Emotional control, a means to prevent bullying:

Posted on July 22, 2012 by
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I mentioned last week that my friend Jodi Richards, has asked that I come up with some object lessons to address bullying. Last week I addressed creating a positive legacy, Today I’ll address anger management.

As I explore the possibilities of how one become a bully one cause is anger or lack of control. I hope this object lesson will be of use to youth ministries, family devotionals and family home evenings.

Today’s objective is to illustrate to a child who may have leanings toward bullying to consider how anger can prevent them from achieving desirable goals and to illustrate why letting such emotion to rule their life maybe have negative long term consequences. How to address specific acts of bullying as it is displayed is a topic for a different lesson.

Before the object lesson, talk with the class/family about how the emotion of anger can prevent you from achieving certain goals. If someone gets angry about something their mind may no longer be receptive to learning that the slight the angry person may have felt could have been a misinterpretation or unintended. An angry person’s perspective turns to a high concentration of self and their hurt or temptation to get back at the person he or she perceives has hurt them. In addition, anger often prevents one in determining a long term resolution to a conflict that might satisfy both parties. Add some other possible consequence then the possibilities already mentioned.

OL: Line them up:

Objects for lesson. A bunch of plastic straws, a book shelf, three books (the same width as the straws) and tooth picks.

Setup: On a book shelf line up a bunch of straws. Rest a book on each side of them and on top so that they are confined in a nice row and won’t roll around.

1. Give the student a straw and a tooth pick. Their assignment is to put half the tooth pick in their straw and have the goal to transfer their tooth pick from their straw to one of those on the shelf without dropping it. They can’t blow through the straw but can tap and tilt with the hand that is holding the straw. Standing in place before the row of straws can be a pretty easy task.
Discuss how easy it is when they can calmly employ patience and precision.
2. Next have the same person start jumping in place. Have them say “mad, mad, mad, mad” in quick sequence to each other. While jumping and yelling “mad” have them try to transfer a tooth pick from their straw to one of those on the shelf.
3. Now have the class or family discuss the difference between the controlled attempt and the uncontrolled? Was it as easy? Why not?
4. In a discussion compare how jumping and yelling “mad” is similar to uncontrolled anger and can influence action and perception.
Excessive emotion such as anger can prevent someone from achieving goals. Here are some possible consequences:
1. Anger can color your perspective on a situation where you may misinterpret a circumstance to reality.
2. Anger can often motivate someone to hurt someone else even when it might be their friend or it is someone they would prefer not to hurt if they were calm.
3. Sometimes an angry person can be manipulated by someone pushing the right buttons and thus motivate the actions of the angry person to the controller’s intent.
4. Anger can lead to criminal behavior.
5. Someone who is too emotional often doesn’t have the current mindset to resolve a problem calmly.
The articles below discuss in further detail anger management.

http://www.counseling.txstate.edu/resources/shoverview/bro/hananger.html
http://www.ext.colostate.edu/pubs/consumer/10236.html
http://alcoholism.about.com/od/support/a/manage_anger.htm
http://www.babyzone.com/mom/womens-health/handling-anger-tips_68092
http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/1256?task=view
http://www.parentinged.com/bullying/Impact-Of-Emotional-Development-In-Children-From-Bullying-In-Schools.html
 

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Learning from other writers

Posted on July 20, 2012 by
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I love when I can learn things from others and I thought why not post them here: The text is from material I’ve writien and the suggstions are given by other writers on how I can improve. As I improve my craft, why not have readers of this blog come along for the ride. Heeee Hawwwww

I have joined a web site where writers critique each other’s work and I find many comments very valuable. Some of these recommendations may be obvious to many… I’m still learning. I sometime joke that I would be a great author if my writing wouldn’t get in the way. 🙂

A verses The
text:
“Don’t weasel out on me, cub,” Tarrant countered as they had reached to the collection of rocks higher up the water fall. “Underground they won’t help at all. We’ll use the moons’ light to help us climb out of the well. Stop fretting, your mom will never know and Uncle Maken will never have the chance to report us to Constable Trenny.”
Suggestion:
“the collection,” should be “a collection,” because the indicates a specific collection of rocks. For readers to know which collection of rocks, the rocks have to have been mentioned prior.

