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Tuesday, August 20, 2013

Fundraising Project (To Autism Society Canada)

Hi, everyone!

How are you people doing? I am feeling tired and stuff, but there are a couple of things I want to bring up with you.

Tomorrow is my first day of my fifth semester at college. Just two more semesters to go before I actually head off to university and things get really busy with a lot of changes done. I am going into five different courses: General Chemistry, Humanities for Science Programs, Electricity & Magnetism, Creative Writing, and Program Development in a Graphical Environment (JAVA GUI & Applet plus JAVAFX).

I will say this is going to be a busy semester, especially where I not only have to do classes and homework, but I still want to work on my first short story volume that I want to upload onto the same sites I uploaded The Asperger Computer, and let you guys read it for free. There's also me needed to do some chores around the house as well as doing exercises important for my needs in participating a program with a specialized employment house in Montreal, and eventually taking appointments with a mental rehab agency owned by the government.

I'm pretty much prepared for the semester; the only thing that matters now is to progress it and work my way through many of the things I need to as well as balance out my need to work on other things as well.

Anyway, one of the things I want to do as I progress my semester is to do a short-term fundraising campaign for Autism Society Canada (definitely not Autism Speaks...). Not that I don't want to be an advocate, but that's simply for me to start earning public recognition the easy way and tell regular people on what I can do that sure, it may be something not as expected as what programmers would see, but something that people would then accept me as "smart."

What I would do is showcase my JAVA program to the students at my college that I've written for the past eight days, and still need one or two more to finish it off, to let people really see the highlight of what I can do. People just come by to the hallways on the regular basis, and whenever they see the animation in many different colors, they would decide to come and not only see it, but get aware of the many different things about an autistic person like me. By making a donation, they are pretty much helping the association out pay the necessary fees for presentation, as well as contributing some money.

Why can't I do this right now with the people I've got by my side? Here, what I'll let you do is make a donation with an amount you select, and then in return I'll give you a copy of my e-book that is yet to sell regardless of being uploaded on certain sites (The Asperger Computer).

All proceeds will go to Autism Society Canada; not a single penny donated will be used as profit for the e-book itself.

Take a look at this first before deciding whether or not to donate:
"By donating to Autism Society Canada you will be supporting a national, bilingual, organization in our work to:
  • Provide public education, awareness, information and referral on ASD issues that is accessible to all Canadians via our website, our email information service and our toll free phone lines.
  • Support our nationwide provincial and territorial member societies who provide direct service to individuals with ASDs and their families.
  • Advocate for universally accessible treatment and educational programs, family supports, ASD surveillance and increased funding for autism research.
  • Collaborate with many partners to support improved service delivery and accommodations for children, youth and adults with ASDs.
Every dollar makes a difference - please help us so we can continue to help others."
This is from the society's website; please do make a difference to Canada, especially when we just had an article about a mother who has been in shock after a reading from someone who's taken offense against her autistic child. (

Donate now!

Anyway, I hope to write some new blogs, as well as continue on my own projects! See you later!

Friday, August 2, 2013

A New Phone!

Ladies and gentlemen, I have something really cool I want to present to you.

With help from my mom’s boyfriend, I got a new phone and went for a monthly plan on a two-year contract.

It’s a Samsung Galaxy S II LTE, installed with Google Android. Underneath, this is what the phone looks like with a plastic cover, next to the original black box that stored it.

This is my second cell phone; the original one was an LG GR501, with phone service provided by Bell. We decided to make a provider switch because Bell started to become way too expensive, and better yet, I wanted to use a company’s phone package for a price where I didn’t had to buy the phone at first; just pay for a contract. The phone was free, but my boyfriend had to pay $20 for the plastic cover that goes on the side opposite the screen.

In this case, I am subscribing to a $39 monthly plan provided by FIDO Canada. Here’s what I am offered to which I must pay $39.40 a month over 24 months for using:
450 weekday minutes (7am to 6pm)
Unlimited Eve/Wknd minutes (Evenings Starting at 6 pm)
Unlimited Canada wide long distance
Unlimited text, picture and video messages from Canada to Canadian, U.S and international
wireless numbers
600 MB Data
Call Display
Unlimited Circle Calling
Call Waiting
Conference Call

I have downloaded and installed nine different applications for recreational and multimedia use. August 1st, 2013, marks the first day officially for me to be registered on the free photo sharing application, Instagram. Any of you interested in following me, I am known as GregPDesIG.

The applications are Facebook, Instagram, Twitter, five different games from Rovio’s Angry Birds, and even Bad Piggies released on September 27, 2012. I can’t wait to play the levels, learn on how Bad Piggies works and what to do to control and play the puzzles, as well as to meet up with people I know of on Instagram for spontaneous photo sharing.
Are you ready, my friends?

Well, it looks like I’ll put this phone to great use as long as I can find a way to get an income from a job or from any sort of project or even a scholarship. Anyway, that’s it; hope you experience the fun from me!

Friday, July 19, 2013

Clothes brought from Wal-Mart (errand done on June 1st, 2013)

Hello, everyone.

What I want to show you today is a few pictures of what I brought, as new clothing, when I spent the afternoon going to Wal-Mart in Longueuil on June 1st, 2013; it was a Saturday, but pretty hot and humid out there.

