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Archive for the ‘Musings’ Category

Summer PD–What are you looking for?

23 Feb

Every summer, Ask a Tech Teacher offers summer training.summer tech

Summer Online Classes

We also offer online Summer PD on a variety of topics from specific skills (how to use Google Forms, how to use Tellagami–that sort) to overarching concepts (how to differentiate, how to scaffold learning, how to build a curriculum map). This is where we need your…

Help!

In the form below, please vote for all choices that fit your interests. Once we’ve determined what you-all need, we’ll organize the class and notify you. Here are the choices (there’s a spot to add your comments so please tell me if there’s something else you want):

  • How to … use online tools like Evernote, Prezi,
  • How to… use software like MS Word, Excel, Photoshop
  • How to… use Google Apps in your classroom
  • How to… accomplish Big Goals (like problem solving, differentiation with tech)
  • How to … accomplish specific goals (like internet research, assessment, grading tech, create a class wiki, blog with students)
  • Pedagogic topics (keyboarding in class, inquiry, project-based learning)
  • Do you want to meet in Google Hangouts or taped webinars?

We’d love to hear from you about what you’re looking for this summer as you plan your professional development.  Please take a minute to vote in this poll:

..

Curious about last year’s class? Here are 11 take-aways–what the students and teachers loved about the class.

Summer Professional Development

We come to your school and train your teachers to use one of our curricula (K-8 technology, K-8 Keyboarding, and K-8 Digital Citizenship), virtually or in person. If you’re interested in that, please email us at askatechteacher@gmail.com

Online Keyboarding

More on that later…


Jacqui Murray has been teaching K-8 technology for 15 years. She is the editor/author of dozens of tech ed resources including a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is webmaster for six blogs, CSG Master Teacher, an Amazon Vine Voice book reviewer, Editorial Review Board member for Journal for Computing Teachers, CAEP reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, a tech ed columnist for Examiner.com, and a weekly contributor to TeachHUB. You can find her resources at Structured Learning

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55 Interesting Intel Devices

17 Feb

Often in my novels, I use digital devices to create havoc in my plot. There are so many ways to do that–electronic eavesdropping, cloning smartphones, stealing wifi signals–that I now keep a list of the devices and purposes. See if any of these motivate–or frighten–you.

A note: These are all from novels I’ve read and therefore for inspiration only. They can’t be copied because they’ve been pulled directly from an author’s copyrighted manuscript (intellectual property is immediately copyrighted when published).

Computers

  • Each keystroke made a distinct sound, as individual as a fingerprint. As the strings of keystroke clacks and clatters were beamed across the Atlantic, they were processed and stored at the Tordella Supercomputer Facility on the grounds of Fort Meade. Space bars, for example, made a very different sound when struck than regular keys. So did the return key, and it was always struck at the end of a string of characters representing a command. Certain strokes–the numbers 1 and 2 and the letters e and a, for instance–were statistically more common than others. Over the course of an afternoon, the NSA’s powerful description algorithms could with fair to high reliability assign an ASCII code to each distinct keystroke click, producing a transcript of Lockwood’s typing that would be almost as clear as it would have been… with a camera peering over her shoulder.
  • Keylogger, wireless—simple device inserted between the USB port and the USB plug of the keyboard, transmit keystrokes and screen shots to a collection device just outside the office
  • A carefully crafted bit of software would graft itself to the operating system running Syria’s military and government computer networks, creating an invisible back door through which the CIA and NSA would have complete and untraceable access.
  • A USB thumb drive from the NSA’s technical support center. A tiny 40-gig external drive, it looked and acted like a 10-gig drive, with the extra memory invisible behind a virtual wall.
  • A flash drive that had beamed the entire contents of Joe’s flash drive to Martin.

Peoplehacker

  • Facial recognition software
  • The UV light revealed Martin’s latent fingerprints on the pad.
  • handheld Bearcat scanner
  • A RAMCAM, the little fingerprint reader that makes a thermal picture of the print, and the CRIMCON, which is hooked up to a video monitor.
  • a second numeric touch pad, his own alarm, a motion detection system
  • FaceIt—a sophisticated and rapidly evolving biometric software program manufactured by the Indentikit Corp. Would pick out all visible faces
  • SIGINT–monitored radio broadcasts, phone and satellite communications, and internet connections worldwide
  • Flex-8 “F-Bird’, the latest, most sophisticated digital recording device used by OCTF. Battery powered, smaller than a quarter

Vehiclesdrone

  • FLIR–forward looking infrared
  • Conducted a series of surveillance detection routes (SDRs) to make sure he wasn’t being followed, like getting off a bus two stops early
  • a spark plug, often referred to as a ghetto glassbreaker

Perimeter

  • Perimeter security was all microwave trip wires and heat sensors and miniature cameras.

