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* [Feature Functionality Question]
@ 2011-06-12 22:14 Matthew Sauer
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From: Matthew Sauer @ 2011-06-12 22:14 UTC (permalink / raw)
  To: Org Mode Mailing List

[-- Attachment #1: Type: text/plain, Size: 1094 bytes --]

I am using a file variable to invoke Longlines mode for a particular
file that I am using for editing college papers (it's an experiment to
help me get formats of papers a certain way).

The structure is and under visual wrap it looks like this folded:

* Assignments. . .
* Class Calendar . . .
* Notes . . .
* Papers . .

When I add the file variable to invoke Longlines it does the following:

* Assignments¶
. . .¶
* Class Calendar ¶
. . . ¶
* Notes ¶
. . .¶
* Papers ¶
. . .¶

I think what it is doing is seeing the Hard line at the end of the
headline and putting the . . .  to show a folded headline on the next
line and then the final ¶ after the . . .  is the one at the end of
the underlying data that is folded up?

Anyone know of something I am missing to get it to look more like:
*Assignments . . . ¶
* Class Calendar . . .¶
* Notes . . . ¶
* Papers . . .¶

It is somewhat an aesthetics issue but I didn't know if I am missing a
switch in fill, longlines or file structure that I can play with to
get a prettier look for the file?


[-- Attachment #2: Engl102.org --]
[-- Type: application/octet-stream, Size: 22160 bytes --]