I did promise for myself that I was going to write a post on this weeks earlier, but it turns out I was really self-occupied with other things, and now, here I am, all ready to present what I got from over there. Simply put, my mom gave me some money to buy some new clothes because she noticed that some of them were getting old. In addition, I simply wanted to get out of the house and enjoy a taste of the sunlight, apart from what happened two weeks earlier when I went out for a full Saturday to Montreal's amusement park: the Six Flags La Ronde, built in 1967.

Then again, thinking about it now, I do feel really terrible about how late it is in the season to finally talk about this now, because time has flew so by as I worked on new blogs and a better version of my e-book during the month of June. It's so disappointing for me to not be able to get the immense dreams I hoped for.

Anyway, let me now share you the clothes I've brought. I spent less than two hours finding them at Wal-Mart; picking them was not easy for me, though I could sworn now I should make way for a variety of clothing and find ones that where the top and bottom do match for a striking look. In the end, I brought five t-shirts, with two of them made out of cotton that's destined to be ironed every time they are washed, and two pairs of shorts, for $83.66 CAD.

None of the tops actually match the bottoms I've brought. But then again, they should look all fine and dandy, especially three of these top things.

Here's the first one:

A textured light-blue cotton shirt with comfort that suddenly feels like "summer!"

If you like the first shirt, chances are you may like this one, too:
Bright-red cotton shirt with a design of yellow cut leaves; it has a feel that is not the same as the shirt before, but still comfortable. The only thing is, it can be stiff at first.
Nothing too special with the shirt right here. Just a stand-alone light lime green shirt with white edges.

Nothing beats the ocean blue than the look of this:
A few stripes of these colors means that the ocean I would stand in front of a beach, such as Myrtle Beach, is really alive!
And now, here comes the most fun, with a shirt that's going to entertain you quite a lot.

"BIRD IS THE WORD!" We Angry Birds are going to take those Bad Piggies, and King Pig, down, with our sheer, angry force! Time to experience the hot Finnish cartoon with extreme tackles and powers!
Only two shorts. Here's one of them, a beige pair of shorts:

Finally, a checkered gray tone pair of shorts with a touch of green:

Alright, that does it for this blog. I'm tired and want to go to sleep now. (At the time I wrote this, it was 1:40 AM on Friday, July 19th.)

See you later!

Be sure to check this out:

Connect with Me Online:
(be sure to follow the Facebook page for this e-book too!)

Thursday, July 18, 2013

The Asperger Computer - Table des matières et une sample

Excusez-moi si il ya beaucoup d'erreurs avec l'écriture, j'ai dû utiliser un traducteur pour obtenir ce parce que je suis unilingue et seulement comprendre l'anglais.

Ce que j'ai ici pour vous montrer, c'est une table des matières de mon e-book et un échantillon de celui-ci avec le texte d'un article.
C'est ce que vous verrez lorsque vous achetez le livre électronique, tous les chapitres et sections avec leurs noms représenté ici sera complet avec des informations d'en parler avec respect.
Voici la table des matières:
Prologue Notes sur cette édition et l'origine

Chapitre 1: Qu'est-ce que le syndrome d'Asperger sur?
Sect. 1: Anecdote - The Stranger handicapés mentaux Sect. 2: Introduction au syndrome d'Asperger Sect. 3: Quel est le syndrome d'Asperger Sect. 4: Les symptômes du syndrome d'Asperger Sect. 5: Les gens célèbres avec le syndrome Sect. 6: Trois figures autistes Sect. 7: Monde est reconnu personne autiste - Temple Grandin

Chapitre 2: Les symptômes du syndrome d'Asperger en détail
Sect. 1: irritabilité extrême Sect. 2: timidité, ne pas parler, Silence Sect. 3: No Empathy ou réciprocité sociale Sect. 4: la communication non verbale Sect. 5: Rendre les choses plus compliquées que garder les choses simples Sect. 6: Les comportements erratiques Sect. 7: Sentiments négatifs Sect. 8: Manners égocentrique et manque de respect Sect. 9: Paresse Sect. 10: Le stress et l'excitation Sect. 11: Manque d'intérêt, à la fois socialement et seul Sect. 12: Being Alone on the Job Sect. 13: Courir loin de leurs parents Sect. 14: Relations familiales Sect. 15: Les problèmes de l'éducation Sect. 16: Problèmes d'amitié Partie 1 - S'adapter aux amis comment interagir avec l'autre Sect. 17: Amitié Problèmes Partie 2 - Engagement à la socialisation Sect. 18: Problèmes d'amitié Partie 3 - Rester en contact avec vos amis via les réseaux sociaux et / ou des télécommunications Sect. 19: Comment est le syndrome d'Asperger comme un ordinateur ou un programme d'ordinateur?

