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The Unbounded Conversation
Topic Started: Feb 11 2006, 01:17 AM (74,377 Views)
MY85
It's a fabulous new day, yes it is!
Yo Neb... should 6SW have a December POTM award thing?
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Nubochanozep
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Um...probably. I'll get on it in a few days. I guess I'll have to look at that poll Cybrus did to see what people want to do regarding these things. Also, if anyone wants the results for the wrestling awards then I'll PM the half finished totals to you. There's no way in hell that I can be bothered to finish it now, I'm sorry. Actually, here are the half collated results. You'll be able to work out stuff from here.

KING BOOKER, PROTOTYPE, 15SHOWS, RALPHY, KAMETSOU, OBSERVER, NEBUCHANEZZAR, SRP, ALMIGHTYDOLLAR, 4400, MY85, CYBRUS, DARK LONER, WWEWL

Wrestling Related (WWE/TNA/Indy)

Best/Worst Feud

Cena v Edge - 6
Angle v Joe - 2
Best ROH vs CZW. DX v McMahons/
Best Feud: Lashley vs. Booker T
Vince-Michaels/
Best: Samoa Joe vs AJ Styles vs Christopher Daniels

DX v McMahons - 3
DX v Spirit Squad - 2
Boogeyman vs. Miz
Cena-Edge
Worst: Undertaker vs Mark Henry
Worst Feud: John Cena vs. Edge
Batista v anyone
/ Worst- Jerry The King Lawler and Gregory Helmes
Worst- Lashley/King Booker,


Best/Worst storyline

NO WINNER, ALL EQUAL.
Best- DX vs Mcmahons
WWE vs. ECW/
Best- Trish and Mickie/
Best - ROH vs CZW.
Cena v Edge
/Best Storyline: Sting vs. Jeff Jarrett buildup
King Booker's storyline and the storyline to build up the return of DX
Best: Christian Cage mocking Jeff Jarrett
Foley Vs. Flair /

Rey & Chavo - 6
Worst- Boogeyman and Booker T.
Worst: Shawn's buddy God
Eddie storyline and the storyline involving Charlie Haas, Viscera and Lilian Garcia







Best/worst Heel

Edge - 8
King Booker - 4
Best Heel - Mr. Kennedy; Christian Cage
Alex Shelly.
McMahon; The Miz

Umaga - 3
Miz - 2
Worst- Tatanka
Johnny Nitro
Worst- Matt Hardy
Worst Heel – Eugene
Worst: Mark Henry
Vince McMahon
Chris Masters



Best/Worst Face

Carlito - 3
Kurt Angle - 2
Shawn Michaels - 2
Best- John Cena
RVD/
Best: Chris Benoit /Rob Van Dam
Best: Samoa Joe

John Cena - 7
Boogeyman - 2
Worst- Shark Boy
Worst Face – Vito
and Batista
I guess; The Miz
/ Lashley,


Best/Worst Brand

TNA Impact - 6
RAW – 4
Smackdown - 4


RAW - 6
Ecw - 3
Worst- Smackdown
Worst- Smackdown.
Worst – WWE
Worst Brand: TNA Impact

Best/Worst mic skills

Edge - 3
HHH - 2
Vince McMahon - 2
Mr. Kennedy - 2
Christian Cage - 2
Best- Cena
King Booker,
Elijah Burke/
Best - Christopher Daniels.
HBK and
Best: King Booker
Paul Heyman/



Worst- Khali
Johnny Nitro
Worst- Johnny Nitro.
Worst Mic Skills - Jeff Hardy
Worst - Great Khali
Nitro and Benjamin
Worst mic skills: Ken Kennedy (It takes more than yelling your own name over and over)
Worst: Bobby Lashley
Bobby Lashley
The Great Khal
Worst: The Miz
/ Shelton Benjamin
The Miz

Best/worst match

Best- TLC Edge vs Cena
Angle vs. Taker (No Way Out)/Best- Edge and Foley at WM22./ .
Best - Christopher Daniels/AJ Styles vs LAX. NYR Elimination chamber/
Best Match: RVD vs. Edge, Vengeance
Best: Cena vs Edge Unforgiven Cena-Edge at Unforgiven/Test-Holly on ECW
RVD vs Test (ECW)/Best: Kurt Angle vs Undertaker (No Way Out)
Tie between Christian and Rhyno in the Barbed wire cage match, and Hardy vs. Nitro Ladder Match;

Batista vs. Big Show (ECW episode)
Worst- Jillian Hall vs Melina at Judgement Day
Worst - Jeff Hardy vs Nitro
Worst match: take your pick.
Worst: Booker T & Sharmell vs The Boogyman WM22
Umaga vs random jobber or Vince McMahon vs Triple H at MSG (both from Raw)
Worst: Booker T vs Boogeyman


Best/Worst PPV

Best- Wrestlemania 22./ No Way Out/TNA Lockdown. NYR/
Best PPV: ECW One Night Stand 2006
Best: Wrestlemania 22
Bound for Glory (TNA)/No Way Out/Best: WrestleMania
No Way Out/
TNA No Surrender;

Worst- GAB 2006
Worst- Judgement Day.
GAB
Worst - WWE Vengeance
Worst PPV: Unforgiven 2006
Worst: New Years Revolution
Cyber Sunday
The Great American Bash
Worst: Great American Bash
Cyber Sunday
Cyber Sunday

Most Underrated

Matt Hardy, Kane, Finlay
Shelton Benjamin
Shelton Benjamen.
Kazarian
Benjamin
HBK
Matt Hardy
Lashley
Charlie Haas
Finlay
Shelton Benjamin
Shelton Benjamin

Most Overrated

Lashley, RKO
Umaga
JOHN CENA.
Cena
Cena
Benjamin
Cena
Samoa Joe
Randy Orton
Randy Orton
RKO
Batista
DX
DX
Umaga
Cena, D-X, Batista, The Miz, Rey Mysterio... I guess i'll stick with Cena

Best/Worst faction

Best- DX
King Booker's Court/Best- DX/ Best - LAX. DXBest Faction: LAX (Latin American Exchange
Best: Team Canada LAX
LAXBest: DX (it was great for about 3 weeks)
LAX /
LAX

Spirit Squad
Worst- DX.
Worst - Spirit Squad
/Job squad
Worst faction: Spirit Squad
Worst: Spirit Squad
/Spirit Squad
Worst: DX
DX
; D-X (They used to be good, though, obviously)

Best/Worst commentator

JR, JBL
Mike Tenay
/Best- Jim Ross/
Best commentator – JBL/Best - Joey Styles. Styles/Best Commentator: Joey Styles
Best: Joey Styles
JBL/)
JBL/Best: JBL
JBL / Good ol' J.R;