Pacing:
Text:
Tar ran to the water’s edge and with a yell, threw himself in. Water went everywhere, drenching Klair and making him gasp from the cold. Before he could change his mind, he made his own flying leap and went under coming up gasping from the frigid water. The lamps had only been temporarily dunked and their tight seals maintained their flames as the two of them held them up above the water.
suggestion:
Before he could change his mind, he made his own flying leap. He came up gasping on the opposite bank.
Text:
“Earthquake,” he murmured as he grabbed his pillow and rolled off his bed to the tiled floor to lie next to the mattress.
Suggestion:
When you put a complex action sequence – like grabbing a pillow, rolling off the bed, and lying next to a matress on the tiled floor – into a subordinate clause (“as he…”) you rob it of some of its urgency. That stuff should go in its own sentence, or maybe even more than one sentence. Besides, could he really do all that stuff in the time it takes him to murmur “Earthquake”?
I realize they go down the river but consider how this moves things along. I feel like the prose gets stuck sometimes on a bunch of small actions which slows down the pacing.

Punctuation:
text:
He lay there as several minutes passed without incident. He stood up and started for the hall. His parents were up stairs, I’d better check—
Suggestion:
— dashs used in dialogue only. The thoughts are suppose to be in ellispes ….
Personal Pronoun:
text:
The small cave on the opposite side barely fit the two of them and their equipment. Tarrant finally give the signal for the two lanterns to be lit. They were of very high quality that miner Scov normally used for his work in Merrsain’s mines. He had given them to his mother. They were the closest thing to water proof light.
suggestion:
There are also a couple of other issues. One is pronoun identification. The pronoun generally refers to the last-named character of the same gender (possessive excepted). So who gave them to his mother? Tarrant or Miner Scov.

General comments:

Web site and book recommendations:
www.fiction-writers-mentor.com/punctuating-dialogue.html

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The difference between clothes and cloths:

Posted on July 19, 2012 by
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Cloths: is material or fabric that may not necessarily be attire that people wear.
Clothes: is cloth that people wear.

But guys and gals like wearing clothes so hE or shE will change their cloths to clothEs. The E in clothEs represent hE and shE who wears clothEs.

We’ll see if that will help me remember to use the correct word and spelling next time.

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When conducting an Interview

Posted on July 18, 2012 by
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In preparation for my interview of one of the staff of the Springville museum I wanted to collect some pointers about interviews and so I thought I’d share.

– Learn about the person you’re going to interview by checking out their blogs and websites such as myspace or face book is a good source for finding more info.
– Do your homework before you attend the interview not only of the person but the subject you’re asking about?
– Prepare questions in advance and bring them with you
– If time permits maybe do casual conversation to relax both parties before the interview
– Ask follow-up/clarification questions in areas that contain info you are interested in.
– Be very warm and welcoming; cater tone to subject or person
– Ask questions that avoid yes/no answers
– When the subject makes a statement, you may ask for them to give a specific example in support to what he/she said.
– Notice how someone answers a question. If they say I fixed a major problem or say we fixed a major problem it might indicate if he/she had an over inflated ego.
– Questions to expand on might be the ones that might have inconsistent answer or may be of high interest.
– For job interviews throw a curveball by asking an abstract question that doesn’t have a right/wrong answer. It’ll let you test their reasoning power, outlook and comfort in negotiating ambiguity.
– Try to draw out specifics how long, how many, when etc.
– Some like to record interviews to review responses later and to confirm accuracy.
– Look at person’s eyes during the interview
– Note different reactions/body language to questions as that will help define the response.
– On recording, document who talking to date time and where
– Explain the use of the interview and how long it will take
– Ask permission to record interview.
– If there is a phrase someone said, say I like that can I quote you, if yes, write the phrase down precisely.
– Transcribe important parts of interview word by word include ahhs and false starts. It needs to be a faithful record.
– Ask subject if there is anything they would like to add that wasn’t discussed.
– Briefly summarize what you have covered and how you understand the info you have gathered.
– Prepare for technical difficulties of interview materials
– Be careful that you’re not devoting so much time to note taking that you’re not appearing to listen to the person.
– Keep in mind your audience to give them info that will interest them.
– Start out with questions that involve fact and later move to questions of impressions or feelings
– Calmly document responses and avoid jarring motion to immediately document something, otherwise, it may influence the responder’s future responses.
– Provide transition between topics
– Thank the person for the interview
– After the interview write down impressions of the interview right after while things are fresh
– Review your notes right after as your scribbling might need clarification