Intel kits

  • cash, sterile SIM cards, cell phones, lock-picking tools, a condensed trauma kit, tracking bugs, Tuff Ties, a Taser, folding knife, multitool, IR laser designator, infrared strobe, night vision monocular, compact weapon with high-end ammo
  • A small screwdriver set, needle-nose pliers, wire cutters, electrical tape, a small roll of wire, an electrical meter, some alligator clips, two tiny flashlights and lithium batteries and of course, a roll of duct tape.. (to defeat a house alarm, the security box and back-up batteries)
  • They contained all of the hard-to-acquire items an operative might need in a foreign country: cash, sterile SIM cards, cell phones, lockpicking tools, a small trauma kit, tracking bugs, Tuff-Ties, Taser, OC figgers, folding knife, multitool, an infrared and lasser designator strobe, a compact firearm, suppressor, loaded magazines, and extra ammunition, and a handful of other items.
  • When the bird was launched, the owner had no idea it carried extra circuitry they didn’t pay for, certly embedded military data relay links the Allies wouldn’t try to shoot down or jam, because they wouldn’t know

digital securityVocabulary

  • algorithm
  • alias
  • anomaly
  • assets on the ground
  • automated indexer
  • back-hack
  • blip
  • bot
  • bricks and clicks
  • bricks and mortar
  • broadcast storm
  • cipher
  • clandestine
  • console
  • covert, trawler
  • cryptanalysis
  • disinformation
  • flooding
  • formulae
  • hacker/cracker
  • hive mind
  • Infobahn
  • keylogger
  • line eater
  • malfunction
  • neophile
  • network meltdown
  • Operative
  • Personnel databases—Accurint, AutoTrack, LexisNexis
  • real time
  • script
  • soft targets
  • subroutine
  • technopreneur
  • techspeak
  • traffic analysis
  • Trojan Horse
  • web agent
  • web crawler
  • web spider

Personal

  • Panic button—looked like a cheap, plastic garage-door opener, bright red, size of a quarter, hung around the neck
  • RFID—radio frequency identification device—a miniature transponder in a credit card that gave off a return signal when it received a recognized interrogation signal.
  • VaporLock-recordless electronic communication. Once you open it, the sender’s name disappears, then the message disappears
  • Iris capture

Emaildigital security

  • Drive-by upload–send an email in HTML format to a targeted computer. Get someone with access to that email to open it and click on a hypertext line. The result was an influx of code into the target computer–a carefully crafted virus, in fact–that took over that computer and gave the sender administrative control.

Rooms

  • SpyFinder Personal
  • Battery-powered lens will detect any micro camera planted in a room, lighting up the camera’s lens with a red dot even if the camera is powered off at the time. Uses refracted light, only instead of using it to capture an image, it shoots beams of concentrated light that are refracted by the camera’s lens to reveal its position
  • Trick the system into thinking a breach hasn’t occurred or hijack the signal before it gets to whoever’s looking—either a human or a mechanical device designed to start squealing.
  • Spread-spectrum scanner—isolated the nearest signal, which should be the door sensor. He identified the frequency and dialed it into a small device the size of a billiard ball. He attached it to the wall and pressed a button. It softly chirped, then apparently did nothing, but I knew it was now blasting out a signal on the same frequency the door sensor used, overriding its ability to communicate with the control panel.

Drugs

  • 2 milligrams of Arivan, 5 of Haldol, and 50 of Benadryl, injected intramuscularly. Emergency room psychiatrists called the combo a B-52 and used it to restrain psychotic patients. Haldol caused extreme sedation and reduced muscle control.—essentially temporary paralysis. Benadryl acted as another sedative a counter to the nastier side effects of the Haldo. Ativan was more pleasant, a tranquilizer that reduced anxiety.

