawyer and reader Zoe Walton, Publisher, Penguin Random House Eliza Twaddell Alison Green, CEO, Board Member, Pantera Press Emma Rafferty, Editor Sarah Swarbrick, Writer Dayne Kelly, Literary Agent, RGM Léa Antigny, Head of Publicity and Communications, Pantera Press Jenny Green, Finance, Pantera Press Sarah Begg, Writer Mark Harding, Writer, Brand Manager, Social Media and Content Specialist Shanulisa Prasad, Bookseller Katy McEwen, Rights Manager, Pantera Press Olivia Fricot, Content Writer/Bookseller, Booktopia Jack Peck, Writer, Open Genre Group Convenor, Writing NSW, Retired Kathy Skantzos, Writer, Editor Serene Conneeley, Author, Editor Kerry Littrich, Writer Merran Hughes, Creative Cassie Watson, Writer Lisa Seltzer, Copywriter, Social Media Manager and Marketing Consultant Gemma Noon, Writer and Librarian Tanya Tabone, Reader Laura Franks, Reader, Editor, Writer Dani Netherclift, Writer Who to contact We urge you to join us in advocating for Writing NSW and the state of funding for Australian literature, by contacting Create NSW, your NSW Member of Parliament, and the NSW Minister for the Arts.

Chris Keely Executive Director, Create NSW Email: chris.keely@create.nsw.gov.au

The Hon. Don Harwin, MLC Phone: (02) 8574 7200 Email: office@harwin.minister.nsw.gov.au

Who to else to contact

The Hon. (Walt) Walter Secord, MLC Shadow Minister for the Arts Phone: (02) 9230 2111 Email: walt.secord@parliament.nsw.gov.au Ms. Cate Faehrmann, MLC Greens representative for Arts, Music, Night-Time Economy and Culture Phone: (02) 9230 3771 Email: cate.faehrmann@parliament.nsw.gov.au A full list of names and contact details for NSW State MPs is available here.

[ao3feed-ineffablehusbandz]

Tarnished

by bilboswaggins

"Even at its freshest, straight from the pot, the coffee was thick and sludge-like, tasting burnt and so bitter even the cream couldn’t save it. He wasn’t a big believer in bad omens, but that can’t have been a great one."

Crowley is a former attorney just now starting a new job as a professor, and he hates every moment of it. Aziraphale - Azira - works as the librarian for the campus library. For some reason, Crowley continually hides out in the library to get away from the school, but he won't tell Azira why.

Eventual Ineffable Husbands; Inevitable Gabriel-being-a-Dick, albeit a well-meaning dick.

Words: 4377, Chapters: 1/?, Language: English

Fandoms: Good Omens - Neil Gaiman & Terry Pratchett, Good Omens (TV)

Rating: Not Rated

Warnings: No Archive Warnings Apply

Categories: Gen, M/M

Characters: Aziraphale (Good Omens), Crowley (Good Omens), Gabriel (Good Omens), Dagon (Good Omens), Beelzebub (Good Omens), Sandalphon (Good Omens), Uriel (Good Omens)

Relationships: Aziraphale/Crowley (Good Omens)

Additional Tags: Alternate Universe - College/University, Librarian Aziraphale (Good Omens), Professor Crowley (Good Omens), Other Additional Tags to Be Added

source http://archiveofourown.org/works/20726222

[howwelldoyouknowyourmoon]

Is America Governed by a Cult?

Several books suggest that President Trump is a cult leader. Is he really?

Psychology Today    Posted February 8, 2020

Darcia F. Narvaez Ph.D. is a professor of psychology at the University of Notre Dame and the former executive editor of the Journal of Moral Education.

LINK to the complete article: https://www.psychologytoday.com/gb/blog/moral-landscapes/202002/is-america-governed-cult

Some people have accused supporters of President Trump of having selective inattention, suggesting that even when he does the opposite of what he promised or what his statements claim, they say they support him wholeheartedly. Several scholars, journalists, and Republicans, too, have likened this behavior with that of cult members (see here).

For example, Steven Hassan (2019), former Moonie cult member and now cult deprogrammer, wrote the book The Cult of Trump. He uses the titled focus to discuss cult membership generally, suggesting that there may be around 5,000 cults in the United States, from political or religious ones to sexual, educational, and even psychotherapeutic ones.

What are the characteristics of cults?

Cults are totalist groups (Lifton, 2014) that control their members’ minds and behavior in ways that seem voluntary. Some point to Hitler as a cult leader. Hannah Arendt, in The Origins of Totalitarianism (1951), discussed the societal characteristics of totalitarianism, which include a personality cult of the leader. She apprehended how the totalitarian regimes of both Hitler and Stalin, supported by personality cults, were based on the citizenry’s loneliness, a sense of not belonging—which she identified as one of the most desperate experiences a person faces.

U.S. citizens may be among the loneliest in the world (e.g., Cacioppo & Patrick, 2008), and it is only getting worse, according to sociological studies showing that more people have fewer confidants (the modal response was “none” in the most recent study, down from “3” three decades ago). Also, see here and here.

In contrast, Jon Young describes the lifestyle of the San Bushmen, who represent our most ancestral society (over 150,000 years old; Suzman, 2017), as highly connected, all day long having the whole band (about 25 people on average) as confidants.

For the last 50 years or so, the U.S. has seen a reduced social connection. U.S. culture and pressures on both parents to work and to leave behind extended families have led to many babies and young children spending much of their early life in daycare settings, where it is more difficult to receive full support for basic needs (our evolved nest). One child care worker at an excellent group-based care setting recently told me that 2-year-old children were dropped off at 7:30 a.m. and stayed until 5:30 p.m.

According to Alexandra Stein, scholars studying cults and related structures agree that there are at least four aspects to growing cult members. These are usually studied within the cult landscape, but it seems likely that the American landscape itself also contributes.

1. Isolate victims from their prior connections. ...

2. Destabilize their identities. ...

3. Cultivate a new, submissive identity. ...

4. Immerse them in a rigidly confining group and worldview. ...

Another View of Cults From Robert Jay Lifton ...

How to Counteract Attractions to Cults?

Stein notes that all respected scholars in her field have repeated endlessly that the way to protect ourselves from cults and totalism is through knowledge.

We are all susceptible to fake news and misinformation, even based on cognitive style, especially with Facebook tolerating political fakery in its postings. So, let’s look at expert advice on media literacy and how to deal with fake news:

Consider the source (find out the mission and biases of the source).

Check the author (credible, real?).

Check the date (old stories aren’t necessarily relevant today).

Check your biases (are they affecting your judgment?).

Read beyond the headline (get the whole story).

Check the supporting sources (are they reliable, supporting the claims?).

Is it a joke? (if it is too outlandish, it might be satire, so check the source.)

Ask the experts (a fact-checking site, a librarian).

References

Arendt, H. (1973). The origins of totalitarianism. New York: Harcourt, Brace and Jovanovich.

Cacioppo, J.T., & Patrick, W. (2008). Loneliness: Human nature and the need for social connection. New York: W.W. Norton.

Hassan, S. (2019). The Cult of Trump. New York: Free Press.

Klein, E. (2020).  Why We’re Polarized. New York: Simon & Schuster.

Lifton, R.J. (1961/2014). Thought reform and the psychology of totalism: A study of brainwashing in China. Raleigh: University of North Carolina Press.

Narvaez, D. (2014). Neurobiology and the Development of Human Morality: Evolution, Culture, and Wisdom (Norton Series on Interpersonal Neurobiology) New York, NY: W.W. Norton.

Narvaez, D. (Ed.)  (2018). Basic needs, wellbeing and morality: Fulfilling human potential. New York: Palgrave-MacMillan.

Suzman, J. (2017). Affluence without abundance: The disappearing world of the Bushmen. New York: Bloomsbury.

Wallach, L. & Woodall, P. (2004). Whose trade organization?: The comprehensive guide to the WTO. New York: The New Press.

________________________________________

Why Is the Trump Presidency of Extreme Psychological Interest?

Is America Governed by a Cult? Several books suggest that President Trump is a cult leader. Is he really?

How totalism works The brainwashing methods of isolation, engulfment and fear can lead anyone to a cult. I should know – I was in one.  by Alexandra Stein

[blankdblank]

Anaticula Pt 21

Pt 1 - Pt 2 - Pt 3 - Pt 4 - Pt 5 - Pt 6 - Pt 7 - Pt 8 - Pt 9 - Pt 10 - Pt 11 - Pt 12 - Pt 13 - Pt 14 - Pt 15 - Pt 16 - Pt 17 - Pt 18 - Pt 19 - Pt 20 -

“To the best of your ability find out what was discussed, and should she return again let me know immediately. I cannot go into detail as to why, but do not trust her. Do not go anywhere with her, if she does approach you with any intention for information or a sort of favor from you give this a squeeze and I will be right along.”

Inside the folded note you held the thin silver chain with a rubber duck charm on it you added to your neck after putting the note away to read through the latest letter from your father. The past one being just a howler filled with him, Regulus and Remus laughing at who had been chosen for the Defense course. This one asking more about what was going on with all your courses and if you were adjusting well to the new schedule, both saying they didn’t know much about Patricia past her constantly pestering Professor Binns about the school.

With a sigh you turned to the twins as they finished their own letters from home then peered up at you curiously until you said, “Only thing they remember is she kept pestering Professor Binns.”

They nodded and grinned stealing a glance at the clock, “We could always head over early. Maybe he’ll be more willing to share.”

.

With a knock you made your way inside at the Professor’s call to enter. A grin eased onto his face saying, “Ah, it’s you. Here I thought you might have been that Rakepick girl again.”

Wetting your lips as you moved to your usual desk you set your bags down saying, “That’s part of why we’re here.”

His brow inched up and Fred said, “We heard she used to bother you,”

George, “And we were wondering why. If you don’t mind sharing. We saw she came to speak to Professor Dumbledore.”

He huffed, “I do hope she’s not on about those vaults again.”

“Vaults?”

Settling his hands on his desk he clarified, “Back when she was a student she discovered an old ledger with a note of four cursed vaults hidden in the castle. Now, as usual treasures are rumored for inside, unknown priceless items. Just like the previously imagined fabled Chamber of Secrets before you arrived, none have been able to find the entrance of any. Though there was one door, back when your mother was attending here, it was assumed to be the Vault of Ice. The previously missed door was found open and a cursed Ice spread through the school, along with a sickness from it with delirium for those it touched. But we found no clue on how it was opened or who had done it.”

Fred, “What was inside?”

George, “Other than the ice.”

Binns, “Well, at first this virus spread. Taking a great number of students to the Hospital Wing in just a series of days. Then the ice started to spread with the door found open that we could not pass through. It took Knockback Jinxes to keep the ice at bay, it would stop then start again a short while later when we assumed we’d bested it. We told the remaining students to head to their dormitories, though those in the towers were sent to those in the dungeons. Your mother wouldn’t move, we thought she was taking ill but she said she saw a bird, an Ice Bird, to be specific. It was behind the ice spreading, sort of like a Phoenix. However, she was the only one who could see it. Though Morphers are known to be able to see what others cannot.”

“How did you stop it?”