Chapitre 3: Ma Part du syndrome d'Asperger
Sect. 1: Diagnostic Sect. 2: l'éducation préscolaire Sect. 3: Elementary School Education Part 1 Sect. 4: Elementary School Education Part 2 Sect. 5: Lycée Education Part 1 Sect. 6: Lycée Education Part 2 Sect. 7: Rendez-vous avec les médecins Sect. 8: Vaccinations Sect. 9: Intervention par des travailleurs sociaux Sect. 10: Mon temps avec les groupes sociaux Sect. 11: Problèmes avec le harcèlement et la violence Sect. 12: Understanding "espace personnel" Sect. 13: Turning choses compliquées Sect. 14: La langue française

Chapitre 4: les besoins des gens et comment les gens avec AS envisager de les
Sect. 1: Hygiene Sect. 2: aliments et boissons Sect. 3: Exercices Sect. 4: Vêtements

Chapitre 5: Questions de vie
Sect. 1: Apprendre sur la façon de conduire une voiture Sect. 2: Hospitality Partie 1: Cliniques Sect. 3: Hospitality Partie 2: Hôpitaux Sect. 4: Hospitality Partie 3: Les visites et les vaccinations Sect. 5: Relations Partie 1: Approches de garçon / copines Sect. 6: Relations Partie 2: Rencontre Sect. 7: Relations Partie 3: actes sexuels Sect. 8: emploi Partie 1: CV Sect. 9: Part de l'emploi 2: Recherche d'emploi et Interviews Sect. 10: Part de l'emploi 3: Garder la Job Sect. 11: Avoir des enfants Sect. 12: Vivre dans une nouvelle maison ou appartement Sect. 13: Éducation Sect. 14: Transport Sect. 15: les impôts et les formulaires de crédit Sect. 16: Paiements d'assurance Sect. 17: bons de participation, incl. Internet et téléphone

Chapitre 6: La stigmatisation sociale
Sect. 1: la réalité de la stigmatisation sociale Sect. 2: Résultats de la stigmatisation sociale Sect. 3: Garder votre propre personnage tout en s'adaptant aux souhaits de vos amis Sect. 4: La règle de la stigmatisation sociale 1: Discrimination Sect. 5: la règle de la stigmatisation sociale 2: manque d'interaction sociale Sect. 6: La règle de la stigmatisation sociale 3: Questions financières Sect. 7: État social de la stigmatisation 4: Homework [l'école et le travail à domicile] Sect. 8: la règle de la stigmatisation sociale 5: Engagement social Sect. 9: La règle de la stigmatisation sociale 6: manque de compréhension Sect. 10: la règle de la stigmatisation sociale 7: vos intérêts contre les intérêts de vos amis Sect. 11: My High sortie scolaire en Février 2011 Google Sect. 12: Mon diplôme d'études secondaires en 2011 Sect. 13: Mesures préventives de la stigmatisation Sect. 14: Les avantages de l'intégration sociale

Chapitre 7: Mes négativités Multimédia
Sect. 1: Médias liés émotionnelle négativité Partie 1: Pop Culture Musique Sect. 2: Médias liés émotionnelle négativité Partie 2: Video Game Music Sect. 3: Les médias liés émotionnelle négativité Partie 3: vidéos YouTube Sect. 4: Médias liés émotionnelle négativité Partie 4: Lycée Sect. 5: Chuck Lorre et Bill Prady, c'est la théorie du Big Bang (avec Johnny Galecki, Jim Parsons et Kaley Cuoco) Sect. 6: 2 Broke Girls Photographies

Chapitre 8: La connaissance en JAVA
Sect. 1: Comment suis-je intelligent en Java? Sect. 2: First Time Learning JAVA (Mon expérience au camp d'été d'informatique de l'Université McGill 2010) Sect. 3: Comment écrire un programme simple en Java (à l'origine de mon Blogspot Blog) Sect. 4: Variables Sect. 5: Structures de décision Sect. 6: Loops Sect. 7: concevoir des méthodes et des classes Sect. 8: Tableaux Sect. 9: héritage et le polymorphisme Sect. 10: Interfaces Sect. 11: Exception Handling et texte I / O Sect. 12: Applications GUI Sect. 13: Une conférence sur la programmation Sect. 14: Quels langages de programmation suis-je intéressé? Sect. 15: Que sais-je sur les jeux vidéo en tant que programmeur de base?

Chapitre 9: Connaissances en mathématiques, physique et chimie
Sect. 1: Comment suis-je intelligent en mathématiques, physique et chimie? Sect. 2: Arithmétique Sect. 3: Inscriptions à l'école secondaire cours enrichis de mathématiques Sect. 4: Pensée Logique Sect. 5: Analyse I et II Sect. 6: Chimie Sect. 7: Physique

Chapitre 10: Réalisations
Sect. 1: Elementary résultats scolaires Sect. 2: High résultats scolaires Sect. 3: Succès de la concurrence Sect. 4: Réalisations personnelles Sect. 5: Dernières réalisations

Chapitre 11: Éducation
Sect. 1: L'éducation actuelle Sect. 2: Education Retour au début du collège Sect. 3: Université Sect. 4: L'aide spéciale Sect. 5: Inscriptions en collège Sect. 6: meilleures notes obtenus Sect. 7: Remembering école primaire Sect. 8: Remembering lycée

Chapitre 12: Amitiés
Sect. 1: Ce que je veux faire avec mes amis Sect. 2: «Qu'est-ce que tu aimes Seasons, Gregory" Sect. 3: Quel est mon ami idéal? Sect. 4: Pourquoi dois-je préfère des filles Plutôt que de garçons? Sect. 5: Les avantages de l'amitié de mon point de vue Sect. 6: Sens des réalisations Sect. 7: L'humour et l'adaptation Sect. 8: Comprendre moi