Devices

  • Used his cell phone and an RSA key to access the restricted URL of the NSAs Whois database of classified IP addresses worldwide
  • Used cell phones to assassinate enemies for decades (call them and it blows up in their ear)
  • Replayed the code in his mind again, sound by sound, and as each sound rang in his memory, he pushed its corresponding number on the keypad. Six tones then a click

Eavesdroppingeavesdrop

  • Knew how to turn on the OnStar microphone even if I’m not on it.
  • I place an audio transmitter the size of a grain of salt under his media console and another in his bedrooma
  • GSM A5.1 Real Time Cell Phone Interceptor—can handle twenty phones in quad band and four base stations and is undetectable

Phones

  • trap and trace
  • software inserted into the device’s operating system gave the team rel-time access to Khaddam’s emails, text messages, contacts, photos, voice calls. It also turned the device into a full-time transmitter
  • made a Skype call from his laptop—you can’t trace those with towers
  • An NNR GlobalEye, for the geosynchronous satellite, and then the LEO
  • encrypted, unlocked, quad-band GSM cell phones
  • He hacked my phone, did it electronically. Installed some form of data logger software. All he needed to do was to stand within a few feet of me. I keep the Bluetooth option switched on all the time. He could have simply uploaded it from his phone to mine in a matter of seconds.
  • In the absence of a secure line, Skype was a spies first port of call; near impossible to bug, tricky to trace.
  • Phone cached the video images, transmitting them to the DVR on Wherever when the cache reached capacity. Interchangeable lenses provided ultraviolet and infrared vision

Tracking

  • Dime-size tracked devices that slide into purses or pockets and the ability to activate webcams on computers without the users’ knowledge

More technology in writing:

Metamaterials and an invisibility cloak

The Science of Star Trek

Demographics of a Trekkie

When does technical become boring


Jacqui Murray is the author of the popular Building a Midshipman, the story of her daughter’s journey from high school to United States Naval Academy. She is the author/editor of dozens of books on integrating tech into education, webmaster for six blogs, an Amazon Vine Voice book reviewer, a columnist for Examiner.com and TeachHUB, Editorial Review Board member for Journal for Computing Teachers, monthly contributor to Today’s Author and a freelance journalist on tech ed topics. You can find her book at her publisher’s website, Structured Learning. 

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Edublog Nominee

16 Nov

eddiesThe 2014 Edublog Awards is a community based initiative started in 2004 in response to concerns relating to how schools, districts and educational institutions were blocking access to educational blog sites. The purpose of the Edublog awards is promote and demonstrate the educational values of these. Once a year, about this time of year, we bloggers get ten days to nominate our favorites in categories that include:

  • Individual Blog
  • Group Blog
  • New Blog
  • Class Blog
  • Student Blog
  • EdTech Blog
  • Teacher Blog
  • Library/Librarian Blog
  • Administrator Blog
  • Influential Post
  • Individual Tweeter
  • Twitter Hashtag
  • Free Web Tool
  • Video/Podcasts
  • Educational Wiki
  • Best Open PD
  • Social Network
  • Mobile App
  • Lifetime Achievement

 

Then, the good people at Edublog sift through and come up with a short list of nominees.

Nominate your favorite blog by the 24th of November (I’ll do the happy dance if you nominate Ask a Tech Teacher). Click here for the official Edublog nomination form.

Good luck to everyone below who’s hard at work nominating their favorites!


Jacqui Murray has been teaching K-8 technology for 15 years. She is the editor/author of dozens of tech ed resources including a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum, and dozens of books on how to integrate technology into education. She is webmaster for six blogs, CSG Master Teacher, an Amazon Vine Voice book reviewer, Editorial Review Board member for Journal for Computing Teachers, CAEP reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, a tech ed columnist for Examiner.com, and a weekly contributor to TeachHUB. You can find her resources at Structured Learning.

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#IWSG–My Writing Style Doesn’t Work

05 Mar

writers groupThis post is for Alex Cavanaugh’s Insecure Writers Support Group (click the link for details on what that means and how to join. You will also find a list of bloggers signed up to the challenge that are worth checking out like Kate and Rebecca who inspired me to begin). The first Wednesday of every month, we all post our thoughts, fears or words of encouragement for fellow writers.

This month’s insecurity: What if my style of writing just doesn’t work for the genre I selected?

I have been writing for about 17 years. I started as a fiction writer (had no idea what my genre was), took some classes. Got excited about writing as a craft. I thought it was something I could be passionate about for a lifetime so I wrote a novel. It wasn’t well received. That didn’t stop me. I kept writing and submitting and filing. Write. Submit. File rejection letters. Repeat. Being a smart person, I figured out this wasn’t going to pay the bills so I started writing tech-in-education articles, books, stuff. That worked well. I seemed to have found a good balance of layspeak and tech for lots of people.