Binns, “Barriers around the hall she said it was in. She started singing. Calmed the bird to sleep, the ice stopped,”

At his pause you all asked, “What?”

Binns, “She said there was a Dragon, that it came to take the sleeping bird away and the door sealed again, until your brother Bill’s first year.”

George’s brows furrowed, “He mentioned a frozen hall through a rough blizzard, the dorms in the tower had to move until it cleared. Bad flu spread too.”

Binns nodded, “Flintwick had a recording of your mother singing. Set it off and within an hour of spotting the symptoms we managed to find the right spot to play it.”

Your brows furrowed, “That was it?”

Binns, “No one could see the creatures she sketched for us.” He turned with a raised finger and floated to his office where he found and returned with a framed sketch of the Ice Bird and the Dragon. Both seemingly covered in crystals with the dragon coated in fur not scales having four long feelers around its face. “We have consulted every expert there is, none could find what these were.”

“Why didn’t my dad mention this?”

Your eyes looked over his face and he sighed, “Because he was one of the students attacked. One of 50 free of any symptoms. Jewels was the only one to see them so she asked if we would keep it between her and the Professors. She already was the only one who could speak to snakes, adding seeing invisible creatures none have ever heard of-,”

You nodded while George said, “Bet the one who found the first Demiguise felt the same way.”

The Professor chuckled, “True. Though, my hope, is that we do not have to face the search for those again. However, if that woman is returning to stir up trouble again by scouring for those vaults we may be needing those eyes of yours, and hopefully with your extensive creature studies you can help us handle the creatures.”

“You said four vaults. There isn’t any clue what the others might be guarded by?”

Binns, “There is the Ice Vault, according to Patricia, the second is named the Forest Vault, no clue as to why or what is guarding it. The third, Vault of Fear.” Making you three swallow dryly, “The final one is a Portrait Vault, rumored to hold a dragon as well.”

Fred, “Seems to be a trend.”

George, “Wonder how many dragons there are in this school.”

They looked at you, “Wonder why Opal hasn’t said anything.”

You shrugged, “Maybe those are under hibernation spells. Tulip hasn’t said anything either of any other creatures in the castle.”

Binns’ eyes looked over your face after a glance at his clock along the wall, “I believe her.” Your eyes locked on his and he gave you a comforting grin, “I always did. I cannot tell you all the hidden trinkets, artifacts and heirlooms we have on display due to her abilities. Not all of our magical world is documented, I do hope you don’t go searching for the vaults, but if you are merely readying a battle plan if needed then I will do what I can to assist you.”

At the entrance of your classmates you nodded and turned to take your seats. Mentally in the last portion of class you reminded yourself where your mother’s journals were and had sent a note to K asking if he would find the books on the cursed vaults in Hogwarts. A task he eagerly jumped on and completed by leaving the three massive atlas sized books along with a worn thin journal beside the box of journals from your mother from her time in school. After this you had Muggle Studies, another hour of torture and embarrassing acting roles with Lockhart before you were freed back to your dorm.

.

Nothing out of the usual was found in your mother’s journals, but at the bottom of the box you found a scrapbook sized leather bound portfolio. The sound of your plopping it in the floor between you had the boys scooting around you, most eagerly Cedric, who had finished reading his book finding the sections on the former goblin salary treasury from the Middle Ages.

Newspapers from the year of the attack were passed around. Each filled with names of each student attacked, a detailed map coated in names and dates. As well as the location for where she had spotted the Ice Bird first and where she had seen it fully with another for the location of the dragon’s first appearance and where it had taken the Ice Bird marking the location of the door.

George, “Go Aunt Jewels.”

Fred, “It’s all here.”

Cedric, “This bird is huge. No wonder it took out three hundred students with the wonder flu. Says they started to turn to ice before the proper potion was found and they could brew up a preventative potion for the unaffected students that Snape made himself. Least Madame Pomfrey knows how to counter it now.”

You nodded and turned to one of the books gathered in reading a note on the edge of a newspaper. “She said she saw ‘Batty Patty’ check this book out, and it was never returned. Wow. Librarian Pince would have killed her if she tried that now.”

Cedric helped you bring it over and you all eyed the pages as you flipped through, “How can this be a journal?”

Each page barely legible in the pinched handwriting littered with grammatical errors. But about halfway in you started to see portions of badly copied diagrams halted halfway through and small excerpts from other obscure books not really related to the vaults at all. More about the architects used to build the school.

Fred, “Why does an architect that had an affair get written about in here? What was this guy thinking?”

“This name sounds familiar…” clapping your hands your family tree book from home appeared in your now upwards facing palms and as you backtracked through your family tree you found the source. “The Bloody Baron. He wrote the book this entry is from.”

You inhaled and turned your head grabbing one of your spare note cards you scrawled down an invitation to the Room of Requirement for tomorrow at 11. A note copied for Sir Nicholas and the Grey Lady as well knowing full well the Fat Friar was just down the hall so you could invite him in person along with Professor Binns. A task Fred hurried out to handle as you all started up a list for the supplies necessary for your ghost tea party.

The notes she had for the names and vague details for contents along with possible locations for each.

Cedric, “Hopefully we can get ahead of this if Patricia woman if she’s got anything planned.”

“Is it bad that I kind of want to see these?”

The twins chuckled replying, “Not at all! Newt would agree!”

Cedric, “No doubt.”

 ….Tea Party …

Keeping it secret you found tons of snacks and broke out a tea set from the Chamber, which after your Choir practice you took the chance to scour Slytherin’s journals without any luck for clues. By the time you had gotten back up to the dorm you had found the boys reading through the journals from the three other founders from your home library giving you tons of other secret rooms and artifacts you could search for at a later date.

All through breakfast you could hear the excited whispers of the ghosts, who rarely get invited by students to events like this. Clearly they all had spoken to Professor Binns as usual at their own dinners in their favored hall in one of the mainly ignored wings under the stained glass roof to see the stars and moon sharing all of their days. Your early Saturday course of Advanced Arithmacy went well giving you plenty of time to spend prepping the RoR with all the notes and books referred to growing from the collection floating through your open enchanted door feeding into your own library at home.

The hours blew by and through the wall you eyed Professor Binns leading the way into the room with a deep chuckle, “Found you, burning away as I had hoped.”

The others floated in with grins of their own, especially Nicholas and the Baron over the quiet Grey Lady while the Friar inspected all you had set out. All you had learned so far was shared and the Baron recounted the section of the book quoted clarifying, “It was one of the builders who had an affair with the wife of another. There were rumors when the first vanished he was trapped inside the castle somewhere, the latter stated it might have been a monster trapped in one of the room he was purposely fed to.” Your lips parted and he chuckled patting your back, “My Dear distant cousin, no need for that face. His body was found in the Loch a few weeks later. Shot by the mistress as it turned out.”

You nodded then glanced up as Nicholas looked to Peeves in his entrance into the room through the wall smirking at your curious stares. Nicholas stated, “As it were, in our dinner hall we discovered that Peeves here managed to listen in to the offending guest through their meeting.”

Peeves cleared his throat and stated, “Well, there was a great bit of shouting, on her part. ‘An unsolved mystery’ and followed by ‘A needless threat left unchallenged’ overall you are right to feel threatened and in need of studying. Outright she declared that the danger would unleash itself. Used the fact that Quirrell was possessed to prove the school was already vulnerable.”

You nodded then asked, “What was she like when she studied here?”

Peeves, “She was up to no good. You lot explore and uncover, there are a few pranks here and there but you are not dangerous. That girl however, she would uncover cursed items and leave them where they could be found to prove the school had to be turned upside down. Her biggest goal to find the Vaults and your Chamber to see what they were hiding.”

Cedric, “So that’s why she is here then. To try and open, where was she when the door first opened?”

Grey Lady, “The door was located at the end of the Vanished Stairs hidden by a wall on the fifth floor. The magical door was covered in ice, and attacked those who touched it or tried to use the Fire-Making Spell on it. On the night we found it open I saw her running through a back hall towards the dungeons.”

You and the twins said, “So she opened it or knows who did.”

She tilted her head, “It seems so. Though there was little proof past her asking about the vaults and her being close by when the open door was found. We have tried to pass through since, it seems to be protected from our kind entering it.”

“Was there anything else before this happened? I mean, in muggle mystery books they have a hidden switch in a bookshelf, weighted levers, parts of carven statues in the wall you can turn a part of?”

Binn’s finger pressed to his lips and Nicholas said, “There was a vase, it wasn’t in the same spot.”

The Baron nodded, “Yes! The blue one from Rowena’s grandfather in the glass chest. It was upside down and there was this smudge on it.”

“Was it cleaned after?”

Nicholas nodded, “Oh yes. One of our prior Professors for Defense felt it best to right the heirloom. Kept muttering about the shimmering paint across the base and shelf it was housed on.”

The Grey Lady turned eyeing him, “Yellow paint?”

Nicholas nodded, “Yes.” Making her lips part, “I take it she had paint on her?”

The Grey Lady nodded her head, “Yes. I had thought it strange.”

Binns, “We did inspect the shelf, since then. I myself was curious. No lever, no burns or trap pocket for hidden items.”

Cedric, “So it could just be a paint curse for those who move things.”

You sighed reaching for your tea to finish through serving another round of biscuits to the ghosts who all thanked you for them. The Baron grinned at you sipping on his own tea, “We will continue our rounds and alert you and Albus to any developments.”

.

Muggle Studies and Divinations were all that was left on your schedule for Saturdays freeing you to a great bit of exploring while a light drizzle started outside. The wall where the hidden door was located gave off a chill you had never felt before in passing making the four of you peer around noticing the portraits around it were emptying. At that you turned to hurry down the steps before they changed to take that hall to the end where you found the case holding the priceless deep blue flower coated vase. Instantly your eyes rose to the yellow smudge on the case door by the lock that had clearly been forced.

Cedric, “Oh no.”

A distant set of coughs were heard as your eyes turned silver replaying the weeks of sickness and untamable storm that halted to the sound of your mother’s voice echoing through the halls that pulled you from the dream. Shaking your head you looked out the window at the drizzle and the twins asked, “What did you see?”

“It’s starting again.”

Cedric, “The vase is moved, paint again, but the door isn’t open.”

Fred bit his lip and George said, “We should tell Snape.”

“Ya, to get ahead on the potions.” At that you all turned and raced to his classroom where you eyed the desks coated with self stirring potions brewing through Snape dicing various ingredients to flat over to each of them. Nearing him you asked, “You already know?”

Snape, “Binns informed me what you have been suspecting. I have enough for those in the towers, by lunch I will have enough for the younger students in the dungeons. Any luck with that door?” He asked as Barty exited the store room with armfuls of more ingredients he set on the desk around him.

“The vase that was moved the first time it was opened was moved again, same paint smudges as before,”

Twins, “And the wall is cold.”

Cedric, “Even the portraits have started emptying.”

Barty, “That, is not good, the portraits didn’t empty the first time.”

Snape shook his head, “Nor was there a chill.”

“Anything we can do?”