Michael Cole (Nothing w/o Taz)
Tazz
Worst: The King
Jerry Lawler
Don West (TNA
Worst commentator: JBL
Worst: Jerry Lawler
Tazz
Worst - Don West
Worst commentator - Don West
Worst- Mike Tenay.
Worst- Michael Cole
JBL

Best/Worst Diva

Trish
Trish (you will be missed)/
Best- Trish Stratus/ Best diva - Mickie James/elly
Best - Mickie James. Maria/Best Diva: Victoria
Best: Mickie James
Trish Stratus/
Trish Stratus/
Best: Trish Stratus
Mickie James/Mickie James;

Worst- Kristal
Kelly Kelly
Worst- Torrie Wilson.
Worst diva - Kelly K
Worst – Lita
Jillian
Worst Diva: damn, almost any. Torrie Wilson
Worst: Melina
Candice Michelle
Ashley Massaro and Kelly Kelly
Worst: Shirelda
Lita
Lita

Best/Worst manager/valet

Best- Armando Alejandro Estrrrrrada
Father James Mitchell/ Best- Lita/ Best manager - Elijah Burke/Best - Konnan. Best Manager: Elijah Burke
Best: Scott D'amore AAE/
(Valet) Queen SharmellAlejandro Estra Winnebego; Best: Sharmell
Armando Alejandro Estrada /

Estrada
Worst- Davari
Worst manager - Michelle McCool
Worst – Melina
Worst manager/valet: Sharmell
Worst: Lita
Ashley
/Kelly Kelly ; (Manager) Konnan/Daivari
Melina
Worst: Traci Brooks
Vickie Guerrero

Best/Worst tag team

Best – CrymeTyme
London and Kendrick/LAX
Best- A.J Styles and Chrisopher Daniels/
Best tag-tam - London & Kendrick; Cryme Tyme/Best - Christopher Daniels and AJ Styles. DX/Best Tag Team: Kendrick and London
Best: AJ Styles & Christopher Daniels
The Hooliganz/LAX and London with KendrickBest: LAX
London and Kendrick /
The Hooliganz;

Worst- Matt Hardy and Tatanka.
Worst tag-team - Eugene & Hacksaw
Worst – DX
Eugene and Hacksaw
Worst tag team: Highlanders
Worst: Eugene & Hacksaw
Haas-Viscera
/Charlie Haas and Viscera
Worst: DX
Haas and Big Vis
Viscera and Hass

Best/worst gimmick

Best- Cena King Booker/Best- Triple H King Of Kings/ .
Best Gimmick - CM Punk/Best - Samoa Joe.
Edge/Best: King Booker King BookahKing Booker/Best: Samoa Joe's gimmick, which is basically a straight shooter
Umanga, the "Samoan Bulldozer";

Worst- Eugene
Umaga
Worst- Kurt Angle Anti American
Worst Gimmick - Vito (Crossdresser)
Worst – Orton
Cena
/Umaga
Worst: The Boogyman
/“Retarded” Eugene
The Boogeyman
Worst: Boogeyman
The Miz's Reality crap

Best/worst promo

Edge Life Sex Celebration
Best- Triple H vs Edge RAW after Wrestlemania/ Best promo - Kennedy on Taker (before No Mercy on SD!)/Best - Kurt Angle on WWE.
Styles on ECW/Best: Mick Foley Raw, July 10/
Anything with LAX/Joey Styles' worked shoot on RAW;

/Umaga's introduction
Worst- Nitro and Melina press confrence.
Worst promo - Shannon Moore's Coming to ECW
Worst - Jarrett on getting NWA title back
anything to do with Benjamin
Anything with DX
The Miz's promos during the Diva Search

Best/worst theme music

Best: Cena, Raw theme song,
ChristianBest- Triple H King Of Kings/ Best theme - Dusty Rhodes; CM Punk/Best - CM Punk. HBK and McMahon/Batista
Best: Batista Worst
Kane/Edge's theme (Metallingus from Alter Bridge) or CM Punk's theme (This Fire Burns from Killswitch Engage) /
Best: DX
CM Punk /
D-X;

Worst: Jonny Nitro
/King Bookers
Worst- John Cena.
Worst theme - Eugene; Hacksaw
Worst – Orton
: Christopher Daniels
Johnny Nitro
Spirit Squad's theme or Nitro and Melina's theme
Worst: The Miz
Spirit Squad

Best/worst used wrestler

Best: King Booker Samoa Joe/Best- Jeff Jarrett/ Best - Samoa Joe.
Best used – Cena/HHH/
/Best: Samoa Joe
King Bookah/King Booker and Rob Van Dam/
Edge;

Worst: Kane
Umaga
Worst- Shelton Benjaman.
Worst - Cena
Worst used - Simon Dean
Kane
Benjamin
Worst: Chris Benoit
Carlito
Shelton Benjamin and Super Crazy
If you mean the wrestler that is used the worst, it's hands down Shelton Benjamin

Best/Worst rookie

Best: Mr. Kennedy Elijah Burke/Best- Kenny/ .
Best rookie - CM Punk; Elijah Burke/
Best - CM Punk
Kennedy/Best Rookie: Lashley
Best: Chloe Mr. Kennedy/Brent Albright/
CM Punk;

Worst: The Miz
Sylvester Terkay
Worst- The Miz
Worst rookie - Mike Knox; Norman Smiley
. Worst – Umaga
Umaga
Worst rookie: Miz
Worst: The Miz
MVP
The Miz
The Miz

Best/worst finisher

Best: Pedegree Canadian Destoryer/Best- Canadian Destroyer/ Best finisher - Canadian Destroyer/Best - Homicide. Sweet Chin Music/Best Finisher: Tombstone
Best: Joe's Mussel Buster Canadian Destroyer/Canadian Destroyer/
Best: Spear
Umanga's Samoan Drop;

Worst: STFU
F-U
The Masterlock
Samoan Spike
Worst: Umaga's Samoan Spike
worst finisher: Spear
RKO
Worst – Jarrett
Worst finisher - The Worm
Samoan Spike
Worst- F-U.
Worst: The Worm

Most/Least charismatic

Sting/Most- Kurt Angle/ .
Most charismatic - Christian Cage; Jeff HardyMost - Angle. McMahon/Most Charismatic: Triple H
Most: Samoa Joe Mr. Kennedy/Most: King Booker
Ken Kennedy;

Johnny Nitro
Worst- Johnny Nitro
/Least charismatic - Shannon Moore
Worst – Orton
Benjamin
Least charismatic: Batista
Least: Lashley
Bobby Lashley
Least: Bobby Lashley
/ Shelton Benjamin
John Cena