Resources:
http://www.cbsnews.com/8301-505125_162-51052947/how-to-conduct-a-job-interview/
http://managementhelp.org/businessresearch/interviews.htm
http://stringers.media.mit.edu/interview.htm

http://www.louisianavoices.org/unit2/conduct_interview.html

http://hiring.monster.com/hr/hr-best-practices/recruiting-hiring-advice/interviewing-candidates/conducting-an-interview.aspx
http://www.engl.niu.edu/wac/interview.html
-check out new channel on you tube called the reporter center

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Preparing for an interview

Posted on July 16, 2012 by
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I have mentioned in a previous post that I plan to conduct some interviews with people who have successfully ran successful events, namely a patriot camp and the Springville children’s’ museum fair. I thought it would be nice to tap into the experience of people who do successful projects.
Today’s list is discussing things I need to do in preparation for an interview. Interviewers already have some preconceived ideas of what type of information they want, right? First I will want to define what key information I want in the interview and I cater my questions to fulfill that goal. I want to know how to run a project from conception to completion. I’ve done a few myself, with mixed results. Let’s see what others do with better results.

Key object to the children’s fair: How to pull it all together and organized it. The way the subject answers may provide fodder for additional or clarification questions. I plan to tape record the responses for better accuracy as well as take notes. I need to remember to type them up on a laptop as my writing is much more legible on a keyboard. My first interview is with the person who took all the minutes during the meetings. She was also my point of contact when I was asked to put story telling track together. I am hoping that if she typed up her notes, she’ll let me look at them so I can get some details on different projects that took place within the fair. Some of my questions might be:

Q: How did you get involved with the Springville museum?
Q: how it started and how was it started?
Q: what is some of the history behind?
Q: before your key role, what other roles did you have to build up to the one you currently have?
Q: what were some things that were tried in the past that you found to be unsuccessful?
Q: Often through the years an event will change from year to year because you’ve tried different logistics of running the event. What are some of your observations of why things changes from year to year?
Q: How did you begin to collect all the different volunteers for the event?
Q: what are some observations you’ve made in working with business partnerships in helping to sponsor various events.
Q: There were a lot of people who had different responsibilities. What are some of their names and what tasks did the do?
Q: what are some of your resources for chairs, tents, tables and manpower and what have you learned in working with others who are not part of the library staff?

I’ll continue this topic tomorrow.

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Legacy: Not being a bully but inspiring others

Posted on July 15, 2012 by
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My friend http://www.facebook.com/jody.richards.96 has looked at some of my posts on object lessons via my web site and she asked that I touch upon the subject of bullying. I am currently in the process of structuring several lessons on this topic by touching upon the theme from different perspectives. Some of these will come into fruition as I find an appropriate object lesson and also to do more homework on the topic. I hope this lesson might be useful to schools, ministries, family and home devotionals as well as family home evenings.

In my early research I’ve learned there is a misconception that often bullies are what they are because of low confidence. Sometimes it is the actual opposite where a bully senses a high level of power and bullying is a way to flaunt it.

So my first approach is that a lesson needs to be catered very specific to the individual who is the bully. I would think one needs to learn about the bullies likes and dislikes because in this lesson’s examples of non-bullies will reference people the current bully respects. This may be sports figures, historical figures, professionals or real people in that person’s life. More on this later, let’s touch upon an object lesson.

Start playing a game of pickup-sticks where each person takes turns inserting sticks on a platform and not drop any of the current sticks on the stack. Blocks or magnet mounds like stars and moons might be an alternative. The task is to stack items that require precision and the support of the previous sticks which contributes to holding up the new additions. As sticks are being added, this would be a good time to talk about individual sticks. This might work well for a younger child.

Each stick might be given name and you talk about that person’s personality, their strengths and weakness. Maybe Phil doesn’t talk much because he is shy but he might be very good a drawing or good at math. Michelle might not be good at sports but is good at singing. The challenge is for someone who is in power; they might overlook a person’s hidden abilities to flaunt a trait that is not as successful. This is where we bring up the concept of legacy. We now start talking about things that have a reputation throughout history or someone that the bully respects that is known for having accomplished something. This is that hero’s legacy.

You might want to briefly talk about the stages of development of the hero such as trial and error and error and error to finally get success. Maybe the hero goes through more error and finally meets success, success, success. During this process the hero has vulnerable times, moments where they stand at the edge of success or failure. Their pedicle of success might be at the time period where the bully is interacting with future heroes.