Chapitre 13: Loisirs et intérêts
Sect. 1: Loisirs Sect. Maintenance informatique: 2: Expérience d'apprentissage Sect. 3: Viser ordinateurs puissants et efficaces Sect. 4: Quels sont les jeux vidéo que j'ai joué? Sect. 5: Positive Video Game Music Sect. 6: Positive Pop Culture Musique Sect. 7: YouTube Partie 1: Premières Vidéos regardées Sect. 8: YouTube Partie 2: anciens jeux vidéo sont là! Sect. 9: YouTube Partie 3: La chose intéressante à propos de la production de films en ligne Sect. 10: YouTube Partie 4: Expérience antérieure avec le montage vidéo Sect. 11: Livres sur Jeux et Awesome Adventures (y compris Percy Jackson et les Olympiens) Sect. 12: Qu'est-ce que Montréal? Sect. 13: activités et sorties Sect. 14: Ce que je veux faire quand j'ai de l'argent Sect. 15: Vacances Sect. 16: Nostalgie Partie 1 - MS-DOS Games Sect. 17: Nostalgie Partie 2 - Pixels affectueuses Sect. 18: Nintendo Partie 1 - C'est Mario Time! Sect. 19: Nintendo Partie 2 - intérêt de la Nintendo Wii Sect. 20: Nintendo Partie 3 - La Nintendo Wii U Sect. 21: Nintendo Partie 4 - Jeux en développement pour la Société Sect. 22: Nintendo Partie 5 - Personnel respectueux Sect. 23: Rovio Partie 1 - Angry Birds Sect. 24: Rovio Partie 2 - Création d'un jeu de Rovio Etoiles Sect. 25: Qui est Freddie Wong? Sect. 26: Rejoindre Freddie Wong et autres utilisateurs de YouTube hautement reconnu pour Vlogs Sect. 27: Vidéo Conventions de jeu

Chapitre 14: Partage d'un message au public
Sect. 1: Relever potentiel d'état publique Sect. 2: Répandre la bonne parole sur le syndrome d'Asperger et mon intelligence Sect. 3: Aller sur Nouvelles, Télévision, Radio et Sect. 4: blocs de construction pour la reconnaissance ou Celebrity Status Sect. 5: Quel Célébrités Je veux rencontrer Sect. 6: rencontrer les représentants gouvernementaux

Ending Epilogue Message de remerciement

Voici une section libre pour vous de lire. Il s'agit du chapitre 1, section 3: Quel est le syndrome d'Asperger.
Beaucoup de gens ne savent pas ce que le syndrome est, et au cours des dernières années, tant de ressources sont venus sur ce sujet. Pourtant, nous devons nous poser cette question, car un moment donné, les gens autour de nous, parce que cette est vraiment le point principal de résoudre des dilemmes sociaux ou de stigmatisation.
Nous allons commencer par caractériser le syndrome. Le syndrome d'Asperger est le stress, l'égoïsme, l'extrême sensibilité et stimulants, l'étroitesse d'esprit, l'enthousiasme, de pression et d'isolement. Voudriez-vous sauter sur un taureau et tourner en rond? Je ne le crois pas! Voulez-vous vous voir mordre une fille dans le bras et de devenir fou dans cette évasion tendu? Nan! Que diriez-vous constamment vous occuper d' l'ordinateur, pas de conversations sociales, et puis vous vous retrouvez harceler les filles sur votre particulier rejoignent d'être adaptés à ce que les filles font de leur propre chef et vous parlez encore? Pas le genre que nous les adultes veulent voir!
Enfants, ou des personnes, qui peuvent être votre âge, vous comprendrais pas forcément beaucoup, et c'est pourquoi ils besoin d'une intervention de la famille d'un de beaucoup, aussi bien que vous. Mais si vous êtes assez vieux pour parler à haute voix ce que vous sont et qu'est-ce qui vous fait sentir pas adapté à tout le monde, que ce soit mon invité et parler. Rien ne va vous arrêter d'autre que vous.
Le syndrome est plus défini dans le Manuel diagnostique et statistique des troubles mentaux, comme montré de cet article sur le National Post
publié en Octobre 2012. La nouvelle édition du manuel a été publié un mois avant cette livre a été publié [Mai 2013].
Quel que soit le syndrome ne pas être dans les dernières versions du DSM après la quatrième, il n'y a pas définition unique de lui. Bien sûr, les gens ont différentes façons d'exprimer la définition, mais parfois mots ne montrent pas la vérité. Ils peuvent même ne pas être précise et cohérente à tous. Si vous, en tant aspie, avez- quelqu'un qui dit «bleus permanents», par exemple, vous savez que c'est faux parce que vous ne vous sentez pas négatif toujours. Vous aurez parfois avoir des moments où vous vous sentirez joyeux et heureux, et je peux vous garantir cela. Il suffit de prendre une étape à la fois et vous serez là. Ils sont soit de faire une fausse déclaration à décourager vous, ou tout simplement pour attirer l'attention.
Au contraire, permettez-moi de vous donner ma description généralisée du syndrome. Il s'agit d'un trouble mental où vos sens sont maîtrisés et vous arrive d'exprimer des symptômes tels que le manque de parole, pas de prestation de soins de des fins sociales ou affectifs, d'anxiété et d'autres symptômes qui seront discutés dans un moment.
Alors que vous progressez à travers le livre, vous apprendrez comment vous adapter pour plus de contrôle sur les troubles au lieu de s'en tenir aux faits et de vous laisser vous faites ce que vous voulez sans limites. Par ailleurs, au jeune âges, nous avons tendance à ne pas penser que les avantages relatifs d'être aidé par d'autres, vous cherchez à l' point de vue de celui qui a été aidé par les éducateurs de réadaptation et révèle maintenant son dernier projet.
Garder avec moi sur ce projet, et bientôt vous allez me dire, "j'ai besoin d'aide avec cela", ou, "Oh! I get it! Maintenant il est temps pour aider les personnes atteintes du syndrome out ".
Alors, pourquoi ne pas commencer la discussion des symptômes de la maladie et, plus tard, d'en discuter plus en détail? La section suivante vous donnera une idée généralisée de ce que le syndrome est sur le point, puis dans le chapitre 2, vous verrez les détails. Ici nous allons!