But I kept writing fiction, now focused on thrillers. Still I write. Submit. Get rejected. Repeat.

I’m starting to wonder if my writing style doesn’t work for fiction. I’m organized, almost methodical. I like approaches like the Marshall Plan that tells me how many scenes my characters should be part of (not to say I follow it all the time. I like being a rebel). I create my draft in Excel so I can add rows, ideas with alacrity, then convert everything to Word. I probably have all the required pieces of a novel, but I wonder if I’ve organized out the passion. Emotion. Little surprises that just happen and make readers come back.

Don’t get me wrong–I’ve had some success. A first place in a writing competition. Quarter finals in ABNA. I even had an agent for a while… That’s another story. People I respect swear it’s the Universe being quirky, not me being hopeless. I’ve tried quitting, but I’m back at it within weeks, like an addict. I know people who quit smoking and their rough period starts when they quit and continues till they die. Is that what being a reformed writer would be–“Hello, my name is Jacqui and it’s been ten days since I edited my novel…” I get the shakes thinking of that.

Still I wonder. If I self-pub will anyone read? Will I be among those ‘Indie authors who embarrass the profession’? Yikes–I’m depressing myself.

How do you handle this sort of worry?

More IWSG articles:

Am I good enough? Does it matter?–#IWSG

Fear of Saying Dumb Things Scares Me to Death

#IWSG–The World is Changing–Can I keep up

Will I Find Employment if I’m an Older Job Hunter?


Jacqui Murray is the author of the popular Building a Midshipman, the story of her daughter’s journey from high school to United States Naval Academy. She is webmaster for six blogs, an Amazon Vine Voice book reviewer, a columnist for Examiner.com and TeachHUB, Editorial Review Board member for Journal for Computing Teachers, monthly contributor to Today’s Author and a freelance journalist on tech ed topics. In her free time, she is editor of technology training books for how to integrate technology in education. Currently, she’s editing a techno-thriller that should be out to publishers next summer.

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A Soldier’s Christmas Poem

20 Dec
This is one of the most popular military Christmas poems I’ve seen. Here’s it’s history, from “A Soldier’s Silent Night”:

“The true story is that while a Lance Corporal serving as Battalion Counter Sniper at the Marine Barracks 8th & I, Washington, D.C., under Commandant P.X. Kelly and Battalion Commander D.J. Myers (in 1986), I wrote this poem to hang on the door of the gym in the BEQ. When Colonel Myers came upon it, he read it and immediately had copies sent to each department at the Barracks and promptly dismissed the entire Battalion early for Christmas leave. The poem was placed that day in the Marine Corps Gazette, distributed worldwide and later submitted to Leatherneck Magazine.”

Schmidt’s original version, entitled “Merry Christmas, My Friend,” was published in Leatherneck (Magazine of the Marines) in December, 1991.

As Leatherneck wrote of the poem’s author in 2003:

“‘Merry Christmas, My Friend,'” has been a holiday favorite among ‘leatherneckphiles’ for nearly the time it takes to complete a Marine Corps career. Few, however, know who wrote it and when. Former Corporal James M. Schmidt, stationed at Marine Barracks, Washington, D.C., pounded it out over 17 years ago on a typewriter while awaiting the commanding officer’s Christmas holiday decorations inspection…while other leathernecks strung lights for the Barracks’ annual Christmas decoration contest, Schmidt contributed his poem to his section.”

Over the years the text of “Merry Christmas, My Friend,” has been altered to change Marine-specific wording into Army references (including the title: U.S. Marines do not refer to themselves as “soldiers”) and to incorporate line-ending rhyme changes necessitated by those alterations.

This poem was written originally by Marine Corps Lance Corporal James M. Schmidt in 1986. It is narrated by Father Ted Berndt.

See you in a few weeks!

 
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December To Do List for USNA Applicants

11 Dec

partial photo credit: NemoDepending upon where you are in the process, you may have done some of the items on this list. Skip them. Be happy you’re done. Move on to the next:

First Steps:

If you’re serious about attending the USNA or any other military academy, buy a few books (or check them out of the library) on the process. It’s worth the investment because if you pursue this dream, you will be investing much more of your time and money before you achieve your goal. Better to make sure this is the direction you want to go.

