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<?xml-stylesheet href="/style/rss/rss_feed.xsl" type="text/xsl" media="screen"?><?xml-stylesheet href="/style/rss/rss_feed.css" type="text/css" media="screen" ?><rss version="2.0"><channel><title>Clipmarks | Literacy Clips</title><link>http://clipmarks.com/tags/literacy/</link><feedUrl>http://rss.clipmarks.com/tags/literacy/</feedUrl><ttl>15</ttl><description>Clip, tag and save information that's important to you. Bookmarks save entire pages...Clipmarks save the specific content that matters to you!</description><language>en-us</language><item><title>Online Literacy Is a Lesser Kind</title><link>http://clipmarks.com/clipmark/7ED9BE32-4708-4D33-B5F8-B9746908B5D4/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/RayWatkins/"&gt;RayWatkins&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  Slow reading counterbalances Web skimming&lt;br/&gt;By MARK BAUERLEIN &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://chronicle.com/free/v55/i04/04b01001.htm" title="http://chronicle.com/free/v55/i04/04b01001.htm"&gt;chronicle.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;What we are seeing is a strange flattening of the act of reading. It equates handheld screens with &lt;I&gt;Madame Bovary,&lt;/I&gt; as if they made the same cognitive demands and inculcated the same habits of attention. It casts peeking at a text message and plowing through &lt;I&gt;Middlemarch&lt;/I&gt; as subsets of one general activity. And it treats those quick bursts of words and icons as fully sufficient to sustain the reading culture. The long book may go, Price concluded, but reading will carry on just as it did before: "The file, the list, the label, the memo: These are the genres that will keep reading alive."&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://chronicle.com/free/v55/i04/04b01001.htm</clipSource><pubDate>Thu, 09 Oct 2008 15:03:35 GMT</pubDate></item><item><title>http://www.jegsworks.com/</title><link>http://clipmarks.com/clipmark/DC86BF6C-A355-4E97-8653-D6984ACC5AA9/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/alejandragm/"&gt;alejandragm&lt;/a&gt;&lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.jegsworks.com/" title="http://www.jegsworks.com/"&gt;www.jegsworks.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;CENTER&gt;
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          Jan's Web Work&lt;BR /&gt;
          &amp;&lt;BR /&gt;
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          &lt;FONT color="#cc0066" size="+4"&gt;&lt;B&gt;E&lt;/B&gt;&lt;/FONT&gt;
          &lt;FONT color="#ffff00" size="+3"&gt;&lt;I&gt;x&lt;/I&gt;&lt;/FONT&gt;
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      &lt;/CENTER&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P align="left" class="intro"&gt;
    
    
    I have links to both my personal pages and to how-to materials I have 
    written that you might find useful. Links to my personal pages are the 
    bottom, for those who want to know who is who in my life and what
    &lt;A href="http://www.jegsworks.com/learned.htm"&gt;lessons I have learned&lt;/A&gt; - mostly the hard way!&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P align="left" class="intro"&gt;The Computer Literacy site and the Prometheus 
    Group Project are intended for newcomers to computers and the Internet. The 
    Demos involve HTML coding for web pages and so are definitely more 
    technical.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P align="center"&gt;
    &lt;FONT face="Colonna MT, Times New Roman, Times, serif" size="+3"&gt;Welcome to 
    my pages!&lt;/FONT&gt; &lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;DIV class="contents"&gt;&lt;SPAN class="back" id="home"&gt;&lt;B&gt;&lt;A href="http://www.jegsworks.com/index.html"&gt;Home&lt;/A&gt;&lt;/B&gt;&lt;/SPAN&gt;&lt;BR /&gt;
    &lt;A href="http://www.jegsworks.com/Lessons/index.html"&gt;&lt;SPAN class="back" id="complit"&gt;&lt;B&gt;
  Computer Lit 101&lt;/B&gt;&lt;/SPAN&gt;&lt;/A&gt;&lt;BR /&gt;
    &lt;SPAN class="back" id="demos"&gt;&lt;B&gt;
    &lt;A href="http://www.jegsworks.com/demo.htm"&gt;Demos&lt;/A&gt;&lt;/B&gt;&lt;/SPAN&gt;&lt;BR /&gt;
