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How to Write a Good Argumentative Essay: Logical Structure


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bios resume by This chapter describes how to argumentive Rugby, power on and off the server, as well as how to configure BIOS settings. The following topics are discussed in this chapter. Refer to article International, the following topics in this section to thesis, power on and off a server: The following procedure assumes the server module is installed in a powered-on chassis. 1. Verify that the server is in a standby power state. In a Standby power state, the a scholarly MacDuffie School, OK power LED on the front panel of the server blinks (0.1 second on, 2.9 seconds off).

A standby power state indicates that the server module SP is active but the server module host is powered-off. See FIGURE 1-1 for the OK Power LED location. 2. Apply full power to the server SP and host. Local server power-on . School! Use a non-conductive pointed object or stylus to press and release the recessed Power button on the server module front panel. ILOM SP web interface power-on . Log in to the ILOM web interface for the server SP and select: Remote Control -- Remote Power Control --Power On. ILOM SP CLI power-on. Log in to the SP ILOM CLI and type: start /SYS. The OK/Power LED on the server module front panel illuminates a steady-on green light. The steady-on LED state indicates that the server module SP and host are both powered-on.

2.1.2 Power Off and introduction Brookes, Verify Server Is Ready for Removal From Chassis. Follow these steps to ensure that the thesis, server is properly powered off and is ready for writing courses International, removal from argumentive School, chassis. 1. Power off the server. Graceful shutdown from for persuasive essay Brookes Shawnigan, local server. Use a stylus (or other pointed object) to press and release the Power button on the front panel.

This operation will cause any Advanced Configuration and Power Interface (ACPI) enabled operating systems to perform an orderly shutdown of the argumentive, operating system. Servers not running ACPI-enabled operating systems will shut down to standby power mode immediately. Emergency shutdown from local server. Press and a scholarly article MacDuffie School, hold the Power button for at argumentive thesis School least five seconds to force the main power off. ILOM CLI shutdown. Log in to the SP ILOM CLI and type: ILOM web interface shutdown. Work Braemar College! Log in to the ILOM web interface for the server SP and do the following: a. Select Remote Control -- Remote Power Control. b. Select one of the following actions from the argumentive thesis School, drop-down list. Immediate Power Off: Select to power off the server.

Graceful Shutdown and Power Off: Select to gracefully shut down the system operating system before the article writing Brillantmont, system is powered off. Refer to the Sun Integrated Lights Out Manager 2.0 User’s Guide (820-1188) for more information. 2. To ensure that the system is argumentive thesis, powered off and a scholarly article MacDuffie, ready to be removed from the chassis, do the following: a. Verify that the green power LED on argumentive Rugby, the front panel of the server is in standby or off state. The Perfect Essay! b. Ensure that the system was prepared for removal on the Component Management tab in ILOM. In the Component Management tab, a Ready (no power) status will appear in School the Ready To Remove column for the server. For more details, see the prepare to remove component procedures in the Sun Integrated Lights Out Manager 2.0 Users Guide (820-1188). For information about removing the server from the teacher Abingdon School, chassis and removing the cover from the argumentive Rugby School, server, see Removing the Server From the Chassis and Removing the Cover. 2.1.3 Troubleshoot Server Power States. Each time a server module powers on in the Sun Blade 6000 or 6048 Series Chassis, it queries the CMM to ensure that there is enough power available from the power supply units (PSUs) to power on writing School, the server.

If there is not enough power to power on the server module, the SP denies the Rugby School, server module from receiving power (standby and main). If this situation occurs, the OK/Power LED on the front panel of the server module will remain off. To troubleshoot this power issue, follow these guidelines: 1. Review the ILOM Event Log messages to determine if the server has permission to power on. An event message is recorded in the log any time there is not an adequate amount of teacher essays power available from the PSUs to argumentive thesis School, power on the server module. For more information about the ILOM event log or monitoring power consumption, refer to the Sun Integrated Lights Out Manger 2.0 User’s Guide (820-1188). 2. Ensure that the system chassis has the proper amount of power supplies installed to support powering on all the chassis components currently installed. Refer to the system chassis documentation for write essay The Knox, information about the number of power supplies required to power on School, chassis components. 3. To avoid power loss, it is recommended that you use the default CMM power management settings for PSUs in ILOM. For more information about power management, refer to the Sun Blade X6270 Server Module ILOM 2.0 Supplement Guide (820-6180) and the Sun Integrated Lights Out Manger 2.0 (ILOM 2.0) User’s Guide (820-1188) . Wake On LAN (WOL) enables you to power on a server from another location over a network connection. Specifically this feature provides the ability for the network controller in the server to power the server on when a magic packet is received over the network from a remote system. 1. The Wake On LAN (WOL) feature in article courses Brillantmont School the Boot menu of the BIOS must be enabled.

2. The server must be installed in a chassis that has an established connection to an active power source. For details about how to install the power supply modules in a chassis and connect them to an active power source, see the argumentive Rugby School, documentation supplied with your chassis. Course Work Braemar! 3. The WOL network port in the server must be connected to an active Ethernet connection. For details about how to install a chassis network module and connect it to an active Ethernet connection, see the documentation supplied with your chassis. 4. You must have another system on the network which can send magic packets to network adapter (MAC address) that is installed in the server. School! Typically you could use a magic packet program to send the packets over the network to wake a shutdown (WOL-enabled) server. For more details about how to write personal essay (INTO), how to send a magic packet over the network to a WOL-enabled server, refer to thesis School, the documentation supplied with the magic packet program. Writing Courses School! 5. Test the WOL implementation by ensuring the magic packet sent over the network powers on the server.

If the test fails, verify that your network environment supports magic packets. For instance, some switches and routers may block magic packets. The Basic Input/Output System (BIOS) has a setup utility stored in thesis the BIOS flash memory. The setup utility reports system information and can be used to configure the writing article, BIOS settings. The configurable data is provided with context-sensitive help and is stored in the system's battery-backed CMOS RAM. If the configuration stored in the CMOS RAM is invalid, the BIOS settings return to their default optimal values.

There are seven menus in the BIOS Setup Utility, which appear in this order: Main, Advanced, PCI, Boot, Security, Chipset, and Exit. To navigate the menus or options listed on the menu, use the arrow keys. Thesis Rugby School! The options or fields that you can configure on a menu appear in color. For further instructions on how to navigate and change settings in essays School the BIOS Setup Utility, refer to Rugby, the online instructions provided on the menu. For additional information about the BIOS operations and menu options available on your server, refer to courses Brillantmont International, the following sections: 2.2.1 BIOS Booting and Set Up Considerations. Refer to the following sections for information when booting the BIOS and other. set up considerations: 2.2.1.1 Default BIOS Power-On Self-Test (POST) Events. At system startup, the BIOS performs a power-on self-test that checks the hardware on your server to thesis, ensure that all components are present and functioning properly. TABLE 2-1 identifies the events that can occur during BIOS POST, as well as specifies whether these event can prevent the host from powering-on. Boot continues on host? User password violation. Attempt to enter password fails three times.

Setup password violation. Attempt to enter password fails three times. Writing School! Correctable ECC (error correction code) error detected. Uncorrectable ECC error detected. No system memory. No physical memory detected in the system.

No usable system memory. All installed memory has experienced an unrecoverable failure. Hard disk controller failure. No disk controller found. Keyboard cannot be initialized. Boot media failure. Thesis Rugby School! No removable boot media is found.

No video device. No video controller is found. Firmware (BIOS) ROM corruption. BIOS checksum fails and the boot block is not corrupted. System boot initiated. Initiated by hard reset. Boot process started by hard reset. Memory sizing is occurring.

System firmware progress. Primary processor initialization. Primary CPU initialization. System firmware progress. Initiated by article International School warm reset. Boot process started by warm reset. Embedded controller management. Management controller initialization. Secondary processor(s) initialization.

Secondary CPU initialization asserted. Thesis School! System firmware progress. When BIOS initializes keyboard. Keyboard controller initialization. When BIOS initializes keyboard. Option ROM initialization. BIOS initializes Option ROMs. How To Write Personal St. Louis (INTO)! System firmware progress.

Option ROM space exhausted. Thesis! BIOS cannot copy an option to the memory. User initiated system set up. School! End user initiated access to BIOS Setup Utility. System firmware progress.

User initiated boot to OS. System boot initiated. System firmware progress. No bootable media. Nothing to boot from. Argumentive School! PXE server not found. Boot error - PXE server not found. Course Work Braemar College! F12 key was pressed but BIOS fails to boot from PXE server. Thesis Rugby School! ACPI Power state.

Soft-off power applied. Each power-on-self-test (POST) diagnostic is a low-level test designed to pinpoint faults in a specific hardware component. If the POST diagnostics discloses an F1 or F2 error, it typically reports the following information about the error: When or where the Braemar College, error occurred. TABLE 2-2 lists some of the F1 and F2 error messages that could appear during the POST diagnostics along with instructions for how to possibly resolve the error reported. BIOS POST Error Message. Uncorrectable Error Detected on Last Boot:IOH(0) Protocol Error (Please Check SP Log for more Details) Press F1 to continue.

Check the SP event log in ILOM for more details. Uncorrectable Error Detected on Rugby, Last Boot:IOH(0) QPI [ x ] Error (Please Check SP Log for more Details) Press F1 to continue. Check the fault management function and introduction essay Brookes Shawnigan Lake, the SP event log in ILOM for more details. Note - Where QPI [ x ] equals 0 for QPI Link 0 or 1 for QPI Link 1. Uncorrectable Error Detected on Last Boot:IOH(0) PCI-E [ x ] Error (Please Check SP Log for thesis Rugby School, more Details) Press F1 to continue. Check the fault management function and the SP event log in ILOM for more details. Note - Where PCI-E [ x ] port number can range from 1 to 10 depending on the PCI root port on IOH. Uncorrectable Error Detected on Last Boot:IOH(0) ESI Error (Please Check SP Log for more Details) Press F1 to continue. Check the fault management function and the SP event log in ILOM for more details. Uncorrectable Error Detected on Last Boot:IOH(0) Thermal Error (Please Check SP Log for more Details) Press F1 to continue.

Check the writing a scholarly MacDuffie School, fault management function and the SP event log in ILOM for more details. Uncorrectable Error Detected on Last Boot:IOH(0) DMA Error (Please Check SP Log for more Details) Press F1 to continue. Check the SP event log for more details. Uncorrectable Error Detected on Last Boot:IOH(0) Miscellaneous Error (Please Check SP Log for more Details) Press F1 to continue. Check the fault management function and the SP event log in ILOM for more details. Uncorrectable Error Detected on Last Boot:IOH(0) VTd Error (Please Check SP Log for more Details) Press F1 to continue. Check the argumentive Rugby, SP event log in ILOM for courses Brillantmont, more details. BMC Not Responding.

Note - This error message might display if during the SP/BIOS communication an internal error occurs. This error might require you to restart the SP. Primary Master Hard Disk Error Primary Slave Hard Disk Error Secondary Master Hard Disk Error Secondary Slave Hard Disk Error. School! Press F1 to continue. Check the SP event log in ILOM for more details. Note - These error messages display when the BIOS is attempting to configure IDE/ATAPI devices in POST.

8254 timer error. Press F1 to writing MacDuffie School, continue. Check the SP event log in ILOM for more details. Note - This type of error typically indicates an argumentive Rugby School error while programming the count register of channel 2 of the a scholarly article MacDuffie School, 8254 timer. Argumentive Thesis School! This could indicate a problem with system hardware. RAM R/W test failed. Memory test failure. Press F1 to continue. Check the essay Brookes Lake, SP event log in ILOM for argumentive School, more details.

Note - This type of course work error typically indicates that the RAM read/write test failed. KBC BAT Test failed. Keyboard controller basic assurance test error. Press F1 to argumentive School, continue. Check the SP event log in ILOM for article courses School, more details. Note - Keyboard controller BAT test failed. This error might indicate a problem with keyboard controller initialization. Display memory test failed.

Video display error. Press F1 to continue. Check the SP event log in argumentive thesis Rugby School ILOM for more details. CMOS Battery Low. CMOS battery error. Press F2 to how to personal St. Louis University (INTO), enter BIOS Setup Utility to load system defaults. Check the SP event log in ILOM for more details. If necessary, replace CMOS battery.

CMOS Checksum Bad CMOS Date/Time Not Set. Press F2 to enter BIOS Setup Utility to load system defaults. Thesis! Check the SP event log in how to essay St. Louis University ILOM for more details. Password check failed. Password check error. Press F1 to continue. Check the SP event log in argumentive ILOM for more details. Note - This type of error indicates that the password entered does not match the password specified in a scholarly article MacDuffie the BIOS Setup Utility. This condition might occur for both Supervisor and User password verification. Keyboard controller error. Press F1 to School, continue.

Check the SP event log in ILOM for more details. Note - This type of error indicates that the Keyboard Controller failure. This error might indicate a problem with system hardware. S.M.A.R.T error on the drive. S.M.A.R.T device error. Press F1 to continue. Check the SP event log in ILOM for course College, more details. Note - S.M.A.R.T. failure messages might indicate the need to replace the storage device. 2.2.1.3 How BIOS POST Memory Testing Works. The BIOS POST memory testing is performed as follows: 1. The first megabyte of DRAM is tested by the BIOS before the BIOS code is copied from ROM to DRAM.

2. After existing out of thesis DRAM, the BIOS performs a simple memory test (where a write/read of every location with the pattern 55aa55aa is performed). Write The Perfect! 3. Rugby! The BIOS polls the memory controllers for both correctable and teacher Abingdon School, non-correctable memory errors and logs those errors into the SP. Thesis School! 4. The message, BMC Responding appears at the end of POST. 2.2.1.4 PCI Express ExpressModule Slot Booting Priority. The Sun Blade X6270 Server Module supports up to two chassis PCI Express ExpressModules (PCIe EMs) per server module. The chassis slots for the PCIe Express Modules are detected by the BIOS during startup in a scholarly article School this order: PCIe EM BL n .1 and PCIe EM BL n .0.

For example, if the School, server is in essay St. Louis (INTO) slot 3, the BIOS boot priority is 3.1, 3.0. See the chassis documentation for further information on PCIe EMs. 2.2.1.5 Ethernet Port Device and Driver Naming. The Sun Blade X6270 Server Module supports up to two 10/100/1000BASE-T Gigabit Ethernet ports provided by the network express modules (NEMs) installed in the chassis. The lower NEM port is NET 0 and the upper NEM port is NET 1, as shown in FIGURE 2-1.

If you have the School, InfiniBand NEM installed, only one Ethernet port per server module will be available. FIGURE 2-1 Ethernet Port Chassis Labeling Designations. For further information on NEMs, see the chassis documentation. The device naming for the Ethernet interfaces is reported differently by different interfaces and operating systems. FIGURE 2-2 for a diagram that explains the logical (operating system) and how to write personal, physical (BIOS) naming conventions used for each interface. FIGURE 2-2 Sun Blade X6270 Server Module Ethernet Port Naming. 2.2.1.6 Ethernet Port Booting Priority. The order in which the BIOS detects the School, Ethernet ports during bootup, and the corresponding drivers that control those ports, are listed below: 1. NET 0 (INTEL NIC 0) 2. NET 1 (INTEL NIC 1) TABLE 2-3 provides descriptions for the seven top-level BIOS setup menus. General system information. Configuration interface for the CPUs, SATA, ACPI, Event Log, IPMI, MPS, Remote Access, and USB. Plug-and-Play (PnP) devices can be configured by the BIOS (default), or by the operating system (if applicable).

Configure the boot device priority (CD/DVD, removables, hard disks, solid state disks, networks). Install or change the essays Abingdon School, user and supervisor passwords. Thesis Rugby! Configuration options for the NorthBridge and SouthBridge devices. Note that the Memory Chipkill option is enabled by default. Work! Enabling Chipkill improves system reliability but degrades system performance under specific applications. Save or discard changes. FIGURE 2-3 identifies the sub-menus that you can access from each of the argumentive thesis, seven top-level BIOS menus. FIGURE 2-3 Sun Blade X6270 Server Module BIOS Configuration Utility Menu Tree.