Snape wet his lips, “There are a few plants, Professor Sprout doesn’t have any in season, however I was betting Neville might have some at your house.” He passed you a list and you nodded, “Madame Pomfrey is working on her own batch, she’ll need them.”

“I’ll go check.” You said turning to race through your enchanted door. The boys helped to shift some of the crated of vials making room for the next batches to be bottled, then turned to help you carry the supplies through the halls down to the Hospital Wing. There you saw Madame Pomfrey, looking over the coughing and crying young teens with limbs turning blue, mentally crossing off each she had given the antidote to already. A relieved sigh left her as she pointed you to her office where you started on the next round of antidotes as more and more students started to get sick.

.

Two days you worked in an exhausted rush to keep the doses coming and managed between small burst of naps during brewing times while most of the well students continued to head to their classes in the growing storm. On the third day halfway to dinner from your brief stolen few moments for a lunch the wind seemed to shift suddenly as the storm quieted all at once. Overhead you heard McGonagall’s voice ring out through the halls as if on a muggle intercom, “All student feeling unwell find your ways to the Hospital Wing, all other students gather in the Great Hall immediately.”

With lips parted you shook your head to fling your bangs out of your face until you heard a flapping of wings through the door behind you making you turn only to hear screams from the students in the beds. Hurrying through the door your mouth fell open as you eyed the elephant sized Phoenix chirping contently as it eyed Fawkes and Idris circling the room. The latter gave a final circle and landed on your shoulder shifting the neck of your sweater lower showing a glimpse of your skin there as you inched your sleeve up a bit higher over your elbow, your ponytail slung down your back in a bright yellow as the giant Phoenix moved closer through Madame Pomfrey shushing the students.

Mumbling to yourself you asked, “So, I’m not the only one seeing that?”

Behind you the Twins and Cedric shook their heads, “Nope.”

The giant all but smiled at you inching its beak closer to you as your hair rippled back to silvery blue stirring a giddy flap of his wings by his sides as a thin white flame coated him while Idris stroked his cheek to yours. The giant bird then eyed Idris in his flight from your shoulder to the bare corner where the trio landed near a basket of old Daily Prophets they began to tear up. Inching closer you rested your hand on Madame Pomfrey’s arm spotting the familiar scaling style on the watermelon sized egg clasped in its raised foot, “They’re making a nest.” Her eyes dropped to what you were pointing at, “He has an egg.”

She nodded then looked to you, “It seems Fawkes and Idris have befriended him.”

You nodded, “Well, if that one didn’t show up last time-,” at once screams filled the school and the candles flickered at a distant explosion making you all group together. The lights grew steady once again as you heard distant shouts over the growing storm outside turning to sheets of rain with sporadic cracks of lightning.

Without warning you four raced out of the Hospital assuring Madame Pomfrey the final batches were bottled and ready for her leaving her to turn and continue on to calming the others wile the Phoenix group all continued forming the nest. Passing the lines of students heading for the Great Hall you spotted Binns and called out in his float to you, “Was there an explosion last time?!”

He shook his head following after your full speed race around the crowds until you met a wall of them urging your shift to Phoenixes, grabbing Cedric by his extended arms to fly through the stairwells passing the students. All of them shouting or crying as they fled from the towers and classes above with more than a few near Ravenclaw shouting not to touch anything metal at their being shocked.

Landing near the fifth floor you let Cedric down and looped around, shifting back as you landed all eyeing the open icy door. Shaking your feet you changed your taller heeled boots to a more sensible height as you walked closer to it with Binns behind you across the frost coated landing. Nipping at your lip you felt your left sleeve drop down again in your timid step inside the silver and blue lit hall coated in shimmering tiles coated in frost now. Each breath casting out a small cloud from your shaky exhales.

Barely ten feet later as Binns said, “We never got past the door before.” Quietly you crouched down to lift a shimmering feather almost invisible making him peer over you asking, “What do you see?”

Raising the feather you said, “It’s a feather.” He shook his head and you held your second hand higher to mark the two foot length, “This is the tip.” Their lips parted and you rose up again pocketing the feather as your head turned back to the room you entered seeing more feathers coating the floor you carefully stepped around halting the boys in the hall.

George, “What is it?”

Shaking your head you muttered the sight sharing spell you used for Opal revealing the feather coated floor making them all gasp as you inched closer to a particularly large mound and crouched down shifting a few feathers making you gasp at the trio of shimmering pale blue topaz coated eggs, “It’s a nest.”

Fred, “So, giant Phoenix, that came from nowhere and is nesting in the Hospital,”

Binns, “Giant Phoenix?!”

George nodded explaining his size and befriending the other two Phoenix, as you said, “This is the Ice Bird’s lair,”

Cedric, “So, fire, ice, and those guys said something about being shocked-,”

You turned to them, “You don’t think there’s a Thunderbird, do you?” Behind you a crack sounded making you turn again seeing another massive sliding door retracting into the wall freeing a low hum from the other side of the door. Slowly it opened and you lowly asked in Draconic, “Hello?”

A deep chuckle sounded as you saw the translucent shimmering eyes of the fur coated Dragon letting out a warm exhale wrapping around you in its head exiting the door, peacefully in a sweet calming voice it replied, “You did not speak to me the last time we met.”

“That was my mother, she did not know the language.”

The dragon chuckled and replied stepping out as you took a step back giving it more room to coil into the room with its furry snake like body shimmering before you with its eyes looking over the silent boys and Binns. “You allow them to see me? They can be trusted then?”

Her eyes dropped to you and you nodded, “Yes. Can I-,”

Her head tilted to the side, “Can you, what?”

“Can I ask where the Ice Bird is?”

She chuckled again grinning at you, “You may ask, though I do not know myself.”

“Do you know what that explosion was?”

“Her rival. If they do not return soon I shall have to go and fetch them.”

“Why? What happens if they don’t return?”

Her grin deepened, “Their eggs will freeze without their warmth. The third is at peace, the others must find peace and warm their eggs or our eggs will perish and the famine will come.”

“Famine?”

Her head turned to the wall illuminating with a mural drawing itself across the wall, “In the beginning there were creatures fated to bring the seasons. When bonding with dragons your kind angered the Ancients, we four chose these lands so the children fleeing war should cross peaceful grounds.”

“So, you chose to live here?”

“We were lulled to sleep with a sweet singing and given our secure chambers. Out there, the world is unknown to us. It has changed, harsher, colder, far too dangerous for our nests beyond these grounds.”

“Where would they be? If you had to guess.”

She smiled at you saying, “Somewhere open, but contained. Where food can be easily found and they could be able to fortify.”

You nodded, “I’ll see if I can find them. What if they don’t want to come back to their rooms?”

“They require nests.”

“Ok.” You wet your lips eyeing the nest she coiled around along with hers from the larger second room in her shrinking to fit in the space like an Occamy. “I will start looking then.” Back stepping to the door in her continued settling giving you a view into the darker blue shimmering room appearing like stars were coating the rooms and floor.

Joining the guys in the hall you made your way to the door seeing the frost spreading a few more feet as you shared what she had said in your climb up the staircases towards where the shouts had come from. “The explosion came from by Ravenclaw tower…”

Cedric, “It said two others are free, what if the explosion was the other one-,”

At the next window through the sheets of rain in a flash of lightning you spotted the tower with a gaping hole in the wall of it making your mouths fall open seeing the glowing chamber in yellow sparkling tiles revealing more glistening feathers settled over a pile you guessed to be another nest. “Ok, so, we’re going with Thunderbird, where would a Thunderbird hide out here? Or an Ice Bird…” making you sigh and smooth your hands over your face.

George, “The Lake?”

You nodded as Cedric said, “Makes sense.”

Binns looked to the windows now icing over, “If we want to move we should go now. I’ll stop Flintwick from playing the music and,” he sighed, “I hate leaving you to this.”

You shook your heads and you three shifted again grabbing Cedric for the flight down to the lowest floor where you spotted the confused rehoused students returning to their dorms. Two nights back the last of the Gryffindors were moved into the spare rooms in the Slytherin dorms and the Ravenclaws were moved to those in the Puff dorm for the night where they took the final doses of the preventative potion they were given. A small dinner was fixed up in both for them all with more for those in the Hospital Wing as the Professors continued to raise shields around the school at the continued streaks of lightning between the rain turning to hail in the hardening rain.

Shifting back again you huffed and raised bubble charms around yourselves hearing Barty behind you, “Oi, you lot!” Your heads turned and he passed you the preventing doses, “Take these, and I’m going too.”

Downing the potions you pocketed the vials mid shiver and then you rushed out into the rain running as fast as you could through filling him into what you had learned.

pt-21b

[girlforlorn]

taissa farmiga + cis female + she/her.┊ ❛ ━ hey, is it just me or do you hear “goodbye mr. a” by the hoosiers playing in the distance ? oh, that’s just melanie “molly” watson, a twenty-three year old assistant research scientist working with the sector of humanity. according to my sources, i heard she can be neutral good and is meticulous, but also desperate. that’s probably why they remind everyone of a thrift shop cardigan two sizes too big, cooking shoplifted hot dogs over a burning garbage can, & a light at the end of the tunnel bright enough to damage your eyes. anyway, make sure to keep an eye out, the doves are more powerful with them on their side ! ( nina, 21, est, she/her )

howdy everybody! my name’s nina and i’ve been thirsting to join this rp ever since lis reblogged one of the first pre-opening promos onto my dashboard! this is my very depressed and shy child molly, who is going to be quietly watching and taking notes as your mutant muses scream in the experimentation lab. 🤠

BIOGRAPHY !

Melanie Watson was born to a very poor and very dysfunctional family, in a rural town in Sapphire state, where supervillains knew there was plenty of land to set up a base secluded from Crystalline. The majority of the population’s tax dollars went not to the school systems, but to reparations on the destruction caused by the supervillains hiding out on the outskirts of the town, the local mutants with no control over their abilities, and the hot-shot superhero who made monthly rounds to the town to bust villain operations. 

While raising their daughters in a town with the lowest life expectancy in the state, the Watsons always did what they could to make sure Molly and her twin sister, Valerie, would have a way out. So they pushed their kids to work toward scholarships, and when Molly was revealed to be a particularly bright student, they cut critical corners to help pay her tuition to a private school one town over, in their only chance to give her an education that could compete with kids from more affluent neighborhoods in Sapphire.

Economic strain from paying for schooling caused the kind of stress that would send the twins’ parents to an early grave--- two deadly strokes within one year of each other--- but by the time they passed away, Molly had earned her scholarship to Staurolite College, and Valerie insisted that she didn’t let all of their parents’ sacrifices go to waste. They shipped off to Crystalline together, and saved money on Molly’s boarding by renting a cheap apartment above a rowdy pub in the Jade District.

Things went well for most of Molly’s schooling, with grief over the loss of their parents quelled by a change in scenery and a sense that they had a bright future ahead of them. Molly majored in biophysics with a minor in engineering, and worked a year-round part-time job shelving books at Crystalline Library, while picking up an additional jobs waitressing during the summers. When she started to feel more comfortable, she’d abandoned most of her anti-mutant politics in favor of keeping her head down and staying out of trouble.