* Class Calendar
* Homework
** DONE Reading Assignment Chapter 1 Purposeful              :ENGL102:ARCHIVE:
            DEADLINE:<2011-05-31 Tue 18:30> CLOSED: [2011-05-27 Fri 16:25]
            - State "REVIEW" from "TODO" [2011-05-26 Thu 10:50]
            - State "WORKING" from "REVIEW" [2011-05-27 Fri 15:28] CLOCK: [2011-05-27 Fri 15:28]--[2011-05-27 Fri 16:27] => 0:59
            <2011-05-26 Thu 10:45> Read Chapter 1 Out of Purposeful Argument
** DONE Read Chapter 2 of Purposeful Argument                :ENGL102:ARCHIVE:
            DEADLINE:<2011-05-31 Tue 18:30> CLOSED: [2011-05-27 Fri 17:35]
            - State "REVIEW" from "TODO" [2011-05-26 Thu 10:50]
            - State "WORKING" from "REVIEW" [2011-05-27 Fri 16:27] CLOCK: [2011-05-27 Fri 16:27]--[2011-05-27 Fri 17:34] => 1:07
            <2011-05-26 Thu 10:50>
** TODO  Analytical Comparison Essay                                 :ENGL102:
            DEADLINE:<2011-06-21 Tue 18:30> <2011-05-31 Tue 18:40>
** TODO  Article Review Assignements                                 :ENGL102:
            DEADLINE:<2011-07-05 Tue 18:30> <2011-05-31 Tue 18:40>
** TODO  Proposals and Annotated Bibliography                        :ENGL102:
            DEADLINE:<2011-07-12 Tue 18:30> <2011-05-31 Tue 18:40>
** TODO  Research Papers Due                                         :ENGL102:
            DEADLINE:<2011-07-26 Tue 18:30> Make arrangements for the return of this assignment.  <2011-05-31 Tue 18:45>
** DONE Purposeful Argument Chapter 3                        :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-07 Tue 18:30> CLOSED: [2011-06-06 Mon 19:40]
            - State "STARTED" from "TODO" [2011-06-06 Mon 19:18]
            <2011-06-01 Wed 16:15>
** DONE Purposeful, page 351, "Employers are monitoring . . . "
            DEADLINE:<2011-06-07 Tue 18:30> CLOSED: [2011-06-06 Mon 16:50]
            CLOCK: [2011-06-06 Mon 16:03]--[2011-06-06 Mon 16:53] => 0:50
            <2011-06-01 Wed 16:15>
** DONE [#A]  Read Should Data posted handout                        :ARCHIVE:
CLOSED: [2011-06-10 Fri 17:10] :ENGL102: DEADLINE: <2011-06-14 Tue 18:30>
- State "STARTED" from "TODO" [2011-06-08 Wed 15:31] CLOCK: [2011-06-08 Wed 15:32]--[2011-06-08 Wed 15:55] => 0:23
            <2011-06-01 Wed 16:15>
** DONE Writing Matters Chapter 1                            :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-07 Tue 18:30> CLOSED: [2011-06-07 Tue 05:25]
            - State "STARTED" from "TODO" [2011-06-06 Mon 19:41]
            <2011-06-01 Wed 16:20>
** DONE Writing Matthers Chapter 2                           :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-07 Tue 18:30> CLOSED: [2011-06-07 Tue 05:25] <2011-06-01 Wed 16:20>
** DONE Writing Matters Chapter 15                           :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-07 Tue 18:30> CLOSED: [2011-06-07 Tue 10:55]
            - State "STARTED" from "TODO" [2011-06-07 Tue 05:26] CLOCK: [2011-06-07 Tue 10:51]--[2011-06-07 Tue 10:53] => 0:02
            - State "WORKING" from "STARTED" [2011-06-07 Tue 10:51]
            <2011-06-01 Wed 16:20>
** DONE Reading Journal                                      :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-07 Tue 18:30> SCHEDULED: <2011-06-04 Sat> CLOSED: [2011-06-06 Mon 16:50]
            - State "STARTED" from "TODO" [2011-06-04 Sat 09:54] CLOCK: [2011-06-04 Sat 09:04]--[2011-06-04 Sat 09:57] => 0:53
            - Summarized article, still need to find two quotes for reading journal.
            - State "WORKING" from "STARTED" [2011-06-06 Mon 09:14]
            - State "REVIEW" from "WORKING" [2011-06-06 Mon 15:26]
            <2011-06-02 Thu 20:20>
** DONE [#A]  Reading Journal on handout "Should Data . . ."         :ARCHIVE:
CLOSED: [2011-06-10 Fri 16:30] :ENGL102:
            DEADLINE:<2011-06-14 Tue 18:30>
            - State "WORKING" from "TODO" [2011-06-10 Fri 11:46] CLOCK: [2011-06-10 Fri 11:46]--[2011-06-10 Fri 11:47] => 0:01
            - State "STARTED" from "WORKING" [2011-06-10 Fri 11:47]
            - State "WORKING" from "STARTED" [2011-06-10 Fri 14:55] CLOCK: [2011-06-10 Fri 14:57]--[2011-06-10 Fri 16:29] => 1:32
            - State "REVIEW" from "WORKING" [2011-06-10 Fri 16:00]
            <2011-06-07 Tue 18:40>
** DONE [#B]  Read Howard Chapter 17 on MLA Format           :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-14 Tue 18:30> CLOSED: [2011-06-10 Fri 10:20]
            - State "WORKING" from "TODO" [2011-06-10 Fri 10:13] CLOCK: [2011-06-10 Fri 10:13]--[2011-06-10 Fri 10:21] => 0:08
            - State "DONE" from "WORKING" [2011-06-10 Fri 10:21] \\ MLA documentation
            <2011-06-07 Tue 18:40>
** STARTED [#A]  Rough Draft Comparison/Constrast Essay              :ENGL102:
            DEADLINE:<2011-06-11 Sat 18:45>
            - State "STARTED" from "TODO" [2011-06-11 Sat 08:14] CLOCK: [2011-06-11 Sat 08:59]--[2011-06-11 Sat 09:43] => 0:44
            <2011-06-07 Tue 18:45>
** TODO [#A]  Revision 1 on Paper                                    :ENGL102:
            DEADLINE:<2011-06-14 Tue 18:30> <2011-06-07 Tue 18:45>
** DONE [#B]  Phillips and Bostian pp 86-101 Plagiarism      :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-14 Tue 18:30> CLOSED: [2011-06-10 Fri 11:20]
            - State "WORKING" from "TODO" [2011-06-10 Fri 10:59] CLOCK: [2011-06-10 Fri 10:59]x--[2011-06-10 Fri 11:18] => 0:19
            - State "DONE" from "WORKING" [2011-06-10 Fri 11:19] \\ Eval, Read, and Use of Resources Quotes, Summarize, Paraphrase.
            <2011-06-07 Tue 18:45>
** DONE [#B]  Phillips and Bostian Chpt. 4 77-86             :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-14 Tue 18:30> CLOSED: [2011-06-10 Fri 10:55]
            - State "WORKING" from "TODO" [2011-06-10 Fri 10:46] CLOCK: [2011-06-10 Fri 10:46]--[2011-06-10 Fri 10:54] => 0:08
            - State "DONE" from "WORKING" [2011-06-10 Fri 10:54] \\ How to read a book
            <2011-06-07 Tue 18:45>
** DONE [#C]  Howard Chapters 13                             :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-14 Tue 18:30> CLOSED: [2011-06-10 Fri 10:35]
            - State "STARTED" from "TODO" [2011-06-10 Fri 10:22]
            - State "WORKING" from "STARTED" [2011-06-10 Fri 10:22] CLOCK: [2011-06-10 Fri 10:22]--[2011-06-10 Fri 10:37] => 0:15
            - State "DONE" from "WORKING" [2011-06-10 Fri 10:37] \\ Conducting Research
            <2011-06-07 Tue 18:45>
** DONE [#C]  Howard Chapter 14                              :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-14 Tue 18:30> CLOSED: [2011-06-10 Fri 10:45]
            - State "WORKING" from "TODO" [2011-06-10 Fri 10:39] CLOCK: [2011-06-10 Fri 10:39]--[2011-06-10 Fri 10:43] => 0:04
            - State "DONE" from "WORKING" [2011-06-10 Fri 10:43] \\ Evaluating credibility
            <2011-06-07 Tue 18:45>
** TODO [#C]  Phillips and Bostian Chapter 10                        :ENGL102:
            DEADLINE:<2011-06-14 Tue 18:30> <2011-06-07 Tue 18:50>
** DONE [#C]  Howard 158-160                                 :ENGL102:ARCHIVE:
            DEADLINE:<2011-06-14 Tue 18:30> CLOSED: [2011-06-10 Fri 10:45]
            - State "WORKING" from "TODO" [2011-06-10 Fri 10:43] CLOCK: [2011-06-10 Fri 10:43]--[2011-06-10 Fri 10:46] => 0:03
            - State "DONE" from "WORKING" [2011-06-10 Fri 10:46] \\ LOGOS, PATHOS, ETHOS
            <2011-06-07 Tue 18:50>
* Notes
** Analytical Comparison Paper
*** Source Articles
**** Employers Are Monitoring Social Networking Sites
***** Reading Notes
Very quotation instensive and more focused on anecdotes than harder evidence.  It does give the claim that it is hard to get people to put their names behind the stories and a reason why.  This article provides lots of small rehashings of the quotes that follow the rehashing.  This seems to be designed to present a problem, informing people about them but not giving an argument for or direction about how to deal with the problem.