      &lt;SPAN class="back" id="prometh"&gt;&lt;B&gt;
      &lt;A href="http://www.jegsworks.com/project/index.html"&gt;Prometh. Project&lt;/A&gt;&lt;/B&gt;&lt;/SPAN&gt;&lt;BR /&gt;
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      &lt;SPAN class="back" id="jan"&gt;
    &lt;A href="http://www.jegsworks.com/home.htm"&gt;&lt;B&gt;Jan's Own Pages&lt;/B&gt;&lt;/A&gt;&lt;B&gt;&lt;BR /&gt; &lt;BR /&gt;
      &lt;A href="http://www.jegsworks.com/search.htm"&gt;Search&lt;/A&gt;&lt;/B&gt;&lt;/SPAN&gt;
   
    &lt;/DIV&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://www.jegsworks.com/</clipSource><pubDate>Wed, 08 Oct 2008 08:40:49 GMT</pubDate></item><item><title>Calif. district reinstates vampire books after ban</title><link>http://clipmarks.com/clipmark/C053E812-3F79-4109-AFDB-280E6D556E5D/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/wiccantexan/"&gt;wiccantexan&lt;/a&gt;&lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.firstamendmentcenter.org/news.aspx?id=20634" title="http://www.firstamendmentcenter.org/news.aspx?id=20634"&gt;www.firstamendmentcenter.org&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;An Orange County school district has reinstated 
a series of fantasy vampire novels at its 12 middle schools after banning the 
books from campuses last week.&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;Capistrano Unified School District banned Stephanie Meyer's four-book 
&lt;I&gt;Twilight&lt;/I&gt; series on Sept. 26 after a literacy-program coordinator decided 
the subject matter was too "mature" for middle school students. &lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;District spokeswoman Julie Hatchel said the books had a reading level of 
eighth grade and up. The &lt;I&gt;Twilight&lt;/I&gt; books tell the story of a 17-year old 
girl and her romantic relationship with a vampire.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;The reinstatement of the books was made without explanation.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;The banning and reinstatement occurred during the 27th annual Banned Books Week, 
Sept. 27-Oct. 4, which recognizes books that have raised controversy around the 
country.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/library/" rel="tag"&gt;library&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/book/" rel="tag"&gt;book&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/books/" rel="tag"&gt;books&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/censorship/" rel="tag"&gt;censorship&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/school/" rel="tag"&gt;school&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://www.firstamendmentcenter.org/news.aspx?id=20634</clipSource><pubDate>Thu, 02 Oct 2008 23:48:19 GMT</pubDate></item><item><title>Early childhood matters for economics</title><link>http://clipmarks.com/clipmark/A9B2E059-5ABA-45BF-8EA0-D3E007AA6A72/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/tumblon/"&gt;tumblon&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  This Canadian editorial gets it right: early childhood is the place to invest for a healthy economy. &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://thechronicleherald.ca/Editorial/1081664.html" title="http://thechronicleherald.ca/Editorial/1081664.html"&gt;thechronicleherald.ca&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;By the time they begin kindergarten, many kids from good home environments already have a head start in terms of cognitive, emotional and social skills, and it’s an advantage they carry with them all through life. The correlation between a good start to life and a good job later on – not to mention good health and good behaviour – is surprisingly strong.&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;Research shows that if kids have not caught up in literacy and language skills by Grade 3, chances are they never will.&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;It’s also an important economic issue.&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;For those who toil in the trenches, this is an investment in human capital we can no longer afford to put off.