Most improved

Cena
Mr. Kennedy
Carlito.
Show
Christian
Kennedy
Edge
King Bookah
Bobby Lashley
Bobby Lashley

Most potential

Carltio, Mr. Kennedy
Mr. Kennedy
Randy Orton
Punk
Samoa Joe
Kennedy
Mickie James
Shelton Benjamin
Kennedy
CM Punk
Mister Kennedy
Shelton Benjamin
CM Punk

Best wrestler over 30

Kurt Angle
Kurt Angle
Triple H.
HBK
Angle
HBK
Kurt Angle
Angle
Kurt Angle
Kurt Angle and Chris Benoit
Kurt Angle
Shawn Michaels

Most shocking segment/promo

Kurt Angle to TNA
Micke Foley firing.
Vince on God
Styles on ECW
Angle's "It's real, it's damn real!" video
DX oral sex scene
Kennedy's promo against Undertaker before the WWE No Mercy PPV and also Kennedy against Undertaker on the Smackdown Episode from November 10th.
Edge costs Cena the WWE Title at ECW One Night Stand
Joey Styles "Worked shoot" Promo

Best/worst in-ring attire

Best- Mickie James
Jeff Hardy/Best- Candice Michelle/ HooliganZ/
Best - Sting. Candice/Best: Christopher Daniels
Shawn Michaels"
Rey Mysterioo
Undertaker

MVP
Worst- MVP.
Vito
Worst – Cena
Cena
/Umaga
Worst: Vito
; MVP's "Scuba Gear
/Vit
/MVP
/ MVP

Best/worst PPV match

Best- Edge vs Mick Foley at WM22/ Best - Samoa Joe vs AJ Styles vs Chris Daniels. NYR/
RVD&Cena at ONS 2/
Kurt Angle vs The Undertaker (No Way Out)/Best: Kurt Angle vs Undertaker (No Way Out)
Styles and Daniels vs. LAX, Ultimate X;

Worst- Flair vs Foley at Vengeance.
Worst - Umaga vs Eugene
Lita-Mickie at C. Sunday
Fatal Four Way Bra & Panties (The Great American Bash)
Worst: Booker T vs Boogeyman (WrestleMania)
Anything WWE did that didn't happen at WrestleMania

Best/worst wrestler hiring.

Best- Umaga Jeff HardyBest- Kurt Angle/ Best - Angle in TNA. Kennedy/Best Hiring: Kurt Angle by TNA/Best: TNA CM Punk/
Kurt Angle at TNA/
Best: TNA hires Kurt Angle
Kurt Angle / Angle in TNA;

Worst: Khali
/Umaga
Worst- Scott Steiner
Worst - Jimmy Wang-Yang
Umaga
worst wrestler hiring: Tatanka
Worst: WWE
Mike Mizanin at WWE
Worst: WWE hires K-Fed
Great Khali
Boogeyman

Best Wrestler Below 30 years

Cena
Mr. Kennedy
Randy Orton
CM Punk; Elijah Burke
Samoa Joe
Christian
C.M. Punk
AJ Styles
Samoa Joe
Bobby Lashley
Samoa Joe
C.M Punk

Biggest comeback

DX
Booker
Test!
Rob Van Dam
Sting
DX
Sting
Jeff Hardy
Chris Benoit after his sabbatical
Angle
Kurt Angle (even though he really didn't "Leave")
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MY85
It's a fabulous new day, yes it is!
All I gotta say with that is: holy shit.

Raw the worst brand on 6SW wouldn't surprise me.
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jackymatic
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He died for your sins
I'm Ignoring logic, reality, and common sense by posting in this thread
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L69
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Nebuchanezzar
Dec 22 2006, 03:04 AM
Um...probably. I'll get on it in a few days. I guess I'll have to look at that poll Cybrus did to see what people want to do regarding these things. Also, if anyone wants the results for the wrestling awards then I'll PM the half finished totals to you. There's no way in hell that I can be bothered to finish it now, I'm sorry. Actually, here are the half collated results. You'll be able to work out stuff from here.

KING BOOKER, PROTOTYPE, 15SHOWS, RALPHY, KAMETSOU, OBSERVER, NEBUCHANEZZAR, SRP, ALMIGHTYDOLLAR, 4400, MY85, CYBRUS, DARK LONER, WWEWL

Wrestling Related (WWE/TNA/Indy)

Best/Worst Feud

Cena v Edge - 6
Angle v Joe - 2
Best ROH vs CZW. DX v McMahons/
Best Feud: Lashley vs. Booker T
Vince-Michaels/
Best: Samoa Joe vs AJ Styles vs Christopher Daniels

DX v McMahons - 3
DX v Spirit Squad - 2
Boogeyman vs. Miz
Cena-Edge
Worst: Undertaker vs Mark Henry
Worst Feud: John Cena vs. Edge
Batista v anyone
/ Worst- Jerry The King Lawler and Gregory Helmes
Worst- Lashley/King Booker,


Best/Worst storyline

NO WINNER, ALL EQUAL.
Best- DX vs Mcmahons
WWE vs. ECW/
Best- Trish and Mickie/
Best - ROH vs CZW.
Cena v Edge
/Best Storyline: Sting vs. Jeff Jarrett buildup
King Booker's storyline and the storyline to build up the return of DX
Best: Christian Cage mocking Jeff Jarrett
Foley Vs. Flair /

Rey & Chavo - 6
Worst- Boogeyman and Booker T.
Worst: Shawn's buddy God
Eddie storyline and the storyline involving Charlie Haas, Viscera and Lilian Garcia







Best/worst Heel

Edge - 8
King Booker - 4
Best Heel - Mr. Kennedy; Christian Cage
Alex Shelly.
McMahon; The Miz

Umaga - 3
Miz - 2
Worst- Tatanka
Johnny Nitro
Worst- Matt Hardy
Worst Heel – Eugene
Worst: Mark Henry
Vince McMahon
Chris Masters



Best/Worst Face

Carlito - 3
Kurt Angle - 2
Shawn Michaels - 2
Best- John Cena
RVD/
Best: Chris Benoit /Rob Van Dam
Best: Samoa Joe

John Cena - 7
Boogeyman - 2
Worst- Shark Boy
Worst Face – Vito
and Batista
I guess; The Miz
/ Lashley,


Best/Worst Brand

TNA Impact - 6
RAW – 4
Smackdown - 4


RAW - 6
Ecw - 3
Worst- Smackdown
Worst- Smackdown.
Worst – WWE
Worst Brand: TNA Impact

