Local Php Issue possibly related to Mac Upgrade?

I have some local sites for dev on my Mac that are the latest version of EE2. Not updated for years and clients for various reasons don’t want to upgrade to EE5. Fair enough.

Now they want some changes but when I go to access the sites I get a blank page – this is because I’ve upgraded to MacOS Mojave since last accessing those EE2 sites and it is running PHP Version 7.1.33.

I assume this is the issue. All EE5 sites work fine but I have a feeling that EE2 should work with Php7 – maybe is an add-on issue?

Any suggestions for troubleshooting?

sharing my experiences in crafting an academic identity & inviting you to join me (Please feel free to give feedback, share your ideas and insights, and contribute to my writing!

Hello everybody,

I am excited that I have decided to share my reflections on my writing development and crafting an academic identity  over the years in my doctoral program! I hope this experience will be beneficial to you as much it will be to me! I invite you to share ideas, provide your insights, give comments on my writing and experiences please! I look forward to hearing from you!

First, I would like to start sharing some parts of my earlier writings about how I am crafting multiple cultural and academic identities:

Developing a positive identity as a professional scholar is an essential task for a doctoral student (Austin & McDaniels, 2006). Students who experience two different cultures especially with minority status, may feel caught between the dynamics of these cultures, and have a conflicting self identity, values, attitudes, beliefs, or loyalty to a particular cultural group, which may be problematic (Lee, 2006).  Doctoral students, especially international students, need to be adequately prepared to navigate the full range of roles and identities that comprise academic discourses. Situated in a social and cultural perspective, the theory of multi-literacies suggests that people participate and interact through many modes of communication (e.g., email, blogs, twitter), and engage in specific academic and professional discourses. Moje and Luke (2009) argue that academic identity is shaped by certain kinds of discourses and literacy practices; in the same manner, the ways in which we communicate, and are engaged in discourses can have an impact on how we are recognized as human beings, and how we craft our identities especially for people who experience life as minorities on the basis of racial, ethnic, religious, or other social categories (Pufall-Jones & Mistry, 2010). This paper addresses my own continual journey towards crafting an academic identity through the lenses of biliteracy and multiliteracies. Nancy Hornberger defines biliteracy as a continuum: ‘any and all instances in which communication occurs in two (or more) languages in or around writing’ (Hornberger, 1990: 213); and the notion of continuum is intended to convey that although one can identify (and name) points on the continuum, those points are not finite, static, or discrete. In this paper, I discuss the significance of biliteracy, how living in constant state of transition and overlapping cultural representations between Turkey and US significantly shapes my self-awareness between two cultures. In turn, this self-awareness shapes how I participate in academic and professional activities and discourses, that contribute to my bicultural and biliterate academic identities. 

 

Changing the perceptions about literacy and me as a literate person:

the purpose for this presentation:

I studied in an English medium university, in other words, a university that supported biliteracy.  Biliteracy, as theoretically framed by Hornberger (1989),  is  viewed as a result of overlapping interactions between its contexts (i.e., micro-macro level, oral-literate, and the monolingual-bilingual levels).  Although dimensions of bilingualism and literacy are expressed in polar opposites such as Ll versus L2, monolingual versus bilingual, oral versus literate, when biliteracy is considered, these continua are interrelated dimensions of a highly complex whole.

Starting my doctoral degree in the USA, I had to function as a biliterate person in an academic environment—I was from Turkey, but now living in the US. This made me question all my previous notions and definitions about literacy and biliteracy. In Turkey, in English as a Foreign Language (EFL) contexts—literacy technically means “reading” and “writing”. However, as a biliterate international student, I realized that communicating in another language was not only about reading and writing for academic purposes, but also involved social and cultural matters. Being biliterate meant that I had to learn about the US culture which shapes my expression, and thinking, and seeing the world. As a doctoral student, I reflected on how I function and perform in specific discourses (as   opposed to the contexts in which I use my native language), and constantly compared my literacy practices in these two cultures, the value people attached to these practices, and the ideologies that surround them.

 

How am I Redefining literacy?