&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/education/" rel="tag"&gt;education&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/parenting/" rel="tag"&gt;parenting&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://thechronicleherald.ca/Editorial/1081664.html</clipSource><pubDate>Tue, 30 Sep 2008 04:28:15 GMT</pubDate></item><item><title>Outstanding article on parent-child relationship</title><link>http://clipmarks.com/clipmark/080FA79C-B216-4A02-904D-9ED7E6A42450/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/tumblon/"&gt;tumblon&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  This article in the Statesman Journal is one of the most thorough journalistic presentations of the importance of the first five years of child development AND the critical role that parents play. Most journalists focus on programs, but Mackenzie Ryan gets it right: Parents are the key. &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.statesmanjournal.com/apps/pbcs.dll/article?AID=/20080928/NEWS/809280322/1001" title="http://www.statesmanjournal.com/apps/pbcs.dll/article?AID=/20080928/NEWS/809280322/1001"&gt;www.statesmanjournal.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P class="article-body-paragraph"&gt;About 90 percent of a child's brain develops in that time, according to studies. And 85 percent of a child's intellect, personality and social skills are developed by that age.&lt;/P&gt;&lt;P class="article-body-paragraph"&gt;It's a critical time for a child to build the foundation for literacy, which is really about the early relationship a child develops with a parent or caregiver, said Linda Craven, the early childhood education program chairwoman and instructor at Chemeketa Community College.&lt;/P&gt;&lt;P class="article-body-paragraph"&gt;Research shows that these relationships — the frequency a parent reads to a child, the number of words a parent speaks to a child — can affect that student's academic achievement years later.&lt;/P&gt;&lt;P class="article-body-paragraph"&gt;"If the child is typically developing, you have interactions, engagement. It's within the support of that relationship," Craven said. "It's the children that aren't getting that that have the most difficulty in school."&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/parenting/" rel="tag"&gt;parenting&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/education/" rel="tag"&gt;education&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://www.statesmanjournal.com/apps/pbcs.dll/article?AID=/20080928/NEWS/809280322/1001</clipSource><pubDate>Tue, 30 Sep 2008 04:18:44 GMT</pubDate></item><item><title>Green Mountain Coffee investing in financial education for farmers</title><link>http://clipmarks.com/clipmark/F34FD448-B7D6-4C8B-BF11-2FE8C64C3C97/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/BirdBarista/"&gt;BirdBarista&lt;/a&gt;&lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.marketwatch.com/news/story/clinton-global-initiative-announces-innovative/story.aspx?guid=%7BC01363A2-765B-41B8-B944-C2CB18B26DB9%7D&amp;dist=hppr" title="http://www.marketwatch.com/news/story/clinton-global-initiative-announces-innovative/story.aspx?guid=%7BC01363A2-765B-41B8-B944-C2CB18B26DB9%7D&amp;dist=hppr"&gt;www.marketwatch.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;The Clinton Global Initiative announces an innovative partnership 
      between Green Mountain Coffee,&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;SPAN class="LqQtGroup"&gt;&lt;/SPAN&gt; and Root Capital to improve the financial 
      literacy and management skills of rural-based businesses in Latin 
      America and Africa, which include many of Green Mountain Coffee's 
      coffee suppliers.&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;
            Green Mountain Coffee made a commitment at the Clinton Global Initiative 
      to support Root Capital's efforts to expand 
      its financial training with a five-year, $450,000 grant&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;In 2006, with Green Mountain Coffee's 
      support, Root Capital launched a pilot financial education and training 
      program in northern Latin America to develop basic financial and 
      management skills among members and leaders of 50 grassroots businesses. 
