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Student Number
Date
Video Assignment #
1. Movie Title: Rainman
2. Producer: Peter Guber/ Jon Peters
3. Era of Story Line: 1988
4. What handicap and/or disability stereotypes are portrayed?
In the movie Rainman, there is one predominate disability portrayed. That disability is autism, which the title character, Raymond Babbit, has. Dustin Hoffman does an excellent job in portraying the disability, and as such, there are few sterotypes portrayed. One is that they make it appear that all people suffering from autism have to have a set schedule of events, and can not miss any part of these events. For instance, Raymond has to watch Judge Wopner, and in the film, he also has a set day that he eats Fish Sticks. He also follows a very strict time that he goes to bed. I also feel that the way that Raymond walks is a sterotype on the disability. This is not to say though, that some people with autism show these traits. Indeed, there are many within the autism spectrum that have a strong sense of repitition, and ritualistic motor behaviors.
5. What assumptions does the movie make about the exceptionality portrayed? How
realistic is it?
A major assumption that the movie makes concerning the exceptionality portrayed is that all people with autism are savants. That is, they all possess an amazing ability to do something beyond a normal persons ability. For instance, many savants are extrordinary musicians, some have amazing memories etc. In Rainmans case, Raymond has the ability to do large math equations in his head. He is extremely good with numbers and computing them.
6. What assumptions does the movie make about families?
A major assumption the movie makes about families is that if they have an autistic child, they end up putting that child in a home. Raymond was put into an assisted living home as a teenager or young adult. In real life, this is not necessarily the case. Many families keep their child with them well into adulthood. Many people with autism stay with their families for their entire lives.
7. What assumptions does the movie make about education?
I think that an assumption made about education in this movie is that parents will send their child away for education. Raymond was not mainstreamed, his parents rather sent him to a school for kids with autism. This is not really the case in real life. It made it appear that his parents did not care enough about his to take care of him by themselves.
8. Do ethnicity factors or cultural values play a part in this story? Explain.
For this movie, I feel that cultural values play a large part. Charlie and Raymond come from a very wealthy family, and back in the time when they were growing up, and well to do family with an autistic child would be looked down upon. They might be looked upon as inferior, as was the idea at the time. With Raymond being born, his parents may very well have been "forced" top put him into that home to save face among their upperclase elite friends.
9. Which character do you especially relate to? Why?
I felt that I especially connected with Valeria Golina's character. She portrays the girlfriend of Tom Cruise's character. The reason why I picked her is becuase she is instantly accepting of Raymond as a person, regardless of his disability. I feel that I am the same way, and dont look at a person based off of just what affiliction they may have.
10. How has your character changed by the end of the story?
Tom Cruise's character has changed dramatically by the end of the film. In the beginning, He was not accepting of his brother, especially since Raymond got the bulk of their fathers money in his will. After spending time with his brother though, Charlie realizes that he loves him, and is very accepting. He is so accepting that he even requests to be the soul care-taker of Raymond. He is not granted this request, but it shows that Charlie by the end of the film is looking at Ray as a person that he loves now.
11. As a special educator, how would you advise one of the characters? What is your
scholarly basis for this advice? (Cite your text.)
For me, I would advise Raymonds brother Charlie, on how best to interact with his brother. I would let him know that many people with autism can become very upset with a break in their normal routine. (pg 407 5th paragraph) This being the case, I would let Charlie know that it is best to continue with Raymonds normal routine, and do his best not to break from what Ray considers the norm.
12. What did you learn from this film?
I learned some new thing from watching the film Rain Man. I learned that with autism, there is no unified ideas holding true to the study of the disorder. No one really knows why certain things afflict people, and not others. I learned that it is possible to be a savant, which is an amazing thing. The ability to be able to count that Raymond possess' is amazing, and it is even more amazing to think that there are people with that ability in real life. It is interesting to note that the character of Raymond was based an a real man, Kim Peek.
13. Will you recommend this film to others? Why?
I would definitely recommend this film to other people. It is an excellent film, and all the actors are pheonomanal. I really liked this movie very much, and think that it does a very excellent representation of autism. It showed that they are a people just like everyone else. And it won the best picture oscar for the year it came out as well. A peice of cinema history.
14. What new insight did you develop as a result of your group discussion? (To be hand
written after the group discussion.)