Voulez-vous de lire toutes les sections de ce e-book? Voulez-vous lire tous les 190.000 mots de celui-ci? Vouloir être inspiré pour faire quelque chose ainsi que d'obtenir un aperçu de la programmation, l'expérience d'un personne avec le syndrome d'Asperger?
Puis acheter la version complète de l'e-book aujourd'hui sur, pour seulement 2,99 $ CAD! (Si vous faites Facebook Partager ou un retweet [sur Twitter] de mon poste d'origine auto-promotion, vous obtiendrez 20% de réduction!)
Je vais attendre pour vous dans le monde immense que je vous ai concocté ...

Connectez-vous avec moi en ligne: Facebook: (Veillez à bien suivre la page Facebook de cet e-book aussi!) Twitter: Mon blog: Google+:

Qui le fait pour ce fichier. Merci de consulter cette liste et amusez-vous!
Rendez-vous autour de vous!

Sunday, July 14, 2013

The Quebec Ministerial Exam of College English (English Exit Exam)

Hello, everyone.

How you doing? I'm good.

There is some unfortunate news for me to deliver, though I am planning to try to work myself around and get my work, The Asperger Computer, to be promoted in a very strong way. Let me tell you what it is first before I talk about what happened.

The Quebec Ministerial Exam of College English, which can be simplified as the English Exit Exam in some colleges in the province, is a long assessment organized by the Ministère de l'Éducation, du Loisir, et du Sport du Québec. It's a mandatory exam that students in English colleges must take before receiving their college diploma, which in Quebec, is known as the Diplome d'études collégiales. Only students who complete the three mandatory General English courses, levels 101, 102, and 103, will be eligible to take the exam; this can also happen if students are completing the last level of their English course as part of their program.

What you have to do in this exam is, over a period of four hours, write a 750-word thematic essay on one of three texts that are not based on the same topic nor written the same way. They are recognized as either short stories or essays, but they are always mixed. You can't write the essay in the format you want; you must follow a series of guidelines provided to you beforehand to organize your essay properly in the way that the government will accept.

There are three criteria that the essay is graded upon and six different grades for each, which are letters from A to F. F indicates no work involved in that area, while A is for excellence. The criteria consists of Comprehension and Insight, Critical Thinking (a.k.a "Organization of Response"), and Writing (a.k.a. "Expression"). You need to get at least a "C" in all three criteria to pass the exam. If any one of these three have a grade of D or lower, the exam is an automatic failure.

Anyway, May 15th, 2013, was the day where I took my first attempt to doing the English Exit Exam. I did had six hours to do it instead of four thanks to a signup of extra time to my exam roughly one month before. It was a painstaking process, and I must say, I did forget some of the things I had to know in order for my essay to be great and worth the pass.

But in short, it turns out what I got was a big red "X" because there was one component I failed to meet that entirely failed the exam all together. I got a "D" in Comprehension and Insight. I can't remember what the story I worked on was about, but what I did figure from there was the word "authenticity" because it was a person who wanted to keep her tradition when she was being threatened by society.

Because of this, I have to do the exam all over again, spend another six hours and even more of my time to get my knowledge of what I need to meet fixed up and ready for the second attempt in order for me to complete it and succeed in finishing off the English part of my program, though I will be taking the Fall semester to do Creative Writing.

Most of the work I need to do is trying to understand things more clearly, especially in literature and other writings, where it's easy for me to mix up ideas and create confusing themes or ideas; there's also the issue on making ideas simple and absolutely perceiving, because otherwise everything is so weak that you may want to say to yourself, "I'm not going to listen to what this guy has to say because he has created weak arguments or weak evidence with reference to the storyline."

Let me show you some of the things I need to follow, do and fix in order for me to pass the exam on my second try. All of these came from a PDF file a tutor offered me.

Here's detail for each criteria I must follow and meet in order to get a passing grade or above.

A. Comprehension and Insight
• Be sure to indicate early in your essay what you consider to be the main idea of the selection. You are advised to state that idea in your very first sentence. Be sure you are reading and writing about what the author says, not what you think on the topic!
• You must also show you understand the techniques and devices used by the author. Mention in your introductory paragraph that you will cover this item in your essay. Dedicate at least one paragraph to this matter and consider it in detail.
• A critical/analytical understanding of the reading means you must NOT summarize. Offer some in-depth interpretation or analysis. Think what it will be about and get it in your thesis (see Organization of Response).
• Also note that a critical analysis does not mean you must criticize or find fault with the author’s work. You just have to analyze it and interpret it for the reader.
• You must write on the reading, and refer to it, explicitly. Quotations should be used properly, as well as direct references to that the author says.

