Writing as Activist: comfort in the familiar

I’m teaching a graduate course on new media rhetoric. As the graduate coordinator of the programs in my department, I receive all the questions from graduate students about how to thesis. How does a student select a topic? How does a student select an advisor? How long does it take to complete a thesis? How long should the project be? What should the thesis look like? All the basic questions that students don’t know – each thesis is unique, each program is unique. Asking these questions, matters.

What i’ve struggled to answer is the methodology portion – what should the methodology look like in a thesis? How does one go about “doing English” in a thesis when students complete courses in Literature, Linguistics, Writing Studies, and Creative Writing?

Back to my graduate course. As the graduate coordinator, who supports students through these complex questions, I knew I wanted my graduate course this Spring to introduce an alternative methodological approach, a data analysis with English questions. It helps that the course is focused on new media, a topic that connects strongly to qualitative methodologies, mixed methodologies that include content analysis and literary analysis of qualitative data.

To work toward the research question that will inform the methodological approach, we’ve been reading Participatory Critical Rhetoric for a foundational understanding of critical rhetoric, and participation as part of rhetorical analysis. Since all students are asked to remix PCR with Netnography for this project to develop a strong approach to analysis of digital data, I’ve continued to use fanfiction as an example – as a sample of what a remixed PCR/netnography approach looks like from an English perspective.

This week, by happenstance, I was questioned by a student on the activist (critical rhetoric) potentials of fanfiction while also being asked to offer my comments on fanfiction writing for a fellow scholar.

What is most important about fanfiction is the comfort of the familiar used to push the boundaries of issues.

Yes, fanfiction is activist.

Fanfiction authors not only know the original text incredibly well, but enjoy the characters, and story in ways that creative imaginative space for reimagining. They enjoy the familiarity of a favorite story so much, they imagine new ways to explore alternative career paths for main characters, to explore relationship buildings between favorite characters. They use these newly created spaces to question real societal strictures, strictures against the choices women make, strictures that keep men from showing and experiencing emotion, strictures against what families ‘should’ look like, and so many more incredibly complicated and important activist spaces.

Then……….

Then, they share their work, for free, with other fans who want to revel in the familiar, mixed with the activist.

Then, they share their work with the hope that those fellow fans will comment, offer revision suggestions, offer writing suggestions, offer support and connection.

Then comes the hard work of building the community in the space created.

Readers and writers come together in fanfiction sites around so many good, important books. Within those spaces they connect with the familiar stories and characters they mutually love. This is usually where discussions of fanfiction end. However, this is short sited, this ignores the real work of digital writing as it lives in the world. Once readers and writers connect in these spaces with the familiar stories they love, the real activist work begins.

Do you read fanfiction?

Presence and the potential of online

Today, as part of PRIDE week at my institution, many offices and many people worked hard to bring Meg Day, a disabilities poet, to campus. While the poetry reading is tonight at 6pm, I finagled an invitation to their classroom visit as I wouldn’t be able to attend the poetry reading tonight.

During this classroom-discussion, the ideas of co-creating spaces, and welcoming and inviting others into the co-creation, as well as ideas of presence, were themes throughout the prepared remarks, and the amazing Q&A that followed. From the very beginning, Day demonstrated inclusivity and accessibility through language – calling people who asked questions neighbors in their inquiries, inviting attendees to use the space in ways they needed.

As an online educator, the connections to and through presence resonated with me. While critiquing the medical ‘fixing’ of deafness with cochlear implants, and critiquing the denigration of linguistic heritage by prohibiting ASL in some school spaces, Day continuously referenced spaces and bodies, how people actively make presence in spaces, and then actively make presence for values and ways of knowing that carry meaning.

I began thinking about presence in online spaces – when done well – and the equitable access it can provide to so many conversations. Toward the beginning of their talk, Day mentioned the value of digital publications of poems, how students can be assigned AND access poems that have been digitally published. While in academia there is still a faction of faculty who overvalue print publications, the digital publications increase access and accessibility.

When integrated in meaningful ways to the curriculum, digital publications more effectively invite students to develop a presence and share ideas within the digital space surrounding the reading – from poems, to great works of literature, to articles on gaming, to data sets and lab reports.  The fostering of presence development and play in support of idea sharing should be fundamental to online classrooms (and face-to-face classrooms). But, I don’t think it is. And I don’t want to point the finger at anyone, because, is that co-creation of space what students expect, what faculty were trained to do?