      Twelve of these enterprises are Green Mountain Coffee suppliers, 
      representing over 10,000 members.&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;Green Mountain Coffee will enable Root Capital's 
      launch of the program in South America and Africa&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://www.marketwatch.com/news/story/clinton-global-initiative-announces-innovative/story.aspx?guid=%7BC01363A2-765B-41B8-B944-C2CB18B26DB9%7D&amp;dist=hppr</clipSource><pubDate>Sun, 28 Sep 2008 00:13:20 GMT</pubDate></item><item><title>Lingo2Word</title><link>http://clipmarks.com/clipmark/194E4414-2F2D-40C0-96F9-4F3DA366D85E/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/akipta/"&gt;akipta&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  Translate text messages from Lingo to plain English, or from plain English to lingo. Make your emails and text messages more exciting . &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.lingo2word.com/translatetxt.php?searcher1=word&amp;tosearch1=Create+Cool+Messages+,+Just+Type+Your+Message+in+the+left+box" title="http://www.lingo2word.com/translatetxt.php?searcher1=word&amp;tosearch1=Create+Cool+Messages+,+Just+Type+Your+Message+in+the+left+box"&gt;www.lingo2word.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/akipta/512/5FFA8F5D-C3C3-4427-BC0B-F61AD7A39CF4.gif" alt="logo" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;FONT +2=""&gt;Translate text messages from Lingo to plain English, or from plain English to lingo . &lt;BR /&gt;
Make your emails and text messages more exciting .&lt;/FONT&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/language+text-messaging+literacy+technology/" rel="tag"&gt;language text-messaging literacy technology&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://www.lingo2word.com/translatetxt.php?searcher1=word&amp;tosearch1=Create+Cool+Messages+,+Just+Type+Your+Message+in+the+left+box</clipSource><pubDate>Sat, 27 Sep 2008 17:16:36 GMT</pubDate></item><item><title>Claude Steiner - emotional literacy, transactional analysis, warm fuzzies and more</title><link>http://clipmarks.com/clipmark/B5948D91-47DA-450D-94DD-1782CE1A9A21/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/Lexica/"&gt;Lexica&lt;/a&gt;&lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.claudesteiner.com/index.htm" title="http://www.claudesteiner.com/index.htm"&gt;www.claudesteiner.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;TR&gt;&lt;TD width="560" align="center"&gt; 
	&lt;FONT size="7" face="Broadway" color="#800000"&gt;Claude Steiner's&lt;/FONT&gt;
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	&lt;FONT size="7" face="Broadway" color="#800000"&gt;  Emotional Literacy &lt;/FONT&gt;
    &lt;P&gt;
	&lt;FONT size="7" face="Broadway" color="#800000"&gt;Home Page&lt;/FONT&gt;&lt;/P&gt;&lt;/TD&gt;&lt;/TR&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;table background="undefined" bgcolor=""&gt;&lt;tr&gt;&lt;TD width="560" height="20"&gt;&lt;FONT size="3"&gt;&lt;A href="http://www.claudesteiner.com/ta.htm"&gt;&lt;FONT face="Arial"&gt;TransactionalAnalysis&lt;/FONT&gt;&lt;/A&gt;&lt;FONT face="Arial"&gt;/&lt;A href="http://www.claudesteiner.com/emlit.htm"&gt;EmotionalLiteracy&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/rp0.htm"&gt;RadicalPsychiatry&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/cyber.htm"&gt;Cyberpsychology&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/strokes.htm"&gt;Strokes&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/fuzzy.htm"&gt;WarmFuzzies&lt;/A&gt;/ &lt;A href="http://www.claudesteiner.com/cs.htm"&gt;AboutClaudeSteiner&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/eb.htm"&gt;AboutEricBerne&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/downld.htm"&gt;FreeDownloads&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/order.htm"&gt;Ordering&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/schedule.htm"&gt;Schedule&lt;/A&gt;/&lt;A href="http://www.claudesteiner.com/espanol.htm"&gt;Spanish&lt;/A&gt;/&lt;/FONT&gt;&lt;A href="http://www.claudesteiner.com/mailto:csteiner@claudesteiner.com"&gt;&lt;FONT size="3" color="#008000"&gt;WRITEME&lt;/FONT&gt;&lt;/A&gt;&lt;/FONT&gt;
      &lt;P align="center"&gt;&lt;A href="http://www.claudesteiner.com/espanol.htm"&gt;&lt;FONT size="5" face="Monotype Corsiva" color="#008000"&gt;PAGINA 
      WEB  EN  ESPANOL&lt;/FONT&gt;&lt;/A&gt;