B. Critical Thinking (“Organization of Response”)
• Your thesis must be explicit, and should be in the first paragraph; it should express your interpretation/critical reading of the author's message.
• Write a five or six paragraph essay, using the first paragraph to tell your reader what you will do, and then developing three points (four if you like) in the following paragraphs. Add a conclusion. Your conclusion could make the difference between a pass and fail.
• Be sure to refer to the reading to support everything you say, but do NOT use long quotations: the word count (750 words) refers to YOUR words. Do not use the essay/story to pad your answer.
• Write topic sentences based on your three points that introduce each paragraph, and stick to the topic. Don't take chances: this is your graduation task, not a creative writing opportunity.

C. Writing (“Expression”)
• Your rough draft is shredded: your final draft must be complete and well written!
• Proofread carefully and correct your final copy.
• Ensure that all sentences are clearly written and free of spelling and grammar errors.

Common Errors to Avoid
Comprehension and Insight
• No identification of main idea: Identify one of the main ideas in the text and state this main idea clearly. Make sure it is not overly general.
• No techniques/devices: Your essay should discuss some literary techniques used by the author, and you should discuss them in some detail.
• Incorrect identification of techniques/devices: Make sure you understand how a literary technique works if you use it. For example, don’t talk about irony if you don’t have a full handle on what irony really is.
• Poor choice of evidence/quotes: Choose quotes that are directly related to your argument. Avoid using very long quotes.

Organization of Response
• Weak introductions: Don’t just write your thesis statement and stop there. Include the author’s name and title of the text, a general discussion of the main idea in the text, your thesis statement and an overview of how you will proceed.
• Weak thesis statement/no thesis statement: A thesis statement has to be an argument or give your point of view about the main idea of the text.
• Weak conclusions: Don’t just write a one-sentence summary of your essay. Reword your thesis statement, remind us of your main points and end with an interesting thought.
• Off-topic paragraphs: Keep each paragraph focused on just one element or idea.
• No topic sentence: Make sure your topic sentence is comprehensive and tells your reader exactly what the paragraph will be about.

• Awkward phrasing: Say your sentences in the clearest way possible. Choose the most straightforward way to write your sentences.
• Switching verb tenses: Try to stay in the present tense and don’t switch from past to present tense, especially in the same sentence.
• Subject/verb agreement: This is an important grammar error to avoid! Your verb should always match your subject.
• Word choice: If you’re not sure of what a word means, don’t use it. A “big” word does not mean it’s the best word.
• Word usage: Don’t mix up words like there/their/they’re, than/then, we’re/where/were, to/too/two. Always proofread!
• Articles: Use articles properly and make sure you know when to use a/an and the.

There's a lot of work to be done in order for me to get back into the pace of education and such, so it looks like I'll be going through a lot of time with tutors as well as spend some of my own time reading a bunch of things instead of always taking time to promote my e-book. I'll still be able to work on part of it, but not too much because of this to worry about as well as going through an intervention thing for changing my perception issues as well as changing myself to make myself more welcome.

So, it looks like that I did take the right amount of time to finish off my new e-book, but then comes time a great deal of effort for me to get it out and have worth the attention of a lot of people around me.

Anyway, that does it for this Blog post. Thank you and have a good night!

Please make a donation to me for an advertising campaign for my e-book, The Asperger Computer! All donations will be kept track and shall be used for a Facebook advertising campaign. Optimistically, I should have a donated budget of $100 before making way for a much larger Facebook ad campaign for my e-book. Donations exceeding the budget will either add up to the budget for the mass ad campaign, or to boost a post, primarily for the status on Facebook sharing all the links for people to buy my e-book!

If you donate more than $4.00 CAD, you will get my e-book for free. You aren't necessarily paying for my e-book by doing so because all of that $4.00 and over donated will be spent for advertising, to fulfill the purpose of "fundraising" or "not-for-profit" campaign.

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Monday, July 8, 2013

The Asperger Computer - Table of Contents and Sample

What I have here to show you is a table of contents of my e-book and a sample of it with the text from one section.

This is what you will see when you buy the e-book; all of the chapters and sections with their names
shown here will be complete with information to talk about them respectfully.

Here is the table of contents:

Notes on This Edition and the Original

Chapter 1: What is Asperger’s Syndrome about?

Sect. 1: Anecdote – The Mentally Handicapped Stranger
Sect. 2: Introduction to Asperger’s Syndrome
Sect. 3: What is Asperger’s Syndrome
Sect. 4: Symptoms of Asperger’s Syndrome
Sect. 5: Famous people with the syndrome
Sect. 6: Three Autistic Figures
Sect. 7: World’s Recognized Autistic Individual – Temple Grandin

Chapter 2: Symptoms of Asperger’s Syndrome in Detail

Sect. 1: Extreme Irritability
Sect. 2: Shyness, No Talking, Silence
Sect. 3: No Empathy or Social Reciprocity
Sect. 4: Non-Verbal Communication
Sect. 5: Making things Complicated than Keeping it Simple
Sect. 6: Erratic Behaviours
Sect. 7: Negative Feelings
Sect. 8: Self-Centered Manners and Lack of Respect
Sect. 9: Laziness
Sect. 10: Stress and Excitement
Sect. 11: Lack of Interests, both Socially and Alone
Sect. 12: Being Alone on the Job
Sect. 13: Running Away from Parents
Sect. 14: Family Relations
Sect. 15: Education Problems
Sect. 16: Friendship Problems Part 1 – Adapting to how Friends Interact with One Another
Sect. 17: Friendship Problems Part 2 – Engagement to Socializing
Sect. 18: Friendship Problems Part 3 – Keeping in Touch with Friends through Social Networking and/or Telecommunications
Sect. 19: How is Asperger’s Syndrome like a Computer or Computer Program?

Chapter 3: My Part of Asperger’s Syndrome

Sect. 1: Diagnosis
Sect. 2: Preschool Education
Sect. 3: Elementary School Education Part 1
Sect. 4: Elementary School Education Part 2
Sect. 5: High School Education Part 1
Sect. 6: High School Education Part 2
Sect. 7: Appointments with Doctors
Sect. 8: Vaccinations
Sect. 9: Intervention by Social Workers
Sect. 10: My time with Social Groups
Sect. 11: Issues with Harassment and Violence
Sect. 12: Understanding “Personal Space”
Sect. 13: Turning Things Complicated
Sect. 14: The French Language

Chapter 4: People’s Needs and how People with AS Consider Them

Sect. 1: Hygeine
Sect. 2: Foods and Drinks
Sect. 3: Exercises
Sect. 4: Clothing

Chapter 5: Life Issues

Sect. 1: Learning on How to Drive a Car
Sect. 2: Hospitality Part 1: Clinics
Sect. 3: Hospitality Part 2: Hospitals
Sect. 4: Hospitality Part 3: Check-ups and Vaccinations
Sect. 5: Relationships Part 1: Approaches to boy / girlfriends
Sect. 6: Relationships Part 2: Dating
Sect. 7: Relationships Part 3: Sexual Acts
Sect. 8: Employment Part 1: Resumes
Sect. 9: Employment Part 2: Job Search and Interviews
Sect. 10: Employment Part 3: Keeping the Job
Sect. 11: Having Children
Sect. 12: Living in a New Home or Apartment
Sect. 13: Education
Sect. 14: Transportation
Sect. 15: Taxes and Credit Forms
Sect. 16: Insurance Payments
Sect. 17: Equity Bills, incl. Internet and Phone

Chapter 6: The Social Stigma

Sect. 1: The Reality of the Social Stigma
Sect. 2: Outcomes of the Social Stigma
Sect. 3: Keeping Your Own Character while Adapting to Your Friends’ Wishes
Sect. 4: Social Stigma Rule 1: Discrimination
Sect. 5: Social Stigma Rule 2: Lack of Social Interaction
Sect. 6: Social Stigma Rule 3: Financial Issues
Sect. 7: Social Stigma Rule 4: Homework [both school and work at home]
Sect. 8: Social Stigma Rule 5: Social Commitment
Sect. 9: Social Stigma Rule 6: Lack of Comprehension
Sect. 10: Social Stigma Rule 7: Your Interests vs. Your Friends’ Interests
Sect. 11: My High School Outing in February 2011
Sect. 12: My High School Graduation in 2011
Sect. 13: Preventive Measures of the Stigma
Sect. 14: Advantages of Social Integration

Chapter 7: My Multimedia Negativities

Sect. 1: Media-related Emotional Negativity Part 1: Pop Culture Music
Sect. 2: Media-related Emotional Negativity Part 2: Video Game Music
Sect. 3: Media-related Emotional Negativity Part 3: YouTube Videos
Sect. 4: Media-related Emotional Negativity Part 4: High School
Sect. 5: Chuck Lorre and Bill Prady’s The Big Bang Theory (with Johnny Galecki, Jim Parsons, and Kaley Cuoco)
Sect. 6: 2 Broke Girls

Chapter 8: Knowledge in JAVA

Sect. 1: How am I Smart in JAVA?
Sect. 2: First Time Learning JAVA (My Experience at McGill’s Computer Summer Camp 2010)
Sect. 3: How to Write a Simple Program in JAVA (Originally from my Blogspot Blog)
Sect. 4: Variables
Sect. 5: Decision Structures
Sect. 6: Loops
Sect. 7: Designing Methods and Classes
Sect. 8: Arrays
Sect. 9: Inheritance and Polymorphism
Sect. 10: Interfaces
Sect. 11: Exception Handling and Text I/O
Sect. 12: GUI Applications
Sect. 13: A Talk on Programming
Sect. 14: What Programming Languages am I Interested in?
Sect. 15: What do I know about Video Games as a Basic Programmer?

Chapter 9: Knowledge in Mathematics, Physics & Chemistry

Sect. 1: How am I Smart in Mathematics, Physics & Chemistry?
Sect. 2: Arithmetics
Sect. 3: Enrolment in High School Enriched Math Courses
Sect. 4: Logical Thinking
Sect. 5: Calculus I and II
Sect. 6: Chemistry
Sect. 7: Physics

Chapter 10: Achievements

Sect. 1: Elementary School Achievements
Sect. 2: High School Achievements
Sect. 3: Competition Achievements
Sect. 4: Personal Achievements
Sect. 5: Latest Achievements

Chapter 11: Education

Sect. 1: Current Education
Sect. 2: Education Back at the Beginning of College
Sect. 3: University
Sect. 4: Special Aid
Sect. 5: Enrolment into College
Sect. 6: Highest Marks Achieved
Sect. 7: Remembering Elementary School
Sect. 8: Remembering High School