Best/Worst mic skills

Edge - 3
HHH - 2
Vince McMahon - 2
Mr. Kennedy - 2
Christian Cage - 2
Best- Cena
King Booker,
Elijah Burke/
Best - Christopher Daniels.
HBK and
Best: King Booker
Paul Heyman/



Worst- Khali
Johnny Nitro
Worst- Johnny Nitro.
Worst Mic Skills - Jeff Hardy
Worst - Great Khali
Nitro and Benjamin
Worst mic skills: Ken Kennedy (It takes more than yelling your own name over and over)
Worst: Bobby Lashley
Bobby Lashley
The Great Khal
Worst: The Miz
/ Shelton Benjamin
The Miz

Best/worst match

Best- TLC Edge vs Cena
Angle vs. Taker (No Way Out)/Best- Edge and Foley at WM22./ .
Best - Christopher Daniels/AJ Styles vs LAX. NYR Elimination chamber/
Best Match: RVD vs. Edge, Vengeance
Best: Cena vs Edge Unforgiven Cena-Edge at Unforgiven/Test-Holly on ECW
RVD vs Test (ECW)/Best: Kurt Angle vs Undertaker (No Way Out)
Tie between Christian and Rhyno in the Barbed wire cage match, and Hardy vs. Nitro Ladder Match;

Batista vs. Big Show (ECW episode)
Worst- Jillian Hall vs Melina at Judgement Day
Worst - Jeff Hardy vs Nitro
Worst match: take your pick.
Worst: Booker T & Sharmell vs The Boogyman WM22
Umaga vs random jobber or Vince McMahon vs Triple H at MSG (both from Raw)
Worst: Booker T vs Boogeyman


Best/Worst PPV

Best- Wrestlemania 22./ No Way Out/TNA Lockdown. NYR/
Best PPV: ECW One Night Stand 2006
Best: Wrestlemania 22
Bound for Glory (TNA)/No Way Out/Best: WrestleMania
No Way Out/
TNA No Surrender;

Worst- GAB 2006
Worst- Judgement Day.
GAB
Worst - WWE Vengeance
Worst PPV: Unforgiven 2006
Worst: New Years Revolution
Cyber Sunday
The Great American Bash
Worst: Great American Bash
Cyber Sunday
Cyber Sunday

Most Underrated

Matt Hardy, Kane, Finlay
Shelton Benjamin
Shelton Benjamen.
Kazarian
Benjamin
HBK
Matt Hardy
Lashley
Charlie Haas
Finlay
Shelton Benjamin
Shelton Benjamin

Most Overrated

Lashley, RKO
Umaga
JOHN CENA.
Cena
Cena
Benjamin
Cena
Samoa Joe
Randy Orton
Randy Orton
RKO
Batista
DX
DX
Umaga
Cena, D-X, Batista, The Miz, Rey Mysterio... I guess i'll stick with Cena

Best/Worst faction

Best- DX
King Booker's Court/Best- DX/ Best - LAX. DXBest Faction: LAX (Latin American Exchange
Best: Team Canada LAX
LAXBest: DX (it was great for about 3 weeks)
LAX /
LAX

Spirit Squad
Worst- DX.
Worst - Spirit Squad
/Job squad
Worst faction: Spirit Squad
Worst: Spirit Squad
/Spirit Squad
Worst: DX
DX
; D-X (They used to be good, though, obviously)

Best/Worst commentator

JR, JBL
Mike Tenay
/Best- Jim Ross/
Best commentator – JBL/Best - Joey Styles. Styles/Best Commentator: Joey Styles
Best: Joey Styles
JBL/)
JBL/Best: JBL
JBL / Good ol' J.R;

Michael Cole (Nothing w/o Taz)
Tazz
Worst: The King
Jerry Lawler
Don West (TNA
Worst commentator: JBL
Worst: Jerry Lawler
Tazz
Worst - Don West
Worst commentator - Don West
Worst- Mike Tenay.
Worst- Michael Cole
JBL

Best/Worst Diva

Trish
Trish (you will be missed)/
Best- Trish Stratus/ Best diva - Mickie James/elly
Best - Mickie James. Maria/Best Diva: Victoria
Best: Mickie James
Trish Stratus/
Trish Stratus/
Best: Trish Stratus
Mickie James/Mickie James;

Worst- Kristal
Kelly Kelly
Worst- Torrie Wilson.
Worst diva - Kelly K
Worst – Lita
Jillian
Worst Diva: damn, almost any. Torrie Wilson
Worst: Melina
Candice Michelle
Ashley Massaro and Kelly Kelly
Worst: Shirelda
Lita
Lita

Best/Worst manager/valet

Best- Armando Alejandro Estrrrrrada
Father James Mitchell/ Best- Lita/ Best manager - Elijah Burke/Best - Konnan. Best Manager: Elijah Burke
Best: Scott D'amore AAE/
(Valet) Queen SharmellAlejandro Estra Winnebego; Best: Sharmell
Armando Alejandro Estrada /

Estrada
Worst- Davari
Worst manager - Michelle McCool
Worst – Melina
Worst manager/valet: Sharmell
Worst: Lita
Ashley
/Kelly Kelly ; (Manager) Konnan/Daivari
Melina
Worst: Traci Brooks
Vickie Guerrero

Best/Worst tag team

Best – CrymeTyme
London and Kendrick/LAX
Best- A.J Styles and Chrisopher Daniels/
Best tag-tam - London & Kendrick; Cryme Tyme/Best - Christopher Daniels and AJ Styles. DX/Best Tag Team: Kendrick and London
Best: AJ Styles & Christopher Daniels
The Hooliganz/LAX and London with KendrickBest: LAX
London and Kendrick /
The Hooliganz;

Worst- Matt Hardy and Tatanka.
Worst tag-team - Eugene & Hacksaw
Worst – DX
Eugene and Hacksaw
Worst tag team: Highlanders
Worst: Eugene & Hacksaw
Haas-Viscera
/Charlie Haas and Viscera
Worst: DX
Haas and Big Vis
Viscera and Hass

Best/worst gimmick

Best- Cena King Booker/Best- Triple H King Of Kings/ .
Best Gimmick - CM Punk/Best - Samoa Joe.
Edge/Best: King Booker King BookahKing Booker/Best: Samoa Joe's gimmick, which is basically a straight shooter
Umanga, the "Samoan Bulldozer";

Worst- Eugene
Umaga
Worst- Kurt Angle Anti American
Worst Gimmick - Vito (Crossdresser)
Worst – Orton
Cena
/Umaga
Worst: The Boogyman
/“Retarded” Eugene
The Boogeyman
Worst: Boogeyman
The Miz's Reality crap