As you stack sticks successfully also have a dialog on how the collection of sticks by their precise location contributes to the unity and support of the whole mound. Now start taking certain sticks out until you find one that crumbles the entire stack. This could be the result of a bully discouraging a possible hero who is still in their development stage. Some heroes become what they are because of team work or partnerships. Instead of tormenting someone one discuss how if the bully is feeling confident about themselves, could they build up others? Expand on this by discussing what they are good at. Others may want to be like him or her because of their skills and personality not because they are mean.

Maybe discuss scenarios where a group of people in a common cause accomplished great feats because of teamwork and a common goal. For me an example of this is the men that helped structure the creation of the United States. They each had distinct personalities and objectives and they had to learn to corporate to have success as a whole. Their combined work helped in building a new nation.

Find a specific example of a person the bully respects and do some homework on their life where you can find out how they accomplished their successes. Maybe discuss possible pretend scenarios how possible friends of this bully’s hero was ‘helped’ that along the way with encouragement to be a success. Have the bully discuss what some of the possible challenges were that could have happened in that heroes life that the neither of you know about. Discuss how a friend’s support encouraged the hero to fight the good fight instead of the bully discouraging that person and they hero never becomes a hero at all.

Many accomplished people will tell how their success was heavily influence by a specific person. If you can find an example of this from a person that the bully respects that discuss what it would be like if that hero mentioned the bully’s name specifically of making such a big impression on the hero’s life. Maybe guess who might be friends of the hero and why they are that hero’s friend. One reason could be because he or she encouraged the hero and didn’t taunt or bully him or her.

Discuss scenarios of positive influence. Discuss scenarios of how one can be popular in school and do it in a kind way.

Anyway this is the first shot of addressing bullying. We’ll see how the other approaches develop.

http://news.discovery.com/human/bullying-phoebe-prince-teens.html

Why Kids Bully: Because They’re Popular

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Spelling Recipe and Pregnancy

Posted on July 12, 2012 by
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Recipe = list of instructions to cook something.

I keep spelling recipe wrong. I spell it as recipie. A pie in the word so RECIpie is wrong. In this case I will try sound to help me remember. RECI than just the sound P and E. RECI-PE and that might help. We’ll see. Some of these ideas still work months later and others don’t. Sometimes it’s a bit of trial and error for all of us isn’t’ it.

Another idea added later:
I have such a hard time remembering how to spell this word. I have been trying to think of mnemonics or visual images that would help me with it. Here a few

REC I P E
RECorded Instructions for meals People Eat

Pregnancy =change in body in a woman prior to the birth of a child:

If NANCY doesn’t PREvent herself from fooling around she may end up with a pregnancy.
PRE-NANCY

I want to put pie at the end but it doesn’t belong. I need to think of the sound of the word in this case. You don’t hear the word pie when pronouncing recipe.

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Troubleshooting Microphones during Story telling Events:

Posted on July 11, 2012 by
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At one of the Timp teller’s meetings we had a presentation on microphones which I was looking forward to attending. I would like to know some of the common things to do to fix mic issues. Here are my notes from the presentation:

– For feedback, talk more directly into the mic.
o Have helper turn down the volume may also resolve feedback
o Testing sound with a short story that has variety of volumes so you can test the sound.
o Feedback is often because the teller is in front of the speakers and it’s feeding itself. Often standing behind the speakers will resolve the feedback
o Feedback often cause by too much volume going into the system.
– Sound system engineer’ pet peeves;
o Don’t tap of the mic they are very sensitive and you can destroy or hurt the mike by hitting it.
o When your try to clean up the cods and cables and try to roll them up, if not handled properly the cords can be hurt. Ask tech how they want the cables to be handled.
– Mic systems have different ways of receptions.
o Some pick up just in the front of the mic
o Some pick up with a figure eight pattern
o More mics have surround sounds that can pick up sound from any angle.
o Body mics are directional mics. Before the event test where the mic needs to be positing before the concern.
o Don’t play with the battery
– Avoid jewelry during a performance. It will crinkle in the sound system.
– The construction of the room can influence the success of the performance. Concert halls have walls that are padded so they can absorb sound and the echo is minimized.
– Hard wall rooms will often bounce the sound back.
– If you own a mic, you can see if the site has a system that will cater to the mic you have.
– An EJ8 or EJ10 is a very popular standard mic.
– When you perform on a stage in church it is best to stand in the very front of the stage because otherwise your voice and performance gets swallowed up in the well of the stage and doesn’t’ exit out to the audience. By standing out in the front your voice reaches the audience better.