Given the tools I have access to – and I’m an OER adopter, many materials are already digital – can the tools be used to foster co-creation of presence and then learning? How much tool scaffolding would be required to support student understanding how to co-create so they can use the co-creation to support their learning needs?

Even in face-to-face classrooms, do students expect to co-create? This heavily shifts the work a student must do during the class period – is anyone ready for that to be the norm! How do we shift education culture so that level of presence fostering is expected in curricular development, and that level of presence building is expected by students? What are the possibilities for inclusion and equity AND learning?

All I really have now are questions and ideas. But I feel if we don’t start asking them as a larger educator community, we’ll continue down a path that isn’t inclusive, that isn’t as supportive as it could be.

Day delivered such an inspiring talk. When you have the chance, consider how you co-create spaces with those around you. Celebrate your linguistic heritage, and make space for the amazing linguistic diversity that exists within this country.

Banned Books and Reading

On a quick side note, I’m watching old Veronica Mars and Logan just mentioned completing Freshmen Comp in the list of classes he’s completing and DOESN’T HATE!!! YAY

On to the focus, reading and the complexities of reading. I’m working with a graduate student who has discussed and described literature and writing as always connected to social justice. I feel like Banned Books week is such an obvious connection between reading, writing, and social justice causes.

So obvious, in fact, that it’s overlooked, not even considered.

Books are banned for a reason – often the content introduces or facilitates conversations parents and schools find questionable for the youth the books are intended for. While looking through a list, I saw All American Boys made the list. This selection for our One Book One Campus last year is an amazing story. It introduces readers to a police beating, and the community fall-out of that beating. This story resonated with so many students. It also made other students incredibly uncomfortable, raising issues and ideas they’ve never experienced.

In other words, it did exactly what a book should do – it made students feel and react. It exposed students to ideas and stories, characters to help humanize a complicated idea.

Reading exposes readers to issues and ideas that can help them recognize injustices, that can help them empathize with different experiences, that can expose them to lived experiences they otherwise wouldn’t experience.

While I love and revel in the number of banned books I’ve read – because banned books are dangerous!!!!! – this year I want to reconnect reading and writing and banned books to the power of literature, the power of books. Embrace something new – read a book :).

A Mother’s Day Reflection

Today the US celebrate’s Mother’s Day. As a social media lover, I’m always intrigued by the forms of celebration present within my facebook feed. Lovely posts from friends near and far celebrating their children, celebrating their mother’s, being celebrated. Amazing coworkers and friends who reach out to wish me a Happy Mother’s day. It is a beautiful time to share this digital space with so many others.

What struck me, both because of the coincidence of it’s order in my feed, and the surprising connection in content, were a feminist post and a fanfic post. The feminist posts argued for taking Mother’s Day back to it’s revolutionary roots. Supplying a labor calculator on the effort required to maintain a household with children, and the emotional labor of supporting families throughout lifespan developments, this pro-woman post offers a feminist celebration of women as mothers. In a post that seems to be far from similar, a Jane Austen fanfiction feed posted a meme of Alison Steadman as Mrs. Bennet from the 1995 BBC Pride and Prejudice with the line “you don’t know what I suffer….”.

Mrs. Bennet is an oft ridiculed character from P&P for her single-minded determination to marry off her daughters (with too little care about the ability of said groom to serve as a good husband), and for the suffering of her nerves (she owns this in self-proclamations). There are moments where her ridiculousness sparks enjoyment, but when juxtaposed to the labor calculator offered in celebration of mothers – her single-minded pursuit of a husband (THE most secure avenue for the future lives of her and her children if her husband were to die) and her nerve suffering are put into illuminating perspective.

Bear with me…..and my overly academic retitling in the middle of this blog post!

In defense of Mrs. Bennet’s nerves: a conversation of invisible labor calculations in P&P

As the story goes, Mrs. Bennet has five daughters. Five daughters that she birthed without the help of modern medicine, and epidurals. Five daughters that she birthed with little to no pre-natal care. Five daughters that she birthed in an era when daughters had no personhood. How would one even begin to cope with the emotional toll knowing the entire estate, servants and tenants, are impacted by the happenstance of gender in the child you produce? What strikes me, especially today seeing these two posts in a row – how does a woman suffer through child birth, only to give birth to a non-person?