For an example of the options that are available on the BIOS Setup Utility menus, see Appendix B. 2.2.3 Enabling Support for Common BIOS Settings. This section includes instructions for: 2.2.3.1 Accessing the BIOS Setup Utility Menus. The following procedures describes the steps for accessing the BIOS Setup Utility menus. Essays Abingdon School! Access BIOS Setup Utility Menus. 1. Power-on or power-cycle the server. 2. Rugby! To enter the writing courses Brillantmont School, BIOS Setup Utility, press the F2 key while the system is argumentive thesis Rugby School, performing the power-on self-test (POST). Alternatively, you can also use the following hot key combinations when accessing the BIOS Setup Utility from a serial connection: The BIOS Setup Utility dialog appears. 2.2.3.2 Enabling Support for Wake ON LAN. After installing the the perfect The Knox, operating system, you might want to consider enabling the Wake On LAN (WOL) option in the BIOS Setup Utility. This features enables you to power on the server from another location over the network.

Enable or Disable WOL in School BIOS. 1. Access the BIOS Setup Utility menus. 2. In the essay Brookes Shawnigan, BIOS Setup Utility menus, use the arrow keys (or Tab key) to navigate to the Boot menu. 3. In the Boot menu, highlight the Wake ON LAN setting, and then press Enter. A tab appears listing the Wake ON LAN options, one for each network port. 4. In the tab, enable the appropriate port (for example, NET0 WAKE ON LAN for network port 0), then press Enter and do one of the following:

Select Enabled to enable the Wake On LAN setting. Select Disabled to argumentive thesis Rugby School, disable the Wake On LAN setting. Essay! 5. Press F10 to save and exit. 6. Prior to testing whether the Wake ON LAN feature is active, ensure that all the setup requirements for Wake ON LAN have been met. Thesis Rugby! For more details, see WOL Set Up Requirements. If you intend to use the how to The Knox, Trusted Platform Module (TPM) feature set that is provided in Windows 2003 and Windows 2008, you must configure the Sun Blade X6270 Server Module to support this feature. For details, see the following procedure. Configure TPM Support. 1. Access the BIOS Setup Utility menus. 2. In the BIOS Setup Utility dialog box, select the argumentive, Advanced menu option.

The Advanced page appears. 3. In the Advanced menu, select Trusted Computing and press Enter. The Trusted Computing screen appears. 4. In the Advanced Trusted Computing menu, select the TCG/TPM Support. How To Write! A tab appears listing the available TCG/TPM options. 5. In the tab, set the TCG/TPM Support option to Yes and click OK. The updated Trusted Computing screen appears and thesis Rugby School, indicating that the TCG/TPM Support setting has changed to Yes. 6. Course Braemar! In the Advanced Trusted Computing menu, select the Execute TPM Command and press Enter. Argumentive Rugby! A tab appears listing the available Execute TPM Command options. 7. In the tab, set the essay Shawnigan, Execute TPM Command option to Enabled and click OK. The updated Trusted Computing screen appears and indicating that the argumentive thesis, Execute TPM Command setting has changed to Enabled . 8. Press F10 to save the changes and exit BIOS.

9. To verify that TPM support is enabled, do the following: a. Reboot the server then access the BIOS Setup Utility by pressing F2 key. The BIOS Setup Utility screen appears. b. In the BIOS Setup Utility dialog box, select Advanced -- Trusted Computing and press Enter. Course Work College! The updated Trusted Computing screen appears indicting that TPM Support is set to School, Yes and course work, TPM Enable Status is argumentive, set to Enabled. 10. Write St. Louis University (INTO)! Press F10 to exit BIOS. You can assign an IP address for the server SP from the BIOS Setup Utility on argumentive thesis Rugby School, the IPMI LAN configuration menu.

Alternatively, you can also specify the LAN settings for personal essay St. Louis University (INTO), the SP using ILOM. Argumentive Rugby School! For instructions for teacher Abingdon, setting the IP address in ILOM, see the Sun Integrated Lights Out Manager 2.0 User’s Guide . To set the IP address in the BIOS Setup Utility, use the menus to navigate to the LAN configuration setting as follows: Advanced -- IPMI Configuration -- LAN Configuration. See FIGURE 2-3 for menu navigation tree. Configure LAN Settings for SP. 1. Access the BIOS Setup Utility menus.

2. In the BIOS Setup Utility menus, use the arrow keys (or Tab key) to navigate to the Advanced menu. 3. In the Advanced menu, select IPMI Configuration. Argumentive School! 4. In the IPMI Configuration menu, select LAN Confutation. 5. In the LAN Configuration settings dialog, use the arrow keys to select and specify the appropriate LAN configuration settings. 6. Press F10 to save the course Braemar, changes and Rugby School, exit.

2.2.3.5 Configuring Option ROM Settings in BIOS. The BIOS Option ROM is a scholarly article MacDuffie, 128 kbytes. Of these 128 kbytes, approximately 80 kbytes are used by the VGA controller, the disk controller, and the network interface card. Approximately 48 kbytes remain for the Option ROM. Enable or Disable Option ROM Settings. 1. Access the BIOS Setup Utility menus.

2. In the BIOS Setup Utility menus, use the arrow keys (or Tab key) to navigate to the Boot menu. The Boot menu appears. 3. In the Boot menu, highlight the Option ROM setting, and then press Enter. Thesis! 4. In the Boot menu listing the writing a scholarly article MacDuffie, Option ROM settings, highlight the applicable Option ROM setting to modify, then press Enter. A tab appears listing the available settings.

5. In the tab, do one of the following: Select Enabled to enable the Option ROM setting. Thesis School! Select Disabled to disable the Option ROM setting. 6. Press F10 to save and exit. The BIOS is updated whenever you update the ILOM SP firmware. For instructions about updating the firmware, refer to the Sun Integrated Lights Out Manager 2.0 User’s Guide (820-1188) . Article Courses School! Copyright © 2010, Oracle and/or its affiliates.

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mit dspace thesis Associate Director for Technology. Senior Business Strategist. HP External Engagement Manager. DSpace User Support Manager. DSpace Systems Manager. Senior Business Strategist. For the Rugby School, past two years the Massachusetts Institute of Technology (MIT) Libraries and Hewlett-Packard Labs have been collaborating on the development of an open source system called DSpace#153; that functions as a repository for the digital research and educational material produced by members of a research university or organization. Teacher Abingdon School? Running such an argumentive thesis Rugby institutionally-based, multidisciplinary repository is increasingly seen as a natural role for the libraries and archives of research and teaching organizations.

As their constituents produce increasing amounts of original material in digital formats#151;much of which is a scholarly MacDuffie School, never published by traditional means#151;the repository becomes vital to protect the significant assets of the institution and argumentive Rugby School, its faculty. The first part of this article describes the DSpace system including its functionality and writing courses Brillantmont International, design, and its approach to various problems in thesis Rugby, digital library and article courses International School, archives design. The second part discusses the implementation of DSpace at MIT, plans for School, federating the system, and issues of sustainability. DSpace Definition, Features and Functionality. In March 2000, Hewlett-Packard Company (HP) awarded $1.8 million to the MIT Libraries for an 18-month collaboration to build DSpace#153;, a dynamic repository for the intellectual output in teacher School, digital formats of multi-disciplinary research organizations. HP Labs and MIT Libraries released the system worldwide on November 4, 2002, under the argumentive thesis, terms of the article writing courses Brillantmont, BSD open source license [1], one month after its introduction as a new service of the thesis Rugby School, MIT Libraries. As an open source system, DSpace is now freely available to other institutions to how to write personal essay University (INTO), run as-is, or to modify and extend as they require to meet local needs. From the School, outset, HP and MIT designed the system to be run by institutions other than MIT, and to support federation among its adopters, in both the technical and the social sense. The DSpace Federation will be explored in a later section.

So what is DSpace? It is an essays Abingdon School attempt to address a problem that MIT faculty have been expressing to the Libraries for the past few years. Argumentive Rugby? As faculty and other researchers develop research materials and scholarly publications in increasingly complex digital formats, there is a need to collect, preserve, index and distribute them: a time-consuming and expensive chore for individual faculty and work Braemar, their departments, labs, and centers to argumentive School, manage themselves. The DSpace system provides a way to manage these research materials and publications in personal University (INTO), a professionally maintained repository to give them greater visibility and accessibility over time. DSpace was built breadth-first: it supports every function that a research organization needs to run a production digital repository service, but as simply as possible. The project focus was on building a production quality system. It complements and was influenced by previous research in computer science and digital library architectures [2].

Our goals were to build a system that: would be immediately useful at MIT, and hopefully at other institutions; could be expanded and improved over time; and Rugby, could serve as a platform for future research. With the help of developers at other institutions that adopt DSpace under its open source license, we will work to add features and improve the different functions of the system as we learn what users actually want, and how to best support such complex requirements as digital preservation and digital rights management. DSpace is Braemar College, designed to make participation by depositors easy. The system's information model is argumentive thesis Rugby School, built around the introduction for persuasive, idea of organizational Communities#151;natural sub-units of an institution that have distinctive information management needs. In the case of MIT (a large research university) Communities are defined to be the schools, departments, labs, and centers of the Institute. Each Community can adapt the system to argumentive, meet its particular needs and manage the submission process itself.

DSpace uses a qualified Dublin Core metadata standard for describing items intellectually (specifically, the Libraries Working Group Application Profile). Only three fields are required: title, language, and submission date, all other fields are optional. There are additional fields for document abstracts, keywords, technical metadata and rights metadata, among others. This metadata is displayed in the item record in DSpace, and write, is indexed for browsing and searching the system (within a collection, across collections, or across Communities). Argumentive? For the Dissemination Information Packages (DIPs) of the OAIS framework, the system currently exports metadata and digital material in a custom XML schema while we work with the a scholarly, METS [3] community to develop the necessary extension schemas for the technical and rights metadata about argumentive Rugby School arbitrary digital formats. DSpace's current user interface is web-based. MacDuffie? There are several interfaces: one for thesis, submitters and others involved in the submission process, one for end-users looking for information, and one for system administrators. The end-user or public interface supports search and retrieval of items by browsing or searching the metadata (all fields for now, and specific fields in the near future). Once an item is article, located in the system, retrieval is accomplished by clicking a link that causes the archived material to be downloaded to the user's web browser. Web-native formats (those which will display directly in a web browser or with a plug-in) can be viewed immediately; others must be saved to the user's local computer and viewed with a separate program that can interpret the thesis Rugby School, file (e.g., a Microsoft Excel spreadsheet, an SAS dataset, or a CAD/CAM file).

DSpace is the first open source digital repository system to tackle the complex problem of how to accommodate the differing submission workflows needed for a multidisciplinary system. In other words, different DSpace Communities, representing different schools, departments, research labs and centers, have very different ideas of how material should be submitted to DSpace, by whom, and with what restrictions. Who is allowed to deposit items? What type of items will they deposit? Who else needs to review, enhance, or approve the how to write St. Louis University, submission? To what collections can they deposit material? Who can see the items once deposited? All of these issues are addressed by the Community representatives, working together with the Libraries' DSpace user support staff, and argumentive thesis, are then modeled in teacher School, a workflow for each collection to enforce their decisions. The system models e-people who have roles in Rugby School, the workflow of a particular Community in the context of a given collection. Individuals from the Community are registered with DSpace, then assigned to appropriate roles.

For example, a department may choose to have two collections: one for course Braemar, working papers and argumentive Rugby School, another for datasets. How To Write Personal Essay University (INTO)? They may then decide that any member of the faculty can deposit items to either collection directly, and that any member of the argumentive thesis School, general public can have access to these collections. In this example the workflow is very simple, and the only role is that of introduction Lake submitter. In a more complex example, the same department may have a working paper collection that requires tight editorial control by the head of the department. Argumentive Thesis Rugby? In this case, they may choose to again designate all faculty as submitters, but also designate a small group of people as reviewers, an essay School administrative staff person as a metadata editor, and the head of the department as the final coordinator.

An item deposited by a faculty member would then go through a process of review, cleanup and approval before finally being deposited to the relevant DSpace collection. Each person with a role to play in argumentive School, this process is notified of the new submission, and goes to a personal workspace in the system to perform their assigned task. Items that do not make it through the process are not archived in the system. DSpace was developed to be open source, and in such a way that institutions and organizations with minimal resources could run it. The system is designed to run on the UNIX platform, and comprises other open source middleware and tools, and programs written by the DSpace team. Work Braemar? All original code is in the Java programming language. Argumentive? Other pieces of the technology stack include a relational database management system (PostgreSQL), a Web server and introduction for persuasive essay Brookes Shawnigan, Java servlet engine (Apache and Tomcat, both from the Apache Foundation), Jena (an RDF toolkit from argumentive Rugby School, HP Labs), OAICat from OCLC, and course College, several other useful libraries. All leveraged components and libraries are also open source software. Libraries are bundled where possible (exceptions are described in the installation instructions). The system is available on SourceForge [4], linked from both the DSpace informational web site [5] and the HP Labs site [6].

While DSpace is open source and freely available, neither MIT Libraries nor HP offer formal support for DSpace adopters. It is our assumption that institutions that use DSpace will have resources to use the thesis Rugby, system, including adequate hardware that runs the UNIX operating system, and a UNIX systems administrator to install and configure the system [7]. Most institutions using DSpace will also want the services of a Java programmer who can localize and customize for them, or enhance it, although this is not absolutely necessary to run the system. As DSpace continues to be improved by how to The Knox, staff at HP, the argumentive thesis School, MIT Libraries, and other institutions that adopt it during the Brillantmont International School, coming year, MIT will take responsibility for evaluating and reincorporating these improvements into the main open source system available to the public. Plans for argumentive thesis, building a more sustainable open source maintenance strategy through the DSpace Federation will be discussed later. The DSpace architecture is a straightforward three-layer architecture, including storage, business, and application layers, each with a documented API to allow for future customization and MacDuffie School, enhancement. Argumentive Rugby School? The storage layer is implemented using the how to write, file system, as managed by PostgreSQL database tables. The business layer is where the DSpace-specific functionality resides, including the workflow, content management, administration, and search and browse modules. Thesis School? Each module has an course work Braemar College API to allow DSpace adopters to argumentive thesis School, replace or enhance that function as desired. The Perfect Essay The Knox School? Finally, the application layer covers the argumentive thesis Rugby School, interfaces to the system: the how to write the perfect The Knox School, web UI and batch loader, in particular, but also the OAI support and Handle server for resolving persistent identifiers to DSpace items.

This is the layer that will get much of the attention in future releases, as we add web services for new features (e.g., to support interoperation with other systems) and define Federation services across the range of institutions adopting DSpace. To further its goal of supporting interoperability with other DSpace adopters, and School, with other digital repositories, preprint, and e-print servers, the system has implemented the Open Archives Initiative Protocol for Metadata Harvesting (OAI-PMH) [8]. DSpace used the OCLC OAICat [9] to accomplish this, and is currently exposing Dublin Core metadata for every item in how to write University (INTO), the system. Argumentive Rugby School? For material that is restricted to local access, the item metadata is exposed to OAI harvesters but the essay St. Louis University, system will enforce the restriction when a user requests the Rugby, associated bitstream(s). DSpace at MIT has recently been added to the OAI registry, and as the system is personal essay St. Louis University (INTO), deployed at other institutions, we intend to investigate what added-value services might be built on top of this promising piece of infrastructure to argumentive thesis Rugby School, work across the Federation. For example, we may examine the possibility of defining and building preprint and e-print collections for a particular academic discipline with individual items distributed among many institutionally-based multidisciplinary repositories, all OAI compliant.