--

Tragedy struck again shortly before Molly’s graduation, when a superhero’s pursuit of a villain escalated to a destructive brawl across rooftops in the Jade District, and the hero’s desperate outburst of power led to the complete decimation of Molly and Valerie’s apartment, with a hungover and housebound Valerie being fatally crushed in the rubble.

An uninsured Molly was left without a home, without a family, and without a purpose in life; powerless and hopeless. The end of the school year meant that she couldn’t even couch surf in her friends’ dorms for long, and after exhausting her savings and local resources in under a month, she was left on the streets in a near-catatonically traumatized state. 

--

After months passed with no response to his emails, a former professor of biophysics looked into whatever happened to the student of his who lost her apartment days before receiving her diploma, and he spread the harrowing results of his investigation to his colleagues. Word of Molly’s story eventually piqued the interest of politicians looking for anecdotes about the devastating downsides of letting mutants walk the streets of Crystalline, and it wasn’t long before Molly Watson became a person of major interest for the movement. 

With Autumn creeping in, cold nights and shivering skin shook Molly out of her depressed stupor, and the pressure to escape her situation started to weigh on her. So when she was tracked down by a scientist with the Sector of Humanity who had done extensive research into her history, she didn’t have enough endurance or dignity in her to turn down his proposition. In exchange for her to share her story with their journalists and make a few public appearances, he offered her his guest room, a guiding hand to get her education back on track, and an opportunity for her to work as an assistant research scientist in the Sector’s labs while she earned her Master’s degree at Staurolite.

While the gesture seemed nothing short of charitable and empathetic to a girl who fell through the cracks, more wisely cynical eyes would immediately realize that she was recruited to the doves for PR purposes. Her story was easily exploitable for anti-mutant hit pieces (a pretty, white, bookish, doe-eyed and angelic orphan who worked so hard to pull herself up by her bootstraps and pursue the American Dream™, only to have her future #RIPPED #AWAY by these ReCkLEsS mONsTErS!!!), and she already had a small grassroots following in the news cycles from other working-class non-mutant people who could relate to the plight of living at the mercy of superheroes, who made insurance unattainable and had no accountability behind their anonymity.

Though she is exceptionally bright, and a fast learner in STEM fields, the doves didn’t recruit a 22-year-old because she was the most qualified candidate for the position, but because the philanthropic act of “rescuing” fallen angel and giving her a cinderella story would be good for their image; it softened their reputation among skeptical humanists who thought their organization was too focused on tearing down the mutants and not concerned with uplifting the common people. She’s being used in marketing to bring in a younger generation of Doves, and they’re making sure her name and face is becoming more public than any allegedly brutal scientists on board, who may have some controversial scandals under their belts.

PERSONALITY !

Molly before she became an only child, a.k.a. Molly for her first four years in Crystalline, as a student at Staurolite and a part-time page at the Crystalline Public Library:

Molly was a sweet girl-next-door type, with a quaint small town charm that made her shy in a big city. A studious mom friend and perfectionist. She was used to being the voice of reason to keep her wild child of a sister from doing anything too dangerous, and that carried over into her friendships.

Because of her bashful nature, the strange and dry sense of humor that comes out when she gets comfortable ends to catch new friends off guard. She’s had a few people in her life that she’s been close enough to to playfully bicker with, and she holds her own in a way you wouldn’t expect. She has a taste for weird kitsch and earnestly terrible movies and pulp fiction, and always tried to make it to the Uptown Cinema’s weird midnight screenings of Ed Wood movies.

Always aspired to be a librarian, but never thought it was an ambitious enough career path when she expected she would have to make enough money to support her whole family and all of their massive debts. She’s always gravitated to working part-time jobs at libraries to make some extra cash, and used to shelve books at Crystaline Public Library for four years while she was an undergrad. She has a big affinity for genre-bro fiction; authors like Bradbury, Salinger, Faulker, Gaiman, Pratchett, Palahniuk, Alan Moore, and especially Vonnegut. Veered into more pretentious russian authors for the sake of conversational fluency when she hung around literature majors, but she’s always preferred her boyish fiction.

She never had a car, and always tried to save money on public transportation by riding her longboard to get from place to place whenever possible. More interested in the utility of skating than the #Thrasher culture. Came off as a bit of a spectacle when she was shredding across the city in a turtleneck dress and stockings.

Molly among the monsters, a.k.a. Molly as a Dove:

After she lost her home, an already timid Molly had completely retreated into herself, and the girl who could a least smile and laugh and go out to parties seemed to abandoned any range of emotion beyond numb absence and melancholic despair--- and that's the narrative the Doves try to push, to both the public and to Molly, erasing any history of wholesome hijinks or moments of genuine joy and solace she may have had while travelling in the same circle as plucky street urchin and jokester magician Jett Hawkins.

Since finding shelter and making her way back into academia, she’s at least made the appearance of coming back out of her shell. 

While her mental health is recovering from the toll that the streets’ harsh physical conditions were taking on her, she may not be healing properly. A mind left vulnerable and weathered is, of course, the easiest to mold and manipulate. And as her surface levels personality traits of calm smiles and composure come back, there’s something fundamentally different about her at her core.

Molly always had political leanings toward a preference for regulation of superheroes, and agreed with some canvasing her more radical sister did for government-enforced superpower blocking medication, but she never got too involved, for fear of getting on the bad side of gods walking among tiny mortals. 

With a lack of research into the fringe opposition to the Doves, she was too naive to truly understand what she was getting into in this organization, and it was easy for her to let her guard down when the scientists who saved her life were subtly priming her for the human rights atrocities she was about to witness in the labs.

Now, there is still a part of her core humanity and nuturing personality that may have survived her roughest days, and it still screams out in moral objection to what she's seen done to the mutants, but the survival instinct she developed knows that she's locked in with the Doves, and it knows that she doesn't exactly have anywhere else to go, and especially wouldn't be able to make it anywhere else if her betrayal of the anti-mutant scientific community gets her blacklisted from future job opportunities in Crystalline, or compromises her ability to finish her Master's degree.

She considers herself trapped in enabling inhumanity and doesn't have the emotional fortitude or stability to take a stand, still disturbed at heart, still waiting on a moment to exhale and truly mourn her sister. She holds it together on a surface level, and lets her shyness come off as icy silence, but anyone who can pay close enough attention might notice that she's the only scientist in the lab who flinches or has to subtly avert her eyes when one of the "test subjects" is being electrocuted. Fortunately for her, most of them seem to distracted by unimaginable agony to notice the wallflower in the back of the room.

WANTED CONNECTIONS!

THE SCIENTIST WHO TOOK HER IN TO HIS/HER/THEIR HOUSE!!!!!! I might send in an official wanted connection for this, but the gist is someone who's very tied to the anti-mutant cause and sees Molly either as a genuinely sympathetic victim of the mutants, or as a very useful prop to use to political pathos (possibly both!). This would be her closest contact in life, since they saved her from the darkest moment in her life, and she probably sees them as a surrogate family while her brain tries to cope with the realization that she has no biological kin left.

People who may have encountered her while she was bouncing between shelters or sleeping in playground tunnels. At the time, she was basically catatonic from the trauma, and probably easy prey for the thieves and the cretins lurking the streets. There’s definitely room for someone who picked up on that and either exploited it or tried to help her out. (The only condition is that it’s important that she wasn’t assisted by anyone who would actually help her get a permanent shelter, since it’s crucial to her story that she was a vagrant at the time that the Doves found her.)

People! Who! Knew! Valerie! Maybe Val’s former coworkers? Someone who traveled in the same anti-mutant activist circles as her? I haven’t decided what she did for a living yet, but I can tell you that she worked at least two jobs and was the more wild and outgoing of the twins, and definitely hung out in harder party scenes, so this could be any connection to Val, from a short-lived fling, to a best friend, to a coworker would work. I’m thinking Val might have worked at the dive bar below their apartment? 

And speaking of that dive bar, someone who used to frequent that pub in the run-down Jade district and might recognize Molly or Valerie from there would be cool, too! Maybe someone who got into a fight on the street in front of the place that Molly had to break up to get back inside, or even someone who got her to stop and smoke a cigarette outside the pub with them after a particularly stressful day.

CLASSMATES!!! CURRENT (Staurolite grad students) OR FORMER (undergrad Staurolute students)! Or just people in her age group who would hang around the same places the college students would chill at, like the bowling alley or The Neon Room. I think most characters went to Crystalline University while Molly went to Staurolite College, but maybe there’s an area between Staurolite and Crystal U where students from both campuses used to coalesce for housing and hanging out. People she used to tutor! People who used to drag her out of her shell and bring her to parties! People she used to stay in with to drink tea and study together! People who helped her rural ass assimilate to city life; and the flipside: people she would drag out of the city to go pumpkin picking every autumn!

She’s very inexperienced in the field of romance, so I can picture her having maybe one serious romantic relationship in her life, that she probably still thinks about a lot. So maybe someone who dated her a few years ago? Any gender ~

A N Y T H I N G there’s such a range of unique characters in this group, i feel like i can’t even begin to touch on all the possibilities in one WC section, so just shoot me a message and i’ll write up a list of ideas for your character to be connected to Molly, either through history together or a future plot!

[reomanet]

Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued

Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued

Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued Dorothy Porter challenged the racial bias in the Dewey Decimal System, putting black scholars alongside white colleagues Dorothy Porter in 1939, at her desk in the Carnegie Library at Howard University. (Moorland-Spingarn Research Center, Manuscript Division, Howard University) smithsonian.com November 26, 2018 In a 1995 interview with Linton Weeks of the Washington Post , the Howard University librarian, collector and self-described “bibliomaniac” Dorothy Porter reflected on the focus of her 43-year career: “The only rewarding thing for me is to bring to light information that no one knows. What’s the point of rehashing the same old thing?” For Porter, this mission involved not only collecting and preserving a wide range of materials related to the global black experience, but also addressing how these works demanded new and specific qualitative and quantitative approaches in order to collect, assess, and catalog them. As some librarians today contemplate ways to decolonize libraries—for example, to make them less reflective of Eurocentric ways of organizing knowledge—it is instructive to look to Porter as a progenitor of the movement. Starting with little, she used her tenacious curiosity to build one of the world’s leading repositories for black history and culture: Howard’s Moorland-Spingarn Research Center . But she also brought critical acumen to bear on the way the center’s materials were cataloged, rejecting commonly taught methods as too reflective of the way whites thought of the world. Working without a large budget, Porter used unconventional means to build the research center. She developed relationships with other book lovers and remained alert to any opportunity to acquire material. As Porter told Avril Johnson Madison in an oral history interview, “I think one of the best things I could have done was to become friends with book dealers… . I had no money, but I became friendly with them. I got their catalogs, and I remember many of them giving me books, you see. I appealed to publishers, ‘We have no money, but will you give us this book?’” Porter’s network extended to Brazil, England, France, Mexico—anywhere that she or one of her friends, including Alain Locke, Rayford Logan, Dorothy Peterson, Langston Hughes and Amy Spingarn, would travel. She also introduced to Howard leading figures like the historian Edison Carneiro of Brazil and pan-Africanist philosophers and statesmen Kwame Nkrumah and Eric Williams. As early as 1930, when she was appointed, Porter insisted that bringing Africana scholars and their works to campus was crucial not only to counter Eurocentric notions about blacks but also because, as she told Madison, “at that time . . . students weren’t interested in their African heritage. They weren’t interested in Africa or the Caribbean. They were really more interested in being like the white person.” Howard’s initial collections, which focused mainly on slavery and abolitionism, were substantially expanded through the 1915 gift of over 3,000 items from the personal library of the Reverend Jesse E. Moorland, a Howard alumnus and secretary of the Washington, DC, branch of the YMCA. In 1946, the university acquired the private library of Arthur B. Spingarn, a lawyer and longtime chair of the NAACP’s legal committee, as well as a confirmed bibliophile. He was particularly interested in the global black experience, and his collection included works by and about Black people in the Caribbean and South and Central America; rare materials in Latin from the early modern period; and works in Portuguese, Spanish, French, German, and many African languages, including Swahili, Kikuyu, Zulu, Yoruba, Vai, Ewe, Luganda, Ga, Sotho, Amharic, Hausa, Xhosa, and Luo. These two acquisitions formed the backbone of the Moorland-Spingarn collections. Porter was concerned about assigning value to the materials she collected—their intellectual and political value, certainly, but also their monetary value, since at the time other libraries had no expertise in pricing works by black authors. When Spingarn agreed to sell his collection to Howard, the university’s treasurer insisted that it be appraised externally. Since he did not want to rely on her assessment, Porter explained in her oral history, she turned to the Library of Congress’s appraiser. The appraiser took one look and said, “I cannot evaluate the collection. I do not know anything about black books. Will you write the report? . . . I’ll send it back to the treasurer.” The treasurer, thinking it the work of a white colleague, accepted it. This was not the only time that Porter had to create a workaround for a collection so as not to re-impose stereotyped ideas of black culture and Black scholarship. As Thomas C. Battle writes in a 1988 essay on the history of the Moorland-Spingarn Research Center, the breadth of the two collections showed the Howard librarians that “no American library had a suitable classification scheme for Black materials.” An “initial development of a satisfactory classification scheme,” writes Battle, was first undertaken by four women on the staff of the Howard University Library: Lula V. Allen, Edith Brown, Lula E. Conner and Rosa C. Hershaw. The idea was to prioritize the scholarly and intellectual significance and coherence of materials that had been marginalized by Eurocentric conceptions of knowledge and knowledge production. These women paved the way for Dorothy Porter’s new system, which departed from the prevailing catalog classifications in important ways. All of the libraries that Porter consulted for guidance relied on the Dewey Decimal Classification. “Now in [that] system, they had one number—326—that meant slavery, and they had one other number—325, as I recall it—that meant colonization,” she explained in her oral history. In many “white libraries,” she continued, “every book, whether it was a book of poems by James Weldon Johnson, who everyone knew was a black poet, went under 325. And that was stupid to me.” Consequently, instead of using the Dewey system, Porter classified works by genre and author to highlight the foundational role of black people in all subject areas, which she identified as art, anthropology, communications, demography, economics, education, geography, history, health, international relations, linguistics, literature, medicine, music, political science, sociology, sports, and religion. This Africana approach to cataloging was very much in line with the priorities of the Harlem Renaissance, as described by Howard University professor Alain Locke in his period-defining essay of 1925, “ Enter the New Negro .” Heralding the death of the “Old Negro” as an object of study and a problem for whites to manage, Locke proclaimed, “It is time to scrap the fictions, garret the bogeys and settle down to a realistic facing of facts.” Scholarship from a black perspective, Locke argued, would combat racist stereotypes and false narratives while celebrating the advent of black self-representation in art and politics. Porter’s classification system challenged racism where it was produced by centering work by and about black people within scholarly conversations around the world. The multi-lingual Porter, furthermore, anticipated an important current direction in African-American and African Diaspora studies: analyzing global circuits and historical entanglements and seeking to recover understudied archives throughout the world. In Porter’s spirit, this current work combats the effects of segmenting research on Black people along lines of nation and language, and it fights the gatekeeping function of many colonial archives. The results of Porter’s ambitions include rare and unusual items. The Howard music collections contain compositions by the likes of Antônio Carlos Gomes and José Mauricio Nunes Garcia of Brazil; Justin Elie of Haiti; Amadeo Roldán of Cuba; and Joseph Bologne, Chevalier de Saint-Georges of Guadeloupe. The linguistics subject area includes a character chart created by Thomas Narven Lewis, a Liberian medical doctor, who adapted the basic script of the Bassa language into one that could be accommodated by a printing machine. (This project threatened British authorities in Liberia, who had authorized only the English language to be taught in an attempt to quell anti-colonial activism.) Among the works available in African languages is the rare Otieno Jarieko , an illustrated book on sustainable agriculture by Barack H. Obama, father of the former U.S. president. Porter must be acknowledged for her efforts to address the marginalization of writing by and about black people through her revision of the Dewey system as well as for her promotion of those writings though a collection at an institution dedicated to highlighting its value by showing the centrality of that knowledge to all fields. Porter’s groundbreaking work provides a crucial backdrop for the work of contemporary scholars who explore the aftereffects of the segregation of knowledge through projects that decolonize, repatriate and redefine historical archives.

Read More…

The post Remembering the Howard University Librarian Who Decolonized the Way Books Were Catalogued appeared first on TBNT Have The Solution.

from TBNT Have The Solution https://ift.tt/2Q1QbV1 via Article Source

[littleredroseonthevalley]

An Opera on Separation - Chapter 3

Prologue | Ch. 1 | Ch. 2 | CH. 3 | Ch. 4 | Ch. 5 | Ch. 6 | Ch. 7 | Ch. 8 | Ch. 9 | Ch. 10 | Ch. 11 | Ch. 12 | Ch. 13 | Ch. 14 | Ch. 15 | Ch. 16 | Ch. 17 | Ch. 18 |

Summary: Emily settles in to her new life in the city, while having a fortunate encounter with Zig at the teacher’s lounge. Queenie join the ranks of the New York drug dealers.

Rating: M -  Not suitable for children or teens below the age of 16 with non-explicit suggestive adult themes, references to some violence, or coarse language.

Notes: Howdhy-ho, everyone! How’s Monday for you? How did you like the (shitty) TJ finale?

Today we have a Michael Jackson classic as theme song, so give it a listen. Also, I don’t bite (hard), so subscribe to the taglist and to my blog for all the juicest updates!

Smooth Criminal

The days passed by quickly, and soon enough it was Thursday. Emily barely noticed her first week of employment go through her, mostly because she has been so busy trying to get a footing of her new teaching career, all in the while juggling a burden in form of a parent and the set-up of an apartment.

All on her own, mind you.

She sure felt tired, but the weekend was impending, and she surely wouldn’t mind sleeping the Sunday away. It was cheap entertainment, after all.

The woman was jolted back from her thoughts by a voice coming from behind her back: “Hey, Emily.”

“Oh, hi, Zig!” She smiled at him. “I don’t see you since the meeting.”

“Yeah, I use my lunch time to have my office hours, but my students decided to give me a reprieve today.” His pearly whites flashed at her. “How are you doing, Emily? We barely had any time to talk these last few days.”

Zigmund Ortega. Only brother to four sisters. The bad boy of the Hartfeld Knights. Connecticut’s Double Threat. He was a friend from college of Emily’s, a dear one at that. They met back on her freshman year, when he worked as a barista on her favorite coffeeshop on campus.

Zig was the first recipient to the Second Chance Scholarship Program, sponsored by the now-former-NFL player and current Senator for Maine, Christopher Powell. As students, she and Chris were close friends, and when he decided to put forward Zig as a test student for the endowment.

Since Chris’ choice was due much to her own insistence, Emily felt highly-responsible about the young man. While she admits to her own hovering, it did forge a lasting relationship between them.

After Graduation, not unlike most of her relations back then, the friendship between them faded slowly, both immersed in their own lives. However, she did know that he majored in Mathematics, achieving his degree with honors and high praise amongst the New English academic community.

“I’m fine. I’m a little overwhelmed with the move and New York City, but I’m really pumped up.” Her lips turned up and her eyes shone. “It’s my first experience as a teacher. I won’t lie, it has been really hard, but I’m loving it so far!”

“Heh, that’s the feeling, alright. It’s that kind of profession you give your all, and it’s so worth it!” He smirked in response. “But, tell me, why Mrs. Sterling chose this school out of all others to teach?”

Her expression dimmed. “I’m Ms. Harper, now. Nathan and I got divorced back on Spring.”

The hazel eyes widened. The man sure wasn’t expecting that. “Jeez, Em, I’m sorry. I didn’t know!”

“Don’t worry. It’s not like it was on the papers or anything. We agreed we preferred to keep it discreet.” The redhead dismissed. “But tell me, Mr. Dean’s List, I could ask you the same question. You could teach anywhere you wanted. Why Lydia Child?”

“Well, sure I could teach at some college or at that Lanes prep school. Heck, I sure would earn a lot more cash than I do here.” He pondered. “But, those students have a whole bunch of opportunities. Here in Rosewood Creek, we’re all these kids got. I just feel I’m more needed here than anywhere else.”

“That’s… that’s very noble of you.” Emily said, surprised and admired with his reasoning. “I’m sure you’re very appreciated around here. I mean, I don���t interact much with the younger pupils, but the GED students love your classes, and the other teachers all seem to sing you praise in the halls.”

Zig let out a self-conscious laugh. “I don’t do this for being praised.”

The woman’s head nodded. “I know. That doesn’t mean you don’t deserve it.”

“I suppose it’s nice to be recognized for it.” He conceded.

Before long, the bell rings. “Well, that’s me.” The redhead said.

“I’ll see you around, then.” He responded.

She beamed at him. “You sure will.”

Queenie Rhodes was a rightful mess.

With the hair tied on a wide, straight bun on top of her head, a muddy-colored dress she borrowed from her daughter’s bland wardrobe and no make-up whatsoever, she looked just like some Human Sciences professor.

It was a necessary evil, however, as she had to blend in the crowd that attended Columbia’s library.

She strutted confidently to the reference desk and said to the librarian: “Good morning. Could you tell me where the metaphysics books are located at?”

“It’s all the way in the back, to your left.” The aide pointed. “Do you want me to accompany you?”

“There’s no need, thank you.” The older woman smiled and walked away.

Queenie walked over to the aisle, her short heels tapping on the sleek floor. The wide windows of Butler Library let in the soft sunlight from the outside, as the day was overcast.

Her sources say that particular area of the library was used for all sorts of shady deals and exchanges. It didn’t come as a surprise, as the place had little attendance, and its positioning within the building did not favor natural lightning.

She found a table and sat next to a young girl, dressed on a heavy coat and fidgeting.

“Did you bring it?” The girl anxiously asked.

Queenie takes the small vial off her book bag and hands it over to the girl. “Twenty doses of focus pills. Two hundred dollars.”

She slides two hundred-dollar bills, which Queenie shoves on the bag. The girl pops a pill and the woman slides the chair back again and stand up to leave.