At the time a girl was the property of her father until marriage, then she became the property of her husband. She had very little power – even Lady Catherine who seems to have the most obvious power within the novel schemes to marry her sickly daughter to the nephew who comes to care for her estate once a year.

To add to this burden of birthing non-people, Mrs. Bennet was responsible for the educating, schooling, and rearing of these five daughters. Mr. Bennet, while Elizabeth’s favorite parent, is indolent and little tolerates his daughters invasion of his library. While he probably contributed to the education of the daughters a bit, the majority of the rearing would have required Mrs. Bennet (and presumably a few servants, perhaps a Nurse or nanny – but not a governess as is mentioned). While the elder daughters also spent time with Mrs. Gardiner and improved their manners (yet more mother figures required to carry the invisible labor burden), only two of the daughters were regularly sent to London to visit. Until Lydia leaves for her disastrous trip to Brighton, it’s unclear if the three younger daughters were ever away from their mother.

That’s 19+ years of invisible labor laughed off as ‘the nerves of Mrs. Bennet.’ I suddenly have all the empathy for Mrs. Bennet’s nerves.

Invisible labor calculators often draw from Sarah Ruddick’s ‘maternal thought’ – pointing to the invisible pressures mother’s feel from society and communities on their role as mother. In a somewhat isolated community (although she argues with Mr. Darcy on this point), with few marriageable men for her daughters, the pressures of society influencing Mrs. Bennet’s thoughts are all too real. Her ‘friendly’ competition with the other mother’s of the neighborhood reflect the very real stress women in her position would have felt to find a secure situation for their daughters.

Mrs. Bennet has multiple roles within the household – a point often overlooked. The quality of the table Mrs. Bennet sets is praised within the novel. Mrs. Bennet’s ability to set a good table is a reflection of her ability to adapt to a new social sphere – Mrs. Bennet was not born into the landed-gentry, but is the daughter of a country lawyer. That’s right, Mrs. Bennet, a daughter of a country lawyer rose through social class differences, and became a landed-gentry wife and mother. Her ability to read and write were required for her social mobility. Her ability to manage a staff and work with a variety of people (servants and tenants) were required of her social mobility. Her ability to work with neighbors in her new role as landed-gentry were required for the benefit of her offspring (of which she hoped for a son who would then take over the estate).

These inspiring abilities are not discussed within P&P, while Mrs. Bennet’s nerves are mocked. Again, I have all the empathy for what Mrs. Bennet suffers. Her very vocal and flamboyant suffering her only method of pushing against the invisible labor load she carries in a household where her husband hides in a library. (On a side note, I’m really starting to worry about who Elizabeth sided with and favorited…….)

Returning to the five daughters. Mrs. Bennet birthed five daughters and taught them everything they would need to know. Then, as the matriarch of the house, she was responsible for the entertainment of the five daughters within the school room and drawing room. The time spent with these daughters in education and entertainment (here tea and needlepoint would be a huge labor of the entertainment part) would be all consuming. The majority of the hours of the day would be spent with her daughters, and in educating her daughters.

We spend about an hour a night helping my 6 year old with homework and we rejoice as much as he does when it’s done! Mrs. Bennet would have spent 8+ hours a day on the education of five daughters (7 days a week). When not working with her daughters, Mrs. Bennet ran the home. She would have managed the household budget (food, candles, servants wages, etc.), household menus (family and servants), and seen to the needs of the tenants, in addition to clothing herself and her daughters. Mrs. Bennet essentially held a job, as an accountant and manager, of her household. This is made very clear when Elizabeth looks at Pemberly while touring with her aunt and uncle and says “Of all this I might have been mistress” in both awe and nervousness. Elizabeth, while often read as having a somewhat contentious relationship with her mother, is fully aware (because she was taught by her mother) of the duties of mistress of an estate.

I also want to again note, Mrs. Bennet does all this while her husband hides in the library. While I could continue to raise examples from the novel, my main goal here was to point to the invisible labor assumptions underlying Austen’s beloved work. In posting an image of Mrs. Bennet and her nerves in tribute to Mother’s Day, the feminist tribute of this fanfiction facebook page is probably under recognized by far too many readers.