When I was asked to define “literacy” in a doctoral course, at first I could not understand why the term needed to be redefined I understood it from a cognitive perspective as I had learned it in Turkey—reading and writing–and separated it from its social context. However, I realized from different class readings and discussions with participants from varied multi-cultural environments that different cultures value different literacy skills and that literacy cannot be divorced from the culture in which it is embedded. In Gee’s (1996) words, “people do not read and write to engage in abstract processes; rather they read and write particular texts of particular types, in particular ways because they hold particular values”.  The way certain societies use a range of texts, including multimodal, can differ across cultures and their related contexts. My identity as an junior scholar began to emerge as I read and interacted with others about what literacy is, my own biliterate assumptions about language, and the possibilities of crafting an academic identity that was social, cultural, and multimodal.

Why do I embrace multiliteracies / multimodality as a research interest?

Brian Street (1984)  argued that literacy practices depend on the context, and they are already embedded in an ideology and cannot be isolated or treated as neutral. Therefore, it made more sense to me to embrace “multimodality” and “multiliteracies” to frame my own research interests.

Multimodality refers to many modes that comprise the way people communicate, and multiliteracies refers to “the many and varied ways that people read and write in their lives” (Purcell-Gates, 2002, p. 376).  A theory of multiliteracies considers agendas that advocate social change.  Because my aim is to provide equal and democratic education for all, a theory of multiliteracies has a potential of cultivating biliterate identities by tapping in people’s cultural capital or “funds of knowledge” (Molls et al., 1992), while multimodality allows me to express meaning across modes (not just reading and writing). Thus, I can empower biliterate identities for myself as well as others.

 

Crafting my identity through conferences

When thinking about crafting my identity as a scholar, I have noted several understandings about theory and practice that have shaped my journey. Sociolinguists like Street and Gee suggest that literacies are more than a means for sharing information; they are intimately connected with identity, or what Gee calls Discourse. Discourses are identity kits that include not only spoken and written language and other means of symbolic expression, but also aspects of identity like dress, body language, and actions that signal underlying beliefs and values of a community. As such, I understand the multiplicity of cultural identities that are expressed through literacies, and my attendance at professional conferences. I have participated in local, national, and international conferences; each has its own discourse communities. Besides conveying the content of my presentation, I learn how scholars interact with participants through spoken language, when I should respond to speakers, and what types of questions participants ask.  I also notice other communication such as dressing, gestures, and manners. I learn how people from diverse cultures negotiate different discourses and respect each other, thereby portray confident profiles in these intercultural and academic spaces.

 

A second way my academic identity is shaped is through my participation in scholarly organizations including Alpha Upsilon Alpha Honor Society (AUA), International Reading Association, Georgia TESOL, Teachers of English to Speakers of Other Languages Inc. (TESOL), American Educational Research Association (AERA), and Middle East Institute. For me, scholarship is fundamentally social. At GSU, AUA, which is a leadership organization, allows me to participate in a community of learners who provide me with a truly socialized environment for my scholarship.  My active engagement with these professional communities reinforces my professional identity. For example, I review conference proposals, [YY2] and develop what Bonny Norton calls an “imagined identity” as a future editor of a well-known journal[YY3] . Also, my developing relationships with my academic advisor and faculty, friends, family, and academic networking sites online provide me the support for navigating through different cultures and forming a scholarly identity.

 

Shaping an academic writerly identity for publications:

Membership in organizations and taking opportunities that my advisor and other professors offer is a third way that help me shape an academic identity as a writer. For example, annually, we as members of AUA host an writing retreat to  develop identities as scholarly writers. We are writing a manuscript that focuses on how AUA is cohesively aligned to doctoral requirements and serves as a vital support to students in the areas of scholarship, leadership, and service. I also work with my advisor and other professors on research and write towards publication. For example, I am the Media Facilitator for Global Conversation in Literacy Research (GCLR) research team[YY4] . In this role I edit and moderate seminars and write biographies for the website. In April 2014, I will moderate Brian Street’s seminar. This is a huge honor and contributes to shaping my academic and professional identity. Moreover, I write my own blog where I communicate with other professionals and receive feedback.  I agree with Kirkup (2010) that “blogging [YY5] could play a useful role in professional development ” (p. 76). I reach an immediate audience from all around the world. I also participate in several ESL communities online where I share my resources. I realize that professional identities can be reinforced not only with real people in immediate, local educational settings, but also with virtual people in global platforms such as ELT and literacy communities online. In brief, I rely on multiple individuals for support beyond my academic advisors or peers. Participation in these discourse communities as a writer enriches my life, knowledge, and personal capacity but also that of those who are involved in the exchanges as well.