Best/worst promo

Edge Life Sex Celebration
Best- Triple H vs Edge RAW after Wrestlemania/ Best promo - Kennedy on Taker (before No Mercy on SD!)/Best - Kurt Angle on WWE.
Styles on ECW/Best: Mick Foley Raw, July 10/
Anything with LAX/Joey Styles' worked shoot on RAW;

/Umaga's introduction
Worst- Nitro and Melina press confrence.
Worst promo - Shannon Moore's Coming to ECW
Worst - Jarrett on getting NWA title back
anything to do with Benjamin
Anything with DX
The Miz's promos during the Diva Search

Best/worst theme music

Best: Cena, Raw theme song,
ChristianBest- Triple H King Of Kings/ Best theme - Dusty Rhodes; CM Punk/Best - CM Punk. HBK and McMahon/Batista
Best: Batista Worst
Kane/Edge's theme (Metallingus from Alter Bridge) or CM Punk's theme (This Fire Burns from Killswitch Engage) /
Best: DX
CM Punk /
D-X;

Worst: Jonny Nitro
/King Bookers
Worst- John Cena.
Worst theme - Eugene; Hacksaw
Worst – Orton
: Christopher Daniels
Johnny Nitro
Spirit Squad's theme or Nitro and Melina's theme
Worst: The Miz
Spirit Squad

Best/worst used wrestler

Best: King Booker Samoa Joe/Best- Jeff Jarrett/ Best - Samoa Joe.
Best used – Cena/HHH/
/Best: Samoa Joe
King Bookah/King Booker and Rob Van Dam/
Edge;

Worst: Kane
Umaga
Worst- Shelton Benjaman.
Worst - Cena
Worst used - Simon Dean
Kane
Benjamin
Worst: Chris Benoit
Carlito
Shelton Benjamin and Super Crazy
If you mean the wrestler that is used the worst, it's hands down Shelton Benjamin

Best/Worst rookie

Best: Mr. Kennedy Elijah Burke/Best- Kenny/ .
Best rookie - CM Punk; Elijah Burke/
Best - CM Punk
Kennedy/Best Rookie: Lashley
Best: Chloe Mr. Kennedy/Brent Albright/
CM Punk;

Worst: The Miz
Sylvester Terkay
Worst- The Miz
Worst rookie - Mike Knox; Norman Smiley
. Worst – Umaga
Umaga
Worst rookie: Miz
Worst: The Miz
MVP
The Miz
The Miz

Best/worst finisher

Best: Pedegree Canadian Destoryer/Best- Canadian Destroyer/ Best finisher - Canadian Destroyer/Best - Homicide. Sweet Chin Music/Best Finisher: Tombstone
Best: Joe's Mussel Buster Canadian Destroyer/Canadian Destroyer/
Best: Spear
Umanga's Samoan Drop;

Worst: STFU
F-U
The Masterlock
Samoan Spike
Worst: Umaga's Samoan Spike
worst finisher: Spear
RKO
Worst – Jarrett
Worst finisher - The Worm
Samoan Spike
Worst- F-U.
Worst: The Worm

Most/Least charismatic

Sting/Most- Kurt Angle/ .
Most charismatic - Christian Cage; Jeff HardyMost - Angle. McMahon/Most Charismatic: Triple H
Most: Samoa Joe Mr. Kennedy/Most: King Booker
Ken Kennedy;

Johnny Nitro
Worst- Johnny Nitro
/Least charismatic - Shannon Moore
Worst – Orton
Benjamin
Least charismatic: Batista
Least: Lashley
Bobby Lashley
Least: Bobby Lashley
/ Shelton Benjamin
John Cena

Most improved

Cena
Mr. Kennedy
Carlito.
Show
Christian
Kennedy
Edge
King Bookah
Bobby Lashley
Bobby Lashley

Most potential

Carltio, Mr. Kennedy
Mr. Kennedy
Randy Orton
Punk
Samoa Joe
Kennedy
Mickie James
Shelton Benjamin
Kennedy
CM Punk
Mister Kennedy
Shelton Benjamin
CM Punk

Best wrestler over 30

Kurt Angle
Kurt Angle
Triple H.
HBK
Angle
HBK
Kurt Angle
Angle
Kurt Angle
Kurt Angle and Chris Benoit
Kurt Angle
Shawn Michaels

Most shocking segment/promo

Kurt Angle to TNA
Micke Foley firing.
Vince on God
Styles on ECW
Angle's "It's real, it's damn real!" video
DX oral sex scene
Kennedy's promo against Undertaker before the WWE No Mercy PPV and also Kennedy against Undertaker on the Smackdown Episode from November 10th.
Edge costs Cena the WWE Title at ECW One Night Stand
Joey Styles "Worked shoot" Promo

Best/worst in-ring attire

Best- Mickie James
Jeff Hardy/Best- Candice Michelle/ HooliganZ/
Best - Sting. Candice/Best: Christopher Daniels
Shawn Michaels"
Rey Mysterioo
Undertaker

MVP
Worst- MVP.
Vito
Worst – Cena
Cena
/Umaga
Worst: Vito
; MVP's "Scuba Gear
/Vit
/MVP
/ MVP

Best/worst PPV match

Best- Edge vs Mick Foley at WM22/ Best - Samoa Joe vs AJ Styles vs Chris Daniels. NYR/
RVD&Cena at ONS 2/
Kurt Angle vs The Undertaker (No Way Out)/Best: Kurt Angle vs Undertaker (No Way Out)
Styles and Daniels vs. LAX, Ultimate X;

Worst- Flair vs Foley at Vengeance.
Worst - Umaga vs Eugene
Lita-Mickie at C. Sunday
Fatal Four Way Bra & Panties (The Great American Bash)
Worst: Booker T vs Boogeyman (WrestleMania)
Anything WWE did that didn't happen at WrestleMania

Best/worst wrestler hiring.

Best- Umaga Jeff HardyBest- Kurt Angle/ Best - Angle in TNA. Kennedy/Best Hiring: Kurt Angle by TNA/Best: TNA CM Punk/
Kurt Angle at TNA/
Best: TNA hires Kurt Angle
Kurt Angle / Angle in TNA;

Worst: Khali
/Umaga
Worst- Scott Steiner
Worst - Jimmy Wang-Yang
Umaga
worst wrestler hiring: Tatanka
Worst: WWE
Mike Mizanin at WWE
Worst: WWE hires K-Fed
Great Khali
Boogeyman

Best Wrestler Below 30 years

Cena
Mr. Kennedy
Randy Orton
CM Punk; Elijah Burke
Samoa Joe
Christian
C.M. Punk
AJ Styles
Samoa Joe
Bobby Lashley
Samoa Joe
C.M Punk

Biggest comeback

DX
Booker
Test!
Rob Van Dam
Sting
DX
Sting
Jeff Hardy
Chris Benoit after his sabbatical
Angle
Kurt Angle (even though he really didn't "Leave")

Holy Crap Neb, that is your longest post, ever.
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Nubochanozep
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No it's not. I did a 60,000 word post in this thread once. It shouldn't be too hard to find...:P

Nebuchanezzar
 
A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.


Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.



The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo.
Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays.
There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.

Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention.
Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs.
Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.

Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place.
A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information.
Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions).
Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.

Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded.
When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).

Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory.
Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67).
Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.

Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities.
For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.

Once stimuli make there way from working memory to long-term memory, they have been successfully encoded into long-term memory. Having an understanding of different types of knowledge is useful for a teacher but it plays a small part in the much larger idea of how long term memories are structured and organised within the mind. Educational psychologists currently subscribe to the idea of schema theory when explaining the structure of long-term memory.
Schema theory simply states that knowledge is organised into what could be thought of as a spider web (www.sil.org). Different types of knowledge are organised into different spots of a spider’s web, and these different knowledge modules all interact and connect with one another so that knowledge can be used with maximum efficiency. This theory has positive classroom effects in that educators can sympathise with how knowledge is structured in the mind. With this knowledge, educators can arrange classes to be structured in a neat and organised fashion that will allow for the neatest and most logical organisation of schemas. Educators can also be aware that each type of knowledge interacts with other types of knowledge, and hence when teaching a new concept (such as advanced motion physics) teachers will be aware that they can draw upon schemas already in the mind (such as the basic ideas of Newton’s laws of motion). Schemas that have already been encoded also play a large part in attention and perception. As has already been described, schemas play a huge part in the construction of new knowledge. Schemas should therefore be of extreme importance to an educator, in that they need to activate and use prior knowledge (existing schemas) to build new knowledge. For instance, a mathematics teacher would never consider teaching the quadratic equation to someone who has no knowledge of basic algebra. It is obvious that to teach new ideas to students, that existing schemas need to be thought about, and built upon in order to build up the best knowledge base possible. It is also worth noting that if well-structured schemas are not built up, then this lack of good long-term knowledge will adversely affect how students learn new concepts further on in life.
As well as schema theory, educators also subscribe to other ways of describing how knowledge in structured in long-term memory. Educators have realised that students regularly organise information into categories, technically defined as concepts (Chi, Slotta and de Leeuw, 1994). These categories help students to relate one idea to the other and hence works like schema theory in that all information is linked. For instance, English students would categorise nouns, verbs and adjectives amongst other things. Implications for positive education are that teachers must realise this and help students to categorise information successfully so their cognition is well organised, well structured and correctly understood.

Simple encoding processes (which have already been discussed) are good for constructing knowledge bases about simple areas, however for new information to be best constructed, complex encoding processes must be understood.
As detailed before, existing schemas need to be activated in order for new information to be best understood, and for correct perception to occur. It is therefore likely that for correct and positive encoding to occur in complex situations, that the same technique should be utilised. This is called schema activation. Educators should be aware of the idea of schema activation as a process, and idea that can hugely influence learning. Educators can use the idea of schema activation in all areas of classroom teaching. A primary school teacher could draw on basic multiplication schemas and relate them to long multiplication ideas, which are just being introduced to students. These students would find it almost impossibly difficult to learn long multiplication if the prior schemas were not reactivated (if necessary). An educator can bring prior schemas back into the minds of students in many different ways. Mind-maps, videos, class discussions and reading texts are many of these ways, however as dictated by attention and perception the way in which prior knowledge is brought back should be unique and creative.

Deep processing is simply when a student processes information that results in further understanding. Deep processing can range from self-generated notes (which the student constructs themselves) to elaboration amongst students (where student’s discuss the new information). The prime advantages of using deep processing techniques are that they encourage information to be encoded in a unique manner. Educators should encourage students to engage in these unique activities (such as group study during the year) to ensure that the students are encoding in the best possible manner. Educators should also monitor the encoding techniques that student’s are using, and should attempt to match students up with good encoding techniques to ensure that the best encoding is taking place. For instance, a teacher should not encourage self-generated notes in mathematics where mistakes are likely to be made, but should encourage it in history where these mistakes are likely to be less influential.

Encoding specificity (Tulving & Ulser, 1968) conducted tests that dictated that wherever possible, conditions at the time/place of encoding should be similar to that found where retrieval takes place.
Guided peer questioning is another process involved with learning that can greatly affect how things are remembered. The simple example of a student asking a teacher, or a group of students how something works (i.e. the student gives their own opinion) can often greatly enhance how much of the subject is remembered, as the encoding will often be more unique and memorable to the student.

Educators must be aware of the differences between recognition and recall questions, and their implications on the learning process. Recall questions are in the form of “Explain how the Haber process works”, whereas recognition questions are in the form of “Does the Haber process synthesize ammonia?” Educators can find use in this knowledge when teaching. If the educator is aware of the type of question that can be found in an exam, then they can teach their student’s accordingly. This is why English teachers tend to teach differently to science teachers, as the type of questioning that will be found in an exam is vastly different to the other.
Teachers should be aware that if they do not teach the students the information properly, even if the right type of questioning does come up, the recall/recognition would be very poor. Teachers must also be aware that even in the best of circumstances, retrieval can fail (Bruning et al., 2005, p. 108). Reasons for this seem to lie in poor encoding, and hence the importance of good encoding processes is emphasised in this point.

The processes and systems of human cognitive architecture are studied by educators extensively due to their obvious importance to the field of education. Knowledge of processes such as encoding and retrieval are just as important as knowledge of architectural components such as sensory or working memory, yet both are studied by teachers due to their overwhelming importance in improving classroom practise. Each field of educational psychology allows teachers to understand how information is going through the minds of their students, and once this knowledge is acquired, the knowledge can be applied to the learning process of students. If teachers did not have knowledge of these fields, chances are that education would not be anywhere near the level that it is at today and classroom practise would be extremely primitive.


A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.


Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.



The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo.
Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays.
There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.

Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention.
Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs.
Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.

Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place.
A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information.
Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions).
Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.

Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded.
When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).

Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory.
Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67).
Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.

Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities.
For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.