Here are two books to get you started:

 
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Dear Otto: What are Common Core keyboarding standards?

17 Jul
tech questions

Do you have a tech question?

Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

Here’s a great question I got from Lani :

I am trying to set up my curriculum map for 2013-14, for preK-8. This is the first year I will be actually using the lab f/t…I hope, along with library skills. I purchased several of the structured learning books & your blog has been amazing! My question, you mentioned that keyboarding is part of the CC…45wpm minimum, by end of 8th grade. I have looked at the CC State Standards, but cannot find this or any tech standards. Can you share where this is? I have new administration coming & would like to be prepared! Thank you.

Here are the relevant Common Core standards for keyboarding:
  • Keyboarding is addressed tangentially–saying students must be able to type *** pages in a single sitting (see CCSS.ELA-Literacy.W.4.6 for example. The ‘pages in a single sitting’ starts in 4th grade and continues through 6th where it’s increased to three–see CCSS.ELA-Literacy.W.6.6)
  • By 3rd grade, Common Core also discusses the use of keyboarding to produce work, i.e., CCSS.ELA-Literacy.W.3.6 which specifically mentions ‘use technology to produce and publish writing (using keyboarding skills)’
  • The keyboarding requirement that is giving teachers across the continent heartburn is that keyboarding will be required to take Common Core Standards assessments (a year off except where Districts are testing this eventuality).

It’s worth noting that CC standards are progressive–students are expected to learn material, transfer that knowledge to the next grade level where they show evidence of having learned it by using it and building on it. Therefore, the notation to ‘produce and publish writing using keyboarding skills’ in 3rd grade carries into all successive grade.

Here’s the meat of Lani’s question/answer: To fulfill these standards will require a level of keyboarding expertise by 4th grade. I get the speed by extrapolating what CC wants accomplished. To type one page in a single sitting in 4th grade means typing approx. 300 words without taking a break. At 25 wpm (my recommendation for that age group), that’s 14 minutes of straight typing. That’s a lot! But not too much. If 4th graders are slower than 25 wpm, the time commitment of sitting in front of a monitor goes up tremendously. For example, at 15 wpm, they would be typing non-stop for 20 minutes–can they do that?

To ask Otto a question, fill out the form below:



Jacqui Murray has been teaching K-8 technology for 15 years. She is the editor of a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum, and creator of technology training books for how to integrate technology in education. She is webmaster for six blogs, CSG Master Teacher, an Amazon Vine Voice book reviewer, Editorial Review Board member for Journal for Computing Teachers, Cisco guest blogger, a columnist for Examiner.com, featured blogger for Technology in Education, IMS tech expert, and a monthly contributor to TeachHUB. Currently, she’s editing a techno-thriller that should be out to publishers next summer. Contact Jacqui at her writing office or her tech lab, Ask a Tech Teacher.

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Handwriting vs. Keyboarding–from a Student’s Perspective

05 Jul

keyboardingEvery year, I have 4th grade students compare handwriting speed to keyboarding speed. We run it like an experiment.

  • we discuss the evidence–pros and cons
  • we develop a hypothesis
  • we test the hypothesis (with a series of four tests)
  • we revise if necessary

I wanted to test some of the reasons students come up with on both sides of this issue. I framed the discussion with Common Core standards for keyboarding as well as my school’s guidelines:

  • students must type 25 wpm by 4th grade, 30 by 5th, 35 by 6th, 40 by 7th, 45 by 8th
  • students must type 2 pages in a single seating. That roughly 500 words. at the 4th grade required speed, that’s 20 minutes of typing at a single sitting

Since fourth graders for both years I’ve done this have (from a show of hands) believed handwriting was faster, I put that as pro. I should note: The pros and cons were verbal the first two times I did this. The third time, I wrote them on the SmartScreen as students commented:

Pro–handwriting is faster

  • students are better at it. They’ve had more practice
  • don’t have to search for the keys
  • I can handwrite forever. Keyboarding–I get frustrated
  • Have to use two keys for some symbols which slows it down
  • Hand gets tired
  • Gives you writers bump if you do it too long—hurts for 4th graders