Improving my identity as a global and local worker through academic and personal connections:

Advisor support was associated with a stronger sense of belonging and academic self-concept (Cutin et al., 2013). My advisors often dispensed professional and socializing advice, and even emotional support for me. My constructive relationships with them have been key aspects of satisfaction in the doctoral program, and the development of my professional identity. They treated me as a junior colleague, not as a student. I was fortunate to work with two academic advisors who come from different cultural backgrounds, Korea and Bahamas, as they contributed to my local and global perspectives as a candidate teacher educator. For example, one of the advices that I received was to define myself and other non-native speakers as multilingual people rather than learners or teachers of English as a Second Language. I understood what my advisor meant when I read about the deficit perspectives associated with the term English as a Second Language. I realized that accepting English as my second language did not help gain more competent view of myself as a candidate teacher educator who would teach in English in a context different than my home culture. I questioned the dichotomies of non-native versus native speaker (Canagarajah, 2007). I decided that acquiring a multilingual identity was crucial for my success in America, which was part of the global community (Yi, 2013).

My second advisor taught me how I should recognize the power of language in both local and global contexts such as home and school if my goal was to contribute to democratic education (Tinker Sachs, upcoming). I understood that being successful cannot be achieved only by developing local identities but also by being shaped as a global worker. For example, one inspiring conversation with her took place when she described how she visited local communities such as immigrant parents, listened to their problems, identified what was powerful about them by being a good observer, and brought their stories to classroom, leaving the deficit lenses behind.  I also learned that appreciation of differences in the local context does not mean that I needed to ignore global-mindedness in the world. I have a global identity as well because I recognized some similarities in various local communities. For example, I support culturally responsive pedagogies and curriculum like my two advisors and many other professors in the world. This recognition help improve my sense of belonging in academic communities. I have the ability to participate in a local conversation at one urban school in the US because I know, read and learn more about their culture. At the same time, I can take part in an international community, or a group with international perspectives, and share my ideas for the goal of social justice as I did in one of my classes this semester.

Apart from academic connections, my personal relationships reinforced my academic and cultural identity. I am married with an American, which helped better understanding of the target culture because I had a chance of discussing my confusions, tensions, or conflicts between Turkish and American culture with my husband. In addition, my personal connection with friends supports my journey. For example, I belong to a Facebook group whose members are all Ph.D students at the same program that I am enrolled at my university. In this “Critical friends group” (Franzak, 2002), we share our resources, ask each other questions, and give advice on how to progress with our schedule or the academic program. The theoretical foundation for Critical Friends Groups is that teachers belonging to a group learn to collaborate by participating in professional development activities such as examining student and teacher work (Franzak, 2002). Although we don’t review our academic work in this group, we still support each other by communicating about the issues of coursework, schedules, assignments, and any other subject related with social and academic life. In other words, through this critical group, I found a safe place where my voice joined with others to work through my own academic and social identity crisis.

Being an integrated scholar through academic and personal connections:

When I started my doctoral degree, education was only one part of my life; but now I understand that becoming a real scholar is living  the scholarship in every aspect of life: personal, social, and academic. Accordingly, I have begun to see myself as an integrated scholar, which means that I maintain professionalism in every aspect of my life, and dedicate myself to a course of life-long learning, and advance the role of institutions that I work for in educating, serving, and inspiring the others.

 

Conclusion 

In conclusion, I will continue trying on multiple professional selves to see how well they fit me. I acknowledge that becoming an educator and a role model for future scholars in my field is an evolving process. Identity formation is evolving and fluid as well. My aim is to be responsible, imaginative, insightful, rigorous, and committed in my social and academic roles. In light of research in how universities define the professions and multiple identities (Brint, 1994), hopefully, this paper will support and extend scholarship in the area of international students’ bicultural self-efficacy.

References

Austin, A. E., & McDaniels, M. (2006). Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship. In J. M. Braxton (Ed.), Analyzing faculty work and rewards: Using Boyer’s four domains of scholarship. New Directions for Institutional Research, No. 129. (pp. 51-65). San Francisco: Jossey Bass.

Brint, S. (1994). In an age of experts: The changing role of professionals in politics and public life. Princeton, N.J.: Princeton University Press.

Canagarajah, A. S. (2007). Lingua Frannca English, multilingual communities, and language acquisition. Modern Language Journal, 91: 923-939.

Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in Discourses. (2nd Ed.). London: Taylor & Francis.