It should be noted that Mrs. Bennet is not the only mother who suffers from invisible labor requirements and restrictions. In most of Austen’s work, there are mother’s suffering the pressures. It could be argued, these characters that readers laugh at (Mrs. Bennet) and feel empathy for (Mrs. Dashwood – the elder second wife) are probably real reflections of Austen’s own material thought, her own struggles with what society expected from her, and the limited options she had available in her path. Despite never marrying and having children, in a society where she was seen as a non-person, Austen would have an important view of the work of women of her time.

So on this US Mother’s Day, as some celebrate the revolutionary roots of Mother’s Day as a day women gave up their home-based invisible labor to draw attention to the work of women, I draw your attention to the invisible labor that floats throughout a beloved novel. It floats so invisibly within the text that we recognize the joke, and why we’re laughing, without confronting the long history of powerful women.

Happy Mother’s Day, in all it’s feminist glory!

 

Social Media and Digital Citizenship

Yesterday, one of my graduate students shared news articles with me that discussed Alexandria Ocasio-Cortez (AOC) has announced she will be walking away from social media.

Earlier in the day, one of my undergrads came to office hours to update me on her social media account lock-out issue. Her account is still locked. We discussed her creating a new account (for class purposes). During this discussion she burst into tears. She lost her followers, she lost her ethos with the lock-out from this account and she’s really struggling to reconcile being cut off from a major component of her life.

And then,

And then, AOC publicly announced she would walk away from social media. A politician, whose campaign used social media effectively, who connected with constituents because digital citizenship and digital culture matter, is walking away. Meanwhile, my student cries because she can’t access her account. Because she is cut off from her cultural connection to those people who have supported her writing.

I know many will read the tears as addiction and withdrawal, but that misinterprets the identities we construct within these spaces. That undermines the strong ties users of social media can build. That undermines the subcultures that fly under the radar and produce beautiful writing, beautiful connections, beautiful support groups for all, but especially for women of color, for men of color, for disenfranchised people, for fandoms that we don’t share publicly, for so much more.

As we head into another American political cycle i’m interested in the ways social media bolsters citizenship, and the ways individuals recognize their digital citizenship practices. I’m really interested how this continues when the politicians we look up to for their effective social media use walk away. Will my student’s tears being further misinterpreted because public figures like AOC continue to walk away?

My Laptop

Inside Higher Ed posted about laptop lids today (view the article here). Essentially, the author asked – what does your laptop lid say about you, what does it communicate?

I thought this was such an interesting question, and relates heavily to writing. I’d also like to expand the question, what do our technology cases communicate about identity, about our major, about what we study, about what we care about – information and details that we’d normally discuss/write.

I found this especially interesting because my laptop lid operates as a shared space of sorts. My child adds stickers whenever he feels like it. Could I stop him and make that space off limits to his expressions of me, sure. But I don’t. I choose to share the space.

So I had all the reactions to the IHE post today because mine operates as a shared space.

An hour ago, I was leading an open session on “how to submit to IRB” for students on campus. Right now i’m sitting through technology training so I can be a resource to other educators on campus. My place within these spaces is very different, but my laptop came open in both, so my lid communicated “me” in both spaces.

I think it was read very differently in both spaces.

I had amazing conversations with amazing graduate students on my campus about their research, their research ideas and concerns, and the amazing work they are doing here on campus. Because they were seeing me present through my computer and with my computer, they were asking me about my research. I was using my main devise so I was able to discuss and demonstrate tools I use for analysis (that they now want to explore) because my device was open. I could use real research that I have available to demonstrate the tools.

Did they connect because of the “I [computer] writing” sticker on my laptop lid, or the dia de los muertos stickers (or any of the other random stickers), or the “Resist” with Princess Leia on my screen, or just me?

Can any of these be ruled out and separated when we present with and through our devices?

Now as I sit in training, watching the demonstration, other viewers look at me typing and ‘read’ my typing and engagement and interaction based on my laptop lid (especially if they don’t know me). This is the situation being discussed by IHE – what is my screen communicating about me to the others present.

But, I really want to complicate that further. What does it mean when we present with and through our devices? How does that change how our lids are read by people around us?

What about group panel presentations where each presenter uses the same computer?

Essentially, laptop lids are not just presentations of self (thanks Goffman) they are shared negotiated communication surfaces that are read by people present within spaces. In what ways do we (and don’t we) recognize our reading practices?