One goal of persistent digital repositories is that it be possible to find and retrieve deposited items far into the future. In particular, it is article Brillantmont International, considered crucial that citations to archived material, whether found in printed articles or online, remain valid for long periods. To this end, DSpace chose to implement CNRI handles [10] as the persistent identifier associated with each item. Thesis Rugby School? The Handle System® covers assignment, management, and resolution of these persistent identifiers (or handles). Article School? Although CNRI has not registered with the IETF for an official namespace, handles are compliant with the IETF's Uniform Resource Name (URN) specification. Handle resolution can be done using a special client, or handles can be packaged in the form of URLs and a proxy server used to resolve these into the handle form, which is, in turn, resolved to the local system location for the item.

This second approach is the one we have taken in DSpace. The main alternative to using handles is to use persistent URLs with HTTP redirection to allow items to move around over time. The long-term viability of these alternatives is not yet sufficiently understood. We plan to discuss this decision and its implications with other institutions adopting DSpace over the coming year, to see if the DSpace Federation can support other systems of persistent identification while supporting distributed services. MIT Libraries' DSpace Implementation. DSpace is a system, a tool, and a platform for collecting, managing, indexing, and distributing digital items. Exactly how it is used, for what sort of digital material, by whom, for how long, and so on, are policy issues to be decided by each organization adopting the system. In order to make the difference between system and argumentive thesis School, policy more transparent, and to help other institutions get started, MIT is openly sharing its own policy decisions with regard to DSpace. It is our hope that, while we acknowledge that our policies may not work well for other institutions, and will certainly evolve over time, they may offer guidance to article writing Brillantmont, others regarding the depth and breadth of issues that should be considered. At MIT, the original goal of DSpace was to capture the faculty's intellectual output in digital formats: research papers, other documents, datasets, images, audio/visual material, databases, or any other format they deem important.

This goal led to two important policies: only faculty research would be accepted (not student material, not institutional records, and not material from non-faculty researchers without sponsorship from argumentive thesis, faculty), and faculty would choose what would be submitted (within certain general constraints set by School, the Libraries and Archives). As a result of argumentive discussions with faculty, early adopter Communities, and others, the goal is unchanged but the policies have evolved. The first change was in what could be submitted. If a DSpace Community defines a collection that, in order to be useful, should include material authored by essay Brookes Lake, non-faculty (or non-MIT faculty) then it can be deposited by argumentive Rugby, that Community as long as the necessary copyright permissions are obtained. The second change was to accommodate material from the MIT Libraries and Archives. We will create a Libraries and Archives Community to hold digital collections of material such as e-theses and introduction essay Shawnigan Lake, reformatted images#151;material that is heavily used and represents valuable assets of the institution. Beyond faculty-authored documents and Rugby School, data, another category of material has taken the spotlight for possible support by DSpace: educational material, or Learning Objects. As course web sites and a scholarly MacDuffie, online teaching and learning environments proliferate, faculty are increasingly creating new and Rugby School, valuable digital material to how to the perfect The Knox, support their teaching activities.

These can take the argumentive thesis School, form of traditional lecture notes, sample exams, and course calendars, but also include things like complex simulations and visualizations, multimedia presentations, or videos of key lectures. As a matter of local policy, the MIT Libraries will accept this type of material and is actively collaborating with two MIT-based projects in this area: the Open Knowledge Initiative (OKI) [11] and OpenCourseWare (OCW) [12]. For OKI, DSpace could serve as an active repository of course content items#151;those items of persistent, ongoing value (e.g., a physics simulation used regularly in various courses). Writing A Scholarly? The OKI project is developing APIs to support interoperability across OKI-compliant course management systems and OKI-compliant digital repositories. For OCW, DSpace will collect older course web sites so that courses can be examined and course material found after the course is no longer actively taught. Many questions remain about the appropriate relationship between digital repositories like DSpace and burgeoning online teaching environments, but this area is of such importance to faculty that it cannot be ignored. There are several ways to describe the value of an institutional repository to the faculty who will contribute material, and the administration that will support the argumentive thesis Rugby, effort. And it is critical to article International, explain those benefits, and to market the service, to both constituencies. As a multidisciplinary repository that represents the scholarship of MIT, DSpace at MIT showcases the thesis, international prominence of our faculty both individually and collectively. The interdisciplinary content of the archive should attract a wider audience than a repository dedicated to writing a scholarly MacDuffie, one individual discipline would; moreover it provides currently lacking service to the growing body of interdisciplinary research efforts.

The ability to distribute research results quickly will emphasize the cutting-edge nature of MIT's research, and supports the mission of the Institute to argumentive thesis, generate, disseminate, and preserve knowledge [13]. The MIT faculty's research output will be valuable to researchers far into the future, but preserving digital material (publications, datasets, images, visualizations, and so on) is extremely difficult. To ensure long-term access to this important scholarship the MIT Libraries will manage DSpace as a preservation archive, keeping this material accessible, and often immediately usable, far into the future. The Libraries provide guidance in establishing new Communities, and essays, assistance to faculty and others in using the system. DSpace was envisioned by the MIT Libraries as a continuation of their mission to collect, make available, and preserve important scholarly material of all kinds, especially that of MIT's own faculty and research community. Argumentive Rugby School? The Libraries are working to article School, extend their services in Rugby School, the digital era, to reflect current trends in scholarly communication and education, and to offer new means of distributing research material that are enabled by a scholarly article MacDuffie, network technology. Over the past few years MIT has been placing new emphasis on educational technology with initiatives such as OpenCourseWare and Open Knowledge Initiative. Argumentive Rugby School? Faculty are investing a lot of time and effort in creating online educational materials that are valuable assets. DSpace is collaborating with the major educational technology initiatives at teacher essays Abingdon the Institute, including OpenCourseWare, so that storing, relocating, reusing and repurposing course content becomes reliable and Rugby School, easy.

Faculty accustomed to finding documents online, whether published or pre-publication, expect to continue to work with discipline-defined collections. DSpace can store and deliver preprints and eprints from the host institution and could support virtual collections from different academic disciplines by means of federation across large numbers of participating institutions. Where disciplinary archives already exist for an academic community (e.g., the arXiv system at Cornell University [14]) DSpace could be made to teacher essays Abingdon School, automatically submit copies of relevant documents to these centralized archives during the Rugby, local deposit process. Transition Team and how to write personal essay (INTO), Business plan. From the thesis Rugby School, fall of 2001 until spring of 2002, the Libraries formed a DSpace Transition Team consisting of project staff and writing a scholarly School, senior library staff from key departments (e.g., the Archives, collection services, public services, and Rugby School, the systems department). This group was charged with figuring out how to deploy DSpace as a new service of the work Braemar College, MIT Libraries: the necessary policies, staffing requirements, communications strategies, management and governance structures, training plans, and argumentive thesis Rugby School, operational requirements. Participation in this group proved to course work Braemar College, be a useful vehicle for argumentive thesis Rugby School, the library staff to become more familiar with the system, and discussions of teacher these various issues were invaluable to argumentive thesis, the development of the production DSpace service. Participating in the Transition Team group were two senior business consultants funded by a grant from the Andrew W. Mellon Foundation to article School, write a formal business plan for a sustainable DSpace system at MIT. Their work consisted of thesis Rugby compiling the results of the transition team deliberations and course work College, decisions, incorporating the work into detailed cost information for system operation, and outlining possible revenue options.

The major conclusion of argumentive Rugby School this planning process was that DSpace at MIT would be offered as a combination of subsidized core services (built into the Libraries' operating budget), and cost-recovered premium services that would allow the Libraries to meet varying unique needs for DSpace from particular Communities (e.g., exceptional amounts of disk storage, assistance with metadata creation, or conversion of files to supported formats). With this strategy we have insured that DSpace is an affordable undertaking for the MIT Libraries without compromising the service that can be offered [15]. Recent discussions of digital preservation focus on at least two levels: bit preservation, where a digital file is carefully preserved exactly as it was created without the slightest change, and what we'll refer to as functional preservation, where the digital file is kept useable as technology formats, media, and paradigms evolve. In the first case, it's very unlikely that the introduction Lake, file could still be read or processed by software after five or ten years have passed, but we assume it's possible for digital archeologists to work with the file to try to unlock its secrets many years later, especially if they have some additional information about the format (e.g., a specification, creation or processing program, user documentation, etc.). In the latter case the material is argumentive thesis Rugby School, always kept immediately useable (viewable, playable, searchable, or whatever you could do with it originally). Obviously, functional preservation is the more desirable level, but it will come with a price. As a community, our understanding of functional digital preservation is at an interesting juncture: we know how important the need is, we know how it can be done at an abstract level (e.g., format migrations or complex system emulation and so on). But few institutions have actually had to do functional preservation in a production setting on large quantities of heterogeneous material.

So we have very little information about actual production strategies, costs, user reaction to for persuasive essay, information loss, or how much technical metadata is needed to support all of this. How does this all relate to DSpace? The system captures minimal technical metadata to support digital bit preservation (file format, MD5 checksum, creation date), and provides descriptive fields to record more information when available. With this metadata and argumentive thesis Rugby, proper production procedures (e.g., high-quality servers and storage devices, good backup and disaster recovery plans), DSpace can support bit preservation so that the material deposited can be delivered to future users exactly as it was originally received. For some digital formats this may be the best option available#151;for example, an executable program for which no corresponding source code was provided or a format that's so rare (or proprietary) that the DSpace host institution has no way of article Brillantmont International School knowing how to argumentive Rugby, provide functional preservation. However, functional preservation is currently a matter of institutional policy, and will only be implemented more thoroughly in DSpace when we understand more about the production techniques, user requirements, and course work Braemar, cost/benefit tradeoffs. In the meantime, each institution running DSpace will develop its own preservation policies which will depend on their submission policies (i.e., whether they accept all file formats or only standard formats like TIFF or AIFF). MIT plans to argumentive thesis Rugby, provide functional preservation for a list of writing supported formats, listed on the web site and argumentive School, shown to Lake, users during the School, deposit process. Supported formats include those that are documented standards (e.g., TIFF, AIFF, XML) or have published specifications (e.g., PDF, RIFF). Braemar? The other two categories of support for MIT's DSpace are known and unsupported. Rugby School? Known formats are those that are common enough to be familiar and personal St. Louis (INTO), usually quite popular, but which are proprietary in that there are no published specifications on which to thesis School, base functional preservation.

Unsupported formats are those that are either unknown to the Libraries or are extremely rare (e.g., a compiled program, a commercial CAD/CAM file, etc.). The reason for teacher essays, distinguishing between known and unsupported is that for the former we expect to argumentive Rugby, see commercial conversion programs become available as these formats become obsolete since there are so many files in these formats in existence with many industries dependent on them. If and when such commercial conversion programs emerge, MIT will move these formats into the supported category and offer functional preservation for them. Since the very beginning, the DSpace project intended to make its system open source and to actively promote it to other institutions. Why? There are many reasons for work Braemar College, taking this approach: Developing a critical corpus of content that represents the intellectual output of the world's leading research universities Promoting the continued development of the argumentive Rugby, DSpace service through the open source community Promoting interoperability of MacDuffie archival repositories and long-term preservation of scholarly work. In 2002, MIT formed collaborative partnerships with a small number of other academic research institutions in the US, UK, and Canada, to address some specific questions such as: what will it take to successfully deploy the system at Rugby School another institution?

How much localization, how much customization, and courses Brillantmont, how much time and effort are needed? What services can be defined to leverage the digital collections of these institutions, and how can they be implemented in DSpace? What sort of organization will the Federation become: A consortium? A new membership organization? An informal and loose collaboration? Should it reside inside MIT, at another institution, or as a completely separate organization?

These official partners include: Cambridge University (UK), Columbia University (US), Cornell University (US), Rochester University (US), and the Universities of Rugby Ohio (US), Toronto (Canada), and Washington (US). In addition to these formal collaborations, many organizations have downloaded the DSpace system (almost 1,500 since early November) and essays Abingdon School, many of these are in argumentive thesis School, the process of evaluating it for adaptability to their local requirements. Clearly there is great need for a system like DSpace, and as we explore the definition of the DSpace Federation over the coming year, we hope to writing MacDuffie School, get feedback and advice from many of these institutions about how the system should evolve and argumentive, how to make it sustainable beyond MIT. Moving forward from here, there are many, many questions remaining, but we feel that great progress has been made, and we are eager to see how things develop. At MIT we are very pleased and excited to writing courses Brillantmont International, have a platform to begin exploring these issues, both within the Institute and with other institutions that want to advance the agendas of open access to scholarly information and the management and preservation of digital material. At HP we are excited by Rugby School, the role that DSpace can play as a vehicle for how to write the perfect The Knox, exploring and developing standards, and for ongoing research in digital asset management, archival, and preservation systems. Together we anticipate that DSpace will play an important role in the future of academic libraries and argumentive School, archives, and we look forward to Abingdon, productive collaboration with other institutions in argumentive thesis School, this area. The authors would like to how to the perfect School, thank our sponsors: the Hewlett-Packard/MIT Alliance and argumentive, the Andrew W. Mellon Foundation.

We would also like to article writing International School, thank the previous members of the thesis School, DSpace project team whose contributions were invaluable, including Eric Celeste, Bill Cattey, Dan Chudnov, Peter Breton, Peter Carmichael, and Joyce Ng. Finally, we would like to MacDuffie School, thank the many colleagues at HP, MIT, and the Libraries in particular, who made this project possible. [7] Since the system is written in java in can, in theory, run on other platforms than UNIX but this is untested by the DSpace development team.

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10 Tips for a Successful Technical Resume. Argumentive Thesis School! While the economy is still slow for most fields, it looks like 2013 is going to be another year of growth for the tech sector. This is great news for tech professionals who are looking to make a job switch in the upcoming months. However, before they can land a new gig, they have to start at the very beginning of the process with resume writing. And let’s be honest about this no one actually likes writing resumes. It’s tough to course Braemar write something that’s optimized and consumable, something that’s easy to argumentive thesis Rugby read and gets to a scholarly article MacDuffie School the heart of thesis, your qualifications quickly. Writing a good resume is just plain hard. We’ve got a little advice to make it easier. Though the definition of a “good resume” is subjective, something that changes with your audience, there are 10 certain commonalities we’ve found in resumes that get high traction.

We’ve outlined them below so you can put your best foot forward going into Braemar College, the tech job search. In the tech world, things change quickly. Thesis Rugby! Technology you used 10, even 5 years ago, is already outdated. That’s why listing what you did at introduction Brookes Shawnigan, company XYZ in 1981 isn’t going to have any bearing on the job you’re applying for in 2013. As a result, on your resume, list the most recent tech gigs you’ve worked with a short job description. For your early workforce gigs, list your title, the company name, the School, dates and leave it at that.

While you may think that listing every place you’ve worked with a detailed description makes you look more accomplished, it doesn’t have that effect. Instead, you have a six-page resume that no HR department/recruiter will take the time to essay School look at. Argumentive Rugby! (I know. It’s sad, but true.) Keep your resume to how to write essay two to three pages max, and you’ll increase the likelihood that a recruiter or hiring manager will take the Rugby School, time to give you a second look. 2. Have a strongly written previous work history. For those more recent gigs, the ones where you give details about the roles, make sure that you write strong descriptions. By this, we mean that you shouldn’t just write about your duties, but about your accomplishments. Where you can, use metrics to back up your claims. For example, write a sentence or two about the time that you brought a project that was 5 weeks behind schedule back on schedule 10 weeks later without cutting project scope and working your team to death. That’s a pretty impressive feat.

While you want to keep these descriptions short and courses Brillantmont International School, sweet, where you can, link your accomplishments back to the company’s business goals. Explain how your actions helped the company to meet deadlines or budgets. Doing so will illustrate just how effective a programmer, DBA, or PM you are. While people normally can’t stand those who brag, your resume is your time to argumentive Rugby School shine. Take ownership of your career, and what you’ve accomplished by using action verbs. Explain that you “executed,” “developed” or “managed” x,y, and z. These types of write the perfect The Knox School, verbs are powerful, more powerful than taking the argumentive Rugby, meeker “I helped with” or “I assisted with” route. There’s a big difference in the passive and introduction for persuasive essay Brookes, active verbs, and School, those reading your resume will take note. Course Braemar! These words of argumentive Rugby, advice come with a caveat, however. Don’t exaggerate or lie. If you assisted with a project, then you assisted. Course Work College! If you built this program, then you built this program.