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Presentation about Common Core’s education system

Posted on July 11, 2012 by
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Notes taken from the common core public forum that happened on Tuesday 7-10-12.
Go to the web site below to watch the video they will provide for all the details. Hope this will be of help.

This is as accurate as my hearing and pen scratching can decipher and its been almost a day since I took the notes. We’ll see if any of it is still coherent.


-Seventeen years ago some groups got together and said we needed national standards for our educational system. Lynn Chaney and other congress voted 99 to 1 to defeat this request.

One key reason people are concerned about Common Core, is that by creating national standards it will take authority from parents and give it to the government. Common Core will referenced from this point on as CC

2006 N.C.’s Governor Hunt, recruited trade organizations and combined with the Bill and Lynda Gates foundation to restart the process of national standards. The Gates foundation contributed $100 million for the task.

2008 Organization called Achieve created.

Under the Obama Administration the Benchmarking for Success project was documented and adopted.

In 2 and ½ weeks of 2009 $4.35 billion money from the stimulus bill was given toward this project. As a discriminatory grant which means they could use it in any way they want. Secretary of Education Duncan wanted to spend it on Bench marking for Success project and thus with others, created national standards. States were given an input box to give feedback but with only 2.5 weeks. There was little opportunity for response and many state legislatures were left out of the loop

2020, March = has standards and is called Raise to the top program. Government will give money to a certain number of states if they are willing to do certain things. Has to agree to be a part of the project even before they learn if they get money or not and before they know what is in the program. States are to compete for the money being given out by the government. Bu the states need to at least commit to the project for the possibility to get money and still is committed even if you don’t get the grant. States have to commit to standard and assessments before they are drafted.

2009-November. a draft went out and response expected by 2010. Title one money is grant money used to help needy children.

2010-march = Standards draft came out but not the assessments.

2010-June 1st = Second round of applications are due.

2010-June 2nd = Final draft released with a two month deadline to formally adopt the standards. Not much time for feedback.
Some of the changes provided from C.C. = English will move away from classic literature and concentrate upon informational text. Two examples were given Federal Reserve and technical manuals.

Sutherlin Institute (located n Utah) gave a report on common core and expressed some concerns.

***

James Gasic: from a Boston think tank.
Alexis de Tocqueville in 1830 did a study of America and wrote a book called “Democracy in America” he made the observation that what made America distinct was that the moral/mindset of Americans came from the people and churches.

State of MA spent 20 years improving their education system and is now at the top of the nation. Had math experts to analyze C.C. and states that CC is of lower quality than what they and other top ranked states had. One contributor to the success of education is that 90% of education was devoted to the classics. By reading high quality literature it tests the students’ sense of identity and thinking. It also contributes and improves to the quality of vocabulary. State of MA did not apply to be a part of the Raise to the Top contest. Raise to the top uses grant money to pay states to apply by volunteering to pay for state’s assessment tests etc.

***

Legal issue concerns (didn’t get name of lawyer)
-states and local communities, families and cities lose stewardship over content of education.

-three federal laws state that federal government is supposed to have a limited role in education

-what will be the cost to the states: $16 billion

-biggest cost will be implementing the technology for new system

-State legislatures were not told of the cost.

-First principal of education is to each children democracy

-When parents had a complaint about what was taught at a school they could go to the local school board. That option may be altered. This could also influence homeschools.

-Could alter education to match speed and ability of student, that may be altered.

Bill levers:
What is C.C. financial influence? Australia and Canada gives less power to government on education and previously didn’t have an education system much different than counties but they have been getting belter quality education now without national education.

-Utah before had 8th grade learn Algebra and this was also the standard for many countries. Now that C.C. is implemented the nation will start algebra in the 9th grade.

-Geometry (triangles, (angle side angle) or the algorithm for geometry was the way that geometry was being taught. The new way will be a manner not used in the nation except for a few colleges. (Not sure if there is any tracking done on the success of the new way)

-Heard that cursive writing will no longer be taught.

-Federalism: is where the nation entity and the states entity have their separate responsibilities. In a federal jury it was voted 7 to 2 that it was illegal to use conditional grant money to force the use of Medicare as it is against the constitution. (Yet C.C. uses conditional grants to push CC to the states)

-2011= criminal justice says no single government can be in charge of education

-The advantage of having unique education systems is that if someone didn’t like the system in one state or what was being taught they could move to new state that taught what they wanted. It would also provide competition amongst the states to be the best to draw people to their state. Also power is distributed amongst the states and local government where they decided what is good for their area. James Madison talked about the importance of citizens being able to follow personal preference.
Lawyer: content from a legal perspective.