Games in the Classroom

Tomorrow I’m presenting on RPGs in the Classroom at the MidAtlantic Pop Culture Association (MAPACA) conference. This will cover a bit of what i’m discussing tomorrow, and go in different directions since this is written, and not a talk 🙂

When planning the Empowered Digital Citizenship session for the International Policy Conference, I knew I wanted students to play a game, to showcase what games teach us/players, what we already know. As I started talking to my planning group of students about this idea, the initial impulse was to offer all the ‘fun’ game titles they knew. I love this idea for how it showcases what do don’t often do with games, critically engage. The titles being offered were good, and would showcase fun, but would be difficult to ‘teach’ within the confines of the space, would be difficult to break down and connect to richer theories.

What’s also important to note is we ended up going with “The Stanley Parable” (which I discussed in a different post). I’ve used this game before, for different purposes, different discussions, different theories.

The empowered digital citizenship connections we were showcasing at the IPC are relatively new concepts – the game is not. So ‘good presentation games’ can be used for multiple purposes, with multiple theories, while some games are not ‘good presentation games.’

That’s a hard concept to teach students, the first time they begin to critically approach using a game to connect audience members with theories, to support interaction as a way to understand theories, to support play as a way to understand theories.

So what does a game need to do to be playable in connection with theories and ideas?

Short playability – it needs to be easy to pick up and play, for short durations of time

Quick narrative – similar to quick pick-up, the story (if necessary) needs to unfold quickly

Familiar Game Mechanic – if it’s new and cutting edge, a group won’t play publicly – simple games are best

The key take away, both here and tomorrow in my talk, is educators need to use more games more frequently as cultural artifacts to critically engage. The images, stories, game mechanics, genres, interactive design, tropes, quest types, learning, assessment, and so much more has so much to offer. If critically engaged spaces don’t begin to spend more time engaging with the medium students will continue to learn and not understand their learning, which can be dangerous.

When I spoke yesterday on using habits of mind to understand quest design, I was asked afterward about the danger of that being weaponized. Well, the bad news is that’s already happened. Players need their play to be taken seriously, believed, as the base for encouraging critical engagement. For that to happen, educators need to engage, and they need to engage publicly. Even if you’re not playing the latest and greatest shoot ’em up console game, you’re playing something (hi mom who always plays Words with Friends with me). Use that as a starting point for considering what the game design is teaching you, what it expects of you, and how you interact with it – to support critical engagement with all other forms of media!

So, what games are you playing?

Worlds Colliding

My post isn’t ominous…….my title is supposed to be light hearted. Just to preface this discussion 🙂

I have a new colleague in my department who shares my love of romance novels. It has been such a joy to discuss, and be told ‘we can no longer be friends’ based on our enjoyment and hatred of romance novels.

At the same time I’m having these conversations with my colleague, I have a new graduate student who is putting together an independent study basically on the value of literature to supporting why “I am a writer” is such an important statement. This is complex, and influenced by readings he particularly enjoys, but we keep having the discussion that too many people miss the value of literature, of exploring lived human experiences, outside of literature, in the real world, in all the disciplines.

And I teach composition. Just in case you’re new to my space.

So these are the worlds colliding, I read too many romance novels because they are an easy way to decompress at night after academic reading and grading and grading some more and lesson prepping and more grading. They are a great way to disconnect after having conversations about the cultural experiences of Americans, and the value of an English degree to supporting equity in those experiences. They are a great way to bond with new colleagues.

But, where this really came together this week is I stopped reading a novel. I was 84% of the way done (I read free romance novels because I can’t afford my reading habit) when I’d just had it with a particular story. And I realized, I was done reading because the story was being told to me, not shown to me. DONE. Deleted (I rarely give up on a book).

THIS is what I’m constantly telling my students. All the time, show me how your argument develops. Today in class, show me how the two theories you’re working with connect and why. Show me the details that matter to that connection. Write THAT discussion, don’t assume i’ll understand it because you lay it out.

How do I use this in the classroom? How do I support students understanding the rhetorical move of showing in academic writing situations in meaningful ways to them?

The typical published works we assign for reading aren’t great examples of the “shitty first drafts” (thanks Anne Lamott, students love this chapter!) that need revision and tinkering (thanks Koupf for a great discussion on revision that students identify with). Student samples provide too strong a model for students not used to critical thinking.