However, if you say that you architected a program on your resume, when in thesis Rugby School reality you only the perfect The Knox School helped to thesis Rugby do so, you’re not going to get this job. Don’t overstate what you’ve done. When recruiters/HR need to courses Brillantmont International fill a new role, they enter certain keywords into a database in order to find people whose skills align with the role at hand. If you don’t have the argumentive thesis School, keywords they’re searching for in your resume, you’re out of luck. The program will pass you over, and writing MacDuffie, your carefully crafted resume will never be seen by those hiring gurus.

To avoid this, make sure that you use the keywords that are in the job posting. Argumentive! For example, let’s say that the role is for a QA Automation Lead, someone who can “help formulate complex automated test strategies and assist in the execution of test strategy.” What keywords should you have on your resume? That’s right. Test strategy. Make sure that you use the keywords, the words that are used in the job postings itself, in order to heighten your chances of work Braemar, being considered for Rugby the role. 5. Tweak the resume for the job at hand. In order to use keywords, you can’t send the same version of your resume out for course work College every single job. There may certainly be similarities between these jobs, but there are also differences, differences that correlate to School different keywords.

If you send the teacher Abingdon, same resume out, you’re not going to be hitting on the slight nuances between them all. And HR and recruiters can see right through this. Make sure that you’re writing a different resume for each job. Argumentive Thesis School! It doesn’t have to be completely different – just make sure that it caters to article courses School the job you’re applying to. To do this, put different pertinent past skills and responsibilities into each one, and you’ll be all set.

JFK said “Ask not what your country can do for you – ask what you can do for your country.” The same applies when it comes to HR personnel and recruiters reading your resume. They don’t care so much about argumentive thesis Rugby what they can do for teacher essays Abingdon you, but about how your skills will help their company meet its goals. As a result of this mentality, little attention is paid to the objectives section of your resume, where you explain how this role will help you to meet your career goals. Don’t waste space on thesis, it. Use it to tell them more about the skills that make you qualified to a scholarly School take on this role, and the experiences that illustrate you’ll be successful. Argumentive Thesis Rugby School! Use the College, space where you’d normally write about your objectives to write a summary. This should be a two to three sentence/bullet pointed section that summarizes why you’d be a good fit for this role. Thesis! For example, if the job is for a Lead Java Developer, one bullet point might say that you have 10 years of Java experience while the other bullet point might list the qualifications.

This section summarizes your experience, and explains why you’re qualified for this specific role. (INTO)! They’ll find further details and evidence to back this up in the work history section. As a technologist, your technical skills are essential to nabbing a gig, which is exactly why you need to argumentive School make sure that they are showcased on your resume. Dedicate a section of your resume to your skills, listing the ones that are relevant to the job to for persuasive essay Brookes Shawnigan Lake which you’re applying. (And remember, no one needs 2 pages of skills. And no, balancing a ring of fire doesn’t count as a special skill.) This part of School, your resume illustrates that you have direct experience for this job, and makes it easier for search engines to find your resume. While certifications may help you further your technical knowledge, putting all of them onto your resume isn’t going to help you. Essays Abingdon School! A variety of certifications in different technical specialties makes you seem less focused and committed, traits you certainly don’t want to exhibit when being evaluated for a job. List only Rugby a few of your certifications, and only those most relevant to this particular job. Even then though, unless a certification is listed as an a scholarly article MacDuffie School important job requirement, don’t let your certifications take front and center on Rugby, your resume.

You spend all of writing Brillantmont, this time deliberating over thesis School, every single word you put onto your resume, so don’t waste all of that hard work by then making the resume unreadable. By unreadable, we mean that you have. Make sure that you spell check, use 1 to 2 fonts max, and course work Braemar College, whitespace. Whitespace and bullets make it easier for people to Rugby look over your resume – and that’s what you want, right? While it’s definitely a time consuming process, writing a good technical resume is possible. You’ve just got to make sure that it has specific keywords, that it’s not too long, and that it’s readable. If you manage to do those three things, there’s a good chance that you’ll get at least a first-glance from HR. If you go beyond that, and make sure that you highlight your skills with action verbs and strong summaries, you’ll have an even better chance at course Braemar, landing an interview and the gig.

Good luck as you begin the School, 2013 tech job search! What tips do you have for other technical professionals writing their resume? Let us know in the comments section, or join the conversation on Facebook, Twitter, Google+ or LinkedIn. Looking for Abingdon more information like this? Check out other blog posts on this topic by clicking on the buttons below: Thanks to Etenil and Matt Hampel for the use of thesis School, their respective photographs.

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The great rugby union debate: should tackling be banned at school

Film Crit Hulk Smash: ANCHORMAN 2 And The Inherent Problem With Comedy Sequels. LIKE MOST OF YOU, HULK SAW ANCHORMAN 2 A FEW WEEKS AGO AND HULK. Thesis Rugby? HAD SOME THOUGHTS. How To Write? BUT HULK WANTED TO LET SOME TIME PASS FOR REASONS THAT WILL SOON MAKE SENSE. Argumentive Thesis Rugby? AND NOW THAT ENOUGH TIME HAS PASSED. Course Work College? HERE'S AN ESSAY IN TWO PARTS. PART 1 - EXPLAINING THE JOKE. QUESTION: WHY IS IT SO DIFFICULT FOR COMEDY SEQUELS TO BE GOOD? IT'S A LEGITIMATE QUESTION, OR A QUESTION THAT RECOGNIZES A VALID TREND OF SEQUEL INFERIORITY.

BUT WHY DOES THIS TREND EXIST? WHY DO EVEN THE FUNNY COMEDY SEQUELS HAVE THIS WEIRD WAY OF FALLING AWAY FROM OUR CONSCIOUSNESS? WHY DOESN'T IT STICK? WHY IS IT SO DAMN HARD FOR THE CREATORS TO RECONNECT ALL THE WIRES AND MAKE SOMETHING JUST AS GREAT? OR HECK, EVEN IN THE SAME BALLPARK?

WHAT IS REALLY HAPPENING HERE? HULK WOULD ARGUE THAT TRUTH AT THE HEART OF THIS QUESTION (AND MAYBE EVEN THE TRUTH AT THE HEART OF COMEDY IN GENERAL) IS ROOTED IN A SIMPLE PHRASE RECENTLY UTTERED BY THE GREAT BILL WATTERSON: REPETITION IS THE DEATH OF MAGIC. GRANTED, THE PHRASE MAKES THE MOST SENSE IF YOU ARE TALKING ABOUT ACTUAL MAGIC TRICKS. Argumentive Thesis Rugby School? FOR INSTANCE, IF HULK WAS TO STAND IN FRONT OF YOU AND START PERFORMING SOME CRAZY NEW CARD TRICK, YOU'D PROBABLY BE AMAZED AT TWO THINGS: 1) THE SURPRISING RESULT OF THE TRICK AND 2) THE SKILL IT TOOK TO PULL IT OFF. How To Write The Perfect The Knox School? BUT WHAT IF, IMMEDIATELY AFTER HULK FINISHED, HULK JUST PERFORMED THE EXACT SAME TRICK ONCE AGAIN? SINCE THE VISCERAL ELEMENT OF THE INITIAL SURPRISE WAS SO IMPORTANT TO YOUR FIRST REACTION, IT STANDS TO SAY THAT THE EFFECT OF THE TRICK WOULD DEFINITELY HAVE LESS IMPACT THE SECOND TIME, RIGHT? THAT'S NOT EXACTLY A REAL LEAP OF LOGIC, RIGHT?

GOOD. Argumentive? AND THE REASON THIS OCCURS IS THAT YOU HAVE TO THINK ABOUT MAGIC TRICKS AS AN EXPERIENCE . Courses School? THERE IS THE DELIGHT, THE AWE. Thesis Rugby? OR TO USE A CERTAIN MOVIE'S EXAMPLES, THE PLEDGE, THE TURN AND THE PRESTIGE. Brillantmont International School? BUT THE EMOTIONAL FUNCTION OF THOSE SPECIFIC EXPERIENCES IS INHERENTLY DEPENDENT ON THE NEWNESS OF THE EXPERIENCE. Argumentive Rugby? AND IF IT'S ALL ALREADY OUT OF THE BAG? EVEN IF THE SAME SKILL AND CRAFT IS ON DISPLAY? THEN THE EMOTIONAL EXPERIENCE CAN'T HELP BUT BE DIFFERENT. How To The Knox School? IT MAY BE A POSITIVE REACTION, BUT IS DEFINITELY NOT THE SAME REACTION. Rugby? AND HECK, EVEN IF THERE IS A SLIGHT VARIATION ON THE MAGIC TRICK TO MAKE IT ALL SEEM A BIT DIFFERENT, THERE IS A PART OF OUR BRAIN THAT CAN'T HELP BUT SEE IT AS THE SAME ESSENTIAL TRICK AT ITS CORE.

AND THIS MATTERS BECAUSE COMEDY WORKS IN A VERY SIMILAR WAY TO MAGIC. THINK OF THE FIRST TIME YOU HEAR A JOKE, OR SEE A GAG, OR, HELL, JUST ANYTIME ANYTHING FUNNY HAPPENS. Essay St. Louis University (INTO)? THINK OF HOW THAT THING IS SO FUNNY THAT THE SECOND IT HITS YOU OR THE SECOND YOUR EYEBALLS SEE IT, YOUR BODY INSTANTLY ERUPTS WITH LAUGHTER . Argumentive? ISN'T THIS KIND OF REMARKABLE? YOU'RE NOT IN CONTROL OF IT. A Scholarly MacDuffie? IT'S A PURELY VISCERAL THING. Argumentive Thesis? LAUGHTER IS BOTH IMMEDIATE AND INVOLUNTARY. Write St. Louis University? AND NOT ONLY DO WE NOT HAVE ENOUGH TIME TO THINK ABOUT WHY WE ARE LAUGHING, BUT OUR BRAINS WILL OFTEN GO SO FAR AS TO BE AFRAID TO THINK ABOUT IT BECAUSE WE ARE AFRAID TO LOSE THAT LOVELY VISCERAL ELEMENT THAT IS HAPPENING. Thesis Rugby School? WE ARE AFRAID OUR UNDERSTANDING WILL RUIN IT. Teacher Abingdon School? AND WHAT IS A PROLONGED LAUGH BUT A DESPERATE ATTEMPT FOR YOUR BODY TO FIGHT THE REGAINING OF CONTROL?

LAUGHTER IS INSANE. Rugby? IT'S ILLOGICAL. AND THIS ALL JUST SPEAKS TO THAT OLD ADAGE ABOUT NEVER EXPLAINING THE JOKE, BUT IF OUR QUEST IS ONE OF GENUINE UNDERSTANDING THEN EXPLAINING THE JOKE WE MUST DO. Writing Courses Brillantmont International School? AND THE TRUTH IS COMEDY ISN'T REALLY ALL THAT DIFFERENT FROM THE OTHER MODES OF DRAMATIC STORYTELLING. Thesis School? FOR IT TOO IS COMPLETELY ROOTED IN THE PRINCIPLES OF CAUSE AND EFFECT, WHICH HULK WILL ARGUE IS REALLY ALL ABOUT EXPECTATION. How To Essay St. Louis University? FOR EXAMPLE, WITH HORROR MOVIES YOU BUILD UP TENSION AND THEN DELIVER A SCARE, RIGHT? AND IN ROMANTIC COMEDIES YOU BUILD A RELATIONSHIP AND DESIRE AND THEN DELIVER A KISS (OR MORE!). Rugby? AND IN ACTION MOVIES YOU BUILD UP THE THREAT OF THE HERO DYING AND THEN THEY OVERCOME THE THREAT TO THE AUDIENCE'S DELIGHT. Writing Article MacDuffie School? IN ALL THESE CASES YOU'LL NOTICE THAT THE OPERATING MECHANISM ON THE BACK-END OF CAUSE AND EFFECT IS REALLY THE IDEA OF RELEASE . Argumentive Thesis Rugby? YOU BUILD UP AN EXPECTATION OF A CERTAIN EMOTION, THEN YOU MAKE IT SEEM LIKE THAT EMOTION IS IN JEOPARDY, AND THEN RELEASE THE TENSION / EMOTION WITH THE DESIRED EMOTIONAL RESPONSE. Writing Courses Brillantmont International School? THIS IS CAUSE AND EFFECT.

THIS IS CINEMA. Rugby? AND PLEASE UNDERSTAND THAT THIS CAUSE AND EFFECT MECHANISM IS SO COMPLETELY TRUE OF COMEDY TOO. Write St. Louis (INTO)? IT'S JUST THAT THE WORDS WE USE TO DESCRIBE THIS MECHANISM ARE USUALLY SET-UP AND PUNCHLINE. THE THING TO UNDERSTAND ABOUT COMEDY IS THAT IT'S ALMOST ALWAYS ABOUT DEFYING YOUR EXPECTATIONS. Thesis Rugby School? WHICH MAKES IT DIFFERENT FROM ROMANTIC MOVIES WHERE YOU BUILD UP ALL THE REASONS YOU WANT A SEXUAL CATHARSIS TO HAPPEN. Article School? OR WITH HORROR MOVIES WHERE IT CAN ACTUALLY GO TWO WAYS: SOMETIMES YOU ARE HOLDING THE KNIFE OVER A BELOVED CHARACTER AND WE WANT THEM TO GET AWAY. Argumentive? SOMETIMES YOU ARE HOLDING THE KNIFE ABOVE AN ASSHOLE CHARACTER WE WANT TO SEE OFFED (BAD HORROR MOVIES OFTEN DON'T SEEM TO UNDERSTAND WHICH IS WHICH). Writing Article? THESE ARE ALL ABOUT THE WAYS WE DELIVER WHAT IS REQUIRED AND THUS OFTEN ARE UTTERLY RELIANT ON CREATING DRAMA WITH THOSE GOALS. Argumentive School? BUT WITH COMEDY IT IS ALWAYS ABOUT GOING IN A DIFFERENT DIRECTION THAN WHAT YOU'RE THINKING.

IT'S ZIGGING WHEN YOU EXPECT A ZAG. Braemar College? AND OFTEN THEY PLAY ON OUR FAMILIARITY AND UNDERSTANDING. Thesis Rugby? (THERE'S AN OFFENSIVE JESELNIK JOKE THAT HIGHLIGHTS THIS DYNAMIC COMPLETELY: My girlfriend always complains 'I'm a chocoholic! I'm a chocoholic!' So I took her down to course Braemar, skid row and thesis showed her all the introduction essay drug-addled crack addicts stumbling about and argumentive School said to courses, her, 'See? Why can't you be that skinny?'). Rugby School? PLEASE NOTE THAT THIS IS EXACTLY LIKE MAGIC. Writing Brillantmont? IT'S DISTRACTION. Argumentive Thesis School? SUBVERTING LOGIC. Teacher Essays Abingdon School? IT'S BUILT ON A TURN.

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HORROR WANTS TO MAKE YOU JUMP. Argumentive Rugby? ROMANCE WANTS TO MAKE YOU SWOON. A Scholarly Article MacDuffie School? PORNOGRAPHY WANTS TO GET YOU AROUSED. Argumentive School? AND COMEDY WANTS YOU TO MAKE YOU LAUGH. WHICH IS GOOD BECAUSE THE GREAT THING ABOUT LAUGHING IS THAT WE KNOW WHEN WE'RE LAUGHING. Teacher Essays? THERE'S HONESTY THERE.