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Chapter 7
Learners With Attention Deficit Hyperactivity Disorder
Write a definition for each of the following terms.
1. Conduct disorder- A disorder characterized by overt, aggressive, disruptive, behavior or covert antisocial acts such as stealing, lying and fire setting; may include both overt and covert acts.
2. Perseveration- A tendency to repeat behaviors over and over again; often found in people with brain injury, as well as those with ADHD.
3. Strauss syndrome- Behaviors of distractibility, forced responsiveness to stimuli, and hyperactivity; based on the work of Alfred Strauss and Heinz Werner with children of mental retardation.
4. Minimal brain injury- A term used to refer to children who exhibit inattention, impulsivity, and or hyperactivity; popular in the late 1950s and 1960s.
5. Hyperactive child syndrome- A term used to refer to children who exhibit inattention, impulsivity, and or hyperactivity; popular in the 1960s and 1970s.
6. Continuous performance test- A test measuring a person’s ability to sustain attention to rapidly presented stimuli; can help in the diagnosis of ADHD
7. ADHD‑Rating‑Scale‑IV- Rates child on items pertaining to each of the eighteen criteria listed in the DSM IV.
8. Frontal lobes- Two lobes located in the front of the brain; responsible for executive functions; site of abnormal development in people with ADHD.
9. Prefrontal lobes – Two lobes located in the very front of the frontal lobes; responsible for executive functions; site of abnormal development in people with ADHD.
10. Basal ganglia- A set of structures within the brain that include the caudate, globus pallidus, and putamen, the first two being abnormal in people with ADHD; generally responsible for the coordination and control of movement.
11. Cerebellum- An organ at the base of the brain responsible for coordination and movement; site of abnormal development in person with ADHD.
12. Neurotransmitters- Chemicals involved in sending messages between neurons in the brain.
13. Dopamine- A neurotransmitter, the levels of which may be abnormal in people with ADHD.
14. Toxins- Poisons in the environment that can cause fetal malformations; can result in cognitive impairments.
15. Behavioral inhibition- The ability to stop an intended response, to guard an ongoing response from interruption, and to refrain from responding immediately; allows executive functions to occur; delayed or impaired in those with ADHD.
16. Executive functions- The ability to regulate ones behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problem solutions to others; delayed or impaired in people with ADHD.
17. Innerspeech- An executive function; internal language used to regulate ones behavior; delayed or impaired in people with ADHD.
18. Adaptive skills- Skills needed to adapt to ones living environment (like social skills, home living, functional academics) Usually estimated by an adaptive behavior survey; one of two major components ( the other is intellectual functioning) of the AAMR definition.
19. Contingency‑based self‑management- Educational techniques that involve having students keep track of their own behavior, for which tey can receive consequences. 20. Psychostimulants- Medications that activate dopamine levels in the frontal and prefrontal areas of the brain that control behavioral inhibition and executive functions; used to treat persons with ADHD.
21. Ritalin- The most commonly prescribed psychostimulant for ADHD; its generic name is methylphenidate.
22. Paradoxical effect of Ritalin- The now discredited belief that Ritalin, even though a stimulant, acts to subdue a persons behavior and that this effect of Ritalin is evident in people with ADHD but not in those without ADHD.
23. Adderall- A psychostimulant for ADHD; its effects are longer acting than those of Ritalin.
24. Strattera- A nonstimulant medication for ADHD; affects the neurotransmitter norepinephrine.
25. Coaching- A technique whereby a friend or therapist offers encouragement and support for a person with ADHD.
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Chapter 6
Learners With Learning Disabilities
Write a definition for each of the following terms.
1. Minimal brain injury- A term used to describe a child who shows behavioral but not neurological signs of brain injury. The term is not as popular as it once was, primarily because of its lack of diagnostic utility. (some children who learn normally show signs indicative of minimal brain injury).
2.IQ‑achievement discrepancy- Academic performance markedly lower than would be expected on the basis of a students intellectual ability.
3.Response-to-intervention – A way of determining whether a student has a learning disability. Increasingly intensive levels of instructional intervention are delivered, and if the student does not achieve, at some point, he or she is determined to have a learning disability or is referred for special education evaluation.
4.MRI – A neuroimaging technique whereby radio waves are used to produce cross-sectional images of the brain. Used to pinpoint areas of the brain that are dysfunctional.
5.f MRI – An adaptation of the MRI used to detect changes in the brain while it is in an active state. Unlike a PET scan, it does not involve using radioactive materials.
6.PET‑scan – A computerized method for measuring bloodflow in the brain. During a cognitive task a, a low amount of radioactive dye is injected in the brain. The dye collects in active neurons, indicating which areas of the brain are active.
7.Familiality studies- A method of determining the degree to which a given condition is inherited; Looks at the prevalence of the condition in relatives of the person with the condition.
8.Heritability studies- A method of determining the degree to which a condition is inherited; a comparison of the prevalence of a condition in identical twins vs. fraternal twins.
9.Teratogens- Agents, such as chemicals that can disrupt the normal development of the fetus; a possible cause of learning disabilities and other learning and behavioral problems. 10.Standardized Achievement Tests- A method of evaluating a person that has been applied to a large group so that an individuals score can be compared to the norm, or average. 11.Wechsler Individual Achievement Test (WIAT)- Assess’ achievement in all the areas pertaining to the federal definition of learning disabilities: basic reading, reading comprehension, spelling, written expression, mathematics reasoning, numerical operations, listening comprehension, and oral expression.
12.Formative assessment- Measurement procedures used to monitor an individual students progress. They are used to compare how an individual performs in light of his or her abilities, in contrast to standardized tests, which are primarily used to compare an individuals performance to that of other students.
13.Criterion-referenced testing – Assessment wherein an individual performance is compared to a goal or standard of mastery, differs from norm-referenced testing wherein an individuals performance is compared to the performance of others.
14.Informal reading inventories- A method of assessing reading in which the teacher has the student read progressively more difficult series of passages or word lists. The teacher notes the difficulty level of the material read and the types of errors the student makes.
15.Error analysis
16.Authentic assessment- An informal method of teacher assessment that involves the teacher noting the particular kinds of errors a student makes when doing academic work.
17.Portfolio assessment- Allow for a broader based evidence of students work. Evidence is more closely related to real-life skills; May include audiotapes or videotapes of recitals or other performances, or essays and other writing samples, such as letters, instructions, or stories.
18.Decoding- The ability to convert print to spoken language; dependent on phonological awareness and phonemic awareness; a significant problem for many people with reading disabilities.
19.Reading fluency- The ability to read effortlessly and smoothly; consists of the ability to read at a normal rate and with appropriate expression; influences ones reading comprehension.
20.Reading comprehension- The ability to understand what one has read.
21.Attention deficit hyperactivity disorder- A condition characterized by severe problems of inattention, hyperactivity, and or impulsivity; often found in people with learning disabilities.
22.Short‑term memory- The ability to recall information after a short period of time.
23.Cognition- The ability to solve problems and use strategies; and area of difficulty for many persons with learning disabilities.
24.Metacognition – Ones understanding of the strategies available for learning a task and the regulatory mechanisms needed to complete the task.
25.Comprehension monitoring- The ability to keep track of ones own comprehension of reading material and to make adjustments to comprehend better while reading; often deficient in students with learning disabilities.
26.Locus of control- A motivational term referring to how people explain their successes or failures; people with an internal locus of control believe that they are the reason for success or failure, whereas people with an external locus of control believe that outside forces influence how they perform.
27.Nonverbal learning disabilities- A term used to refer to individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks, and tactual tasks.
28.Cognitive training- A group of training procedures designed to change thoughts or thought patterns.
29.Self‑instruction- A type of cognitive training technique that requires individuals to talk aloud and then to themselves as they solve problems.
30.Self-monitoring- A type of cognitive training technique that requires individuals to keep track of their own behavior.
31.Direct Instruction- A method of teaching academics, especially reading and math; emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast-paced, and well-rehearsed by the teacher.
32.Task‑analysis- The procedure of breaking down an academic task into its component parts for the purpose of instruction; a major feature of Direct Instruction.
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EDU 222 – Introduction to the Exceptional Learner Student Number
Chapter 7 Quiz
Matching
minimal brain injury
adaptive skills
William Cruickshank
Kurt Goldstein
contingency‑based self‑management
1. Studied the psychological effects of brain injury in soldiers and observed the psychological characteristics of disorganized behavior, hyperactivity, preservation, and a “forced responsiveness to stimuli”. (p. )
2. Was one of the first to establish an educational program for children who today would meet the criteria for ADHD. (p. )
3. Historically, a term used to describe children who had normal intelligence but who were inattentive, impulsive, and/or hyperactive. (p. )
True (T) or False (F)
4. T F Studies indicate that if a child has ADHD, the chance that his or her sibling has ADHD is
about 32 percent. (p. )
5. T F Complications at birth and/or low birth weight are associated with ADHD. (p. )
6. T F Persons with ADHD frequently have delayed inner speech. (p. )
7. T F Twenty‑five to 50 percent of persons with ADHD also exhibit some form of emotional or behavioral disorder. (p. )
8. T F Cruickshank's program is the most frequently used today ‑ this involves a reduction of stimuli relevant in learning and a structured program with a strong emphasis on teacher direction. (p. )
9. T F A combination of functional assessment and contingency‑based self‑management techniques have proven successful in increasing appropriate behavior in elementary and secondary students with ADHD. (p. )
10.T F It is believed that Ritalin has the same chemical and behavioral effect on people who do not have ADHD as it does on those with ADHD. (p. )
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Chapter 7
Learners With Attention Deficit Hyperactivity Disorder
Write a definition for each of the following terms.
Conduct disorder
Preseveration
Strauss syndrome
Minimal brain injury
Hyperactive child syndrome
Continuous performance test
ADHD‑Rating‑Scale‑IV
Frontal lobes
9. Prefrontal lobes
10. Basal ganglia
11. Cerebellum
12. Neurotransmitters
13. Dopamine
14. Toxins
15. Behavioral inhibition
Executive functions
Innerspeech
Adaptive skills
19. Contingency‑based self‑management
20. Psychostimulants
21. Ritalin
22. Paradoxical effect of Ritalin
23. Adderall
24. Strattera
Coaching
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Chapter 6
Learners With Learning Disabilities
Write a definition for each of the following terms.
Minimal brain injury
IQ‑achievement discrepancy
Response-to-intervention
MRI
f MRI
PET‑scan
Familiality studies
Heritability studies
Teratogens
Standardized Achievement Tests
Wechsler Individual Achievement Test (WIAT)
Formative assessment
Criterion-referenced testing
Informal reading inventories
Error analysis
Authentic assessment
Portfolio assessment
Decoding
Reading fluency
Reading comprehension
21. Attention deficit hyperactivity disorder
22. Short‑term memory
23. Cognition
Metacognition
Comprehension monitoring
Locus of control
27. Nonverbal learning disabilities
28. Cognitive training
29. Self‑instruction
30. Self-monitoring
31. Direct Instruction
32. Task‑analysis
33. Reciprocal teaching
34. Preacademic skills
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EDU 222 – Introduction to the Exceptional Learner Student Number
Chapter 6 Quiz
authentic assessment
portfolios
IQ- achievement discrepancy
formative assessment
portfolio assessment
nonverbal learning disabilities
transition planning
attention deficit hyperactivity disorder
metacognition
cognition
1. Academic performance markedly lower than would be expected on the
basis of a student’s intellectual ability. Page___
2. Directly measures individual students’ behavior to keep track of their
progress. Page___
3. An attempt to measure individual students’ critical thinking and problem-
solving abilities in real-life situations. Page___
4. Teachers helping students decide what to put in their portfolios. Page___
5. One’s understanding of the strategies available for learning a task and the
regulatory mechanisms to complete the task. Page___
6. A condition characterized by severe problems of inattention, hyperactivity
and/or impulsivity; often found in people with learning disabilities.Page__
7. A collection of samples of student’s work over a period of time. Page___
8. The ability to solve problems and use strategies; an area of difficulty for
many persons with learning disabilities. Page___
9. A cluster of disabilities in social interaction, math, visual-spatial tasks, and tactual tasks. Page___
10. Addresses educational programming for students with learning disabilities
in order to prepare them for adulthood. Page___
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EDU 222 – Introduction to the Exceptional Learner Student Number
Chapter 5 Quiz
1. ________________________ are resources in a person’s environment that can be used for support, such as friends, family, and co-workers. Page _____
2. ________________________ is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. It originates before the age of 18. Page _____
3. ________________________ is the collection of conceptual, social, and practical skills that people have learned so that they can function in their everyday lives; along with intellectual functioning are considered in making a determination of mental retardation. Page _____
Page
4. T F ___ In defining retardation, professionals now consider adaptive skills
in combination with IQ scores because some students may score
poorly on IQ tests but be “streetwise”.
5. T F ___ At present, the IQ cut-off score used as an indicator for mental
retardation that is endorsed by the APA is about 50-70.
6. T F ___ Down syndrome is usually an inherited condition.
a. Fetal alcohol syndrome b. Functional academics
c. Functional behavioral assessment d. Self-determination
e. Learned helplessness f. Self-regulation
7. _____ - the ability to make personal choices, regulate one’s own life, and be a self-advocate. Page ____
8. _____ -is a belief that an individual has little control over what happens to him and that he is
primarily controlled by other people and events. Page ____
9. _____ - is the practice of determining the consequences, antecedents, and setting events of inappropriate behavior. Page ____
10. _____-is classified as resulting from an environmental hazard. Page ____
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Chapter 5
Learners With Mental Retardation
Write a definition for each of the following terms.
Mental retardation –
Natural supports -
Intellectual functioning –
Adaptive behaviors –
Supports –
Levels of support – [list them] -
Mild Mentally Retarded –
Moderate Mentally Retarded –
Severe Mentally Retarded –
Profound Mentally Retarded –
Down syndrome –
Trisomy 21 –
Williams syndrome –
Fragile X syndrome –
Prader-Willi syndrome –
Phenylketonuria –
Encephalitis –
Microcephalus –
Hydrocephalus –
Fetal alcohol syndrome –
Anoxia –
Mental age –
Chronological age –
Working Memory –
Metacognition -
Self-regulation –
Learned helplessness –
Behavioral phenotype –
Self-determination –
Functional academics –
Systematic instruction –
Functional behavioral assessment -
Positive behavioral support –
Constant time delay –
Progressive time delay –
Person-centered planning -
Community residential facility –
Supported living –
Sheltered workshop –
Supportive competitive employment –
Competitive employment –
Job Coach -
Streetwise –
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Student Number
Date
Video Assignment #
1. Movie Title:
2. Producer:
3. Era of Story Line:
4. What handicap and/or disability stereotypes are portrayed?
5. What assumptions does the movie make about the exceptionality portrayed? How
realistic is it?
6. What assumptions does the movie make about families?
7. What assumptions does the movie make about education?
8. Do ethnicity factors or cultural values play a part in this story? Explain.
9. Which character do you especially relate to? Why?
10. How has your character changed by the end of the story?
11. As a special educator, how would you advise one of the characters? What is your
scholarly basis for this advice? (Cite your text.)
12. What did you learn from this film?
13. Will you recommend this film to others? Why?
14. What new insight did you develop as a result of your group discussion? (To be hand
written after the group discussion.)
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Tuesday, October 18th, 2005
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My dog Roxanne had puppies a week and a half ago. They are small. They are Miniture Schnauzers. One of them finally opened an eye today. It was pretty neat. Soon, all of their eyes will be open, then they will all start walking. Friends! One of the puppies was born with a hair lip. I was scared he had a cleft pallette. Luckily he doesnt. He just has a very unique face. He is really small though, and Caroline has to feed him with a bottle every few hours, but he still feeds of Roxy. We are probably going to keep him, and name him Rupert, since most people wouldnt want a dog that is " messed up". I just call him an individual. Hes pretty neat. There are three black puppies, two black and whites and one salt and pepper. Also, when Rupert was born, rox didnt push him all the way out. He was the last one born, so she was probably tired. So, Caroline pulled him out the rest of the way. We waited for roxy to rip the sac from around his face and what not, but she didnt, so Caroline did it for him. Roxanne was in labor for only and hour and a half, which is really good, since a lot of dogs can last for almost six hours. Im really happy about the puppies though, I cant wait for them to be up and about soon, becuase they will be lots of fun. Dorian wants to play with them really bad, but theyre too small yet. Puppies!
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Tuesday, September 13th, 2005
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Oh man, lets see. We played with hammerfall and edguy, which fucking ruled. That was aweosme. I told a really funny joke to one of edguys roadies, and he didnt think it was funny at all. I asked him what language they spoke in Belgium, because I really didnt know. He proceeded to tell me that they speak Dutch and French there or something like that. Then I thought, I have to tell a joke, becuase im an american asshole. SO I said, "well, the reason I ask, is becuase Dan here (pointing to dan fox) thought they spoke Swahili in Belgiuim!). Everyone in Rapid Fire that was there thought it really funny, but the roadie for Edguy diddnt get it at all. It was pretty funny. ANd uncormfatable. But still funny. So yeah, thats a pretty good story. Im also getting a brand new keytar in a week, then I will rip solos like crazy in the band too. Not like the fucking assholes in electro bands that cant play keyboards and get them too look funny. Fuck those assholes. I can play, and will destroy them with but one solo on my roland ax-7. The Hirax show is coming up, it will rule. I went bowling tonight, I drank.
Leith
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Alright, I decided to write something in here becuase I found out the best thing ever just a bit ago. But first, the tour went super well. Everywhere we played, there were people there to see us, people were screaming out names of songs, singing them with us, headbanging like crazy it was awesome! We played places we had never been before, and there were kids there for us. It was unreal. In Spokane, we didnt think anyone was going to show up, since we had never played there before. Turns out, we were the only band that drew anyone there, we had 15 kids show up to see us play. Before the show, some of them were singing the opening to Only the Warrior, it was so fucking rad. They went nuts at the show too, headbanging, throwing horns, so good. The really cool place was L.A. we played in front of something like 100 people that came to see us. Lots of the people at that show knew our tunes too, that show was so much fun, just like all the shows we played. On top of all that, we actually made money on this tour, instead of losing it. We made more than enough to pay for gas, and everything else. I think were going to end up with like 300 dollars profit. Which I think is so fucking sweet.
Now, we have the Hammerfall Edguy show coming up!! I cant fucking believe that were playing with these two bands, its like a dream come true. Im probably not going to be able to talk when I meet them, I will be star struck. Everyone should go to this show, we are going to rock so fucking hard, and the best is that Hammerfall and Edguy are after us, unbelievable. I never thought I would play the same stage as these two bands. Im more exited than anything.
Now, the extra awesome news. I dont know if im supposed to say anything becuase its kind of a long way off, but im too excited not to. I just found out that we are opening for Sonata Arctica!!!!! They are one of my favourite band in the entire fucking world. Ecliptica and Silence are two of the best albums ever. I will probably shit my pants when this show happens. What else rules is that we will have the new album done when this show happens, which means I will be shredding the keyboard, and in front of Tony Kakko! The show is set to be sometime in February, and I cant fucking wait.
Oh yeah, we started writing new music for our next album, and its going to rule.
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Wednesday, September 29th, 2004
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I sent our cd to a guy in Belgium named Stefan last week becuase he runs a sight called Metal to Infinity. He does cd reviews, and interviews. Its a pretty sweet site. He reviewed our cd, and heres the review. His English is a little broken so bare with him; but the review rules. Im really happy with it. We got a better review than he gave Rhapsody, which I think is really cool. Enjoy. His site is www.metaltoinfinity.tk. Were doing an interview with him, which me and Dan just sent last night, so ill probably just provide a link to that when he puts it up, if anyone cares.
Rapid Fire is a five piece Hard Rock 'n' Rolling Metal band from Phoenix Arizona. They're pretty busy into the world of Heavy Metal since early 2002. Rapid Fire's music is pure, quite original and it makes your hair starts to sweep around. Leith Walden's vocals are a bit raw but very good understandable and strongful. He's an absolutely awesome singer and hard to compare with some other vocalists. Ian 'Battle Axe' Walden and Dan 'Shredder' Fox handles the guitars with pride and glory, i mean the sound of both brothers axes are just brilliant and goddamn power loaded. Matt 'Sweet Valley' Reed hammers the skins just like a devastating hurricane and the man who's in for the incredible bass works is Brandon 'Warhammer' Kinchen. I suppose "Brace Yourself" is Rapid Fire's first official release and it kicks ass, better believe that! No crap or cliché kinda Metal, only true Heavy Metal is for real. At least13 songs and two unreleased demo tracks produced in a very good condition. What i like so much with bands like RF is that they goes back to the roots of Heavy Metal music and don't worry about the nowadays scene. Just playing a style they really likes and give a damn about the rest. My point is there's isn't much originality anymore in the new generation of heavy music but who am i to tell you this...it's just a personal point of view you know. At the other side, the only thing that i can tell ya'll for sure is that the music of Rapid Fire is recommended to everyone who likes a heavy dose of old school influenced Metal. Leith let me know the band is busy making new songs for the upcoming album somewhere in December this year. If there is someone looking out for that new one, that would be me cause Rapid Fire definitely stole my Metal heart! It's Metal and it never gonna stop, no way!! www.itsmetal.com MY POINTS: 89 / 100
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Monday, September 27th, 2004
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Blahfasd, Im drunk., Id like to start out by saing that ggrace3 is dmb. gthats ifs the fist ofrdr of blarg. Second, I d would like to say the grace is duamb . Grace os tje wprsdt fried ever . Now that we have gogtettne dtha under way, Amber, remgber when we went to theat elebmenty school, and we did that dare thing?? That was fun, good times, good times. ALright, Laura, lets be friends. AHHHHHHalsdkfjalskj, friends anhd stuff, butl;er, look at, me , friens butt, . Okay, Laifhrek , Heres the deal, Grace, your stupid, LIllk aimdit itl Boiual, 12345,a d dlkdsa. Grace, if we dont go and see a movie tomrorow , ill eat my aouwn boejut ,a dnthyenm ill tlel you aot seat your butt. ASLktj. Okay, anyone who reads this if my new best fiewna . ????????????? No, your not, you eond tkem sodn enkdow. Manowar Ruelss, ???????????????????????????????????? not eve a yeaiotns , BLALLLLLLLLLLL. !!!!!!!!!!!!!11
Suandya night.
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Wednesday, September 22nd, 2004
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The Squirrel nut zippers are a fucking awesome band. Lets not base them just on the single we made have heard either. Even though Hell is still an awesome song. They are probably one of the best jazz groups in recent history. Hot jazz is pretty sweet. Hot jazz of course being the kind that was popular in Harlem and the surrounding areas in the 20 and 30's. So yeah, Squirrel nut zippers, excellent band. I had forgotten about them until the other day when i started humming Hell. Then I remembered how good of a band they were. I also hate it when they get lumped in with shitty ska bands, and shitty wanna be swing bands like big bad voodoo daddy, or the other shitty band whose name i cant remember. Theyre jazz, hot jazz. Oh, my two cats got in a fight the other day, and roxanne the dog broke it up by plowing into them from across the room, sending cats everywhere. It was funny.
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Comments: Read 1 or Add Your Own.
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Monday, September 13th, 2004
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1. IF YOU COULD BUILD A SECOND HOUSE ANYWHERE WHERE WOULD IT BE?
Somewhere where i could get a giant schnauzer, or the forest moon of Endor.
2. WHAT'S YOUR FAVORITE ARTICLE OF CLOTHING?
I really like my spandex pants, my union jack def leppard shirt, and my Iron maiden vest. But at the same time, i like my leather pants, and my leather jacket. But I also really like my Loudness shirt.
3. THE LAST CD YOU BOUGHT?
I think it was the best of The Alan Parsons Project. Or it was some power ballads comp with Damn Yankees on it.
4. WHAT TIME DO YOU WAKE UP IN THE MORNING?
Ten oclock
5. WHAT'S YOUR FAVORITE KITCHEN APPLIANCE?
Microwave
6. IF YOU COULD PLAY AN INSTRUMENT, WHAT WOULD IT BE?
I would play blast beats till your head exploded. Then, for good measure, I would play double kick till your head re-animated itself.
7. FAVORITE COLOR?
I like black, red, dark greens, and the color orange that X-wing pilots wear.
8. WHICH DO YOU PREFER, SPORTS CAR OR SUV?
Muscle Cars, but from 1979 and below
9. DO YOU BELIEVE IN AFTERLIFE?
Yes
10. FAVORITE CHILDREN'S BOOK?
If you give a moose a cookie
11. WHAT IS YOUR FAVORITE SEASON?
fall/winter
12. IF YOU COULD HAVE ONE SUPER POWER, WHAT WOULD IT BE?
I would want all of wolverines powers, plus the adamantium skeleton. then i would probably just sit around at my house and drink beer.