So, now I contemplate how I can help students experience the worlds colliding moment I had this week. Since the paper is due this weekend, it won’t be a curricular change i’ll implement this term so I have time. But I want to find a way to provide a meaningful text, and have students work with, tinker with, revise the language to better present. Can we do this through drafts of the same paper?

What assignments and scaffolding do you use to help students work through showing not telling?

Analysis Example

Wardle, E. (2012). Creative Repurposing for Expansive Learning: Considering ‘problem-exploring’ and ‘answer-getting’ disposition in individuals and fields. Composition Forum, 26, http://compositionforum.com/issue/26/creative-repurposing.php.

For a few semesters now I’ve taught a Teaching for Transfer theme’d course. This is a combination of the focus on key concepts, scaffolded writing assignments, and discussions of writing as the central topic of the course, with a theme element included. The goal of the theme element (and weeks) is to use the composition learning, to use the key concepts, to work through increasingly complex ideas to model how students work through increasingly complex arguments in other fields. With the specific attention on composition theory, on developing a theory of writing, the goal is to help students understand their own writing processes. Agency in writing, where writing is well understood and complex.

Last week we read Wardle’s discussion of problem-exploring dispositions. This increasingly complex discussion of types of educational models (with a discussion of problem-exploring and answer-getting models within educational systems) helped students expand beyond Koupf’s creative critical tinkering (a method they understood based on their backgrounds) to connect those pedagogical ideas to understandings of systems of education. Then to feel more comfortable writing through these connections.

Toward the end of her article, Wardle discusses Bourdieu’s work with individuals inhabiting dispositions and the potential problem-exploring dispositions offers to “disrupt and bring to conscious awareness” previously beliefs and understandings held by the student. Good course scaffolding then needs to provide productive space for students to react to this double bind where unconscious ideas that won’t help that as writers can be addressed and possibly improved, where students exploring and failing can recognize the disposition they inhabit so they can prepare for difficult writing situations.

As I move forward with my own research on habits of mind, I wonder where the overlap points are with problem-exploring and habits of mind. Would students benefit from a more concrete understanding of the principles of habit of mind as a way to understand their dispositions? Are there places in the semester where students failure won’t result in productive future understanding (due to overall stress, etc.)? Ultimately I’m wondering, how can habits of mind can help prepare students for seeing how writing can help them learn, think, create, and tinker so the connection to problem-exploring, and possible failure points, become expected moments during the writing process the way drafting is an expected moment of the writing process. How will this be valuable to students, and how do I help show them the value?

Empowered Use

The Media Literacy Institute 2018 focused on positive digital citizenship. To explore what this means, I asked all the students to work in groups to develop new “Acceptable Use Policies” for their classrooms, schools, or districts.

Based on the discussion of acceptable use policies by Ribble in our course textbook, most student-educators crafted Empowered Use policies – policies focused on supporting student use of technologies in the classroom in meaningful ways that would transfer good citizenship practices from the classroom space to all digital spaces.

One group of graduate students focused specifically on higher education and classroom policies, drafting an Empowered Use policy specific to college classrooms. This has me rethinking my syllabus and considering ways of incorporating digital citizenship into my syllabus as well.

But, it also has me considering ways of reinforcing these ideas throughout the semester. I don’t want digital citizenship to be a discussion on the first day of class that doesn’t carry throughout the term. So what is the best way to reinforce that digital citizenship is lifelong learning?

First, for me, is to encourage and design more moments for digital engagement. To provide space for students to build strong supportive community in digital space related to their classroom learning, and the future applications of writing.

Second, is to develop an empowered use policy that is directly connected to student-centered (and student-readable) learning outcomes for the course – that are then reinforced and discussed with each assignment. This is trickier because it will determine how I imagine and design both the learning outcomes, the learning outcomes within and communicated through each assignment, and the empowered use policy.

In October, Millersville University hosts the International Policy Conference. This year the focus is “The Power of Media: Democracy, influence, access”. I’m hosting a session on empowered use policies, so I also want to design the policy, communicated and connected to learning outcomes, so I can discuss the benefits of integrating technology in the classroom, of supporting higher education focus on developing empowered digital citizens, and the need to clearly communicate these ideas to students in meaningful ways.

So, you know, I have a million different goals for this ‘policy’ i’m creating, no big deal…. 🙂