AND SINCE THE VISCERAL EFFECT OF LAUGHTER IS SUCH A CONCRETE THING, IT MAKES COMEDY-WATCHING SOMEWHAT EASY TO HAVE AN OPINION ON. Thesis? WE CAN SAY WE THINK SOMEONE IS FUNNY WITH COMPLETE CERTAINTY. Courses Brillantmont? WE CAN ALSO SAY WE DIDN'T FIND SOMEONE FUNNY WITH CERTAINTY. Rugby School? AND WHEN IT COMES TO EVALUATING COMEDY MOVIES WE TEND TO JUST DO A SIMPLE THING AND ADD UP ALL THE TIMES WE LAUGHED VS. Course Braemar? THE TIMES WE GROANED AND IT COMES TO A SUM TOTAL. Argumentive Thesis? AND THAT SUM TOTAL BASICALLY REFLECTS HOWEVER THE HELL WE FELT ABOUT THAT PARTICULAR COMEDY. Writing Article? IT MAKES FOR AN INTERESTING COMPARISON TO OTHER KINDS OF STORIES, WHICH OFTEN WORK ON US IN MUCH MORE MYSTERIOUS AND CONFUSED WAYS. Argumentive Rugby School? BUT COMEDIES ARE REALLY KIND OF ABOUT THAT BASIC MATH. Write The Perfect The Knox School? THE ONLY REAL FACTORS FOR DISAGREEMENT SEEM TO BE THE AFOREMENTIONED MATTER OF HAVING DIFFERENT SENSES OF HUMOR OR WHATEVER OUR INDIVIDUAL CRITERIA IS FOR THE NEEDED SUM TOTAL OF LAUGHS. NOW, IF THIS EVALUATION OF HOW COMEDY WORKS SEEMS RATHER NEAT AND TIDY, WELL, IT'S SUPPOSED TO BE.

AFTER ALL, WE'RE JUST TALKING BASIC FUNCTIONALITY. BUT WHERE COMEDY BECOMES REALLY INTERESTING AND COMPLEX IS THE MATTER OF LASTING EFFECT . School? IN OTHER WORDS, WHAT IS THE KIND OF COMEDY THAT LASTS FOR YEARS WITH US? WHAT RESONATES BEYOND THE INITIAL LAUGHTER? WHAT GOES ON TO BE LONG-RUNNING JOKES OR GREAT CINEMA CLASSICS? MANY WOULD ARGUE THAT TRULY GREAT COMEDY GOES BEYOND THE NECESSARY NEEDS OF TIMING AND CRAFT AND IS REALLY ABOUT ARTICULATING A TRUTH . Personal University (INTO)? FOR EXAMPLE, YOU MAY HAVE NOTICED THAT THE CURRENT FUNNIEST MAN IN THE UNIVERSE, LOUIS C.K., (BIASED OPINION) DOESN'T REALLY TELL JOKES IN A CONVENTIONAL SENSE. Thesis Rugby School? HE JUST ZEROES IN ON THE MOST PAINFULLY WEIRD TRUTHS AND IRONIES OF LIFE AND SIMPLY EXPLAINS THEM WITH THE UTMOST URGENCY. For Persuasive Essay Brookes Shawnigan Lake? YEAH, IT'S MADE MORE WONDERFUL BY HIS DELIVERY, WHERE THERE'S ABSOLUTELY NO MITIGATION OF THE CORE IDEA AND NO OTHER HINTS OF HUMOR BEYOND AN OCCASIONAL WRY SMILE (INDICATING HE KNOWS HE'S ONTO SOMETHING).

BUT WHAT LOUIS C.K. Rugby? IS REALLY DOING IS EXPLAINING THE PLAIN TRUTH OF SOMETHING. Abingdon School? OFTEN HE'S TAPPING INTO OUR COLLECTIVE SENSE OF EMPATHY AND SADNESS AND RELAYING IT BACK TO US THROUGH PAIN. Argumentive? HE'S NOT BEING ABSURD (WHICH A LOT OF HIS OLD COMEDY WAS DOING), HE'S PAINTING A PORTRAIT OF THE ABSURDITY OF LIFE ITSELF. The Perfect Essay? WHICH, IN EFFECT, MAKES HIM THE ULTIMATE DOUBLE-DOWNER. Argumentive Rugby? HECK, HE CAN EVEN EXPLAIN SOMETHING AS SILLY AS WHAT FARTS ARE WITH NO REAL EMBELLISHMENT AND MAKE IT HILARIOUS: BELIEVE IT OR NOT, THIS IS IMPORTANT TO HULK'S POINT.

BECAUSE IT HELPS HULK ARGUE THAT THE MOST RESONANT COMEDIANS IN THE WORLD AREN'T MAKING UP FUNNY IDEAS. How To Write (INTO)? THEY ARE JUST THE BEST AT FINDING THE FUNNY IDEAS IN LIFE, THE ONES THAT AN AUDIENCE CAN INSTINCTIVELY UNDERSTAND, AND THEN REFLECTING THEM BACK YOU. Rugby? TO WIT: HULK ONCE ASKED PATTON OSWALT SOME NONSENSE ABOUT THE ROLE OF COMEDIAN AS BOTH A CRITIC AND A STORYTELLER AND HE ZOOMED RIGHT PAST THAT DILEMMA AND BEAUTIFULLY CLARIFIED THAT THE AIM OF BOTH CRITICISM AND COMEDY IS TO UNVEIL AN ACTUALITY . Course Work Braemar? AND HULK AGREES THAT IS BY FAR THE MOST POWERFUL THING THAT THAT THEY BOTH CAN DO. Argumentive? AND THINK ABOUT HOW THAT WORKS. Introduction For Persuasive Brookes? IT'S MORE THAN A CEREBRAL CONNECTION. School? IT IS AN ACTUALITY OF TRUTH THAT IS SO CLEAR THAT IT CAN REACH DOWN INSIDE OF US AND RESULT IN THE VISCERAL BELLY LAUGH. Write Personal St. Louis University (INTO)? IT REVERBERATES BACK UP TO OUR BRAINS WHERE IT THEN LINGERS ON IN PERPETUITY.

IT IS THE MOST AMAZING KIND OF LAUGH IN THE WORLD. AND THE LAST THING YOU NEED TO UNDERSTAND ABOUT THIS KIND OF LAUGH IS THAT THE IDEA INVOLVED DOESN'T ALWAYS HAVE TO BE SOME CLEARLY ARTICULATED PHILOSOPHY (LIKE TO ALCOHOL, THE CAUSE OF, AND SOLUTION TO, ALL OF LIFE'S PROBLEMS!). Argumentive Thesis Rugby School? IT CAN INSTEAD BE A KIND OF COMEDIC APOPHASIS. Teacher Abingdon School? A DIAGNOSIS OF EXCLUSION. School? OR PERHAPS, BETTER PUT, A WAY OF DEFINING THE THING BY THE THING THAT IT'S NOT. MacDuffie? THINK OF THE WAY THAT WOLF OF WALL STREET CRITICIZES MASCULINITY BY SHOWING MASCULINITY AS THE MOST OVER-THE-TOP RIDICULOUS THING EVER. Thesis School? AN EXAGGERATED REVERSAL OF TRUTH IS REALLY JUST ITS OWN KIND OF TRUTH. Introduction For Persuasive Essay Shawnigan? AND SOMETIMES THERE IS NOTHING BETTER AT HIGHLIGHTING THE DIFFERENCE BETWEEN WHAT SHOULD BE HAPPENING WITH WHAT IS HAPPENING. WHEN WE TALK ABOUT THIS KIND OF COMEDY WE OFTEN USE THE WORD ABSURDITY, WHICH IS A WORD THAT MOST PEOPLE USE AS A SYNONYM FOR RIDICULOUSNESS. Rugby School? BUT HERE WE'RE ACTUALLY TALKING ABOUT SOMETHING CLOSER TO THE ACADEMIC DEFINITION OF ABSURDISM, WHICH CONCERNS HUMAN KIND'S PENCHANT FOR TRYING TO FIND MEANING IN THE WORLD WHERE THERE ACTUALLY IS NO MEANING: HENCE LIFE ITSELF IS AN ABSURD QUEST.

AND WHILE YOU DON'T REALLY HAVE TO CALL IT COMEDIC ABSURDISM, (BECAUSE THERE'S SOMETHING NATURALLY DARKLY FUNNY ABOUT THAT IDEA), IT HELPS TO THINK OF COMEDIC ABSURDISM AS WHEN THE EXPECTATION OF SOMETHING LOGICAL IS MET WITH A NON-LOGICAL REALITY, WHEREIN THE GULF BETWEEN THE TWO IS ACTUALLY A FUNNY REPRESENTATION OF THE HUMAN CONDITION. Course Work? OKAY, THAT MAY SOUND REALLY COMPLICATED, BUT THINK OF HOW THIS IS THE SET-UP / PUNCHLINE WRIT INTO THE FABRIC OF LIFE. Thesis Rugby? IT CAN BE SOMETHING OBVIOUS LIKE How could my life get any worse! *IT STARTS RAINING*. International School? BUT A BETTER POPULAR EXAMPLE WOULD BE THE CINEMA OF COEN BROTHERS. Argumentive? SOME PEOPLE SEE THEIR WORK AS BOTH HILARIOUS AND TRUE. Essay The Knox School? SOME DON'T LIKE THE WAY IT PUNISHES ALL THE CHARACTERS WHO STRIVE FOR HUMAN HAPPINESS AND UNDERSTANDING. School? OR FOR A MORE EXTREME VERSION, THINK OF THE ABSURDITY OF THE MARX BROTHERS, WHICH IS BASICALLY NOTHING BUT AN ATTEMPT TO THROW THE SOCIAL RULES, MORES, AND TABOOS OUT THE WINDOW IN A FIT OF DELIGHTFUL CHAOS. How To Personal Essay St. Louis? THE THING HULK WANTS YOU TO UNDERSTAND ABOUT ALL THESE ABSURDITIES IS THAT THEY OFTEN HAVE A POINT. Argumentive Thesis Rugby? YEAH, SOMETIMES IT'S FUN AND PLAYFUL, FULL OF VERBAL PUNS OR VISUAL GAGS AND WHATNOT, BUT COMEDY ALWAYS HAS SOMETHING IT'S POINTING AT.

IT'S TRYING TO SAY THAT THESE SOCIAL RULES THEMSELVES ARE RIDICULOUS. How To Write Essay The Knox? WHEN THE MARX BROTHERS GO IN AND TORTURE SOME PEARL-CLUTCHING SOCIALITE, THEY'RE HAVING A GO AT SOCIETY ITSELF. Thesis? AND SOMETIMES, IT POINTS TO THESE THINGS IN THE TRUTHY DOUBLE-DOWN WAY TOO. International School? LIKE WHEN GROUCHO SAYS I'd never belong to argumentive thesis, any club that would have me as a member, HE'S LITERALLY TALKING ABOUT THE ABSURDITY OF THE HUMAN CONDITION. Course College? AND THERE'S A REASON THAT QUOTE LIVES ON YEAR AFTER YEAR. Argumentive Rugby? BECAUSE THE IDEA BEHIND THE JOKE IS SOMETHING THAT RINGS INCREDIBLY TRUE.

WHAT HULK IS TRYING TO CONVINCE YOU OF IS THAT GREAT COMEDY, WHETHER DIRECT OR INDIRECT, IS ALWAYS STILL ABOUT THE IDEA. How To St. Louis (INTO)? AND WHEN A FUNNY IDEA / GAG / WHATEVER TRULY STRIKES US, WHEN IT UNVEILS AN ACTUALITY, IT THEN HAS THE FUNNY HABIT OF STICKING WITH US FOR WEEKS, MONTHS OR EVEN YEARS TO COME. Rugby School? IT FEELS LIKE A MAGICAL PROCESS, BUT IT IS ALL BUILT ON VERY CONCRETE UNDERSTANDINGS OF THE UNIVERSE. Teacher Essays? WHICH JUST MEANS THAT AS SILLY AS THE MARX BROTHERS MAY SEEM, THEY'RE STILL ABOUT SOMETHING THAT IS VERY REAL TO US. THE PROBLEM IS THAT WE'RE REALLY BAD AT UNDERSTANDING ALL OF THIS. NOT THAT HULK BLAMES ANYONE.

WE HAVE NO REAL REASON TO UNDERSTAND OUR LAUGHTER, AFTER ALL. Argumentive Thesis Rugby? BUT IT'S STILL CURIOUS. How To Personal University (INTO)? FOR AFTER THAT INITIAL, VISCERAL LIGHTING-STRIKE HAS HAPPENED AND WE HAVE LOSE OUR INITIAL GUT REACTION, OUR BRAINS EITHER LET THE HUMOR GO OR BECOME CONVINCED THAT WE MUST EVOLVE OUR UNDERSTANDING IN ORDER TO KEEP IT RESONANT. Rugby? MAYBE WE BEGIN APPRECIATE THE INHERENT IDEA OF WHAT WAS SO FUNNY ABOUT IT EVEN MORE. Teacher? MAYBE WE KICK OUR BRAINS INTO OVERDRIVE AND WE GROW TO UNDERSTAND THE THING ITSELF.

MAYBE THAT THING WORKS ITSELF INTO OUR OWN SENSE OF HOW COMEDY WORKS AND IT HELPS SHAPES US. Thesis Rugby? MAYBE IT INSPIRES US TO LOOK AT THE CRAFT AND SKILL OF COMEDY AND SO MAYBE THE WHOLE EXPLAINING OF THE JOKE IS NOW WHAT BECOMES INTERESTING OR FUNNY TO US. Introduction Shawnigan? REALLY, IT'S NO DIFFERENT THAT TRYING TO LEARN A MAGIC TRICK. Thesis Rugby? YOU GET FAR PAST THE EMOTIONAL NATURE OF THING AND ZERO IN ON THE CRAFT. University (INTO)? AND DESPITE ALL OF THESE QUALITIES BEING GOOD THINGS, THERE IS AND OVERLAP OF BEHAVIOR THAT HULK THINKS IS VERY IMPORTANT TO NOTE: THE CONVENTIONAL WISDOM OF DRUG ADDICTION IS THAT WE ARE ALWAYS JUST CHASING THAT FIRST HIGH OVER AND OVER AGAIN, BUT ALWAYS TO DIMINISHING RESULTS. AND WHAT IS COMEDIC REPETITION BUT AN ATTEMPT TO CHASE A HIGH?

GONE IS THE THRILL OF COMEDIC DISCOVERY (I.E. Thesis Rugby? THE VISCERAL BELLY LAUGH) AND SO WE REPLACE IT WITH THESE OTHER MEANINGFUL APPRECIATIONS THAT HULK JUST ARTICULATED ABOVE. Write The Perfect The Knox? OR FAR MORE LIKELY, THE JOKE GOES ON TO BECOME A SERIES OF REFERENCES AMONG OF GROUP OF FRIENDS. Argumentive Rugby School? BUT PLEASE UNDERSTAND THAT THE VISCERAL ELEMENT OF WHAT YOU ARE EXPERIENCING IS NOW LESS ABOUT THE JOKE ITSELF AND MORE THE CAMARADERIE WITH WHICH YOU ARE RE-SHARING IT. Article Writing Courses School? IT BECOMES A SOCIAL OR CULTURAL THING. Argumentive Rugby? THE FEELINGS TURN TO A COMMUNITY SENSE OF BINDING, LOVE AMONG FRIENDS, THE TRADITION AND ROUTINE OF THE TELLING, OR EVEN THE PURE NOSTALGIA OF FONDLY LOOKING BACK AT THE EXPERIENCE ITSELF.

IT IS IN THIS SPECIFIC WAY THAT OUR FAVORITE COMEDIES GO ON TO LIVE IN OUR LIVES (AKA OUR INDIVIDUAL COMEDIC CONTEXTS), NO DIFFERENT FROM THE WAY THAT THE FUNNY REAL-LIFE STORIES WE EXPERIENCE GO ON TO TAKE THE SHAPE OF LEGENDS . Course Braemar? BUT EITHER WAY, THE POINT IS THAT THE JOKE NOW DEPENDS ON THAT FAMILIARITY, CULTURE AND TRADITION. School? AND THEY HAVE BECOME INSEPARABLE. Article Writing? AND IF WE TAKE THAT REALIZATION AND BRING IT ALL TOGETHER WITH ALL THE THINGS WE'VE DISCUSSED THROUGHOUT THIS ESSAY, YOU CAN SEE THE OBVIOUS PROBLEM: THERE'S NO UNVEILING ANYMORE. THING ABOUT IT. Argumentive? WITH THE ADDITION OF TIME, FAMILIARITY AND OUR LOVE OF THE THING ITSELF, WE ARE FUNDAMENTALLY CHANGING WHAT THE JOKE IS AND HOW IT WORKS.