It was way too easy to sell those stressed students some sleeping pills as amphetamine. Not only that particular brand of sleep medicine was much cheaper than Adderall, it also took weeks for them to realize the problem was the drugs, not the fact they were only too tired for it to work.

By then, they would have forgotten all about her, and they wouldn’t be able to complain.

As she was leaving, she stopped by the reference desk. “Hey, miss? I saw a girl passed out on the desk over at the back.”

The librarian huffed, stressed. “Not this again! Thank you, ma’am, I’ll take care of it.”

Emily unlocked the front door of her apartment and announced, a little too loud for such a small place: “Mom! I’m home!”

As she placed her bag on the kitchen counter, her mother, laid on the couch reading a fashion magazine, greeted her: “Hey, honey. How’s work today?”

“Just fine.” She commented, as she walks into the kitchen. “I had lunch with Zig today.”

“Oh, that hunky friend of yours from college, right?” The older woman asks, captiously. “Shame he ends up on such a filthy place!”

“We ended up in ‘such a filthy place’, as you so gracefully put it.” The redhaired points out, rather annoyed. “It’s not shameful. And, in any case, Zig works at Rosewood Creek by choice.”

“Work dignifies man, and all that crap, I know.” Queenie dismissed. “Why would someone in their right mind choose to work in Uptown Manhattan?”

“He’s a very talented teacher, mom. He thinks the children here would benefit more than the spoilt brats at Park Avenue.” She counters. “I don’t want to have this discussion again with you. How was your day?”

“I picked up the groceries like you asked me to.” She responded.

“And where’s the change?” Emily asks, defying.

“There was no change. The money you left me was short.” The older woman responded, closing her magazine and walking over to the kitchen.

The daughter shook her head. “Mom, there’s no way the money I gave you wasn’t enough for food.”

“Ugh, fine!” Queenie pulled a twenty-dollar bill from her bra. “Here.”

The youngest looked at the money and at the woman. “Are you absolutely sure that’s all?”

“Yes, Emily!” She demeans. “This is all.”

The ginger took the bill and placed it on the purse with a cautious look to the woman. The matriarch held the poker face, mostly because there was thirty more dollars of change she pocketed.

Instead, the woman said: “What’s for dinner?”

<< Previous Chapter                                                                     Next Chapter >>

An Opera on Separation - Masterlist

[womenoflibraryhistory]

Frances Lydia Yocom

Today’s post was written by Lorna Peterson, who is also the source of our posts on Betty Jenkins (2017), Clare Beck (2017), Aurelia Elizabeth Whittington Franklin (2016), Leaonead Pack Drain-Bailey (2015), and Clara Stanton Jones (2014). The image above is from “Small in Stature, Great in Spirit: A Tribute to Frances Yocom” by Betty Bolton, which appeared in North Carolina Libraries Volume 22, Number 3 in 1964.

Born in Pennsville, Morgan County, Ohio, on May 13, 1899, librarian Frances Lydia Yocom’s contributions to librarianship are many, but most notably are marked by her thoughtful, groundbreaking works on subject retrieval of research about and by African Americans, her book reviews of works concerning African Americans, and her bibliographies, which preserve for us titles that without her documentation would likely remain lost to future readers.

Her published works provide a bibliographic foundation for understanding the complexity of subject information retrieval, controlled vocabulary, and implicit bias.  Notably, her Berkeley MA thesis published as A list of subject headings for books by and about the Negro, by the H.W. Wilson Publishing Company in 1940 and cited in Arna Bontemps 1944 Library Quarterly article “Special Collections of Negroana is one such seminal work.  Her 1942 review of The Negro Federal Government Worker by Lawrence J. W. Hayes in the Southern Economic Journal minces no words on discrimination and shortcomings of the Civil Service merit system as researched and described by the author Lawrence Hayes.  In the same issue of the Southern Economic Journal Ms. Yocom reviews with great care and praise, Eliza Gleason’s The Southern Negro and the Public Library[1] which in turn has been cited by library historian Cheryl Knott.[2] These titles are just a few of the works published by a scholar who is in need of remembering and deserving of a deep, and rich, biography.

Who was this white woman who worked at historically black colleges and universities as well as predominately white institutions, and was a librarian who used her bibliographic skills in the crusade for racial justice? Who and what shaped her mission to live in a world of racial equality?

The Yocom family moved to Oberlin in 1907, where the father, Eli King Yocom owned a dry goods store with his brother Joseph.  Frances attended Oberlin public schools; she graduated from Oberlin High School in 1917, and graduated from Oberlin College in 1921 with a major in English.  Her obituary lists her having earned the Master of Arts degree from Columbia University Teachers College in 1925. Oberlin alumni magazines from 1927 and 1929 report on Ms. Yocom working at Straight College (a predecessor of Dillard University) as a librarian and also as an English teacher.  Frances Yocom’s interest in librarianship was greater than in teaching, as evidenced by her move back to Ohio to work in a library. She is listed in the 1930 Census as living with her mother and working as a librarian at Oberlin College.[3] She also lived in Cleveland where she earned the B.S. in library science from Western Reserve University (now Case Western Reserve University) in 1931.

From Fisk University, Nashville Tennessee records, she is additionally listed in the teacher records/teacher reports for 1931-32, 1935-37.  It is here that her friendship developed with Fisk University history professor Theodore S. Currier, who was such an important part of the enriched undergraduate education experienced by future librarian Aurelia Whittington, and her future historian husband John Hope Franklin, that Frances Yocom was mentor to Aurelia Whittington.[4]  (Note: Lorna Peterson wrote about Aurelia Whittington Franklin for Women of Library History in 2017. --Ed.)

In 1939, Yocom earned the M.S. in librarianship from the University of California, Berkeley.  Her MA thesis was “List of Subject Headings for Books by and about the Negro,” 1939, M.A. (California) as cited in “Graduate Theses Accepted by Library Schools in the United States from July, 1938, to June, 1945” by Dorothy Ethlyn Cole, Library Quarterly, Vol. 17, No. 1 (Jan., 1947), page 56.  

The January 1946 issue of CRL News, lists Ms. Yocom as a Fisk University associate librarian and cataloger “for a number of years” who has taken a position at Humboldt State College, Arcata CA.[5] From Humboldt State College which is now Humboldt State University, Frances Yocom took a cataloging position at the University of North Carolina, Chapel Hill where she retired from in 1964.  Her career at Chapel Hill was memorialized by Betty Bolton “Small in Stature, great in spirit: A Tribute to Frances Yocom ” North Carolina Libraries, Volumes 22, no.3, Spring 1964, pages 87-89.

After retirement, Frances Yocom returned to Oberlin, Ohio and later, moved into Copeland Oaks Retirement Community, Sebring, Ohio. From her obituary, it is stated she kept up an active correspondence with friends and former colleagues.  One can only hope that the letters, diaries, and photos of this remarkable librarian have been preserved.  This was a life rich in work, education, travel, living in various sections of the United States, and quiet social activism.  She was involved in the American Library Association and attended its meetings. She presented at the Southeastern Library Association once it integrated. She is acknowledged in the works of some the nations foremost civil rights activists and historians—for example, Harry Emerson Fosdick[6] and John Hope Franklin.  She was a librarian dedicated to civil rights and social justice, using the expertise of librarianship to make positive social change. Her story needs to be told. 

Notes

[1] Yocom, Frances L. (1942) Review of The Southern Negro and the Public Library. Southern Economic Journal, 8 (April): 521–2.

[2] Knott, Cheryl The Publication and Reception of The Southern Negro and the Public Library, Race, Ethnicity and Publishing in America pp 51-76, Springer 2014.

[3] 1930 United States Federal Census [database on-line]. Provo, UT, USA: Ancestry.com Operations Inc, 2002; Original data: United States of America, Bureau of the Census. Fifteenth Census of the United States, 1930. Washington, D.C.: National Archives and Records Administration, 1930. T626, 2,667 rolls.

[4] Franklin, John Hope, Mirror to America, 2005, page 47.

[5] “New from the Field” College and Research Libraries, January 1946, vol 7, no 1, page 83.

[6] Miller, Robert Moats, Harry Emerson Fosdick: Preacher, Pastor, Prophet, Oxford University Press, 1985, page 572.

[maryanntorreson]

Introducing the launch of the TED-Ed Innovative Educator Alumni Innovation Projects

TED-Ed Innovative Educators

In 2015, TED-Ed launched the TED-Ed Innovative Educator (TIE) program, a year-long professional development program for dynamic educators who are dedicated to celebrating the ideas of students and teachers around the world. Six years later, we have 104 alumni representing over 20+ countries, constantly thinking of new ways to innovate in education.

2020 brought on unpredictable levels of global change: a pandemic, racial reckoning, and world-wide political upheavals. The traditional system of schooling has experienced significant disruptions in the past year.

These changes signaled a call to action: the TIEs, coming from rural, urban and suburban communities, in roles including classroom teachers, adjunct professors, superintendents, librarians, college advisors, district tech specialists, and more, are coming together to build some solutions.

First, the TIEs identified problems in global education and turned them into four main Opportunity Statements:

1. Redesign instruction: Reimagine how instruction can comprehensively meet the needs of all students. 2. Redesign how we address inequities: Reimagine how to empower teachers and communities to address race, equity, inclusion, and justice issues. 3. Assess innovations in pandemic: Assess how to carry forward the innovations created during the pandemic into full-time in-school instruction (and continue to build a culture of school/district innovation). 4. Reinvest in educators’ well-being: Reinvest in how best to support our teachers and admin, professionally and personally.

Next, each TIE has chosen one Opportunity Statement to work on for their Innovation Project. Follow their journey over this year as they collaborate, design, test, and share their innovations; we will be reporting back through the project development.

Explore why some TIEs are working on their chosen Innovation Project:

Redesign instruction

Alejandra Guzman (Texas, USA)

I have worked in the curriculum and instruction department in two different school districts over the last 6 years. I know that in many schools, some parts of instruction, curriculum, and assessment are out-dated, focused too much on standardized assessments and not on deep learning, making connections with other content areas, and application to solve real-world problems. This type of instruction will strengthen student critical thinking, problem solving, and communication skills. I believe rethinking what instruction should and can look like and creating a realistic instructional model will help many educators go back to focus on what the true meaning of education should be.

Christie Simpson (Perth Western, Australia)

I work at school in a low socio-economic area. We have high rates of poverty and transiency and over 60% of our students have some developmental trauma. Only 35% of our Year 7 students arrive at high school able to read at grade level. 35% are still learning to read with fluency and 30% are still learning to decode words. How do teachers cater for this? Mostly, they try to muddle through the vast amounts of content in our curriculum, often using ineffective – though well-intentioned – discovery or inquiry based learning practices. I know there is great value in those models, but I also know that our students need strong foundational literacy and numeracy capacity as well as concrete background knowledge which they can draw on as they start to inquire. I’d like to see us arm teachers at both ends of the instructional spectrum, so that they can competently and effectively meet their students at their point of need.