Con–keyboarding is faster than handwriting

  • Can lose your paper
  • pencils break, erasers disappear, points get dull. Then, I have to take time to get a replacement. Never happens with a keyboard.
  • hand never gets tired
  • eyes must constantly move from sheet to pencil. Once I’ve memorized the keys, I don’t have to do that anymore
  • you can only get so fast at handwriting–say, 45 wpm. Most students will exceed that speed with typing. Lots of people type 65 wpm. I type 120 (well, not anymore because of my arthritis). In the big picture, the average student will never handwrite as fast as keyboard
  • Erasing is easier
  • Spell check is easier
  • You get better at it because it crosses over into other uses
  • Counts words for you
  • Adjust font sizes to fit in smaller spaces
  • Always legible
  • Quick formatting to make thoughts stand out
  • Grammar details are easier
  • Shortcuts in keyboarding
  • Don’t waste paper

Students really got into this discussion. There were hands up frantically waving until I had to pull the plug because we would run out of time to complete the test.

The test (five minutes typing and five minutes handwriting the same selection) indicated that student handwriting was faster–and so students thought that indicated handwriting was better.

I realized I had made a mistake: Students voted based on THEIR personal status rather than the big picture. In the third of three classes, I wrote the pros and cons on the SmartScreen as students pointed them out, then we voted and discussed the results. This time, students voted based on the future–whether they thought they would soon be more efficient typists or handwriters.

Truth, the results don’t matter. We had a great time applying scientific experimentation to an authentic situation that students could relate to. Students talked about it for months afterward and were proud of themselves when one of our quarterly speed quizzes showed that they–finally–typed faster than their handwriting.

What do students at your school think?



Jacqui Murray has been teaching K-8 technology for 15 years. She is the editor of a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum, and creator of technology training books for how to integrate technology in education. She is webmaster for six blogs, CSG Master Teacher, an Amazon Vine Voice book reviewer, Editorial Review Board member for Journal for Computing Teachers, Cisco guest blogger, a columnist for Examiner.com, featured blogger for Technology in Education, IMS tech expert, and a monthly contributor to TeachHUB. Currently, she’s editing a techno-thriller that should be out to publishers next summer. Contact Jacqui at her writing office or her tech lab, Ask a Tech Teacher.

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Beautiful Words

24 Jun
Beautiful words

Beautiful words

What makes you want to remember a word like cornucopia, abecederian, heterodoxy, circumlocution when you read it? ? Do you try to decode it first–Is ‘-locution’ the root? and what’s the prefix–‘hetero-‘ tell you about the meaning? What about the suffix -ian–does that make it a noun?

Here’s a great word that roles off your tongue–contradistinction. Think root and prefix and you’ve got the meaning, one that translates to your writing with a single word rather than …hmm… How many would it take?

It reminds me of art. So much is said with a picture in such a concise place. The artist provides us with a 12×14 canvas (or smaller, or larger) and it takes us hundreds of words to explain its meaning.

I posted a list of my favorite words here and here and here. These are words that you’ll want to use in your writing. They say so much in their few little syllables. And for those of you working valiantly to avoid adverbs and adjectives–because you understand they are the crutch of weak verbs and nouns–as Stephen King said, “The road to hell is paved with adverbs.”–you will notice that they replace up to five normal words.

Here’s the question. Do you love words so much you’ve become a logomach–one who disputes over words and their meanings. Or a neologist–one who invents words for a situation (do you verbize nouns and nounize verbs?). You might simply be a philomath–a lover of learning.

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Humor that Inspires–for Teachers! Part III

15 Jun

funny quotesIf you liked the last Humor that Inspires (Part 1 and Part 2), here are more to kick-start your day:

  1. “A man can’t be too careful in the choice of his enemies.”
    – Oscar Wilde (1854-1900)
  2. “Forgive your enemies, but never forget their names.”
    – John F. Kennedy (1917-1963)
  3. “Logic is in the eye of the logician.”
    – Gloria Steinem
  4. “No one can earn a million dollars honestly.”
    – William Jennings Bryan (1860-1925)
  5. “Everything has been figured out, except how to live.”
    – Jean-Paul Sartre (1905-1980)
  6. “Well-timed silence hath more eloquence than speech.”
    – Martin Fraquhar Tupper
  7. “Thank you for sending me a copy of your book – I’ll waste no time reading it.”
    – Moses Hadas (1900-1966)
  8. “From the moment I picked your book up until I laid it down I was convulsed with laughter. Some day I intend reading it.”
    – Groucho Marx (1895-1977)
  9. Read the rest of this entry »