    &lt;/P&gt;&lt;/TD&gt;&lt;/tr&gt;&lt;/table&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/Lexica/512/B7AEA438-BE9B-4D30-B658-3F7057C88CC7.jpg" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;FONT size="5"&gt;I  am a clinical psychologist and transactional analyst. Since 1965 I have studied, written,
      taught and lectured about the importance
      that the emotions --especially &lt;A href="http://www.claudesteiner.com/love.htm"&gt;love&lt;/A&gt;--have in our lives and our personal
      power.  &lt;/FONT&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P align="left"&gt;&lt;STRONG&gt;&lt;FONT size="5"&gt; I
      have developed  a program for &lt;A href="http://www.claudesteiner.com/emlit.htm"&gt;emotional literacy training
      (click
      here)&lt;/A&gt; using &lt;/FONT&gt;&lt;/STRONG&gt;&lt;FONT size="5"&gt;&lt;A href="http://www.claudesteiner.com/ta.htm"&gt;&lt;B&gt;transactional
      analysis (click here)&lt;/B&gt;&lt;/A&gt;
      &lt;STRONG&gt;principles and methods. &lt;/STRONG&gt;
      &lt;/FONT&gt;
      &lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;STRONG&gt;Three
      Books to Read:&lt;/STRONG&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/Lexica/512/BEE8AB72-CDE3-4B68-B6A5-2F6B1B6549D5.jpg" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/Lexica/512/87B0F9AB-6E7B-4201-B51B-683AF8815BD2.jpg" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/Lexica/512/92AD739A-87BA-428E-BCA7-1292ADE170A8.jpg" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;FONT size="3"&gt;My work in emotional literacy and cyber-psychology is
    informed by former activism (1969-1978) in &lt;A href="http://www.claudesteiner.com/rp.htm"&gt;Radical
    Psychiatry, &lt;/A&gt;a socially aware psychology and social psychiatry in which
    the abuse of power and its antidote--loving cooperation--were central themes. &lt;/FONT&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;Central America politics, propaganda,  and even the California
    psychologist oral exams are additional interests&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/psychology/" rel="tag"&gt;psychology&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/development/" rel="tag"&gt;development&lt;/a&gt;, &lt;a href="http://clipmarks.com/tags/children/" rel="tag"&gt;children&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://www.claudesteiner.com/index.htm</clipSource><pubDate>Fri, 26 Sep 2008 18:48:13 GMT</pubDate></item><item><title>Sue Thomas, e-lit professor</title><link>http://clipmarks.com/clipmark/B446AB28-2688-4072-A7B8-55D7F0F7DD94/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/yitzakcu/"&gt;yitzakcu&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  transliteracy &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.guardian.co.uk/books/booksblog/2008/sep/24/ebooks" title="http://www.guardian.co.uk/books/booksblog/2008/sep/24/ebooks"&gt;www.guardian.co.uk&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;For others, like &lt;A href="http://travelsinvirtuality.typepad.com/suethomas/"&gt;Sue Thomas&lt;/A&gt;, professor of new media at Leicester's De Monfort University, the way forward (or sideways) is precisely to abandon our print fixation. This is why she rejects the term "e-lit" (with its reference to an old-fashioned notion of 'literature') in favour of "new media writing" or, better still, &lt;A href="http://www.hum.dmu.ac.uk/blogs/part/"&gt;"transliteracy"&lt;/A&gt; - which covers all forms of literacy ranging from orality to social networking sites. &lt;A href="http://www.markamerika.com/"&gt;Amerika&lt;/A&gt;, pope of &lt;A href="http://www.altx.com/manifestos/avant.pop.manifesto.html"&gt;avant-pop&lt;/A&gt;-cum-new-media guru has referred to himself as a &lt;A href="http://www.altx.com/amerika.online/amerika.online.5.6.html"&gt;designwriter&lt;/A&gt;, a &lt;A href="http://professorvj.blogspot.com/2007/09/remixological-gestures.html"&gt;remixologist&lt;/A&gt;, a visual jockey (VJ) and, of course, a &lt;A href="http://www.markamerika.com/ica/"&gt;net artist&lt;/A&gt;, over the years, whereas he used to be a plain old writer in his younger days. This isn't just a question of semantics. As &lt;A href="http://www.uiowa.edu/~iareview/tirweb/feature/grigar/fallowfield/fallow_field_opening.html"&gt;Grigar&lt;/A&gt; points out, "one of the most difficult aspects of e-lit is the ability to talk about it fast enough, so fast is the landscape changing". &lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://www.guardian.co.uk/books/booksblog/2008/sep/24/ebooks</clipSource><pubDate>Thu, 25 Sep 2008 19:15:13 GMT</pubDate></item><item><title>Alphabet vs Goddess</title><link>http://clipmarks.com/clipmark/D2F11F5C-7F5A-4C85-9BCF-65DD30BCA352/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/lhafer/"&gt;lhafer&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  book &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.alphabetvsgoddess.com/chapter_1_page2.html" title="http://www.alphabetvsgoddess.com/chapter_1_page2.html"&gt;www.alphabetvsgoddess.