****** Introduction Para
Starts with an example of a person that has a distinct parity between his personal (to friend) presentation of himself and his public (to employer) presentation of himself and how he privatized himself on the public internet before attempting to find a job.

Moves to talk about different things you might have on a social networking site and the fact that employers are using web searches and searches of these sites to generate a "resume" of sorts.

****** Digging up Dirt (2nd section)
Opens with stating you have the ability to ask hiring industry professionals about eliminating applicants based upon found web information but it also says that it is hard to get those people to put their name behind those stories due to possible negative civil legal ramifications.

Goes through several instances of things being found pre-employment about the person, some of them not getting the job due to it and some of them still getting it but not having it long term.  Second part of this section goes into people being reprimanded or losing their job due to items found on social networking websites.

It then dips down into what the nature of the issue really is purported to be.  Basically, the author gives an exemplyfing reason and then cites the one person he could really get to go to the record who speaks about his experience.  The evidence that is being provided is rather anecdotal, either unsubstantial examples or about one headhunter summarizing his experience.  (Evidence in this article has moved from statistical to anecdotal).

****** False Security
Wholes in privacy settings and deletion.  Using people in network (or I imagine fake profiles could be used as well) or using cached data to see what was deleted.  (Kim had an article about facebook privacy holes and failures).

****** Playing it Safe (The Conclusion)
Author opens up a conclusion by asking a question (maybe an attempt at a thesis question?) and then answer it without an answer.  Simple quotation of two different sources that take two different views, no argument for either one, just letting them speak on their own.
***** Reading Journal Entry
****** Quote 1 (Main point)

******* Quote
"Which means if you've got a page on a social networking site featuring photos of you mauling the stripper at your buddy's bachelor party, or if you write a blog that details your binge-drinking and bed-hopping exploits, odds are they're going to find it."

******* Para on Quote
This quote seems to be the main point of the article, to get people reading the article to realize that anything that they have posted in a social networking context or any way that they live online is going to be visible to those that they are applying to get a job from.  The rest of the paper (including this paragraph) seem to be a summary of research and quotes of the research to demonstrate this point.

