Showing posts with label and. Show all posts
Showing posts with label and. Show all posts
Wednesday, March 18, 2015
THE FINAL CUT SONG AND INTRODUCTION OF THE ALBUM LYRICS PERSPECTIVES AND REVIEW
This song is one of the most unique songs I have ever heard. I love the Lyrics (Not a new thing for me talking about Pink Floyd),it has a whole story within the song. And its so good I am almost at a loss of words.Talking about the instrumentals and the musical theme/concept,I am very much impressed with this.And its pretty emotional to get the fact that this was the last album with which Roger Waters was present with the band.(I dont know when I got so involved with the members of Pink Floyd) The musical effects are just out of the world - wonder to me,very well defined with the concept of the song.At the end of the second part of the song,there is a tremendous sound of a bullet through a shotgun,just before "whats behind the wall".While saying the last line of the third part "Or is it just a crazy dream?",there was a certain strain in the voice,very impressive.The last line of the fourth part almost got me off my nerves.The way there was a soft,almost whispering "Would you send me packing?" followed by a "Or would you take me home?" on a very high note,in a pained tone.I am amazed at how well Waters sang this song.I am usually a Gilmour fan when talking about vocals,but this song definitely changed my viewpoint considerably.Though Waters did not really like himself singing in the album,he said that you could find the "mad tension running through."And I have to say,I am pretty embarrassed with David Gilmours eccentric behaviour saying "The Final Cut is very good but its not personally how I would see a Pink Floyd record going." The Final Cut is not just good,its great,its impressive,its ideological,its bold.I am in Love with the album,literally.I am surely going to review each and every song over there.Waters frustration about the Falklands War - just everything.And now I am pretty much understanding why he was not honoured by the British Government much.And ideology has to get you working because action speaks louder than words. And that I have to admit,whether he was a leftist or not (though I have seen left ideals in him and when he spoke about The Post-War dream in this album,he did speak of the ideals they,inclusive of his late father from Labour Party,UK,who was a communist,had to give his life in World War II along with millions of all those who truly dreamed of a more peaceful,liberal,honest and less diplomatic England.) The album has a very good blend of music and ideals.And you see,I just had to love it.Throughout the album,Margaret Thatcher has been opposed and referred to as "Maggie".I am still impressed by every attribute of Roger Waters right now and I have to admit,he was much more frank than Gilmour.And I personally like frank speakers,they are less in number.Coming to the song,I would give the scores -
Note that - I will be surely reviewing all the songs from this album sooner or later. Information Credit - Wikipedia (Particularly This Album) Disclaimer - I do not own the photographs used in this post. Lyrics - Please refer to the Music section of What is A Perspective? page of the blog.
MELODY - 5/5
INSTRUMENTALS - 5/5
THE VOICE BEHIND - 5/5
LYRICS - 5/5
As a Song - {(20/20)*100%}= 100%
The Final Cut Disc
The Final Cut Album Cover
The Backside of The Album Cover of The Final Cut
The Final Cut Disc (Different Cover)
Here are the lyrics -
Through the fish-eyed lens of tear stained eyes
I can barely define the shape of this moment in time
And far from flying high in clear blue skies
Im spiraling down to the hole in the ground where I hide.
If you negotiate the minefield in the drive
And beat the dogs and cheat the cold electronic eyes
And if you make it past the shotgun to my hall,
Dial the combination, open the priesthole
And if Im in Ill tell you whats behind the wall.
Theres a kid who had a big hallucination
Making love to girls in magazines.
He wonders if youre sleeping with your new found faith.
Could anybody love him
Or is it just a crazy dream?
And if I show you my dark side
Will you still hold me tonight?
And if I open my heart to you
And show you my weak side
What would you do?
Would you sell your story to Rolling Stone?
Would you take the children away
And leave me alone?
And smile in reassurance
As you whisper down the phone?
Would you send me packing?
Or would you take me home?
Thought I oughta bare my naked feelings,
Thought I oughta tear the curtain down.
I held the blade in trembling hands
Prepared to make it but just then the phone rang
I never had the nerve to make the final cut.
"Hello? Listen, I think Ive got it. Okay, listen its a HaHa!"
Tuesday, March 17, 2015
Beware the Ninja Weenies and Other Warped and Creepy Tales
While not all the stories deliver, enough do to make this a worthwhile collection. Fans of The Twilight Zone will find much to enjoy between its pages. Lubar wraps up his book by revealing how he got the idea for each story, a nice touch.