Hornberger, N. (1989).  Continua of biliteracy. Review of Educational Research, 59 (3),                   271-296.

Kirkup, G. (2010). Academic blogging: academic practice and academic identity. London Review Of Education, 8(1), 75-84.

Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–437.

Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, (31)2, 132–141.

Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 159-171). Harlow, England: Pearson Education.

Pufall-Jones, E., & Mistry, J. (2010). Navigating across cultures: Narrative constructions of lived experiences. Journal Of Ethnographic & Qualitative Research, 4(3), 151-167.

Purcell-Gates, V. (2002). Multiple literacies.. In B.J. Guzzetti (Ed.). Literacy in America: An encyclopedia of history, theory and practice. (pp. 376-380). Santa Barbara, CA: ABC CLIO.

Street, B. V. (1984). Literacy in theory and practice. NY: Cambridge University press. Thousand Oaks, CA: Sage.

Tinker Sachs, G. (forthcoming). You are one of us. Forging the development of dialogic communities of practice in the Bahamas. In C. Leung, J. Richards & C. Lassonde (Eds.), International collaboration in literacy research practice, (Chapter 13). Information Age Publishing.

Yi, Y. (2013). Adolescent multilingual writer’s negotiation of multiple identities and access to academic writing: A case study of a Jogi Yuhak student in an American high school. Canadian Modern Language Review, 69(2), 207-231.

 

SANITY & TALLULAH by Molly Brooks / #SanityandTallulah

SANITY & TALLULAH by Molly Brooks is finally out on bookstore shelves! Released last week from Disney Hyperion, this is a brand new, sci-fi, graphic novel, middle grade readers will enjoy. 

ABOUT THE BOOK

Written & Illustrated by: Molly Brooks
Published by: Disney Hyperion
Released on: October 16th, 2018
Ages: 8 & up
Add it to Goodreads
A copy of this book as provided by the publisher in exchange for my honest review

Sanity Jones and Tallulah Vega are best friends on Wilnick, the dilapidated space station they call home at the end of the galaxy. So naturally, when gifted scientist Sanity uses her lab skills and energy allowance to create a definitely-illegal-but-impossibly-cute three-headed kitten, she has to show Tallulah. But Princess, Sparkle, Destroyer of Worlds is a bit of a handful, and it isn’t long before the kitten escapes to wreak havoc on the space station. The girls will have to turn Wilnick upside down to find her, but not before causing the whole place to evacuate! Can they save their home before it’s too late?
Readers will be over the moon for this rollicking space adventure by debut author Molly Brooks.

An out of this world debut! This is a fun, fast paced, diverse read with engaging illustrations. Part of what makes this graphic novel so appealing is it’s mix of sci-fi, adventure, and and mystery. Brooks does a wonderful job at intertwining all these elements together to create a story that middle grade readers will enjoy. 

Set on a dilapidated space station, this story quickly gets interesting when best friends Sanity and Tallulah, create a three headed cat named Princess, Sparkle, Destroyer of the Worlds. When she gets loose, things quickly go from bad to worse. Not only were they not suppose to create this cute three headed cat,  these two best friends need to find her before she destroys the station. In the middle of all the chaos, they also discover something else that is causing more problems than Princess Sparkle, Destroyer of the Worlds is. Hopefully they can stop it before it’s too late.

I loved that there are two intelligent girls at the heart of this story. Tallulah and Sanity not only have a strong friendship, they have a diverse support group of family and friends on the space station that help them. The mystery added a fun twist to this story. With the rise of popularity when it comes to graphic novels. this one worth adding to any middle school library / classrooms, I’m looking forward to reading more of Sanity and Tallulah’s out of this world adventures. 

Becca's BookoplAthon 48 Hour Round Sign Up

So I’m signing up for Becca’s BookoplAthon, of the 48 Hour Round, taking place July 11th-12th, and you can find the twitter with information here. I’m not going to be doing it at the same time, though, I’m going to be using my midnight start and stop, because I’m around half a day behind England’s time, so I didn’t want to start that early.Changed my mind, I’m going to participate alongside, so I’ll start around 5 pm ish.

So we’ve only gotten 2 prompts, and I don’t know how much I’m going to read, but here’s what I’ve got if I have time for both of the prompts.