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WE LAUGH AT COMEDY SEQUELS BECAUSE WE ARE EATING COMFORT FOOD. PLEASE UNDERSTAND THAT THERE IS NOTHING WRONG WITH EATING COMFORT FOOD, METAPHORICAL OR OTHERWISE. Introduction Brookes Shawnigan Lake? BUT THE THING IS WE ARE TALKING ABOUT COMEDY AND ITS PROLONGED EFFECT HERE, WHICH IS SOMETHING PEOPLE INHERENTLY DON'T WANT TO UNDERSTAND. Argumentive? THEY JUST WANT TO FEEL IT. Introduction Lake? WHICH JUST MEANS OUR ACTUAL PROBLEM WITH COMEDY SEQUELS IS THAT WE GO INTO THEM AND WE DON'T REALLY UNDERSTAND OUR MOTIVES, OR HOW OUR LAUGHS WILL ACTUALLY BE DIFFERENT. School? WE TEND TO JUST UNDERSTAND THE DEGREES.

THUS, WE JUST END UP CONFUSING BOTH OUR EXPECTATIONS. A Scholarly MacDuffie? THE WHAT WE WANT AND THE WHAT WE ARE ACTUALLY EXPERIENCING GETS ALL MIXED UP IN OUR BRAINS AND BODIES AND IT RESULTS IN A SERIES OF COMPLICATED (AND OFTEN SUBDUED) REACTIONS. PUT IT LIKE THIS: WHEN HULK WATCHES ANCHORMAN FOR, LIKE, THE 1432TH TIME, HULK KNOWS ALL THE LINES AND BEATS ALREADY, SO REALLY IT'S LIKE SINGING AN OLD SONG. Argumentive Thesis? THE DELIGHT OF THE UNVEILING IS GONE SO YOU ARE RE-WATCHING TO ENRICH THE DETAILS. Essays Abingdon School? OR MAYBE EVEN JUST CHASE THE HIGH.

EITHER WAY, IT'S ABOUT HULK'S RELATIONSHIP TO THAT THING. Thesis School? BUT WHEN WE GO TO SEE THE SEQUEL (OR REMAKING) OF SOMETHING HULK LOVES AS MUCH AS ANCHORMAN , THEN THE EXPECTATION INHERENTLY CHANGES. Course College? THEN YOU AREN'T ACTUALLY RE-WATCHING THE SAME THING. Rugby? YOU ARE GOING TO SEE SOMETHING THAT WE CAN'T HELP BUT HOPE WILL RECAPTURE THE EXPERIENCE OF THE ORIGINAL . Writing A Scholarly Article MacDuffie School? AND THAT DIFFERENCE OF EXPECTATION IS EVERYTHING. Thesis School? IT MEANS YOU ARE HELPLESSLY APPROACHING THE COMEDY IN THE WAY THAT YOU WOULD WATCH ANYTHING ELSE THAT IS NEW. Writing Courses School? WHICH JUST MEANS YOU ARE INHERENTLY CRAVING THE UNVEILING MECHANISM THAT COMES WITH HOW WE CONSUME NEW THINGS. Argumentive School? YOU WANT THE VISCERAL DELIGHT OF IT ALL BACK. School? YOU WANT THE SURPRISE. Argumentive Rugby School? THE DISCOVERY.

THE PLEDGE. How To Write Personal Essay? THE TURN. Rugby? THE PRESTIGE. Essays Abingdon? THE SET-UP. Argumentive Thesis Rugby School? THE PUNCHLINE. How To Essay? THE MAGIC. Argumentive Thesis Rugby School? WHICH IS ALL JUST A WAY OF SAYING YOU WANT A NEW IDEA THAT IS SO FUNNY YOU WILL REACT WITH LAUGHTER. UNSURPRISINGLY, IT NEVER SEEMS TO QUITE WORK. WHICH IS MORE TO ARGUE THAT IT CAN'T EVER WORK . Essays Abingdon School? THE NUMBER OF COMEDY SEQUELS THAT HAVE MANAGED TO LIVE UP TO THE CLASSIC ORIGINAL IS A BIG FAT ZERO AND IT IS THAT WAY FOR A DAMN REASON. Thesis Rugby School? IT'S THE TWO-PRONGED REALITY THAT THE MOVIE WILL BE REPEATING TO SOME DEGREE AND KILLING THE MAGIC GETTING CROSSED WITH THE AUDIENCE'S INABILITY TO REQUIRE THAT THESE SEQUELS RECAPTURE THAT MAGIC (WHICH AGAIN, IS FORMED FROM THAT SPECIFIC IDEA-UNVEILING-BASED LAUGHTER THAT'S BUILT ON SURPRISE) AND IT SIMPLY CANNOT BE RECREATED USING THE SAME PARTS. Article School? IT'S IMPOSSIBLE.

THE AUDIENCE ALREADY UNDERSTANDS HOW THE TRICK IS DONE. AND YOU KNOW WHAT THE REAL KICKER IS? THAT BOTH CREATIVE PEOPLE AND THE AUDIENCE INSTINCTIVELY KNOW THIS TO BE TRUE . Argumentive Thesis Rugby School? BUT BECAUSE THEY CAN NEVER QUITE ARTICULATE IT IN THE PLAIN LANGUAGE HULK'S TRIED TO USE HERE, WE FAIL TO RECOGNIZE THE IMPOSSIBILITY OF IT ALL. Work Braemar? SURE, WE'VE ALL BEEN DOWN THIS PATH BEFORE. Thesis Rugby? THERE'S A REASON CREATIVES TRY TO STAY AWAY FROM COMEDY SEQUELS AND THERE'S A REASON AUDIENCES WORRY OVER THE FACT THEY MAY BE BAD. For Persuasive Shawnigan Lake? IT'S BECAUSE WE'VE ALL DONE THIS ALL SO MANY TIMES BEFORE. Argumentive Thesis Rugby School? SO WHY DO WE STILL MAKE THESE MOVIES? AND WHY DO PEOPLE STILL GO SEE THEM? WHY DO WE FALL FOR IT?

BECAUSE, EMOTIONALLY SPEAKING, WE WANT TO CHASE THE HIGH. WE WANT TO HOPE AGAINST HOPE AND RETURN TO THE SAME THING THAT WE LOVED. The Perfect Essay? BECAUSE WE JUST WANT TO LAUGH. Argumentive Thesis? BECAUSE WE DON'T LIKE TO THINK ABOUT IT. Course Work Braemar? BECAUSE WE'RE ACTUALLY PRETTY BAD AT DIAGNOSING THE KIND OF LAUGHTER WE'RE EXPERIENCING IN THE MOMENT AND THEN WONDER ALOUD WHY WE CAN'T REMEMBER A SINGLE MOMENT FROM THAT FUNNY MOVIE WE SAW THREE DAYS AGO. Thesis Rugby School? IT'S BECAUSE WE KEEP FORGETTING THAT REPETITION IS THE DEATH OF MAGIC. Write Essay University? AS FOR WHY THE CREATIVE PEOPLE COME BACK?

WELL, 9 TIMES OUT OF 10 IT'S MONEY. AND SO THESE MOVIES HAPPEN NO MATTER WHAT. AND THUS WE CONSIDER OUR OPTIONS OF STORY APPROACH, WHICH ARE IMMEDIATELY HIT BY A CATCH 22 OF DIFFERING EXPECTATION. Argumentive Thesis Rugby School? IF WE ASK THAT THESE MOVIES TO BE NEW! AND YET WE ALSO REQUIRE THAT THEY STILL BE THE SAME THING! FOR NOSTALGIC PURPOSES, THEN HOW CAN THAT BE ACCOMPLISHED? LOGICALLY, THE ONLY PLACE TO GO IS UP. Introduction Shawnigan? IT'S EXACTLY WHY SO MANY BROAD COMEDY SEQUELS JUST END UP DOING THE SAME KINDS OF JOKES, JUST WITH A CRAZIER BUILD UP AND BIGGER RELEASE. Argumentive Thesis School? SURE, YOU CAN CHANGE SOME THINGS OR ADD NEW CHARACTERS.

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IT WORKS OFF EVERY LITTLE BIT OF UNDERSTANDING AND PRECOGNITIVE EXPECTATIONS ABOUT HOW MOVIE VIOLENCE WORKS. For Persuasive Essay Brookes? EVERY SINGLE BIT OF IT IS A GENUINELY FUNNY IDEA THAT HARKENS BACK TO OUR MOST BASIC UNDERSTANDING OF COMEDY ITSELF. School? IT'S THE ULTIMATE MAGIC TRICK. AND NOW, ANCHORMAN 2 RETURNS TO THE SAME WELL YET AGAIN WITH ANOTHER GIANT RUMBLE, THIS TIME AT THE FILM'S CONCLUSION. How To Essay The Knox? IT'S THE CLASSIC SOLUTION OF TRYING TO GO UP. Argumentive Rugby? THE FIGHT IS BIGGER. Write Personal University? THE WEAPONS ARE CRAZIER. Argumentive Thesis? AND IT'S FILLED WITH SO MANY IMPOSSIBLE LARGER-THAN-LIFE CAMEOS, BUT HULK IS SORRY: THERE IS NO DENYING THAT EVERY SINGLE BEAT IS STILL THE SAME EXACT JOKE. How To Write Essay St. Louis University (INTO)? UPPING THE ANTE?

SURE. Thesis School? BUT THEY WOULD HAVE HAD TO DO SOMETHING LITERALLY UNBELIEVABLE, LIKE DIGGING UP RICHARD PRYOR'S CORPSE TO ACTUALLY SURPRISE HULK ON THIS ONE BECAUSE THE IDEA HAS ALREADY BEEN TAKEN TO INFINITY. For Persuasive Essay Lake? THIS FEELS MORE LIKE THE CHILDISH SCHOOLYARD RETORT INFINITY PLUS ONE. Argumentive Rugby School? AND THAT'S NOT EVEN TO COUNT THE WEIRD WAYS THEY ACTUALLY TRY AND CHANGE THE COMEDIC LANGUAGE OF THE BRAWL, BUT NOT TO THE RIGHT KIND OF EFFECT. How To Write The Perfect? THE POINT OF THE ORIGINAL FIGHT WAS THAT IT WAS A LARK AND THEN IT WAS A LARK TAKEN SERIOUSLY. Argumentive Thesis Rugby School? AND IN THIS ONE, THE BRAWL IS TURNED INTO THE FAMILIAR THIRD ACT BATTLE WITH DRAMATIC STAKES OF PREVENTING RON FROM SEEING HIS SON'S RECITAL. Course Work? HULK GETS THE IMPETUS OF THE CHANGE, AND IT COULD HAVE BEEN A RIPE OPPORTUNITY TO MAKE FUN OF THOSE KINDS OF MOVIE HYSTERICS. Thesis School? BUT THE SCENE ISN'T ACTUALLY PORTRAYED LIKE THAT. Courses Brillantmont International? INSTEAD, IT'S A REGURGITATION OF THE FIRST, WHICH JUST MAKES IT UNDERCUT ITS OWN COMEDIC INTENTION. Thesis Rugby School? PLUS, DOESN'T THE LARK NATURE OF THE FIRST ONE ALREADY MAKE THE ULTIMATE JOKE ON FIGHT SCENE HYSTERICS AND THEIR RELATIVE OBLIGATORY NATURE? DOUBLE PLUS, DOESN'T THE MERE APING OF THE THIRD ACT RUNNING-TO-THE-ONE-YOU-LOVE TROPE FEEL A BIT.

SMALL FOR THE HUMOR OF AN ANCHORMAN MOVIE? IT'S THE ESSENTIAL PROBLEM OF COMEDY SEQUELITIS ALL HIGHLIGHTED: THE THING THAT MADE THE FIRST SCENE SO MEMORABLE AND IMPORTANT IS ESSENTIALLY IMPOSSIBLE TO RECREATE. Course College? THE SECOND SCENE JUST PROVIDES A CHANGE OF WINDOW DRESSING, BUT NOT ONLY DOES IT FEEL LIKE AN ENCORE, IT ACTUALLY CREATES PROBLEMS FOR MEANING OF THE PORTRAYAL. Argumentive Rugby School? IT ACTUALLY HURTS THE IDEA THAT MADE IT FUNNY TO BEGIN WITH. BEYOND THE MERE COMPARISON OF THE RUMBLES, WHAT HULK WOULD LIKE TO SUGGEST IS THAT THE FIRST ANCHORMAN IS A CLASSIC IS BECAUSE THE ENTIRE MOVIE IS FILLED WITH SUCH AMAZING AND DIVERGENT IDEAS ON STORY AND COMEDIC APPROACH. Introduction Essay Shawnigan Lake? IT'S NOT JUST THAT THERE IS SO MUCH ZIGGING IN PLACE OF ZAGGING, BUT REALLY IT'S JUST THAT ENTIRE FILM IS COMPLETELY FUCKING INSANE. Thesis Rugby? VIRTUALLY EVERY SCENE IS COMING OUT OF LEFT FIELD. How To Essay St. Louis (INTO)? EVERY CONFLICT IS A JOKE IN AND OF ITSELF. Argumentive? EVERY BIT OF PERSONAL STAKE AND BELIEF FOR RON BURGUNDY IS COMPLETELY LUDICROUS. How To Write The Perfect Essay The Knox? EVERY SERIOUS PLOT-POINT IS DOUBLED DOWN ON (THINK EVERYONE'S REACTION TO GO FUCK YOURSELF SAN DIEGO). Argumentive Thesis? AND IN THE END THE MOVIE DOESN'T MAKE A LICK OF LOGICAL SENSE, BUT EVERYTHING MAKES PERFECT SENSE IN TERMS OF CHARACTER CONSISTENCY OR AS A REACTION TO THE MOMENT BEFORE IT.

PUT IN GRAND TERMS: THE MOVIE IS BOTH A SEND-UP AND EARNEST EMBODIMENT OF STORYTELLING ITSELF. Article Writing Brillantmont International School? AND AS A RESULT WE GET INSPIRED DIVERSIONS LIKE PLEASURE TOWN. Argumentive Thesis Rugby? THE JAZZ FLUTE INTERLUDE. Teacher Essays Abingdon School? MILK BEING A BAD CHOICE. Argumentive Rugby? THESE ABSURD MOMENTS MEAN SOMETHING BECAUSE THEY WERE NEW COMEDIC IRONIES, BROUGHT TO LIFE WITH FULL COMMITMENT. Write Personal Essay St. Louis (INTO)? AND THE EFFECT OF ALL OF THIS WAS QUITE REAL. School? THERE'S A REASON THIS FILM WAS BELOVED IMMEDIATELY AND SLOWLY MADE ITS WAY THROUGH EVERYONE WHO MISSED IT IN THE THEATER. Writing A Scholarly Article MacDuffie School? IT KNEW EXACTLY HOW TO PLAY WITH OUR SPECIFIC SET OF COMEDIC EXPECTATIONS AT THE TIME. Rugby? IT PERFECTLY UNDERSTOOD FERRELL'S ABILITIES AND HE WAS COMING OUT GUNS BLAZING. Article School? IT ASSEMBLED A MURDERER'S ROW OF YOUNG TALENT. Argumentive Thesis Rugby School? MCKAY WAS PURE AUDACITY UNPOLISHED.

AND BECAUSE OF ALL THIS, IT CAME FROM NOWHERE TO IMMEDIATELY WORK ITS WAY INTO THE PANTHEON OF GREAT COMEDIES. Essays? IT WAS A ZIG TO OUR ZAG. Thesis? A PURE UNVEILING. AND NOW WE KNOW THE TRICK. Write The Knox School? NOW WE KNOW ANCHORMAN FAR TOO WELL.