****** Quote 2 (disagree/other)

******* Quote

"Ask recruiters and HR professionals, and you'll get any number of stories about job applicants who've gotten snared in the web (even if they're reluctant to attach their names to the stories, for fear of opening the door to lawsuits)."

******* Paragraph on Quote
The part of this quotation that is in parens really cuts into the credibility of the quotation in general and leads me to call into question the credibility of the whole next section of this article.  The author sticks to one quotation source and relates a variety of stories from a variety of people.  This ends up showing me a variety of uncited anecdotes and no hard solid evidence to show how often this impacts reality.  It seems to be designed to get the reader to think, 'This could be me.' without having the weight of a statistic to show how often the reality occurs.

**** Should Data Posted on Social-Networking Sites Be "Fair Game" for Employers

***** Reading Notes
This seems to be a much more well thought out article.  It presents an issues, how some people respond to that issue, the argument that they pose and then the persuasion is in breaking that argument down and in doing so builds up a reasonable replacement for it.

***** Reading Journal Entry

****** Quote 1 (Main Point)

******* Quote
"Part of the problem is that the Internet has fundamentally altered our notions of 'private' and 'public' (Blaine Para 5)."
******* Paragrapg on Quote
This is a demonstration of the difference of the two sides that the paper presents.  This doesn't present the sides but it shows the fundamental causation of the opposition of the sides.  The ideas of 'private' and public' at times collided but it was somewhat easier to have different styles of speech around the water cooler at work and a different one at home.  As long as the parts of the world did not collide, no problem was encountered.  Now, with the intensity of social networking on the internet we are increasingly becoming more and more connected and the webs of our social patterns are connecting causing us to become disparate or accept integrity and act the same in all contexts.  More and more all of our conversations are public due to the ability for it to be republished by those we interact with as they have increased access to technology to transmit that information.

****** Quote 2 (Disagree/Other)
******* Quote
"As a practical matter, it would be impossible to prevent employers from reviewing online sites as part of informal background and reference checks (Blaine Para 4)."
******* Para on Quote
This quotation shows a clear lack of reasoning and understanding about things that are eternal.  Well maybe it doesn't, maybe it is just trying to accept the defeat that something hard to enforce should just be dealt with instead of being made illegal.  Contrary to it we still work to enforce privacy and guard against unreasonable search and seizure and a variety of other crimes even though they still happen.  If more clarity had been provided with this and argument for prospective employees to continue to monitor and control internet based social interactions based on the fact that regulation would not sufficently control the situation then this would become more effective.  Combine this with the fact that some employers use ways of dealing with applicants and judging them on ways that they shouldn't because they fall outside of protected status by making notations about people in ways that aren't traceable, like sticky notes or seperate and destroyed documents.

*** Paper
**** Rough Draft
The dividing line that society perceived was between the work world and the personal word has become increasingly clear over the past several years.  This is caused by the reality that has always been present, the ability you have to become and stay employed is effected by what you do on the time when you are not at work.  Now,worlds collide as people publish details of their life instantaneously in a form that is accessible from a variety of locations.  Both Blaine and Edelstein demonstrate the collision of these two worlds but both of them look at it as a changing in how our private lives are viewed by the work world but the reality is that written and instantaneous communication is making the collision between these two worlds more frequently making the line more visible.
* 2011
** 2011-05-31 Tuesday
*** Lecture
Added: <2011-05-31 Tue 19:35>
**** What is an Essay
Looking to persuade.  French word in origion.
***** Misses
****** Poetry
Too symbolic or even further moving to prayer, pure emotive thoughts.
****** Dialogics (Syllogisms)
No mere philosophic demonstrations or movement to pure logic.
***** Hits
What is in the middle.  Rhetoric to persuade.  Essays are weird that don't fit anything, no one really knows what is wanted.
****** Persuasion
The dead horse that will be beaten.  No book reports, persuasions.
****** Opinions
Not about opinions.  "I want to hear you persuade me, not your opinion."
****** Banned Words/Phrases
The difference between speaking out loud and writing.  When writing it sounds authoritative due to non-verbal cues. Give people reasons up front to waste time reading your text.  Why should someone read what you wrote.  Over-explanation of the obvious.  Rhetoric is the counter-part to philosophy (dialectic).  We all defend ourselves or attack things we disagree with.
- "In my opinion"
- "It's like dude"
***** The true and the approximately true
These are apprehended by the same faculty.  Method that we learn which something is approximately true.  You don't have to know everything to make a probable argument.  We aren't coming to the scientific knowledge or the approximation of it but making persuasive arguments, probable arguments about the small section of the universe we are talking about.
***** What is rhetoric
"Rhetoric is not persuasion itself but is the ability to discover the available means of persuasion."  This is an art. Three basic means of persuasion.
- Rational (Logos)
- Emotions (Pathos)
- Ethos (Character) Not using any means available (sophists) but discovering what is truly available (Rhetoric).  [What about discovering what should be conveyed by what is available?]
****** TODO movie
Catch me if you Can . . movie about sophistry
****** Is not
Sophistry: The imitation of knowledge