Beware the Ninja Weenies and Other Warped and Creepy Tales
by David Lubar
Starscape/Tom Doherty, 192 pages
Published: June 2012
From Cover to Cover Evaluating and Reviewing Childrens Books
Chapter One starts off with a clearly presented account of how childrens books are published and then goes on to list and define the parts of a book. Subsequent chapters give readers a tour of the major categories of childrens literature, including nonfiction books, traditional literature (folktales and fairy tales), poetry, picture books, easy readers and transitional books, and fiction. (Unfortunately, YA books arent represented as a separate category.)
For each genre, Horning explains what reviewers should take into account when evaluating a book. When judging an easy reader, for example, a reviewer should consider vocabulary, sentence length, plot, illustrations, and the books design (the size of the typeface, the space between words, the space between lines, the number of lines per page, and so forth).
The final chapter deals with writing a review. Horning sets out the process in distinct steps. After first preparing and selecting a book, a conscientious reviewer reads and takes notes, asking herself questions while doing so. Sometimes it is necessary to consult outside sources and to fact check. Finally its time to write the review and decide what to include and what to leave out.
As someone who blogs regularly about childrens books, I found this book immensely helpful. I strongly recommend it to anyone who writes or cares about childrens books.
From Cover to Cover: Evaluating and Reviewing Childrens Books (revised edition)
by Kathleen T. Horning
HarperCollins, 240 pages
Published 2010
Tuesday, March 10, 2015
7 Reasons Why Body Feels Tired When Rise and Shine
You may have experienced the condition of the body is so tired when you wake up in the morning. Sleep should be able to recover energy instead of leaving the effects of fatigue when awake. If this happens, you might make a mistake that can affect sleep and waking patterns.
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| belaskasih.com |
Here are 7 reasons why your body feel too tired when i wake up in the morning, as reported by self, Saturday (09/29/2012), among others:
1. You missed sports
Exercise not only burns calories, but also burn energy. If the body is too much to save energy, then you can not sleep well at night and will sometimes wake up with anxiety.
Stick to a regular exercise routine, exercising at least three or four times a week can improve the quality of sleep and you can wake up to fit in the morning.
2. You are too cool to social media to stay up late
Surfing the internet and communicate with friends via twitter or facebook can make you not realize that time passes quickly and unknowingly have been too late to go to bed.
Lack of sleep at night will certainly make you feel tired when you wake up in the morning. In addition to social media, sleep will also be hampered by other factors such as lights from cell phones, computers, and TVs that stimulate the brain to stay awake longer.
Turn off all electronic devices and gadgets at least an hour before bed and instead can be done by reading a book or do some stretching until you feel sleepy and fell asleep.
3. Terlau you eat spicy food for dinner
Eating foods that are too spicy can cause an uncomfortable feeling in the stomach when you try to lay down after dinner. You will not be able to sleep or sleeping with a burp or will feel throat burn.
When you can not sleep and woke up a few times in the middle of the night, you will wake up feeling tired. To fix this problem avoiding spicy foods, citrus fruits, tomato sauce, and other foods that cause indigestion.
4. You drink too much caffeine
In addition to keeping you up all night, caffeine can also cause heartburn. Stop drinking caffeinated beverages since noon or earlier if it makes you hard to sleep at night.
5. Berlakohol you drink right before bed
Drinking alcohol too close to bedtime can keep you awake at night to urinate. Besides alcohol also interfere with your bodys sleep patterns and cause the conditions are too tired to get up in the mornings.
6. You forgot to turn off the phone ringing
Theres nothing wrong with keeping the phone still burning at the bedside so that when you are woken up by the alarm in the morning, but if you do not turn off the phone ringing, your sleep may be disturbed by the notification email and social media.
Any sound that could potentially wake you from sleep should be turned off before bed so you can sleep soundly.
7. Your thoughts are always going to certain problems
Too think of a thing whether its an office affair, love affairs or even family issues sometimes make a person can not sleep easily. You can write all the sadness that meets your thoughts into a notebook or diary.
It can be a little help relieve and make you sleep peacefully to wake up in the morning with a state fit.