Georgios Villias (Athens, Greece)

I honestly believe that living in a world which overwhelms us daily with information, it is humanly impossible to stay focused on something unless it is useful, exciting, and meaningful for you. This reality applies to schools as well. Instruction should be much more than just content knowledge. Instruction should also care about developing skills, showcasing each individual’s unique talents, engaging learners to act in real-life situations, nourishing and inspiring youngsters’ minds, teaching moral values in a social context and so much more. Molding students’ character, encouraging active citizenship, and raising the next generation of ethical problem-solvers always start from family and school. I would be honored as an educator to make even a minor, constructive contribution to my students’ lives towards that direction.

“Instruction should be much more than just content knowledge.”

Kristin Leong (Washington, USA)

Students and teachers deserve more diverse, timely, and dynamic resources and more support. Teaching is hard. Online teaching during a pandemic, a civil rights uprising, and an insurrection is really hard. In addition, the news cycle is relentless. The Sisyphean task of educators to constantly find great resources to build an engaging curriculum that responds to quickly-shifting current events is profoundly challenging. Lastly, our students are increasingly diverse in race, culture, sexual orientation, and gender identity, while our teachers remain mostly white, female, and heterosexual. Connecting with young people across these divides, when you instruct 30+ students at a time, only compounds the challenge of designing original curriculum. As a former QPOC teacher myself, I know teachers need more support and a reliable flow of trustworthy and updated resources by diverse sources to connect their classrooms to current events in ways that inspire students to engage with the world and their learning.

My weekly newsletter ROCK PAPER RADIO is one way I’m offering support to teachers. Every Thursday, I share three multimedia stories by diverse thinkers and creatives delivered via email for free. The newsletter is quick (less than five min to read), and organized by format (an audio feature, an essay or article, a human interest story). All stories are linked to current events and framed for personal engagement.

The Black Lives Matter movement has shaken awake all of the systems that make up society, including our education system. Young people are paying attention and rightfully demanding more inclusive and more current curriculum now. I’m thrilled to be part of this TIE alumni group working to usher in that much-needed change with heart, innovation, and more than a little bit of courage.

Mahrukh Bashir (Tangerang Selatan, Indonesia)

I have encountered instructional models dominated by the ideas of transfer of content and knowledge with the implicit understanding that learners are merely vessels to be filled. This system had, and still has, standardized curricula delivered in standardized ways and the effectiveness assessed using standardized testing. On the other hand, I have been refreshingly greeted by ideas of developing students’ talents and dispositions, differentiation and individual needs. However, the perfect instructional model that takes into account individual needs and delivers academic rigor and deep learning is yet to present itself. I want to explore and implement an innovative model of instruction that comes closest to this, what has effectively become “the holy grail of modern education.”

Reimagine how we address inequities

Craig Zimmer (Ontario, Canada)

I love the fact that we are having some real conversations here. We need to advocate for students and show that, as educators, we are on their side no matter what. In 2021, we have to ensure that education is inclusive and accessible to all students. This is going to require very big changes and it all starts when we go to work to bring about real reform.

Fred Sagwe (Kisii, Kenya)

I believe the approach to inequities on race, equity, inclusion and social justice issues means different things depending on the region and countries. For example in Kenya and most parts of sub-Saharan Africa, the challenges have a gender-based perspective. There was the challenge of FGM among young girls who, after circumcision, are married young, hence dropping out of schools. Also, marginalization in less developed regions in Kenya also hinder favorable educational outcomes. School infrastructure is a concern too, including the availability of reliable internet connectivity. The government is trying to remedy the situations.

Jen Ward (Michigan, USA)

This past year has served to highlight in so many different ways the divides, gaps, and inequalities that are systematized in our educational spaces. I selected this project because I believe as a global group of change-makers, we are able to come together, dig deep, and put forth proposals for real change to ensure that all students have an opportunity to learn, grow, and be heard.

Sandy Chambers (North Carolina, USA)

Working to change a system that perpetuates inequities is my calling. Working with others who believe that change can happen is inspirational and hopeful. As an administrator, I have more “power” than I think. I know we can make a change!

“Empowering starts with radical truth-telling, which means listening to all stakeholders, especially students.”

Shameka Williams (Georgia, USA)

I want better for all students that have unfair disadvantages due to a system that was not historically designed with all children in mind. I want better for each generation, so they do not experience the same setbacks as those before them and have to work harder to prove themselves as equal. Moreover, I want to tackle this problem with others that bring different perspectives so that the narrative and outcomes are inclusive of everyone! One perspective cannot be the solution to this global issue.

Tim Leistikow (Minnesota, USA)

I am not sure how we achieve any meaningful change in our system (I teach in the USA, but I assume similar issues in other countries) until we start telling the truth about the history that led to the inequities that exist and persist today. Empowering starts with radical truth-telling, which means listening to all stakeholders, especially students. I have done a project with students on creating the ideal education system for the past 10 years, and every cohort sees addressing inequities around race, gender, religion, sexuality, socio-economic status, and more, as being a primary first step to making schools a better place for students.

Wiputra Cendana (Tangerang, Banten, Indonesia)

Equity and equality become great challenges especially for the students who have learning difficulties, connectivity issues, and other variables. This project is to give a new learning model as I synthesize from a particular current teaching experience. I truly hope the project will be a small sparkle and idea which can equip educators around the world to confront these issues. Entrust the learning essence and ‘meat’ will be absorbed well by the students across the world. Let’s think globally, connect intentionally, share clearly, and act locally.

Assess innovations during the pandemic

Lisa Winer (Florida, USA)

I found that during Hybrid teaching, I couldn’t see my students’ work – they used to work on whiteboards or I could walk around and see how well they understood. But even then, I didn’t hear from or see everyone. For my capstone project for my EdD, I am researching how to add ed tech to the classroom to help capture student thought and to include the voices of the students who are quiet or who aren’t risk-takers. I want to hear from all students and showcase them all as well. This was something brought forth from the pandemic because never before had I not been able to see the work of my students as they were thinking.

Maggie Muuk (Kching, Malaysia)

I would want to know more about innovation as many of my students were left behind by this pandemic. Many of them do not have sufficient access to gadgets or internet to enable them to stay aligned with the lesson. Currently, we are only using WhatsApp to communicate. I’m looking for low technology to make them want to study.

Małgorzata Guzicka (Legnica, Poland)

I truly believe that because of the pandemic, we have rediscovered online learning. Teachers are learning how to use different platforms and educational apps to enhance online learning; students are doing projects in groups using educational websites. I think it would be awesome if students and teachers from different countries could work and learn from one another, do projects together and meet online. I am thinking about a project that could help teachers and students learn from one another about their cultures.

Shawn T. Loescher (California, USA)

The pandemic has represented a time of tremendous learning for our educational and social institutions. Within the pandemic, nearly 1.5 billion children around the world have had disruptions to their typical educational environment. Through this disruption, we have learned that there are multiple modalities and ways of learning. To me, the challenge we face as we emerge from the pandemic is which of the many successful lessons we’ve learned should be adopted and institutionalized to advance academic performance, address inequities, and redesign our schools, in order to create a more human-centered experience that is sustainable in scale and scope.

“The students we will meet on the other side of this pandemic will deserve better than a return to the ‘old normal.’”

Susan Herder (Minnesota, USA)

Educators and students were forced to change suddenly in the midst of the pandemic, often without adequate support. I chose this project because as we return to a combination of in-person and online classes, teachers need to be able to let go of the practices that are not effective and continue to use innovations that engage students and close gaps and eliminate inequities.

Tim Couillard (Virginia, USA)

Well frankly, there is no going back. The students we will meet on the other side of this pandemic will deserve better than a return to the “old normal.” I suspect (and secretly hope) they will demand it. Amid the toll and tragedy of this past year, I hope we find a way to get education “unstuck,” to shed the lockstep factory model of learning once and for all. Let’s hope that necessity is still the mother of invention. I suspect that we have all had a chance to cultivate some new habits of mind that will be as useful in-person as they are at a distance. I’m excited to see where that leads us.

Lastly, I hope that we abandon, or at least push back against, the anxiety-fueled march of “more is more” when it comes to education. Students are people first, learners second. They are more than the test data the system can coax from them to tout their “success.” If we truly believe in social and emotional learning, we need to reject it as a mere tool to boost productivity. We need to not only mean what we say, but ask ourselves if our actions match our words. Ultimately, I hope we can look back on all this and say, tired as we are, we still found the strength to work for a world where what we have gained from this pandemic will be greater than all we have lost.

Umar Anjum (Lahore, Pakistan)

I am working on this as I have seen that inequalities and gaps in the education system have been growing and merely adding more resources is not helping. That is why I believe the answer is hidden in the Innovations.

Reinvest in educators’ well-being

Sarah Harkin (Shanghai, China)

Self-care isn’t just a buzzword; it’s critical. So much is asked of teachers. I hope to find real ways to help build teacher capacity and systemic support within schools in order to better prioritize teacher well-being, specifically mental health and work-life balance.

“Self-care isn’t just a buzzword; it’s critical.”

Sharon Hadar (Raanana, Israel)

During the pandemic, most things have become accelerated – emotions, thoughts, worries, health issues, financial difficulties, and more. On top of this, education systems and educators have been put under the microscope. We get so much criticism from parents, the media, politicians, our administrators, and more.

We, the educators, are the foundation and base for our communities. Our well-being is essential for our communities; teachers have to support each other, be strong, and stay united. It is also making sure there is a way to release and vent, while at the same time find the strength to continue doing our job the best way we can. I want to find the right way to do this, together with the rest of the TIEs, as a part of a strong and cohesive group that can change people’s viewpoint about teachers. It’s time for us to take care and support each other. I am sure that with this project we will find the best way to achieve this!