Paranormal/Magical Realism: I Come With Knives by S.A. Hunt Dark Song by Christine Feehan Burn the Dark by S.A. Hunt-I just got my copy, so I’m going to be reading it!
Chance Card: I did a poll on twitter, and here’s the results:

So The Pale Dreamer by Samantha Shannon. I’ll either try to fit The Bone Season with another prompt and read them back to back, or I’ll read this book at the end and then read The Bone Season separately. Whichever!

We don’t have the prompts for the other 3 sections, but we’ll get them every half day. Can’t wait to start reading! What about you guys? Happy reading!

I’m just going to add each prompt as we get them here, so they’re all together!

Representation/Reader Recommendation: I picked 4 books that had representation to them, and did a poll on twitter as to what I should read next, doubling up these prompts. Here’s the results:

So On The Come Up by Angie Thomas. Depending on how the prompts go, I might actually split it up and have Representation be Shadow of the Fox by Julie Kagawa. Because I want to read it, it’s all ready to go on my post where it fills another prompt, so I’d love to read it! Also, I know I spelled of wrong in the title, because I was in a hurry. Opps. And if you look below, you see I managed to get Deathless Divide on this TBR, so yeah!

Mystery/Thriller: The Persuasion by Iris Johansen. I love her books, and this book was a Wheel of TBR pick, from the first round, so I’m glad to pick it up!

Gifted Book: Deathless Divide by Justina Ireland. I haven’t been gifted a book in years, the family doesn’t want to support my book collection. So I bent it a bit to be an ARC that I received, and I went with Deathless Divide because it works for a another reading challenge, as well as a Wheel of TBR pick!

Storage Solutions: Best Jars for Cosmetics

We all love our cosmetics and should ensure that they are properly stored. You may be one of those that love to be creative with their decorative jars for cosmetics.

There are a number of awesome jars for cosmetics that you can try out. Do not be one of those that give up and decide to toss everything in a plastic bin. Come on, be creative. Express yourself!

We have put together some fun ways of storing cosmetics at home below.

5 Creative Jars for Cosmetics

Keep your nail polish in a spice rack.

I love my nail polishes, and they come in numerous hues. You can store them in a great way that allows them to shine bright on display.

A spice rack can do the trick for you. You can effortlessly line up your polish bottles to allow you to see every shade immediately.

Keep your toiletries in an old pencil box.

The fact that we buy things that are in bulk packaging means that we will have an additional toothpaste tube or deodorant. You may be wondering where to keep them in a neat and aesthetic manner.

Don’t toss them around in bins or baskets. At the end of the day, you have to battle before you can access any of them. You can put them in a designated box that can be placed out of sight.

You can use a pencil case that you aren’t using any longer. It can be metal, plastic, or even come in cheetah print.

Try and organize your cosmetics with drawer dividers.

If you want to have an awesome beauty organization, you should consider making use of drawer dividers. These dividers allow you to separate the different products based on the category or type. You can them keep your cosmetics in sections to easily tell where your things are.

Use tiny drawstring bags to store your head ties and headbands.

You can store your hair ties and headbands in pliable fabric bags, then you line the bag up on a shelf. They will give off a great appearance. You can also store them in a drawer if you want.

Keep your cosmetics in a shoe organizer.

Instead of using your shoe organizer to store your dirty flip flops or trainers, why not use it to keep your beauty products instead?

You can use those that come with clear pockets, as they can hold a lot of things. It will be easy for you to see what you are looking for and have access to them.

You will be able to save up on the cabinet space that you would have used to store up your beauty products.

You can easily hang them anywhere if you want them to be more discreet. You can keep them behind your bathroom door or somewhere else. Gone are those days when you left your beauty products laying around. Now you can use fun and creative jars for cosmetics storage.

The post Storage Solutions: Best Jars for Cosmetics appeared first on Fiction Vixen.

On My Wishlist {33}

On My Wishlist is where I share a few books that have recently made it onto my wishlist. These are the books that have recently caught my eye!

The Thousand Deaths of Ardor Benn (Kingdom of Grit #1) by Tyler Whitesides
Published May 15th 2018 by Orbit

“I’m hiring you to steal the king’s crown.”

Ardor Benn is no ordinary thief. Rakish, ambitious, and master of wildly complex heists, he styles himself a Ruse Artist Extraordinaire.

When a priest hires him for the most daring ruse yet, Ardor knows he’ll need more than quick wit and sleight of hand. Assembling a dream team of forgers, disguisers, schemers, and thieves, he sets out to steal from the most powerful king the realm has ever known.

But it soon becomes clear there’s more at stake than fame and glory -Ard and his team might just be the last hope for human civilization.

The Thousand Deaths of Ardor Benn was recommended in one of my group reads last week as a great heist novel. If you are also in need of a team of thieves right now – give it a look!


Still Can’t Do My Daughter’s Hair by William Evans
Published September 18th 2017 by Button Poetry

Still Can't Do My Daughter's Hair by William Evans

Still Can’t Do My Daughter’s Hair is the latest book by author William Evans, founder of Black Nerd Problems. Evans is a long-standing voice in the performance poetry scene, who has performed at venues across the country and been featured on numerous final stages, including the National Poetry Slam and Individual World Poetry Slam. Evans’s commanding, confident style shines through in these poems, which explore masculinity, fatherhood, and family, and what it means to make a home as a black man in contemporary America.

This poetry collection came highly recommended by one of my favorite poets – Stephanie Wytovich. It sounds amazing, and I need it.


Cinderella Is Dead by Kalynn Bayron
Expected publication: July 7th 2020 by Bloomsbury YA

Cinderella Is Dead by Kalynn Bayron

It’s 200 years after Cinderella found her prince, but the fairy tale is over. Teen girls are now required to appear at the Annual Ball, where the men of the kingdom select wives based on a girl’s display of finery. If a suitable match is not found, the girls not chosen are never heard from again.

Sixteen-year-old Sophia would much rather marry Erin, her childhood best friend, than parade in front of suitors. At the ball, Sophia makes the desperate decision to flee, and finds herself hiding in Cinderella’s mausoleum. There, she meets Constance, the last known descendant of Cinderella and her step sisters. Together they vow to bring down the king once and for all–and in the process, they learn that there’s more to Cinderella’s story than they ever knew . . .

This fresh take on a classic story will make readers question the tales they’ve been told, and root for girls to break down the constructs of the world around them.

My friend Emily (book.happy/LOHF) just read and recommended this, and I need this one, too!

Have you read or are you planning to read any of these? What books have recently made it onto your wishlist?


This post is being shared as part of Can’t-Wait Wednesday over at Wishful Endings.

Research Skills for Fiction Writers

When: September 4 – 27, 2020
Where: Online — Available everywhere and at your own pace
Price: $300

Writing great fiction often requires research–sometimes a ton of it!–which some authors find intimidating. Whether you’re a writer who creates whole new worlds or futures, a writer who uses historical settings or events, or a writer crafting characters whose identities or cultures are very different from your own, you need to learn effective research skills.

Research isn’t just for the scholarly, nor does it have to be a never-ending slog. It can be an engaging and exciting process! Plus, it makes for better stories. If you’ve never formally been taught how to research or want help getting started, this class is for you.

In this course, reference librarian Melody Steiner will walk you through the How Tos of research techniques starting with a question you want to answer for your own fiction. The course covers:

  • Information literacy
  • Navigating libraries and resources
  • Getting help from librarians
  • Finding and evaluating journal sources
  • Online research techniques and pitfalls
  • Synthesizing information
  • Identifying reliable sources
  • Synthesizing information
  • Historical and cultural research sans colonialist frameworks
  • and more.

Writers will leave this course confident in their understanding of research techniques and more comfortable navigating the resources available to them. 

Who Should Take This Class?

Writers of all genres — Literary, YA, Middle Grade, Science Fiction, Fantasy, Horror, Mystery, Children’s Books, Romance — and all mediums — Prose, Playwriting, Screenwriting, Comics/Graphic Novels, Games — at any point in their career from newbie to professional. This class is designed for writers who’ve had little to no formal training in research techniques.

Course Format and Time Commitment

The class does not have set meeting times. You can access lectures, other class materials, and group discussions at any time from anywhere in the world as long as you have an Internet connection. All class discussions will take place in a private online forum and all class work is done on Google Drive. 

The time commitment each week will depend on your level of participation. The bulk of the class consists of hands-on research exercises based on topics students want to know more about. Discussion threads tend to be wide-ranging, so students should try to check in at least once a day or every other day. You may manage your time as needed based on your own schedule. 

    Accessibility

    The class takes place in a private WordPress forum with a theme designed for accessibility. We’ll utilize Google Drive and Google Groups. All of these services are accessible to students using screen readers. Most lectures are text; required videos have closed captions and/or transcripts.