Source : health.detik.com
Monday, March 9, 2015
Classroom iPod touches iPads Dos and Donts
This is a great article by Tony Vincent over at http://learninginhand.com/
Even more relevant with the announcement of the iPad 2. The camera alone allows schools to use this more like a laptop. It is now a viable alternative to a 13inch Macbook. Anyway Tony has some really interesting and insightful tips learnt through experience. Enjoy
"Bringing iPods and iPads into the classroom is a great way to give students access to learning tools. However, there are so many things to keep in mind to make the devices work smoothly in the classroom. While this list of dos and donts mainly addresses iPod touch the same advice goes for iPod touch and iPhone.The list is for large or small class sets of handhelds; if students are using their own personal iPods youll have a different set of considerations and technical issues to deal with.
Dos
Do sync all iPods to one computer. Youll really be doing yourself a favor by syncing with one computer. You can add media to one computers iTunes Library and know that it will sync with all iPods. If you must use more than one computer for syncing, always sync the same group of iPods to the same computers. This will probably involve color-coding the iPods and computers. The one computer you sync with can be Windows or Macintosh. Some people report that Windows computers freeze when syncing more than a few iPods at once. Macs appear to work better at syncing multiple iPods simultaneously.
Do name iPods. The first time you sync an iPod you are prompted to give it a name in iTunes. Start the name with a number so iPods are listed in order under the Devices list. Include a zero in front of number 1-9 so the computers sure to list them correctly. You can always change an iPods name anytime using iTunes.
Do set each devices wallpaper with a number or name. An innovative way to identify iPods touches is to set the wallpaper image of each device to include its number or a name. This way you can simply press the Home button and the screen instantly lights up and displays the devices number. Wallpaper can be any image thats in the Photos app. That includes images synced using iTunes or images saved from mobile Safari or other apps. Ive made three sets of images that youre welcome to use as wallpaper. Read my post and download the image sets.
Do set iPods for automatic sync of all content. Configure each iPod to sync all audio, video, podcasts, and apps so that everything in the iTunes Library is automatically transferred to the iPod. This way there are no buttons to push or click. Simply plugging in the iPod will ensure that everything in the iTunes Library is synced onto the iPod. Refer to this PDF for directions. Each iPod will have to be configured separately in iTunes. But, once configured, you wont have to touch the settings again.
Do make playlists. Because everything in the computers iTunes Library will be synced onto the iPods, its a good idea to organize what you want students to access into playlists. Do this by click the + in the bottom-left of the iTunes windows. Name your playlist and then drag and drop audio, video, podcasts, and audiobooks onto it. You can click and drag to reorder items within a playlist. Upon next sync, the playlist will appear on the iPod.
Do delete content. Since you are mirroring the computers iTunes Library onto the iPods, deleting items from iTunes will delete them from the iPods. After you no longer have a need for a podcast, video, or audiobook, delete it so it is not taking up room and cluttering up the iPods. Chances are you want to use this content with a future class. If its something you will use again, drag and drop it into a folder on your desktop. You can drag and drop it back into iTunes for the next time you want it synced to iPods.
Do configure the Music app for easy access to playlists and podcasts. I wish the Music app on iPod touch was named Audio instead because that is where you listen to any audio and access podcasts. As its name suggests, the app is set up for listening to songs. With a few changes, you can make it easier for students access educational content on the iPod. First, launch the Music app and tap the More button. Then tap Edit. Drag the Playlists, Podcasts,and iTunes U buttons to the bottom of the screen. If you use audiobooks you can drag that too. Youll need to do this on each iPod touch (or better yet have students do it). Now when the Music app is launched, students have quick one-tap access to whatever buttons you added to the bottom of the screen.
Do label or engrave iPods. Its important for teachers and students to be able to identify iPods. Giving iPods numbers is helpful. Some schools engrave numbers on the iPods backs. Unfortunately, this number cannot be seen when the iPod is in a protective case. Putting a sticker on the front or writing the number on the case is helpful. Be sure the number matches the number you gave the iPod in iTunes. Additionally, having a variety of colors for cases can make it easier for students to spot their iPods.
Do set up an iTunes account for the classroom computer. Most prefer to keep their personal iTunes account separate from their school account. Now, you do not need an iTunes account to download podcasts and iTunes U collections. You do need an account if you plan to download audiobooks and apps, even if you are will only download free apps. iTunes usually requires a credit card to be on file when you create an account unless you follow these directions. You can sync all of the iPods using that one account. Everything you download with that account will be locked to that account and can only be installed from computers that are authorized with the accounts Apple ID and password.