Introducing the launch of the TED-Ed Innovative Educator Alumni Innovation Projects published first on https://premiumedusite.tumblr.com/rss

[mubahood360]

Former UCU Librarian Succumbs to COVID-19

Former UCU Librarian Succumbs to COVID-19

Professor Fredrick Mukungu, one of the longest-serving staff at Uganda Christian University (Mukono), has succumbed to COVID-19.  Sources near him say he passed on Friday afternoon and had tested positive for COVID-19.  Prof. Mukungu, worked at UCU for about 23 years, as a librarian; before joining Muni University.  He was a librarian at Muni University, at the time of his death.  He was also the…

[dredscottessay865]

college papers for sale

About me

Fast Essays

Fast Essays The mannequin comparability course was not solely probably the most challenging course I have taken as an undergraduate, however the most important. As the only real undergraduate within the course and solely faculty algebra under my belt, I felt fairly intimidated. Yet, the trials of the class compelled me to increase my thinking and be taught to overcome any insecurities and deficits in my education. The effort paid off as I earned not solely an ‘A’ within the course, but additionally won the T.O.P.S. award in statistics. This award is given to the highest undergraduate student with a demonstrated historical past of success in statistics. Writing Tools We provide a number of instruments to help you make your writing simpler, such as citation generator, flashcard generator, grammar checker, query/reply forum and more. In this paper, I will persuade you to vote for candidates who help education reform. Still, there are some basic tips to keep in mind in terms of an argumentative thesis assertion. Our vision is to be the corporate that greatest acknowledges and serves the needs of worldwide college students around the world. My statistical coaching in psychology orientates me towards a extra quantitative graduate expertise. Here are six fast ideas that can assist you to do fast, efficient analysis, and discover nice research paper sources that may set you apart out of your classmates. Research paper sources can be tough to search out – particularly if you would like the good ones. Because written assignments form the premise for nearly all types of efficiency assessments in school, their importance can't be overstated. Furthermore, college educators grade written assignments from different perspectives relying on their own personal preferences and subjective interpretations of the subject matter. During my tour of obligation, I witnessed a number of shipmates endure from various psychological aliments. Driven by a dedication to serve and a desire to know the foundations of psychological sickness, I determined to return to highschool to check psychology. I come from a small, economically depressed town in Northern Wisconson. Many individuals in this former mining town do not graduate highschool and for them college is an idealistic concept, not a actuality. Feelings of being trapped in a stagnant environment permeated my thoughts, and but I knew I had to graduate high school; I had to get out. Due to the University of Rochester’s reputation for an in depth use of statistics in political science analysis, I would make a good addition to your fall class. While attending the University of Rochester, I would like to examine worldwide relations or comparative politics while in graduate faculty. I discover the analysis of Dr.’s Hein Goemans and Gretchen Helmke intriguing and would love the opportunity to study more about it through the Graduate Visitation program. I continued my statistical coaching by completing the second graduate statistics course on mannequin comparisons with Dr. Roger Johnson, a Professor within the Psychology Department. Maybe you would find an authentic newspaper clipping of interviews with the folks closest to him. This is an space you have an actual opportunity to set your paper aside from your classmates. Depending on the scale of your paper, you’ll use a different variety of sources. But the goal is to make use of essentially the most authoritative sources potential. The 4 years I spent within the Army cultivated a deep-seated ardour for serving society. While within the Army, I had the nice honor to serve with several women and men who, like me, fought to make a distinction on the planet. Go there, and armed with your Wikipedia information, begin looking for the best sources. We’re after only one of the best research paper sources. This will require slightly little bit of effort, however you can find some success without an excessive amount of effort if you realize what kind of research paper sources you need to find. After you’ve dug via your Wikipedia article, the subsequent step is a straightforward one – go to the library. Unless you’re finding out one thing that has lately come into existence , your local or faculty library might be your best useful resource. Although most of my friends and family didn't understand my ambitions, I knew I needed to make a difference and used their doubt as motivation to press through. Four days after I graduated highschool, I joined the U.S. For as long as I can remember, I actually have dreamed of science. Make some telephone calls, dig through some microfilm (ask your librarian when you don’t know what that is), and search out the most attention-grabbing and unique sources you'll be able to for your paper. If you are learning Abraham Lincoln, try to find some letters he himself wrote.

[howtowriteapersuasiveessay4-blog]

college paper help

About me

College Paper

College Paper The following tips from our consultants may help. RefSeek, which is made with college students and researchers in mind, is a search engine that includes scholarly results like encyclopedias, books, web pages and educational journals. Purdue OWL - Descriptive Essays Provides advice on tips on how to use language when writing a descriptive essay. How to Write an Expressive or Descriptive Essay - The University of Texas at El Paso Includes a dozen recommendations on tips on how to write a descriptive essay. Purdue OWL - Argumentative Essays Provides data on the construction of argumentative essays and tips on how to create an entire argument. The construction of an argumentative essay can vary. In some circumstances, argumentative essays are five paragraphs that encompass an introduction, three physique paragraphs that handle arguments and counterarguments, and a conclusion. A pupil’s paper is, in some ways, a type of DNA signature to the scholar’s thought process,” says Irving. The analysis has been carried out, the essay has been written and the bibliography has been created. But earlier than handing in any essay, it’s crucial for college kids to proofread their work. This is so completely mistaken that I believe it could require a course of its own,” says Irving. Although outlining may be a good way to maintain an essay on observe, McCarrick additionally advises students to understand that it’s not the one way. Once sources have been found and evaluated, college students can create an outline to help them arrange the information they found and lay out the contents of their essay in a logical means. Conducting research is more than simply collecting sources. In order to research properly, college students must also consider the standard of the sources they discover. Professor of Writing & Rhetoric, York College Dr. Erec Smith is a professor of writing and rhetoric at York College of Pennsylvania. He is also a former school writing heart director. It wants to connect all unfastened ends of the paper's physique, restate the thesis statement, and end with a bang. A local or school library is an efficient place for college students to start out in search of credible sources. It’s always a good idea to ask librarians for additional help discovering sources. Writing the Personal Statement - Berkeley Graduate Division Explains what must be included in a personal essay when applying for graduate faculty. 6 suggestions for writing nice private statements - USA TODAY College Provides best practices for writing personal statements for school purposes. Writing a narrative essay - El Paso Community College Provides an summary of the way to write a narrative essay from begin to end. Purdue OWL - Expository Essays Explains what expository essays are and the way they are structured. It's an underestimated online supply because it can be up to date by the users, however it provides great info that you need to use in your paper. That does not imply you possibly can reference Wikipedia in a tutorial paper, although. Use it to seek out the knowledge you need, and then find that very same info in a more authoritative on-line source. The important factor to bear in mind is the aim of writing a paper under the specific define you keep in mind. You don't see the purpose in scripting this last minute essay? You'll achieve that future not overnight, but step-by-step. When wish to work out the way to write a paper fast, these tips can take you to the ultimate objective sooner. CollegeXpress has every thing you should simplify your school search, get connected to varsities, and find your perfect fit. Don’t rely solely on the pc spelling and grammar verify. The conclusion is the half that leaves lasting impressions. The body of the essay should present arguments and evidence that show the thesis assertion.

[noessay117]

academic essay writer

About me

Essay Writing Archives

Essay Writing Archives Each paragraph will begin with one idea after which go on to explain that idea primarily based on research that helps it. To maintain the essay on monitor, college students must make certain that every paragraph of the physique has a direct connection to the thesis statement. Professor of Writing & Rhetoric, York College Dr. Erec Smith is a professor of writing and rhetoric at York College of Pennsylvania. He is also a former college writing center director. All of papers you get at Royalessays.co.uk are meant for analysis purposes solely. All papers delivered by paperDueNow.com can be used solely for pattern and research functions. You can ask us to introduce adjustments to your essay when wanted. A native or school library is an effective place for college kids to start looking for credible sources. Although the computer system within the library allows college students to seek for books, periodicals and scholarly journals, older elements of the library’s collection could not appear in the catalog. Writing a narrative essay - El Paso Community College Provides an outline of tips on how to write a story essay from start to end. Purdue OWL - Expository Essays Explains what expository essays are and the way they are structured. In the conclusion of an expository essay, college students ought to revisit the thesis statement. Up to 3 times, you may get a free revision to make sure your essay is nothing short of good. We perceive that should you miss the deadline, even the best paper would be nugatory to you. That’s why we guarantee to fulfill the deadline you set. Our editorial team will ensure your paper is matter-related and mistake-free. Through a radical screening course of, we’ve established an intensive network of researchers to ensure we work with one of the best experts in each subject. We constantly spend money on coaching and monitoring our candidates, so you know you work with the best. Purdue OWL - Descriptive Essays Provides advice on how to use language when writing a descriptive essay. How to Write an Expressive or Descriptive Essay - The University of Texas at El Paso Includes a dozen recommendations on how to write a descriptive essay. Purdue OWL - Argumentative Essays Provides data on the structure of argumentative essays and the way to create an entire argument. In some cases, argumentative essays are five paragraphs that encompass an introduction, three body paragraphs that address arguments and counterarguments, and a conclusion. It’s all the time a good suggestion to ask librarians for extra help discovering sources. 6 ideas for writing great private statements - USA TODAY College Provides finest practices for writing private statements for school purposes. However, instead of repeating it word for word, college students ought to rework the thesis by incorporating the supporting evidence they introduced within the body of the essay. The bulk of the expository essay will provide proof for what has been asserted in the introduction. In order to research correctly, students should also evaluate the quality of the sources they discover. RefSeek, which is made with college students and researchers in mind, is a search engine that features scholarly outcomes like encyclopedias, books, net pages and educational journals.

[collegeessayexamples701]

academic essay writer

About me

Student Guide To Academic Writing & Research

Student Guide To Academic Writing & Research In the conclusion of an expository essay, college students should revisit the thesis assertion. However, as a substitute of repeating it word for word, college students should rework the thesis by incorporating the supporting evidence they presented in the physique of the essay. The bulk of the expository essay will provide evidence for what has been asserted in the introduction. Each paragraph will begin with one thought after which go on to elucidate that idea based mostly on research that helps it. To hold the essay on monitor, students should make certain that every paragraph of the physique has a direct connection to the thesis assertion. Purdue OWL - Descriptive Essays Provides recommendation on tips on how to use language when writing a descriptive essay. How to Write an Expressive or Descriptive Essay - The University of Texas at El Paso Includes a dozen tips on how to write a descriptive essay. Our mission is to help students with the least expense, as we understand the intricacies of paying without incomes. We assure utmost satisfaction with our superior buyer-centric service. Never in the strategy of assistance can you complain about quality, punctuality, and conduct. All papers delivered by paperDueNow.com can be utilized solely for sample and research functions. You can ask us to introduce adjustments to your essay when needed. In some cases, argumentative essays are five paragraphs that include an introduction, three physique paragraphs that tackle arguments and counterarguments, and a conclusion. Professor of Writing & Rhetoric, York College Dr. Erec Smith is a professor of writing and rhetoric at York College of Pennsylvania. He is also a former faculty writing heart director. Till now, we have been speaking about decrease expense, however PMP’s facilities rise above it. Without paying a penny, procure the modifications. Our web site forecasts all of the transaction insurance policies. We request you to analysis on them, thoroughly, before inserting the order. Sometimes, college students worry in regards to the high quality standards after hearing the reasonably priced value. Well, it's certainly robust to maintain on this world of competition preserving the charges decrease. But to your shock, we succeeded with our unique business plans. In other phrases, PenMyPaper knows the methods of the trade, and manage to offer superior high quality, at smaller outlays. For a reality check, you should be aware that PMP binds the profit margin. Besides providing low cost essays and an economical analysis thesis, we provide Zero-price amendments, as nicely. Suppose you aren’t glad with some portions of your essay, otherwise you want for extra additions, don't hesitate to get in touch with us. Up to three instances, you can get a free revision to make sure your essay is nothing in need of excellent. Sentence transitions - These middleman statements which embody additionally, additionally and different terms are used to tie your educational paragraphs collectively. They assist to develop the writing flow of your paperwork. The information contained within the essays is developed in an argumentative format. The analysis data is analyzed and interpreted via the written paragraphs. Purdue OWL - Argumentative Essays Provides information on the construction of argumentative essays and how to create a whole argument. The structure of an argumentative essay can range. A native or faculty library is an effective place for college kids to begin in search of credible sources. It’s at all times a good suggestion to ask librarians for added assist discovering sources. 6 suggestions for writing great private statements - USA TODAY College Provides finest practices for writing personal statements for faculty purposes. Writing a story essay - El Paso Community College Provides an overview of how to write a narrative essay from begin to end. Purdue OWL - Expository Essays Explains what expository essays are and how they are structured.