-Department of education was created to be a separate entity from the government. It has not become part of the government. Wants control over state standards.

-conditional wavier: is where states can ask for a waiver on meeting the standards of math and English. One of the reasons for some of this is that on the national level all students progress at the same speed (If I understand this correctly) on a state level some students need more time than what they grade level is giving them or some students are faster. So they want a waiver. If get waiver they have to meet certain conditions. Those seeking a waiver must have common standards and assessments. Curriculum will need to be modified to meet the new content.

-2012 and assessments come on line. Educators are currently being trained

-Assessments will be computer based. States ask for 2014 deadline to be proficiency to meet grade level

-there is a bill written called Student success act = that provided a wavier because can can’t put conditions to the waiver.

For those concerned about CC what can be done?
1. Educate neighbors about your concerns
2. 2. Call the governor
3. Check out site: http://truthinamericaneducation.com/common-core-state-standards or piorneer.com
4. Hold decision maker’s feet to the fire

Other info learned from people attending the discussion.
-The state officer of education are currently chosen by the governor unless legislators gets involved. For people that ran for positions they were asked to you agree with common core.

-homeschoolers are active members in TrustandAmericaneducation. Is worried that CC will influence the application process and obtaining scholarship for homeschool students.

-Training of teachers = cost driver , test book and professional development cost will be 5.2 billion for the states.

-Privacy act = student records will be provided to crate a database on students (longitude database) Some people wonder who will have access to this info. Researchers will have access to the info. Data will be shared without permission of parent or the student. Which counters the privacy rights.

Check out:
http://en.wikipedia.org/wiki/Alexis_de_Tocqueville
http://www.pioneerinstitute.org/pdf/120222_CCSSICost.pdf (a document)
http://www.washingtontimes.com/news/2012/mar/5/want-to-withdraw-from-obama-ed/
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/02/Smarter-Balanced-Governance.pdf (a document)
http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf (a document)
http://blog.heritage.org/2011/09/27/obama-waives-congress-away/
http://www.utahnsagainstcommoncore.com/
these are sources too but I couldn’t bring them up:
http://sbs.alpinedistrict.org/cgi-bin/webobjects/eAgenda.woa/wa/displaymeeting?meetingID=850

Posted in Vent | 5 Comments

Book Awards for Science Fiction and Fantasy:

Posted on July 10, 2012 by
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Arthur C. Clarke Award Winners
http://www.eyrie.org/~eagle/reviews/clarke.html

Reviews of Hugo Winners
http://www.eyrie.org/~eagle/reviews/hugo.html

James Tiptree, Jr. Award Winners
http://www.eyrie.org/~eagle/reviews/tiptree.html

John W. Campbell Award Winners
http://www.eyrie.org/~eagle/reviews/campbell.html

Lambda Literary Awards
http://en.wikipedia.org/wiki/List_of_Lambda_Literary_Awards_winners_and_nominees_for_science_fiction,_fantasy_and_horror

Locus Fantasy Award Winners
http://www.eyrie.org/~eagle/reviews/locus-fantasy.html

Locus SF Award Winners
http://www.eyrie.org/~eagle/reviews/locus-sf.html

Mythopoeic Award Winners
http://www.eyrie.org/~eagle/reviews/mythopoeic.html

Nebula Winners
http://www.eyrie.org/~eagle/reviews/nebula.html

Philip K. Dick Award Winners
http://www.eyrie.org/~eagle/reviews/philip-dick.html

Prix Aurora Award Winners
http://www.eyrie.org/~eagle/reviews/aurora.html

Sunburst Award Winners
http://www.eyrie.org/~eagle/reviews/sunburst.html

World Fantasy Award Winners
http://www.eyrie.org/~eagle/reviews/world-fantasy.html

other useful sites:
http://www.sfsignal.com/archives/2012/03/the-value-of-sff-awards/
http://www.sfawardswatch.com/
https://www.worldswithoutend.com/books_index.asp

SF/F Authors/Editors/Artists/Fans 2012 Award Awareness Post


http://www.sarasotafilmfestival.com/news/view/2250-the-insider-sff-academy-award-winners-and-more

Posted in The Things I've Recently Learned | Comments Off on Book Awards for Science Fiction and Fantasy: