Paul van Dyk discography - Wikipedia
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One of the few times during the early years of our marriage I saw my wife cry really hard was when I told her that a paperback publisher, New American Library, had paid a ton of money for the book she'd rescued from the trash. I could quit teaching, she could quit pushing crullers at Dunkin' Donuts. She looked almost unbelieving for five seconds and then she put her hands over her face and she wept. When she finally stopped, we went into the living room and sat on our old couch, which Tabby had rescued from a yard sale, and talked into the early hours of the morning about what we were going to do with the money. I've never had a more pleasant conversation. I have never had one that felt more surreal.
Results of the Canadian federal election, 2011 - Wikipedia
We tell students frankly that they are being asked to think about style in an unnatural way and to learn to write in a style that is foreign to them, and that we know, based on our experience in teaching this course, that they will be profoundly confused and uncomfortable for about a month. We do not yet know of a way to speed up this period. Students appear to do a great deal of conceptual work during this month, but not to flower until the fifth or sixth week. We tell students that the first month ofwork may be the most important - certainly it is indispensable - but thatthere is almost no point in grading anything they write during that month,because it will bear little relation to what they can do by the end of theclass. We tell them that above all they must not approach the class by trying to understand it as fitting something they already know. They donot know what we are about to teach, or anything like it, and if they substitute something they do know for the activity of the course, it only means they will not learn. They are being asked to learn something new, and they must approach the course in that spirit - they are being asked to learn to walk on their hands, become a mime, fly. We tell them that the only way to learn an activity is by doing it routinely, to think about it all the time, to practice it as part of their daily intellectual equipment, and that if they try to learn classic style or the analysis of style by turning on their "stylemodule" for an hour or two the night before an assignment is due, not onlywill they fail completely to learn the activity, they may be worse writersat the end of the course than they were at the beginning. Scales must bepracticed every day, fan kicks must be worked on every day, front kicksevery day. To learn the activity, the student must do stylistic analysis as part of looking at the world, and try every day, a few times a day, to inhabit a style and write from it. At first, it is like learning to hold a violin bow - everything seems to go wrong. But after a while, it is like knowing how to hold a violin bow - it seems unnatural to hold it any other way.
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