Do know you can authorize more than one account on a computer. If you bought software using a different account from your classroom account, it is possible to also authorize your account in addition to your school account ron the classroom syncing computer. Click Authorize Computer from iTunes Store menu and enter your Apple ID and password. Realize that you can authorize an account on up to five computers. When you deauthorize your account on the computer the apps and audiobooks that are associated with your account will be deleted from the iPods.
Do use a flash drive to transfer apps between computers. When you purchase an app in iTunes it is downloaded and stored on your computers hard drive. That same app file is then copied to all iPods that sync with your iTunes Library. There might be times you download apps on a computer other than the one you use for syncing. In this case you will need to copy the apps from the original computers Library onto the new computer for syncing with iPods. The easiest way is to use a flash drive. On the first computer click Applications under Library. Then drag and drop the apps you wish to copy onto the flash drive. They appear as .ipa files with an iTunes icon. Eject and insert the flash drive into the computer used for syncing. Drag the apps from the flash drive into the iTunes Library. If the apps were downloaded or purchased under a different iTunes account than the one on the syncing computer, you may have to authorize your account (see above).
Do get a charging cart, case, or tray if you have the money. Bretford makes thePowerSync Cart for iPod. Its pricey at about $2300. For about half the price they offer thePowerSync Case. TriBeam is another company that makes carts and trays for syncing iPods. Also, PARAT Solutions makes Parasync, and they have created a product comparison chart. An advantage to these solutions is that each iPod has its own slot. Numbering these slots allows the teacher to quickly see which iPods are missing. If you cannot afford a cart or case, do buy a couple of powered USB hubs so you can sync and charge several iPods at once. If you stagger connecting the iPods, you can sync and charge an entire class set without buying expensive equipment.
Do have procedures for passing out, turning in, and syncing. Will students get their iPod as they enter the classroom? Do you have a helper student who will pick up the iPods? How will you know when all iPods have been turned in? There are lots of ways teachers manage iPods in the classroom. The key is having procedures for everyone to follow.
Do secure iPods when not in use. Have a place to lock up the iPods. Its no fun when an iPod is stolen.
Do have earbuds for each student. Something else that isnt fun is using earbuds that someone else has stuck in their ears. You can get inexpensive earbuds at Walmart andonline. Most students probably already have their own earbuds. Earbud wires do tend to get tangled. Those in elementary classrooms may consider putting a hook on a wall for each student. Label the hooks and earbuds so students can drape their earbuds from the hooks when not in use as a way to keep the wires tangle-free.
Do create a web clip icon for your class or school website. A web clip is an icon you can add to your Home screen as a shortcut to a website. With one tap, Safari will open to the web clips page. To make a web clip, simply open the page in Safari. Tap the Plus sign at the bottom of the screen. Tap Add to Home Screen and edit the title (if you want). Tap Add and, presto, a new icon is added to your Home Screen. This will need to be done on each iPod individually. Adding a web clip to your class website enables you to add a link to your site that students can easily access on their iPods without typing in a web address.
Do use a URL shortener. If you dont have a class website or dont have time to update it, give wen addresses for students to type in using a URL shortening service. Sites liketinyurl.com and bit.ly take longer web addresses and make them shorter. The shorter the URL the easier they are to type on an iPod touch. Read more about shrinking long web addresses.
Do have consequences for misuse. Unfortunately, students will be tempted to use iPods inappropriately. Ive found that taking away the iPod is an effective consequence for misuse. Students who have continual problems with misuse should be seated so that the teacher can monitor their activities. Maybe even point a video camera on a tripod at the students screen so that the student knows the teacher is always "watching."
Do create a usage contract. A contract is an effective way to communicate how and when an iPod can be used. Have students and parents sign the contract to indicate they agree to follow the rules and accept the consequences for breaking the rules. You may want to model your contract after some of these:Culbreth Middle SchooliNtouch ClubLenape iPod Touch 1:1 User AgreementInformation and Communication Technology (ICT) Use ContractELL iPod Agreement
Do set up email.. Like it or not, email is the primary way to get some information off the iPod and onto a computer. If students are assigned their own iPods, then it makes sense to set up each iPod with the students email account. Some schools use Gaggle.net email, which can be configured to work on iPod touch. If students do not have their own email or students share individual iPods, you may want to set up each one with a free Gmail account. The problem with setting up all those accounts is the time involved and the difficulty in monitoring so many accounts. An alternative is to create one Gmail account to be used on all iPods. So that you can tell which iPod an email originated from, type in the number of the iPod or the name of the student in the Email settings Name field. This will need to be set up individually on each iPod. Additionally, be sure the teachers email address is added to the address book so students can easily send what they create on the iPod touch to the teacher.