Once stimuli make there way from working memory to long-term memory, they have been successfully encoded into long-term memory. Having an understanding of different types of knowledge is useful for a teacher but it plays a small part in the much larger idea of how long term memories are structured and organised within the mind. Educational psychologists currently subscribe to the idea of schema theory when explaining the structure of long-term memory.
Schema theory simply states that knowledge is organised into what could be thought of as a spider web (www.sil.org). Different types of knowledge are organised into different spots of a spider’s web, and these different knowledge modules all interact and connect with one another so that knowledge can be used with maximum efficiency. This theory has positive classroom effects in that educators can sympathise with how knowledge is structured in the mind. With this knowledge, educators can arrange classes to be structured in a neat and organised fashion that will allow for the neatest and most logical organisation of schemas. Educators can also be aware that each type of knowledge interacts with other types of knowledge, and hence when teaching a new concept (such as advanced motion physics) teachers will be aware that they can draw upon schemas already in the mind (such as the basic ideas of Newton’s laws of motion). Schemas that have already been encoded also play a large part in attention and perception. As has already been described, schemas play a huge part in the construction of new knowledge. Schemas should therefore be of extreme importance to an educator, in that they need to activate and use prior knowledge (existing schemas) to build new knowledge. For instance, a mathematics teacher would never consider teaching the quadratic equation to someone who has no knowledge of basic algebra. It is obvious that to teach new ideas to students, that existing schemas need to be thought about, and built upon in order to build up the best knowledge base possible. It is also worth noting that if well-structured schemas are not built up, then this lack of good long-term knowledge will adversely affect how students learn new concepts further on in life.
As well as schema theory, educators also subscribe to other ways of describing how knowledge in structured in long-term memory. Educators have realised that students regularly organise information into categories, technically defined as concepts (Chi, Slotta and de Leeuw, 1994). These categories help students to relate one idea to the other and hence works like schema theory in that all information is linked. For instance, English students would categorise nouns, verbs and adjectives amongst other things. Implications for positive education are that teachers must realise this and help students to categorise information successfully so their cognition is well organised, well structured and correctly understood.

Simple encoding processes (which have already been discussed) are good for constructing knowledge bases about simple areas, however for new information to be best constructed, complex encoding processes must be understood.
As detailed before, existing schemas need to be activated in order for new information to be best understood, and for correct perception to occur. It is therefore likely that for correct and positive encoding to occur in complex situations, that the same technique should be utilised. This is called schema activation. Educators should be aware of the idea of schema activation as a process, and idea that can hugely influence learning. Educators can use the idea of schema activation in all areas of classroom teaching. A primary school teacher could draw on basic multiplication schemas and relate them to long multiplication ideas, which are just being introduced to students. These students would find it almost impossibly difficult to learn long multiplication if the prior schemas were not reactivated (if necessary). An educator can bring prior schemas back into the minds of students in many different ways. Mind-maps, videos, class discussions and reading texts are many of these ways, however as dictated by attention and perception the way in which prior knowledge is brought back should be unique and creative.

Deep processing is simply when a student processes information that results in further understanding. Deep processing can range from self-generated notes (which the student constructs themselves) to elaboration amongst students (where student’s discuss the new information). The prime advantages of using deep processing techniques are that they encourage information to be encoded in a unique manner. Educators should encourage students to engage in these unique activities (such as group study during the year) to ensure that the students are encoding in the best possible manner. Educators should also monitor the encoding techniques that student’s are using, and should attempt to match students up with good encoding techniques to ensure that the best encoding is taking place. For instance, a teacher should not encourage self-generated notes in mathematics where mistakes are likely to be made, but should encourage it in history where these mistakes are likely to be less influential.

Encoding specificity (Tulving & Ulser, 1968) conducted tests that dictated that wherever possible, conditions at the time/place of encoding should be similar to that found where retrieval takes place.
Guided peer questioning is another process involved with learning that can greatly affect how things are remembered. The simple example of a student asking a teacher, or a group of students how something works (i.e. the student gives their own opinion) can often greatly enhance how much of the subject is remembered, as the encoding will often be more unique and memorable to the student.

Educators must be aware of the differences between recognition and recall questions, and their implications on the learning process. Recall questions are in the form of “Explain how the Haber process works”, whereas recognition questions are in the form of “Does the Haber process synthesize ammonia?” Educators can find use in this knowledge when teaching. If the educator is aware of the type of question that can be found in an exam, then they can teach their student’s accordingly. This is why English teachers tend to teach differently to science teachers, as the type of questioning that will be found in an exam is vastly different to the other.
Teachers should be aware that if they do not teach the students the information properly, even if the right type of questioning does come up, the recall/recognition would be very poor. Teachers must also be aware that even in the best of circumstances, retrieval can fail (Bruning et al., 2005, p. 108). Reasons for this seem to lie in poor encoding, and hence the importance of good encoding processes is emphasised in this point.

The processes and systems of human cognitive architecture are studied by educators extensively due to their obvious importance to the field of education. Knowledge of processes such as encoding and retrieval are just as important as knowledge of architectural components such as sensory or working memory, yet both are studied by teachers due to their overwhelming importance in improving classroom practise. Each field of educational psychology allows teachers to understand how information is going through the minds of their students, and once this knowledge is acquired, the knowledge can be applied to the learning process of students. If teachers did not have knowledge of these fields, chances are that education would not be anywhere near the level that it is at today and classroom practise would be extremely primitive.


A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.


Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.



The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo.
Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays.
There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.

Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention.
Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs.
Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.

Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place.
A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information.
Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions).
Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.

Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded.
When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).

Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory.
Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67).
Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.

Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities.
For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.

Once stimuli make there way from working memory to long-term memory, they have been successfully encoded into long-term memory. Having an understanding of different types of knowledge is useful for a teacher but it plays a small part in the much larger idea of how long term memories are structured and organised within the mind. Educational psychologists currently subscribe to the idea of schema theory when explaining the structure of long-term memory.
Schema theory simply states that knowledge is organised into what could be thought of as a spider web (www.sil.org). Different types of knowledge are organised into different spots of a spider’s web, and these different knowledge modules all interact and connect with one another so that knowledge can be used with maximum efficiency. This theory has positive classroom effects in that educators can sympathise with how knowledge is structured in the mind. With this knowledge, educators can arrange classes to be structured in a neat and organised fashion that will allow for the neatest and most logical organisation of schemas. Educators can also be aware that each type of knowledge interacts with other types of knowledge, and hence when teaching a new concept (such as advanced motion physics) teachers will be aware that they can draw upon schemas already in the mind (such as the basic ideas of Newton’s laws of motion). Schemas that have already been encoded also play a large part in attention and perception. As has already been described, schemas play a huge part in the construction of new knowledge. Schemas should therefore be of extreme importance to an educator, in that they need to activate and use prior knowledge (existing schemas) to build new knowledge. For instance, a mathematics teacher would never consider teaching the quadratic equation to someone who has no knowledge of basic algebra. It is obvious that to teach new ideas to students, that existing schemas need to be thought about, and built upon in order to build up the best knowledge base possible. It is also worth noting that if well-structured schemas are not built up, then this lack of good long-term knowledge will adversely affect how students learn new concepts further on in life.
As well as schema theory, educators also subscribe to other ways of describing how knowledge in structured in long-term memory. Educators have realised that students regularly organise information into categories, technically defined as concepts (Chi, Slotta and de Leeuw, 1994). These categories help students to relate one idea to the other and hence works like schema theory in that all information is linked. For instance, English students would categorise nouns, verbs and adjectives amongst other things. Implications for positive education are that teachers must realise this and help students to categorise information successfully so their cognition is well organised, well structured and correctly understood.