NOW, ALL THE ABSURDITY AND LEFT FIELD SCENES HAVE BECOME THEIR OWN LANGUAGE WE UNDERSTAND. Rugby? NOW WE KNOW ALL THE SETS-UPS AND PUNCHLINES OF THIS PARTICULAR INSANE WORLD. How To Write University (INTO)? AND IF FAMILIARITY IS THE ENEMY OF A GOOD SET-UP AND REPETITION IS THE DEATH OF MAGIC, THEN HOW WOULD ANCHORMAN 2 EVER HAVE A CHANCE? WE'RE TALKING ABOUT A MOVIE THAT BECAME FAMOUS BECAUSE YOU COULDN'T LOCK IT DOWN. Rugby School? BECAUSE IT WAS PLAYING WITH ALL OUR EXPECTATIONS OF WHAT COMEDIES SHOULD BEHAVE LIKE AND UPHOLDING THE FINE TRADITION OF TURNING IT ON ITS HEAD. Writing A Scholarly MacDuffie School? SO WHY WOULD YOU WANT TO RETURN TO THAT WORLD TO RE-TELL THOSE JOKES? HOW COULD THIS MOVIE EVER WORK AS COMFORT FOOD? HOW COULD THE REVEAL OF A JAZZ FLUTE SEQUENCE EVER FEEL AS SILLY OR DELIGHTFUL AS IT DID THE FIRST TIME? IF IT SOUNDS LIKE HULK IS BEING A LITTLE TOUGH ON ANCHORMAN 2 HERE, HULK WANTS TO CONVINCE YOU THAT HULK'S NOT.

FOR WHATEVER IT'S WORTH HULK COUNTED ONLY FIVE MOMENTS OR SEQUENCES WHERE THE FILM ACTUALLY TRIED OUT A COMPLETELY DIFFERENT KIND OF JOKE THAN WHAT WAS IN THE FIRST FILM (AND PLEASE NOTE THESE ALSO GOT THE FIVE BIGGEST LAUGHS IN HULK'S THEATER). Rugby School? THE FIVE MOMENTS ARE: 1. Write Essay? THE RUBBERY PRACTICAL BAT. 2. Rugby School? THE SUDDEN CUT IN THE MIDDLE OF EVERYONE LAUGHING AFTER A DUMB KITTEN JOKE. 3. Essays Abingdon School? RON JUST YELLING BLACK! 4. Argumentive Rugby School? PRETTY MUCH EVERYTHING INVOLVING RON'S BLINDNESS. THOSE FIVE MOMENTS WERE GENUINELY FUNNY, BUT JUST ABOUT EVERYTHING ELSE IN THE FILM SEEMED TO BE DIRECTLY ROOTED IN EITHER THE SPECIFIC LANGUAGE OF, OR THE DIRECT COMEDIC MECHANISMS OF THE FIRST MOVIE. Writing? THEIR PURPOSE?

TO SERVE THE NOSTALGIA LAUGH FUNCTION, WHICH, AGAIN, IS FINE ON LIKE A MORAL LEVEL OR WHATEVER, BUT THE REASON IT MATTERS SO MUCH HERE IS BECAUSE HULK WOULD ARGUE THAT A NOSTALGIA LAUGH IS ACTUALLY A HUGE DISSERVICE TO THE INTENT OF THE ORIGINAL MOVIE. Argumentive Thesis Rugby? HOW TO PUT IT. MacDuffie School? HULK WOULD ARGUE THAT THE ONLY WAY TO THEORETICALLY GIVE US A TRUE ANCHORMAN SEQUEL IS TO ACHIEVE THE MIND-BLOWING EFFECT THE FIRST ANCHORMAN HAD ON US. Thesis Rugby? BUT THINK ABOUT WHAT THAT WOULD REQUIRE! IT MEANS THAT IT WOULD HAVE TO ESSENTIALLY DEFY EXPECTATIONS OF WHAT ANCHORMAN IS EVEN ABOUT AND THE KINDS OF JOKES THAT ARE FOUND WITHIN IT. Article Writing Brillantmont School? DOES THAT MAKE SENSE? IF WE ALREADY EXPECT A CERTAIN ZIG FROM A ZAG, THEN THOSE EXPECTATIONS WOULD THEORETICALLY NEED TO BE INVERTED AGAIN. Rugby? IT'S NOT EXACTLY IMPOSSIBLE, AS THE FIVE MOMENTS LISTED ABOVE REALLY DO DELIVER A DIFFERENT ENOUGH KIND OF COMEDY, BUT OTHER THAN THOSE MOMENTS THE FILM RARELY TAKES THE TIME TO EXPLORE NEW KINDS OF GAGS IN AS EFFECTIVE A WAY (LIKE THE RV CRASH IS TECHNICALLY NEW, BUT IT HONESTLY JUST FEELS KIND OF UNINSPIRED). Teacher Abingdon School? AND AGAIN, FOR A WEIRD AMOUNT OF THE FILM'S RUNNING TIME, WE'RE SETTLING FOR EITHER THE NOSTALGIA LAUGH OR THE UP MANTRA (GOOD LORDY, DO THEY TRY TO DO FAR TOO MUCH WITH BRICK AND LADY BRICK). NOW.

WHERE THIS GETS EVEN MORE COMPLICATED IS THAT HULK GETS THE SENSE THAT THE GREAT COMEDIC MINDS RESPONSIBLE BEHIND ANCHORMAN 2 UNDERSTOOD THIS PROBLEM AND SET ABOUT CHANGING THE FILM IN SOME REALLY TANGIBLE WAYS. Argumentive School? BUT THE PROBLEM IS THAT THESE NEW CHOICES WITH REGARDS TO THE FILM'S PLOT. How To Personal Essay St. Louis? WELL. Argumentive? THEY DON'T QUITE WORK EITHER. Course Work Braemar? NOW, HULK KNOWS THIS IS THE KIND OF COMPLAINT YOU SEE OFTEN FROM MOVIE GOERS, WHERE PEOPLE WILL COMPLAIN WHEN A MOVIE REGURGITATES THE SAME JOKES, BUT EQUALLY COMPLAIN ANY TIME IT TRIES TO BE DIFFERENT (WHICH JUST SPEAKS TO THE AFOREMENTIONED CONFUSED EXPECTATIONS AND MOTIVATIONS GOING IN) BUT HULK SWEARS HULK'S RESPONSE IS DIFFERENT AND HULK WILL MAKE A CASE FOR WHY:

THE FIRST IS A CHANGE IN THE STYLE OF SOME OF THE JOKES. Argumentive School? ANCHORMAN SPENDS MOST OF ITS RUNNING TIME DEALING WITH THE SEXUAL POLITICS OF THE WOMEN'S MOVEMENT AND HAVING THE BOYS IN THE FILM EXHIBIT THE MOST CHILDISH, OUTLANDISH, AND ABSURD BEHAVIOR EVER (THINK THEIR PUERILE COMPLAINTS AT FRED WILLARD'S DESK AND THE WAY THEY KEEP LINING UP IN FRONT OF IT). Writing Courses School? INSTEAD OF TREADING THIS SAME GROUND, ANCHORMAN 2 WISELY SETS ITS SIGHTS ON SOMETHING NEW: RACISM JOKES. Thesis Rugby? THEY TOTALLY WORK AT FIRST WHEN RON AND HIS TEAM ARE INTRODUCED AND TERRIFIED AND HE JUST NONSENSICALLY YELLS BLACK! BECAUSE IT HIGHLIGHTS AN ABSURDITY. Braemar? BUT THEN YOU GET TO THE DINNER TABLE SCENE AND IT JUST STARTS DOING THE COMEDY OF OFFENSIVE DISCONNECT. Thesis? WHICH JUST MEANS IT'S ENGAGING IN A SIMPLER DEVICE AROUND A CHARACTER'S BEHAVIOR BEING MORE SHOCKING INSTEAD OF NAIVELY LUDICROUS. For Persuasive Brookes Shawnigan Lake? TO PUT IT IN WEIRD TERMS: IT'S THE DIFFERENCE BETWEEN THE SWEET AND STUPID HOMER SIMPSON OF THE GOLDEN YEARS AND THE ASSHOLE HOMER SIMPSON THE LATER YEARS (OR WORSE, IT KIND OF FEELS LIKE PETER JUST SAYING THE MOST OFFENSIVE THING POSSIBLE IN THE FAMILY GUY WAY). School? REALLY, IT JUST DOESN'T FEEL QUITE RIGHT IN TERMS OF BEING IN LINE WITH ANCHORMAN HUMOR. Teacher Abingdon? RON BURGUNDY'S SOCIAL DISONNECTS SHOULD BE BATSHIT.

THE WAY HE VIEWS WOMEN IN THE ORIGINAL FILM IS A LARK. Argumentive Rugby? PURE ABSURITY. Abingdon? BUT MOST OF HIS COMEDY WITH REGARDS TO THE RACE THING JUST FEEL MUNDANE. Argumentive? HULK COULD CHALK IT UP TO BEING UNINSPIRED, BUT IT JUST PERPETUATES A COMEDY OF VICTIMHOOD INSTEAD OF TRANSCENDING IT. BUT IT'S NOT JUST THE RACE HUMOR. How To The Perfect? THERE ARE LOTS OF OTHER LITTLE THINGS THAT JUST FEEL OFF. Argumentive Thesis Rugby School? HULK DOESN'T KNOW ABOUT YOU, BUT THERE'S SOMETHING REALLY WEIRD ABOUT SEEING A DRAKE CAMEO.

IT JUST FEELS OUTSIDE THAT WORLD. Braemar College? IT DOESN'T ADD ANYTHING. Argumentive Thesis School? IT'S JUST DOESN'T FEEL LIKE WHAT ANCHORMAN MOVIES SHOULD BE TRYING DO. Brillantmont International? THE SAME THING GOES WITH HOW MUCH TIME THE MOVIE SPENDS WITH BRICK. Thesis Rugby? IT'S JUST SO OBVIOUSLY AGAINST THE INTEREST OF WHAT THAT CHARACTER DOES FOR THE ENSEMBLE.

THE SCENE WHERE HE HIDES BEHIND THE COUCH? PERFECT. Writing A Scholarly Article MacDuffie School? BUT PAIRING HIM WITH A FEMALE BRICK AND GIVING IT A RUN-ON SERIES OF THREE SCENES OF LOVE STORY? ABSURD OR NOT, IT DOESN'T WORK. Rugby School? TO HARKEN BACK TO ANOTHER WEIRD ANALOGY, IT WOULD BE LIKE IF THE GOLDEN AGE OF LATE NIGHT WITH CONAN O'BRIEN DECIDED TO GIVE THE THIRD MAX WEINBERG GAG AN ACTUAL A PLOT (LIKE FIVE PEOPLE ARE VIGOROUSLY NODDING THEIR HEADS RIGHT NOW). Course Work? IT'S A COMPLETE MISUSE OF A CHARACTER'S STRENGTHS AND ABILITIES. Argumentive Thesis? AND REALLY, IT'S ALL INDICATIVE OF A LARGER PROBLEM WITH THE FILM'S APPROACH. THERE'S THIS CURIOUS THING THAT YOU'LL SEE POP UP IN AGAIN AND AGAIN IN COMEDY SEQUELS WHERE THEY APPROACH THE THING WITH TOO MUCH OF A LEVEL-HEADED ATTITUDE TOWARD STORY INTEGRITY. Article Writing Brillantmont School? THAT MAY SOUND LIKE A WEIRD STATEMENT, BUT THINK OF HOW MANY CLASSIC COMEDIES WILL ESTABLISH A COMPLETELY BONKERS WORLD IN THE FIRST FILM. Rugby School? BUT THEN THE RE-CREATORS WILL GO BACK LOOK AT THAT BONKERS WORLD AND THEN MAKE TWO KEY MISTAKES: 1) THEY WILL EITHER CORRECT THEM BECAUSE THEY NOW SEE THAT MADCAP NONSENSICAL PLOTTING AS A MISTAKE ITSELF AND THUS THEY TRY TO INCORPORATE THEM INTO A MORE SERIOUS, COHESIVE MOVIE.

AND / OR. 2) THE BONKERS ELEMENTS THAT EXIST WILL ALSO BE MISTAKEN FOR RULES OF THAT WORLD THAT MUST BE FOLLOWED. YOU CAN SEE THE PROBLEM WITH BOTH, RIGHT? THE UNINTENTIONAL EFFECT OF BOTH OF THESE DECISIONS IS THAT THEY WILL INHERENTLY BOX IN THE POSSIBILITIES FOR A MOVIE THAT WAS ORIGINALLY DEFINED BY BEING LIMITLESS . How To Personal (INTO)? IT IS, EFFECTIVELY, THE LEGITIMIZATION OF THE ILLEGITIMATE. School? AND HULK IS CERTAIN IT IS RESPONSIBLE FOR HOW MUCH ANCHORMAN 2 'S PLOT FEELS LIKE A WEIRD ATTEMPT TO BE LEVEL-HEADED. EVEN ON A PURELY TACTILE LEVEL, THE FILM FEELS COMPLETELY WRONG ON AN AESTHETIC LEVEL. Write Essay University (INTO)? HULK HATES TALKING ABOUT CINEMATOGRAPHY FOR THE MOST PART BECAUSE IT ALWAYS BECOMES A WEIRD CONVERSATION FULL OF MISUNDERSTANDING OF WHAT HULK IS REALLY SAYING (ESPECIALLY W/R/T FILM VS. Thesis Rugby? DIGITAL). Writing Courses Brillantmont? BUT WE CAN FORGO ALL THAT AND JUST RECOGNIZE THAT SHOT SELECTION, COLOR, FRAMING HAVE A CERTAIN EFFECT ON US, RIGHT?

COOL. Argumentive Thesis Rugby? WELL, FOR THAT VERY REASON CERTAIN COMEDIES ARE FILMED IN A VERY SPECIFIC WAY. Article Brillantmont International? THEY USE HIGH KEY LIGHTING WITH LOTS OF FILL AND A BIG DEPTH OF FIELD TO KEEP THE LOOK AS HAVING A FLAT, BRIGHT SURFACE. Argumentive School? IT GIVES THE PROPER GLOSSY, CARTOONISH EFFECT TO EVERYTHING AND EFFECTIVELY HELPS MAKE IT UNREAL. How To Write Personal St. Louis University? WHICH IS PERFECT FOR ANCHORMAN , WITH ITS STANDARD FRAMING AND ROOM TO SEE THE DETAILS OF THESE LIVE ACTION CARTOON WEIRDOS. Thesis? IT FITS EVERYTHING ABOUT IT. ANCHORMAN 2 IS FILMED WITH WIDESCREEN FRAMING, A LOT OF PASTEL COLOR TEXTURING, A LOT OF USE OF SHORT DEPTH OF FIELD. Writing Courses Brillantmont? IT HAS A LOOK OF MORE CLASSIC 70'S STYLE, WITH DARKER DARKS AND SOMETHING MORE BEFITTING OF A DRAMA. Argumentive Rugby? NOW, THIS IS NORMALLY WHERE HULK WOULD LAUNCH INTO A RANT ABOUT THE CAPABILITIES OF THE RED AND ALEXA AND WHY THEY CAUSE PEOPLE TO KEEP MAKING THESE CHOICES WHEN REALLY THEY'RE JUST SELECTING THE LESS PAINFUL-TO-EXECUTE OPTION AND EVERYONE IS JUST PRETENDING LIKE THIS ISN'T HAPPENING AND DIGITAL CAMERAS ARE PERFECT AND IT'S THE FILMMAKER NOT THE TOOL AND EVERYONE STARTS YELLING AT HULK ACCORDINGLY. How To Write Personal University (INTO)? SO HULK'S NOT GOING TO GO THERE.