Donts
Dont give students the iTunes account password. If you give them the password, they can download apps right from the iPod itself. Apps downloaded on one iPod will eventually be synced to all iPods so a single problem could grow larger. Teachers should be in complete control over what is loaded on the devices, so they should keep passwords to themselves.
Dont sync iPods with any other computer than the original. If an iPod is attached to a different computer you will get messages that content on the iPod will have to be erased. You probably dont want that. If you click Cancel, the iPod will charge but wont sync.
Dont feel you need to sync iPods everyday. Chances are you wont need to sync iPods everyday. You only need to sync when there are new podcasts, audio, video, or apps you want to put on the iPods. If you plan ahead, you can make it so syncing is required only weekly and perhaps monthly. Depending on use, however, iPods will probably need to be charged every couple days.
Dont spend too much on iPods. The 8GB iPod touch is the most affordable. Is 8GB enough? For most, yes, 8GB is plenty for dozens of apps, lots of audio, and a few videos. You can see how much of the available memory is taken up by viewing each iPods capacity gauge. The gauge is found in iTunes under the Summary tab for each iPod.
Dont buy expensive accessories. Apple sells $30 earbuds with microphones, $30 cases, $20 syncing cables, and $30 wall plugs. Monoprice sells $4 earbuds with microphones, $1cases, $2 syncing cables, and $4 wall plugs.
Dont mistreat batteries. iPods use lithium-ion batteries. These batteries will lose capacity over time. The worst thing you can do is store iPods somewhere hot, like a car in the summertime. Its also not healthy for lithium-ion batteries to be completely discharged. For healthiest batteries, store iPods at about 80% charge over the summer (be sure to completely power down the iPods over the summer as well).
Dont use liquids to clean the screen. You dont want liquid getting inside. Microfiber clothes clean the screens nicely. If the screen is really gunky, put a small amount of water on a cloth and then clean the device.
Dont put up with a glitchy iPod. iPods can easily be restored to factory settings if something gets out of whack (or if a student decides to lock the iPod and forget the password). Read about restoring.
Dont forget professional development. Theres always something new to learn when it comes to teaching and learning with iPods. Consider booking a workshop with me, Tony Vincent, and my workshops can even be attended by students. Dont forget that I offer apodcast for iPod-using educators. Additionally, there are plenty of other great websites out there where educators are sharing their iPod touch activities, ideas, and resources."
Tony Vincent - http://learninginhand.com
The Most Commonly Used Adjective Noun Preposition Verb Spoken and Written English Words
Here’s a table of the most commonly used English
words. The most commonly used nouns, verbs, prepositions and adjectives are included on the table
. The most commonly spoken and written English words are also included.
words. The most commonly used nouns, verbs, prepositions and adjectives are included on the table. The most commonly spoken and written English words are also included.| Rank | Noun | Verb | Adjective | Preposition | Spoken | Written | Over-All |
| 1 | time | be | good | to | be | the | the |
| 2 | person | have | new | of | the | of | be |
| 3 | year | do | first | in | I | and | to |
| 4 | way | say | last | for | you | a | of |
| 5 | day | get | long | on | and | in | and |
| 6 | thing | make | great | with | it | to | a |
| 7 | man | go | little | at | have | is | in |
| 8 | world | know | own | by | a | was | that |
| 9 | life | take | other | from | not | it | have |
| 10 | hand | see | old | up | do | for | I |
The list is based on an analysis of the Oxford English Corpus
of over a billion words, and represents one study done by Oxford Online, associated with the Oxford English Dictionary. This source includes writings of all sorts from literary novels and specialist journals to everyday newspapers and magazines and from Hansard to the language of chatrooms, emails, and weblogs
.
of over a billion words, and represents one study done by Oxford Online, associated with the Oxford English Dictionary. This source includes writings of all sorts from literary novels and specialist journals to everyday newspapers and magazines and from Hansard to the language of chatrooms, emails, and weblogs.See also
- The Longest Words From Around the World
- English Words with Unique Plural Forms
- World’s Longest English Sentences and Longest English Words
- 100 Different Body Parts and Related Things with Their Corresponding Medical Terms
- World’s Longest Advertising Words and Longest Place Names
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