13. IF YOU HAVE A TATTOO, WHAT IS IT?
Whatever Tattoo butler has.
14. CAN YOU JUGGLE?
Yes, pretty much anything too. I was totally into it for a long time, I have rings, and clubs, the whole nine. I once was able to juggle six rings at once. It was pretty sweet.
15. NAME ONE PERSON FROM YOUR PAST YOU WISH YOU COULD GO BACK AND TALK TO?
My friend Keith
16. WHAT'S YOUR FAVORITE DAY?
Dont have one
17. WHAT'S IN THE TRUNK OF YOUR CAR?
In the bed of my truck, I have three prop skulls, and a goblet.
18. WHICH DO YOU PREFER SUSHI OR HAMBURGER?
Hamburger
19. FROM THE PEOPLE YOU WILL SEND THIS TO, WHO'S MOST LIKELY TO RESPOND FIRST?
Billy Bob Thornton probably. If not him, I dont know.
20. WHO'S LEAST LIKELY TO RESPOND?
Billy Bob Thornton
21. WHO DID YOU RECEIVE THIS FROM?
22. WHAT IS YOUR FAVORITE FLOWER?
Giant SunFlowers are awesome.
23. WHAT IS YOUR FAVORITE METAL?
Probably Power Metal
24. DO YOU PREFER DOGS OR CATS?
Dogs
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I love delivering pizzas. Heres some totally awesome stuff that i have run across: Tons of guys in their underwear, three girls in their underwear (hotel delivery) Gay dudes in their underwear (hotel delivery). Sometimes the tips are good, sometimes they are none existent. The other day though, i got a tip, that really opened my eyes up. I delivered to some old lady in a trailor park. A really shitty one at that. I pulled up to her trailor, and got out, and she was already waiting for me at her gate, and her dog was with her. She was super nice, and her dog was going crazy. She said to her dog, "Dont worry sweet heart, I got sausage on the pizza just for you." and the dog was really happy about that. I handed her the pizza, and she handed me the money. As she handed it to me, she said to me, "theres all the money, plus an extra dollar for you as a tip." I said thanks and got back into my car.
Usually, when i get a one dollar tip, im really pissed about it. But then I started thinking. This little old lady, who lives alone in a trailor park, and probably doesnt have a whole lot of money, made it a point to tell me that i was recieving a tip. That one dollar meant something to that lady. She undoubtably needed that dollar more than I do. But she still gave me the dollar. Getting that dollar from that old lady is one of the best tips that I have gotten. I hope she had a good dinner from the pizza from my work. And i hope that the dog appreciated that her friend spent extra so that she could enjoy the meal too.
On a side note, i got a one dollar tip from people that live in a nice house today, and they seemed rather well off. I was fucking pissed.
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so, i cant stop listening to soul asylum. Runaway train is way too good a song for me to handle. My plans for my gothic garden are coming to fruition. The grass is all planted, and is growing famously. I have a pillar put up, with and angel on top of it. I think im going to paint bloody tears running down her face. I dont know yet though, becuase i need to get another angel and pillar to put on the other side, becuase im going to be putting a stone walkway from the patio to the fence door. The angels will "guard" the walkway, from underneat the tree that was dying. The tree is better now though, i have been bringing it back to health. Roxanne is really happy about it too. She thinks grass rules, which is the main reason im doing all this work on the yard. That and i like stuff like awesome back yards. The fence will be painted when i return from tour. if anyone wants to see a work of art in progress, you can come over to my house, and gaze into my back yard, with wonder in your eyes.
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I just watched to video of the american guy that got beheaded by a bunch of pussy terrorist. When I first heard about it, i though they had cut his head off clean with a sword or something. Those fuckers used a hunting knife, and and had to cut his head off. And they didnt start at his throat either, they started at the side of his head. The guys hands and feet are bound, and hes screaming like crazy, and his screaming is the worst sound I have ever heard in my life. I cant believe people would do shit like that to someone. Its unbelievable. They cut his head off like they were sawing off a peice of wood. It took at least 10 seconds if not more for they guy to die (or go into shock). I feel so bad for that man, he was just there trying to rebuild the electric lines or somthing like that over there. I just cant believe that anyone could be so inhuman as to literally saw off a mans head with a fucking hunting knife, and think that its justified.
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