Chapter 12: Friendships

Sect. 1: What I want to do With My Friends
Sect. 2: “What Seasons do you like, Gregory?”
Sect. 3: What’s my Ideal Friend?
Sect. 4: Why do I Prefer Girls Instead of Boys?
Sect. 5: Advantages of Friendships from My Perspective
Sect. 6: Sense of Accomplishments
Sect. 7: Humour and Adaptation
Sect. 8: Understanding Me

Chapter 13: Hobbies and Interests

Sect. 1: Interests
Sect. 2: Learning Experience: Computer Maintenance
Sect. 3: Aiming for Powerful and Efficient Computers
Sect. 4: What Video Games have I Played?
Sect. 5: Positive Video Game Music
Sect. 6: Positive Pop Culture Music
Sect. 7: YouTube Part 1: First Videos Watched
Sect. 8: YouTube Part 2: Old Video Games are there!
Sect. 9: YouTube Part 3: The Interesting Thing about Online Film Production
Sect. 10: YouTube Part 4: Previous Experience with Video Editing
Sect. 11: Books on Games and Awesome Adventures (incl. Percy Jackson and the Olympians)
Sect. 12: What is Montreal?
Sect. 13: Activities and Outings
Sect. 14: What I want to do when I Have Money
Sect. 15: Vacations
Sect. 16: Nostalgia Part 1 - MS-DOS Games
Sect. 17: Nostalgia Part 2 - Loving Pixels
Sect. 18: Nintendo Part 1 - It’s Mario Time!
Sect. 19: Nintendo Part 2 - Interests to the Nintendo Wii
Sect. 20: Nintendo Part 3 - The Nintendo Wii U
Sect. 21: Nintendo Part 4 - Developing Games for the Company
Sect. 22: Nintendo Part 5 - Respectful Staff
Sect. 23: Rovio Part 1 - Angry Birds
Sect. 24: Rovio Part 2 – Building a Game for Rovio Stars
Sect. 25: Who is Freddie Wong?
Sect. 26: Joining Freddie Wong and Other Highly Recognized YouTube Users for Vlogs
Sect. 27: Video Game Conventions

Chapter 14: Sharing a Message to the Public

Sect. 1: Rising to Potential Public Status
Sect. 2: Spreading the word on Asperger’s Syndrome and My Intelligence
Sect. 3: Going on News, Television, and Radio
Sect. 4: Building Blocks to Recognition or Celebrity Status
Sect. 5: Which Celebrities I want to Meet
Sect. 6: Meeting Government Officials

Thank You Message

Here's a free section for you to read. This is from Chapter 1, Section 3: What is Asperger's Syndrome.

Many people don’t know what the syndrome is, and over the past few years, so much resources have come
across about it. Yet we need to ask this question, as one point, to the people around us because this
is really the major point when dealing with social dilemmas or stigmatization.

Let’s start off by characterizing the syndrome. Asperger’s syndrome is stress, selfishness, extreme
sensitivity and stimulants, close-mindedness, excitement, pressure, and isolating. Would you want to
jump on a bull and go around in circles? I don’t think so! Do you want to see yourself biting a girl
in the arm and going crazy in this tense breakout? Nope! How about persistently occupying yourself to
the computer, no social chats, and then you end up harassing girls on your particular join of being
adapted to what girls do on their own and you yet to speak? Not the kind that us grownups want to see!

Kids, or people, that may be your age, would not necessarily understand you much, and that’s why they
need family intervention a lot, as well as you. But if you are old enough to speak out loud what you
are and what is it that’s making you feel not so adapted to everyone else, be my guest and speak up.
Nothing is going to stop you other than yourself.

The syndrome is no longer defined in the Diagnostic and Statistical Manual of Mental Disorders, as
shown from this article on the National Post
published in October 2012. The new edition of the manual has been released one month before this
book was published [May 2013].

Regardless of the syndrome not being in the newest versions of DSM after the fourth, there isn’t a
single definition of it. Sure, people have different ways of expressing the definition, but sometimes
words don’t show the truth. They may not even be precise or coherent at all. If you, as an aspie, have
someone who says “permanent blues,” for example, you know that it is false because you don’t feel negative
forever. You will occasionally have times where you’ll feel cheerful and happy, and I can guarantee this.
Just take one step at a time and you’ll be there. They’re either making a false statement to discourage
you, or just to get attention.

On the contrary, let me give you my generalized description of the syndrome. It’s a mental disorder where
your senses are overpowered and you happen to express symptoms such as lack of speech, no care giving for
social or emotional purposes, anxiety, and some other symptoms that will be discussed in a moment.

As you progress through the book, you’ll learn on how to adapt yourself for more control over the troubles
instead of sticking with the facts and leaving you to do what you wish with no boundaries. Besides, at young
ages, we tend not to think the relative advantages of being aided by others; you’re looking at the
perspective of one who has been aided by rehab educators and is now revealing his latest project.

Bear with me on this project, and pretty soon you’ll say, “I need help with this,” or, “Oh! I get it!
Now it’s time to help people with the syndrome out.”

So, why don’t we start discussing the symptoms of the disorder and then later, discuss them in more detail?
The next section will give you a generalized idea of what the syndrome is about, and then in Chapter 2,
you’ll see the specifics. Here we go!

I'll be waiting for you in the immense world I've put together...

Connect with Me Online:
(be sure to follow the Facebook page for this e-book too!)
My blog:

That does it for this file. Thank you for checking it out and have fun!

See you around!

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