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/lhafer/512/9B5AE304-4D0D-4757-A246-25607FE5BFFC.jpg" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;DIV&gt;While McLuhan, Logan, and others have explored many of the effects that   alphabetic literacy has had upon Western history, I wish to narrow the focus to   a single question: how did the invention of the alphabet affect the balance of   power between men and women? &lt;/DIV&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://www.alphabetvsgoddess.com/chapter_1_page2.html</clipSource><pubDate>Wed, 24 Sep 2008 20:36:25 GMT</pubDate></item><item><title>Literacy Debate - Online, R U Really Reading?</title><link>http://clipmarks.com/clipmark/F5AA93AF-16BA-4E12-9F91-B7A729DA6F82/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/edtechnnorris/"&gt;edtechnnorris&lt;/a&gt;&lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.nytimes.com/2008/07/27/books/27reading.html?_r=3&amp;ei=5087&amp;em=&amp;en=3af553d356386347&amp;ex=1217476800&amp;pagewanted=all&amp;oref=slogin&amp;oref=slogin" title="http://www.nytimes.com/2008/07/27/books/27reading.html?_r=3&amp;ei=5087&amp;em=&amp;en=3af553d356386347&amp;ex=1217476800&amp;pagewanted=all&amp;oref=slogin&amp;oref=slogin"&gt;www.nytimes.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt; As teenagers’ scores on standardized reading tests have declined or stagnated, some argue that the hours spent prowling the Internet are the enemy of reading — diminishing literacy, wrecking attention spans and destroying a precious common culture that exists only through the reading of books. &lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;But others say the Internet has created a new kind of reading, one that schools and society should not discount. The Web inspires a teenager like Nadia, who might otherwise spend most of her leisure time watching television, to read and write. &lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;Clearly, reading in print and on the Internet are different. On paper, text has a predetermined beginning, middle and end, where readers focus for a sustained period on one author’s vision. On the Internet, readers skate through cyberspace at will and, in effect, compose their own beginnings, middles and ends.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://www.nytimes.com/2008/07/27/books/27reading.html?_r=3&amp;ei=5087&amp;em=&amp;en=3af553d356386347&amp;ex=1217476800&amp;pagewanted=all&amp;oref=slogin&amp;oref=slogin</clipSource><pubDate>Wed, 17 Sep 2008 03:18:43 GMT</pubDate></item><item><title>SimpleAssessment - the simple yet powerful tool that takes the hassle out of assessing student technology proficiency</title><link>http://clipmarks.com/clipmark/A9BCE7DC-F8BD-40FB-BA76-BF2AB7D75432/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/akipta/"&gt;akipta&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  Load your students into this student technology assessment tool and the assessment process starts automatically. Each student receives a comprehensive assessment on basic technology literacy. The student technology assessment was designed based on the ISTE NETS for Students and can be completed in about one class period. You'll be provided with both a Pre- and Post-Assessment so you can track progress throughout the school year.  &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.simpleassessment.com/" title="http://www.simpleassessment.com/"&gt;www.simpleassessment.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/akipta/512/B59B8C3F-7AC9-4E79-B355-58D75B7B78BB.png" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;
&lt;B&gt;Completely uncomplicated. Just load and go.&lt;/B&gt;&lt;BR /&gt;
Load your students into this student technology assessment tool and the assessment process starts automatically. Each student receives a comprehensive assessment on basic technology literacy. The student technology assessment was designed based on the ISTE NETS for Students and can be completed in about one class period. You'll be provided with both a Pre- and Post-Assessment so you can track progress throughout the school year.
&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;H2&gt;Why SimpleAssessment?&lt;/H2&gt;

  &lt;DIV class="content"&gt;&lt;P&gt;&lt;DIV&gt;...because NCLB Part D, Section 2402 states that all school districts must assess the technology proficiency of their students by the eighth grade.&lt;/DIV&gt;&lt;/P&gt;&lt;/DIV&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/assessment+tool+technology/" rel="tag"&gt;assessment tool technology&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://www.simpleassessment.com/</clipSource><pubDate>Sat, 13 Sep 2008 21:12:06 GMT</pubDate></item><item><title>Neurolinguistic Sorcery in the Media</title><link>http://clipmarks.com/clipmark/CD1B32E2-BDDF-48FD-BD4B-0C86C2092F16/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/cakebelly/"&gt;cakebelly&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  Some responses: &lt;br/&gt;&lt;br/&gt;NLP is not occult paranoia&lt;br/&gt;Submitted by Bubblefish on Thu, 09/11/2008 - 11:47.&lt;br/&gt;&lt;br/&gt;I have some very serious reservations about some, but not all, of these accusations.&lt;br/&gt;&lt;br/&gt;One, I absolutely agree with the over arching theme, which is the bullying and manipulative linguistic tactics used by many in the media, and Sean Hannity most definitely. He's probably the worst in the mainstream and personally, I really detest the guy for that. We can agree there is extreme manipulation here and these manipulations can be modeled by lingistics, NLP or otherwise.&lt;br/&gt;&lt;br/&gt;However, the interpretation of the 666 as sorcery and the insertion of a 'magical war' I don't think is warranted by the evidence given, nor is the ok symbol argument convincing to imply such a reality. Sure, we can find dual meaning in communication, but's it more than just 'dual'. It's multilayered and potentially there are numerous interpretations of reality, all of which can used mutually shared language.&lt;br/&gt;&lt;br/&gt;The ok &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.realitysandwich.com/insanity_colmes" title="http://www.realitysandwich.com/insanity_colmes"&gt;www.realitysandwich.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;H3&gt;Insanity with Colmes&lt;/H3&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/cakebelly/512/7B87DA33-B9B8-4D38-90B2-FE239E358314.jpg" alt="" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;
In a three part series called &lt;A target="_blank" href="http://video.google.com/videoplay?docid=3810549903193408060&amp;ei=042oSMrRO4P04ALXlZkj&amp;q=nlp+fox&amp;vt=lf" class="external"&gt;Interpreting Media&lt;/A&gt;, Youtube auteur &lt;A target="_blank" href="http://video.google.com/videoplay?docid=3810549903193408060&amp;ei=042oSMrRO4P04ALXlZkj&amp;q=nlp+fox&amp;vt=lf" class="external"&gt;adampants2007&lt;/A&gt; analyzes the neurolinguistic programming techniques used&lt;BR /&gt;
by Fox News' Hannity and Colmes. Sean Hannity interviews controversial University of Wisconsin professor Kevin Barrett about his Islamic&lt;BR /&gt;
Studies course that includes 9/11 conspiracy theories. The bias becomes apparent in Hannity's techniques of repeatedly interrupting and&lt;BR /&gt;
discrediting Professor Barrett and even verbally linking him to terrorists and anti-Semites. The video also points out Hannity's possible use of&lt;BR /&gt;
the OK sign to signify 666, a neural-linguistic programming hex on the interviewee. As the video's annotations point out, this is not just about Fox News but about media literacy and idenitifying manipulation and bias, both liberal and conservative.
&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div&gt;[Video]&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://www.realitysandwich.com/insanity_colmes</clipSource><pubDate>Thu, 11 Sep 2008 21:16:05 GMT</pubDate></item><item><title>Doing What Works</title><link>http://clipmarks.com/clipmark/2EDE37BE-1A1E-4206-979C-F745786A1D47/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/jamminsoul/"&gt;jamminsoul&lt;/a&gt;&lt;br&gt;&lt;b&gt;clipper's remarks:&lt;/b&gt;  Issues in Education that will eventually contain learning about the issues, best practices and how to incorporate into teaching practice. &lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://dww.ed.gov/index.cfm" title="http://dww.ed.gov/index.cfm"&gt;dww.ed.gov&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/jamminsoul/512/B8236C41-6C13-4A6E-92BB-97366D3E3BC7.gif" alt="Doing What Works Logo" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/jamminsoul/512/E1A174B2-D7A2-4712-9AB4-44A507F0DC1B.gif" alt="Link to See What's Coming" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;table background="undefined" bgcolor=""&gt;&lt;tr&gt;&lt;TD&gt;&lt;SPAN class="textGrey"&gt;Cognition &amp; Learning&lt;/SPAN&gt;&lt;/TD&gt;&lt;/tr&gt;&lt;/table&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;SPAN class="textGrey"&gt;High School Reform&lt;/SPAN&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;SPAN class="textGrey"&gt;Literacy&lt;/SPAN&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;&lt;/div&gt;</description><clipSource>http://dww.ed.gov/index.cfm</clipSource><pubDate>Mon, 08 Sep 2008 05:32:04 GMT</pubDate></item><item><title>The Literacy Site &amp; Click a Day</title><link>http://clipmarks.com/clipmark/4E0A1E60-AF17-4C64-B143-8F5479678956/</link><description>&lt;b&gt;clipped by:&lt;/b&gt; &lt;a href="http://clipmarks.com/clipper/akipta/"&gt;akipta&lt;/a&gt;&lt;br&gt;&lt;div border="2" style="margin-top: 10px; border:#000000 1px solid;" width="90%"&gt;&lt;div style="background-color:"&gt;&lt;div align="center" width="100%" style="padding:4px;margin-bottom:4px;background-color:#666666;overflow:hidden;"&gt;&lt;span style="color:#FFFFFF;font-weight:bold;"&gt;Clip Source: &lt;a style="color:#FFFFFF;" href="http://www.theliteracysite.com/clickToGive/home.faces?siteId=6&amp;link=ctg_lit_home_from_lit_home_leftnav_logo" title="http://www.theliteracysite.com/clickToGive/home.faces?siteId=6&amp;link=ctg_lit_home_from_lit_home_leftnav_logo"&gt;www.theliteracysite.com&lt;/a&gt;&lt;/span&gt;&lt;/div&gt;&lt;div style="padding: 10px;"&gt;&lt;img src="http://clipmarks.com/image_cache/akipta/512/48283D7F-0779-42E3-AAD8-9CC47CD32B15.gif" alt="The Literacy Site" /&gt;&lt;br /&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;The Literacy Site is dedicated to funding free books for children.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;On average, over 80,000 individuals from around the world visit the site each day to click the "Click Here to Give - it's FREE" button.
To date, more than 87 million visitors have helped provide more than 1.6 million books to children who need them the most.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;With a simple, daily click of the "Click Here to Give - it's FREE" button at The Literacy Site, visitors help provide free books to children in need. Visitors pay nothing. The distribution of these books are paid for by our site sponsors and accomplished through our charitable partners, First Book and Room to Read.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;hr size="2" color="#666666" /&gt;&lt;div style="padding: 10px;"&gt;&lt;div style="text-align:left;"&gt;&lt;P&gt;Please remember to click every day to help children in need get free books in the home, and to give hope to future generations. Every click counts in the fight for literacy.&lt;/P&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;&lt;br&gt;&lt;div style="margin-bottom: 40px;"&gt;Tags: &lt;a href="http://clipmarks.com/tags/literacy+charity/" rel="tag"&gt;literacy charity&lt;/a&gt;&lt;/div&gt;</description><clipSource>http://www.theliteracysite.com/clickToGive/home.faces?siteId=6&amp;link=ctg_lit_home_from_lit_home_leftnav_logo</clipSource><pubDate>Sat, 06 Sep 2008 22:58:15 GMT</pubDate></item></channel></rss>