    If you have questions about potential needs, or if there are any other ways we can make a class accessible for you, please contact us before registering and we’ll answer within 24 hours.

    Other than a computer, the only other technical requirement for the class is a Google account. If you don’t have one, you can create a free one just for this class.

    Full and Partial Scholarship Opportunities

    Thanks to the generosity of donors to our COVID-19 fundraiser and the continued support of our Patreon backers we are offering 30 full and partial Vonda N. McIntyre Sentient Squid Scholarships for this class. (If you’d like to contribute, you can donate here.)

    If you do not have the financial means to pay for all or part of the registration cost for this class, we encourage you to apply.  We have a broad definition of financial need that ranges from writers who do not have the money at all to writers who have the funds but can’t afford to use them for a writing class. We especially encourage writers who have been financially impacted by the COVID-19 pandemic to apply. Wherever you exist on the financial needs spectrum, don’t self reject! (Still not sure whether you should apply? Read this post.)

    If you can afford to pay for part but not all of the registration fee, please apply for a partial scholarship. Under this financial aid plan you can let us know the amount you can afford. If you cannot afford to pay at all, please apply for a full scholarship. 

    To apply, please fill out this form by 11:59PM Pacific August 15, 2020. You’ll be asked to provide:

    • A brief (300 or fewer words) statement of financial need
    • A brief (500 or fewer words) description of a work or works in progress that you hope the class will help you research.
    • If you identify as a Person of Color, Native American, or First Nations, you may indicate that if you wish, though it’s not a requirement. (We set aside some scholarship spots specifically for students who identify as POC or Native, though we do not limit the number of scholarships we’ll give to POC or Native applicants.)

    Deadline: 11:59PM Pacific August 15, 2020. We will notify all applicants of their standing by August 22. If you have any questions, please use our contact form to ask!

    Refund Policy

    If you find that you need to drop the class, you may do so by contacting our GMail or emailing via the website.

    If you drop by August 4, 2020, you will receive a full refund minus a service fee.

    If you drop by August 11, you will receive an 80% refund minus a service fee plus a chance to enroll in future Writing the Other classes at a discount before general tickets go on sale.

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    If the viral load is low for Covid-19, can someone still get infected? If they do, will it be a milder or even an asymptomatic infection?

    I have read that wearing masks and cleaning up common areas reduce the chances of getting infected, as they reduce/eliminate the viral load in a certain spot if someone is infected. However, even if someone does get infected, is the gravity of the disease dependent on the amount of viral load?

    Moreover, if I, for example, am infected and sneeze in the face of someone else, will they have more chances of getting more aggravated symptoms?

    One last question: does all of this only work for Coronaviruses or for all viruses transmitted through droplets or aerosols?

    submitted by /u/4thosewhothinkyoung
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    Baking Bread

    Lee and I have been baking a lot more in lockdown, mostly because we’ve had a lot more time to, and we’ve enjoyed having nice things to eat in the house. I saw everyone baking bread and I wanted to do the same, but we haven’t been able to get yeast anywhere. We’ve been in quite a few shops, and we had asked around at the market too. A friend told me about a place in Barnsley where you can weigh your own stuff, so I even asked them, but they didn’t have any either. In the end I bought some off eBay, which proves you can buy literally anything you want on eBay. It was probably more expensive than in a shop, but it had free postage and it arrived quickly.

    It also came with a recipe for bread, which looked really simple, so we baked it one Sunday morning. It was just flour, yeast, sugar, and water. You activated the yeast with some of the water and the sugar, and then added it to the flour. The recipe said to use your hands to mix it in, which I did. Lee is funny about stuff on his hands, so didn’t want to get involved in that. Then you had to prove it for twenty minutes, which we did in the top of our oven. It rose beautifully. The recipe was for two large loaves or four small loaves, but we only had two small tins so we did two loaves at a time. It baked for around 40 minutes and then it was done!

    The first loaf was quite dense, so I knocked back the remaining mixture as it had risen while the other was baking, and divided that between the two tins and baked again. I haven’t actually eaten either of those yet, but we ate most of the first loaf for lunch. It’s nice bread, simple but tasty, although I think I would have added a tiny bit of salt to it.

    I’m already excited to try baking a focaccia maybe!

    Mixing it all up in my vintage bowl that I got from an antiques shop years ago

    The first two as they came out!

    And we just ate it simply, with butter