***** The five paragraph monster
1. Intro
2. Body and guts
3. Body and guts
4. Body and guts
5. Concluding tail

***** No potions
Every argument has different things available to it and different designs.

***** Aristotles 3 divisions
****** Political
Looks to the future (persuasive, urging someone to do something different in the future).  One form is persuasive to make changes.  AKA deliberative, advisory
****** Forensic
Looks to the past -- literally defense in law courts.  AKA legal historical juridical
****** Ceremonial
In the present (praise or condemnation of someone) Be like Mike but not like Hitler AKA panjnerical epididactic Practically speaking, article review (needs to not be a book report), good-bad-ugly emulation or avoidance.

**** Break for diagnostic essay
continue later.
** 2011-06-07 Tuesday
*** Lecture                                                          :ENGL102:
        Added: <2011-06-07 Tue 19:00>
**** Ancient modes of rhetoric.  5 Cannons of Rhetoric.
Check blackboard, BYU's rhetoric site listed.  This class will focus on the first three.
***** Invention
***** Arrangement
***** Elecoution (style)
***** Memory
***** Delivery
**** Writing as madness
Is it crazy and unnatural to sit down, present your thoughts, organize them and hit print?  If writing is easy you are probably a bad one.
***** Metaphor 
Writing a metaphor is like planting a garden.
****** Hard work
****** Prep work
****** Unk results
****** Weeding
****** Pruning
****** Harvesting
***** Muse
A necessary part of writing?  Or the functionality of a muse needs to be present.
**** Accidentally buy a book that will help you later.
Divine Madness by Joseph Peeper Must travel through madness (theomania) in order to drive through to inspiration.  Lower and higher things that cause people to lose control.
***** Academic writing
****** Different mode of communication
****** The problem
The problem isn't that it is written but it is composed.  Self-sufficent in things conversational but things that need designed.
***** Have to be forced
You have to be forced out of your complacency.  Must not be comfortable.  You must become inspired.  Inspiration can be as simple as things that are handed to you.
***** Madness =
Madness = being-beside-oneself Geneating of composed speech is this.  Paper when done is you staring back at you.
**** How do we invent arguments
Don't write about a subject, ( ->topic->?theme?->problem-> ) but write on a proposition.
***** How do you know if you have a good argument? 
****** /An sit/
Question of fact.  Whether a thing is.
****** /Quid sit/
Question of definition.  What is it.
****** /Quale sit/
Question of quality.
***** /Stasis/
Procedure within rhetorical invention to define the foundation of the debate.  Usage of the common topics from Aristotle.  This is work to invent ideas, not make a paper.
**** Invention
***** Artistic
***** non-artistic
Research . . .you don't create them, you just find them.  (Most American paper-writing is this.)  If you lean on this too much you end near plagiarism.
****** Plagiarism
Most plagiarism is because you are ill-equipped and don't know any better.
******* Quote
This is something that is irreducable.  Copy -> Paste -> Parens
******* Paraphrase
Make something easy to understand because it's too hard.
******* Summary
Every time you switch ideas you need to cite the source.  You should maximize to one paragraph in length.  Your idea is how you organize, people want to know what you read
* Configuration
#+STARTUP: indent 
#+STARTUP: hidestars 
#+STARTUP: lognotedone
#+STARTUP: lognotereschedule
#+STARTUP: lognoteredeadline 
#+STARTUP: lognoterefile
# Local Variables:
# mode: flyspell
# mode: longlines
# auto-fill-inhibit-regexp: "\\#\\+?"
# Local Variables:
# mode: flyspell
# mode: longlines
# fill-column: 160 
# word-wrap: 160 
# End:

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2011-06-12 22:14 [Feature Functionality Question] Matthew Sauer

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