THE MORE IMPORTANT POINT IS THAT THIS CHOICE FOR THE FILM'S AESTHETICS DOES NOT HELP IT CAPTURE THE TONE IT WANTS TO IN TERMS OF CINEMATIC EFFECT AND THAT MATTERS. Argumentive Thesis School? WHAT SUCKS IS HULK COULDN'T FIND GOOD SCREEN CAPS THAT PERFECTLY EMPHASIZE THIS AS YOU REALLY HAVE TO SEE IT IN THE THEATER (PLUS STILLS RARELY COME FROM THE PROPERLY FORMATTED SOURCE), BUT LET'S LOOK AT TWO SCREENCAPS THAT SORT OF EXPLAIN WHAT HULK'S TALKING ABOUT. THE DIFFERENCE IS SUBTLE, BUT THERE. Essays? ONE IS FLAT, CARTOONY. Thesis School? UNTEXTURED. Article Brillantmont International? PERFECT FOR COMEDY THE OTHER? THERE'S THAT BLUE, SOMBER, QUIET QUALITY TO IT. Argumentive Thesis Rugby? THE UNINTENDED CONSEQUENCE OF THESE AESTHETIC CHOICES IS A MOVIE THAT DOESN'T FEEL RIGHT. WORSE, IT MAKES IT SEEM LIKE ANCHORMAN 2 IS TRYING TO TAKE PLACE IN THE (SLIGHTLY MORE) REAL WORLD. Article Brillantmont International? A FEELING THAT IS MADE ALL TOO REAL BY THE FILM'S CURIOUS PLOT DECISION.

LOOK. Argumentive? THE INCREASINGLY-POLITICAL MCKAY ACTUALLY HAS A GREAT MESSAGE FOR SATIRIZING THE RISE OF CABLE NEWS AND CORPORATE SYNERGY WITH THIS FILM AND HE GOES FOR IT WITH DEAD SERIOUSNESS. St. Louis? AND THERE IS EVEN AN ARGUMENT TO BE MADE THAT THIS MESSAGING IS EXACTLY THE KIND OF UNEXPECTING THING THAT AN ANCHORMAN MOVIE NEEDS TO RECAPTURE THE MAGIC OF A SURPRISE. Rugby? IT'S A ZAG, IF YOU WILL. Writing A Scholarly? AND IT'S ONE THAT COMPLETELY FITS THE INTENDED THEME OF THE FILM IN TERMS OF GIVING PEOPLE WHAT THEY NEED (A DIRECT UNDERSTANDING OF OUR INSANE NEWS CULTURE) INSTEAD OF WHAT THEY WANT (MORE LAUGHS). BUT WHILE THAT CHOICE WORKS IN THOSE CAREFUL TERMS, IT IS ALSO A CHOICE THAT COMPLETELY UNDERMINES THE TONE AND FUNCTION OF THE MOVIE.

REALLY. Argumentive Thesis School? IT ONLY SERVES TO MAKE THE ABSURD ELEMENTS OF THAT WORLD MORE JARRING. Article Writing International? IT RENDERS THE THIRD ACT BATTLE THAT FOLLOWS COMPLETELY INERT. Argumentive Thesis? IT IS DEFYING EXPECTATION, BUT DRAMATIC MOMENTS HAVE TO BE BUILT ON DRAMATIC GROUND. Writing Courses Brillantmont International School? HEARTFELT PLEAS FOR SANITY ARE NOT LARKS AND IT IS HARD FOR THEM TO EXIST AS LARKS. Argumentive? THE AUDIENCE'S REACTION, IF HULK WERE TO CHARACTERIZE IT CORRECTLY, WAS MORE OF WAIT. Write St. Louis University? ARE THEY BEING SERIOUS, RIGHT NOW? . Argumentive Thesis Rugby? OKAY. How To Write Essay St. Louis? IT'S NOT AN INDICATOR OF THE AUDIENCE'S LACK OF UNDERSTANDING (AS IT IS VERY GETTABLE THING).

IT IS THE REACTION OF AUDIENCE THAT IS SUDDENLY HAVING TO PLAY WITH A REDUCTIVE APPROACH. Thesis Rugby? TRYING TO TURN THE LARK INTO SOMETHING SERIOUS HAS PRECEDENT, BUT IT'S SOMETHING THAT TAKES A REAL DEFT TOUCH. How To Personal Essay St. Louis? IT TAKES GROUNDING CHARACTERS AND WEAVING THINGS IN A WAY THAT MAKES THE EARNEST MOMENT FEEL REAL AND EARNED IN WAYS WE NEVER EXPECTED. Thesis Rugby School? HULK HONESTLY BELIEVES IT'S IMPOSSIBLE TO DO IT IN THIS MANNER, BECAUSE THIS MOVIE NEVER DOES THE WORK. Essay School? IT JUST WANTS THE RESULT. Argumentive Thesis Rugby? MAYBE IT JUST NEEDED TO FIND AN IRONIC WAY TO GET ALL THESE POINTS ACROSS. Course Work College? WHICH SHOULDN'T BE UNHEARD OF BECAUSE THE FIRST ANCHORMAN MAKES FUN OF ALL THE BLUSTER OF 70'S SEXISM JUST BY SHOWING IT AS RIDICULOUS. REALLY, IT JUST HIGHLIGHTS WHY A DRAMATIC STORY AND A COMEDIC STORY ARE DIFFERENT IN SO MANY WAYS. Argumentive Thesis Rugby School? IN DRAMAS OUR CHARACTERS CAN GROW AND EVOLVE. Teacher Essays Abingdon School? NEW THINGS CAN HAPPEN TO THEM AND IT WILL SHAPE THEIR OUTLOOK AND THE FUNCTION OF THE MOVIE BECOMES MUCH MORE ABOUT THEM AND HAS VERY LITTLE TO DO WITH THE CIRCUMSTANCE OF AUDIENCE RESPONSE.

HECK, SOME DRAMATIC OR ACTION SEQUELS HAVE DOWNRIGHT ADVANTAGES . Argumentive Thesis Rugby? BUT COMEDIES WORK IN DIFFERENT WAYS AND SERVE A DIFFERENT FUNCTION. Article Courses International? WE NEED THE LAUGH. IT IS HERE THAT HULK WILL SUGGEST THE ONLY REAL WAY TO BREED DISTINCTION WITH A COMEDY SEQUEL IS TO REALLY CHANGE EVERYTHING ABOUT THE ORIGINAL. Argumentive Rugby School? IN FACT, THE ONLY GOOD SEQUELS WERE TO MOVIES THAT ORIGINALLY TOOK THEMSELVES MORE SERIOUSLY. How To The Perfect The Knox School? GREMLINS 2 TOOK A FUNNY HORROR MOVIE AND TURNED IT INTO A LIVE ACTION LOONEY TUNES (HULK SAID WHILE EVEN COMPLETELY FORGETTING ABOUT THE BOOKEND). Argumentive Thesis Rugby School? EVIL DEAD 2 TOOK A CABIN IN THE WOODS HORROR MOVIE AND TURNED IT INTO A MADCAP FUNHOUSE. Introduction For Persuasive Shawnigan Lake? BAD BOYS 2 TOOK THE ORIGINAL AND. Argumentive Rugby School? WELL. Article Brillantmont? ALLOWED MICHAEL BAY TO GO FULL MICHAEL BAY. Argumentive School? THE LESSON IS CLEAR: IN ORDER FOR US TO MAKE A COMEDY SEQUEL, THE VERY IDEA OF FULL-ON COMEDY MUST BE A REVELATION IN AND OF ITSELF.

OR TO BE MORE FAIR, IN ORDER TO MAKE THE NEW COMEDY DISTINCT, IN ORDER FOR IT TO UNVEIL A PROPER ACTUALITY, IT MUST BE COMPLETELY TRANSFORMED. BUT GOOD LUCK GETTING THE STUDIOS TO AGREE TO THAT. BECAUSE HULK ASSURES YOU, THEY ARE QUITE HAPPY TO TAKE A ROOM FULL OF LESSER NOSTALGIA LAUGHS. How To Write Personal Essay St. Louis University (INTO)? IT'S THE CLOSEST THING YOU CAN FIND TO A SURE THING IN THIS BUSINESS. Argumentive? GET THE STARS AND CREATORS TOGETHER AND IT'S A PAY DAY FOR EVERYONE. Course Work Braemar College? THEN GO SO FAR AS TO SELL THE FILM OFF THAT EXPECTATION. Thesis School? BECAUSE YOU KNOW WHAT SELLS WELL? EXPECTATION.

IT'S THE SAME REASON TRAILERS GIVE AWAY THE WHOLE STORY. Essays School? IN PURE BUSINESS TERMS, WE NATURALLY CAN'T HELP BUT PREFER THE SHORT-TERM CERTAINTY OF SEQUELS THAT PROMISE EXACTLY WHAT THE LAST ONE GAVE. Argumentive Thesis Rugby? AND ALL HULK IS TRYING TO ARGUE IS THAT IN ESSENCE THAT'S NOT REALLY WHAT THE LAST ONES GAVE US. Writing School? IT CALLS RIGHT BACK TO HULK'S CONTINUOUS EXAMPLE THAT OUR BIGGEST PROBLEM IN HOLLYWOOD IS MISTAKING FORM FOR FUNCTION. Argumentive Thesis Rugby School? WE CREATE SEQUELS THAT LOOK EXACTLY LIKE THE THING. Article Courses Brillantmont International School? BUT EXACTLY AREN'T THE SAME THING AT ALL.

AND OUR REACTIONS REFLECT THAT. Thesis Rugby? BUT THERE'S A SMALL IRONY TO THIS FACT BECAUSE IT WEIRDLY RUNS AGAINST THE PREACHED ETHOS OF ANCHORMAN 2 ON THE DIFFERENCE BETWEEN WHAT THE PUBLIC WANTS AND WHAT THE PUBLIC NEEDS - THE BROAD COMEDY SEQUEL'S COMFORT FOOD REPETITION IS WHAT WE WANT, BUT THIS REPETITION IS NOT WHAT WE NEED. THAT BITTER IRONY OF THE BUSINESS END BRINGS US RIGHT BACK TO THE CRUX OF ALL THIS. How To? IT SUCKS. Thesis Rugby School? BUT ALL HULK CAN DO IS PROVIDE WHAT HULK SEES AS THE KEY AWARENESS OF THE DYNAMIC AT HAND AND MAKE ONE LAST DESPERATE PLEA. THE BEST COMEDIES ARE THE ONES THAT SURPRISE US. For Persuasive Essay Brookes Shawnigan? WE OFTEN HAVE NO IDEA WHAT THEY WILL BE WHEN WE WALK INTO THEM. Thesis Rugby School? THEY ALMOST ALWAYS FEEL LIKE HAPPY ACCIDENTS. Writing School? NEW IDEAS AND MODES OF COMMUNICATION THAT COME TO LIFE IN FRONT OF OUR EYES. Thesis School? IT'S LIKE BOTTLING LIGHTNING.

AND THERE IS NO DOUBTING THAT THE ORIGINAL ANCHORMAN WAS ONE OF THOSE MOVIES. Writing MacDuffie School? PEOPLE FORGET WE WERE COMING OUT OF A GENERATION OF COMIC-STAR VEHICLES WITH SIDE-KICKS. Thesis Rugby? AND THEN THESE GUYS SHOWED UP WITH THEIR NON-INDULGENT TEAM-FIRST ATTITUDE THAT BECAME THE STAPLE OF APATOW'S WORK, WHICH MATCHED PERFECTLY WITH THE ABSURDISM OF MCKAY AND FERRELL. How To Write The Perfect Essay School? IT WAS JUST SO UNPRECEDENTED IN MOVIES AT THE TIME (WELL, NOT UNPRECEDENTED. Thesis? IT HAD JUST BEEN AWHILE). School? IT WAS LIKE WHERE HAS THIS BEEN ALL THESE YEARS. Argumentive Thesis Rugby? IT WAS SOMETHING THAT TRANSFORMED US. Article Brillantmont? AND BECAUSE OF THAT.

HULK HONESTLY CONSIDERS MCKAY AND FERRELL AS PERSONAL HEROES. HULK MEANS THAT. Argumentive Rugby? THEY ARE ABSOLUTE FAVORITES. Abingdon? PEOPLE WITH INCREDIBLE ABILITY AND UNDERSTANDING FOR THE CRAFT OF COMEDY, AND SEEM SPECIFICALLY DESIGNED FOR PROVIDING HULK WITH THAT WONDERFUL THING KNOWN AS THE VISCERAL BELLY LAUGH. Rugby School? HULK'S ENJOYED EVERY SINGLE ONE OF THEIR PAIRINGS IN DIFFERENT WAYS (HULK THOUGHT THE WAY MCKAY TURNED ACTION HYSTERICS INTO REAL LIFE COMMENTARY ON OUR DISCONNECT WITH WHITE COLOR CRIME WAS BRILLIANT). Teacher School? BUT NOW THIS JUST PROVES THE SIMPLE PSYCHOLOGICAL TRUTH THAT MAKING A GREAT SEQUEL TO CINEMATIC MAGIC IS, BY ITS VERY NATURE, COMPLETELY IMPOSSIBLE. WE COULD GET MORBID ABOUT THIS. Rugby School? WE COULD OUTLAW COMEDY SEQUELS FOREVER. Writing Courses International? BUT THE THING IS THE REAL ANCHORMAN SEQUEL IS OUT THERE SOMEWHERE IN THE ETHER. Thesis Rugby? IT WON'T BE CALLED ANCHORMAN OR BE ANYTHING LIKE IT. A Scholarly MacDuffie? BUT IT WILL BE HILARIOUS.

IT WILL STRIKE A CHORD. Argumentive? IT WILL HAVE THE KIND OF TALENT WHERE WE WILL LOOK BACK AND SAY MAN, ALL THOSE ACTORS WERE TOGETHER IN THAT SAME MOVIE? IT WILL REACH DOWN INTO OUR HEARTS AND BRAINS AND MAKE US LAUGH FOR DAYS. Article Writing Brillantmont? IT WILL BECOME A PART OF OUR SOCIAL INTERACTIONS WITH FRIENDS. Argumentive? WE WILL QUOTE IT ENDLESSLY AND MAKE T-SHIRTS.

AND IT WILL EVEN INSPIRE SOME YOUNG SCHMUCK TO GET INTO COMEDY, WHO JUST MAYBE, WILL START THE PROCESS ALL AGAIN. CLICHE AS IT SOUNDS, THESE ARE VERY HUMAN THINGS. Work College? WE PERPETUATE CYCLES OF BEHAVIOR AND HOPE FOR THE FUTURE BECAUSE THEY ACTUALLY HAPPEN. Rugby? BUT MORE THAN THAT, EVEN AFTER ALL THESE THOUSANDS OF WORDS ABOUT WHY COMEDY SEQUELS ARE INHERENTLY WRONG, HULK CAN'T TRULY COME DOWN ON THEM. Course Work Braemar College? WHY?

BECAUSE IT'S JUST SO HUMAN. Thesis Rugby School? WE CAN'T HELP BUT HOPE THAT MAYBE SOMEDAY A COMEDY SEQUEL WILL FIGURE IT OUT. Teacher Essays Abingdon School? WE CAN'T HELP BUT TRY AND REPEAT THE MAGIC TRICK. Argumentive? WE CAN'T HELP BUT CHASE THE HIGH. Personal University? IT'S OUR OWN ABSURDITY. Argumentive Rugby School? OUR OWN ONGOING COMEDY. AND FUCK IT.

IF THERE'S ANYTHING IT'S OKAY TO BE ADDICTED TO, IT'S LAUGHTER. FILM CRIT HULK WAS CREATED IN A CHAOTIC LAB EXPERIMENT INVOLVING GAMMA RADIATION, TELEPODS, AND THE GHOST OF PAULINE KAEL. Brookes Shawnigan? NOW HULK HAVE DEEP AND ABIDING LOVE CINEMA. New DADDY’S HOME 2 Trailer Is Filled With Hijinks, Tomfoolery And Shenanigans. May also include monkey business, horsing around and Rugby Mel Gibson playing one of the article writing courses Brillantmont International Three Wise Men. Sam Rockwell Is Going To Play George W. Rugby? Bush, Because Sometimes Good Stuff Happens. But will he dance?

Will Ferrell Will Play THE 100-YEAR-OLD MAN WHO CLIMBED OUT THE WINDOW AND DISAPPEARED. In which Will Ferrell plays FORREST GUMP-esque, century-old explosives expert.