Simple encoding processes (which have already been discussed) are good for constructing knowledge bases about simple areas, however for new information to be best constructed, complex encoding processes must be understood.
As detailed before, existing schemas need to be activated in order for new information to be best understood, and for correct perception to occur. It is therefore likely that for correct and positive encoding to occur in complex situations, that the same technique should be utilised. This is called schema activation. Educators should be aware of the idea of schema activation as a process, and idea that can hugely influence learning. Educators can use the idea of schema activation in all areas of classroom teaching. A primary school teacher could draw on basic multiplication schemas and relate them to long multiplication ideas, which are just being introduced to students. These students would find it almost impossibly difficult to learn long multiplication if the prior schemas were not reactivated (if necessary). An educator can bring prior schemas back into the minds of students in many different ways. Mind-maps, videos, class discussions and reading texts are many of these ways, however as dictated by attention and perception the way in which prior knowledge is brought back should be unique and creative.

Deep processing is simply when a student processes information that results in further understanding. Deep processing can range from self-generated notes (which the student constructs themselves) to elaboration amongst students (where student’s discuss the new information). The prime advantages of using deep processing techniques are that they encourage information to be encoded in a unique manner. Educators should encourage students to engage in these unique activities (such as group study during the year) to ensure that the students are encoding in the best possible manner. Educators should also monitor the encoding techniques that student’s are using, and should attempt to match students up with good encoding techniques to ensure that the best encoding is taking place. For instance, a teacher should not encourage self-generated notes in mathematics where mistakes are likely to be made, but should encourage it in history where these mistakes are likely to be less influential.

Encoding specificity (Tulving & Ulser, 1968) conducted tests that dictated that wherever possible, conditions at the time/place of encoding should be similar to that found where retrieval takes place.
Guided peer questioning is another process involved with learning that can greatly affect how things are remembered. The simple example of a student asking a teacher, or a group of students how something works (i.e. the student gives their own opinion) can often greatly enhance how much of the subject is remembered, as the encoding will often be more unique and memorable to the student.

Educators must be aware of the differences between recognition and recall questions, and their implications on the learning process. Recall questions are in the form of “Explain how the Haber process works”, whereas recognition questions are in the form of “Does the Haber process synthesize ammonia?” Educators can find use in this knowledge when teaching. If the educator is aware of the type of question that can be found in an exam, then they can teach their student’s accordingly. This is why English teachers tend to teach differently to science teachers, as the type of questioning that will be found in an exam is vastly different to the other.
Teachers should be aware that if they do not teach the students the information properly, even if the right type of questioning does come up, the recall/recognition would be very poor. Teachers must also be aware that even in the best of circumstances, retrieval can fail (Bruning et al., 2005, p. 108). Reasons for this seem to lie in poor encoding, and hence the importance of good encoding processes is emphasised in this point.

The processes and systems of human cognitive architecture are studied by educators extensively due to their obvious importance to the field of education. Knowledge of processes such as encoding and retrieval are just as important as knowledge of architectural components such as sensory or working memory, yet both are studied by teachers due to their overwhelming importance in improving classroom practise. Each field of educational psychology allows teachers to understand how information is going through the minds of their students, and once this knowledge is acquired, the knowledge can be applied to the learning process of students. If teachers did not have knowledge of these fields, chances are that education would not be anywhere near the level that it is at today and classroom practise would be extremely primitive.


A teacher must have a high level of knowledge in certain fields of educational psychology to be an effective teacher. Knowledge of human cognitive architecture and the processes involved with learning are fields that require a high level of expertise. If a teacher is knowledgeable within these fields, their classroom practise will be better developed than a teacher who is not knowledgeable within these fields. Evidence of this can be found in schools all over the world, with the best teachers utilising their knowledge enabling their students learn to the best of their abilities.


Perhaps the most important aspect of human cognitive architecture is the idea of the modal model. This model integrates all systems within human cognitive architecture into a neat, functional system that helps teacher’s understand how stimuli are processed in the mind. This knowledge is invaluable to an educator, and allows for the smaller components of a student’s cognitive architecture to be better understood.



The first stage within the modal model and the first stage that new information entering the mind must go through, is the module known as sensory memory. Sensory memory acts as the gateway through which all new information must progress. It has two “registers” (Bruning et al, 2005, p.19): The Icon, and the Echo.
Both the icon and echo are extremely limited in their function. The work of George Sperling (1960) defined that the icon (the visual register) can store information for only 0.5 seconds before it decays. The work of Darwin, Turvey and Crowder defined that the echo (the audio register) can only store information for up to 4 seconds before it decays.
There are several implications for positive classroom practise in the module of sensory memory, in that it defines that information that enters the mind is subject to decay unless it is transferred to working memory almost immediately (as seen in the decay times). Teachers must therefore attempt to ensure that incoming stimuli is transferred to working memory immediately, or in better words; to make sure that the information is perceived well enough and that the student’s attention is sufficiently high.

Information coming toward the gateways that are the icon and echo is subject to the learner’s perception and attention. In other words, information will not progress toward working memory unless correct perception occurs whilst the student is paying attention.
Perception is said to be the assignment of meaning to an incoming stimuli. Hence, for correct perception to occur, the appropriate prior knowledge (schemas) must be activated. The new stimuli must be unique, creative and interesting toward a student for the best attention and perception to occur. In classroom practise, this could be applied by providing prior knowledge materials (such as posters and videos) to students before learning a new concept. Teachers could also attempt to make a new topic interesting by making the new stimulus unique and exciting, so that maximum perception and attention occurs.
Automaticity (Neisser 1967) is another important concept for teachers in that it defines that if a student gains enough expertise in a field, then they will requires less cognitive resources to do the task. This is turn means less attention and perception will be required to perform a task. Automaticity can only be developed through extensive practise, and thus teachers should aim to develop automaticity in students so that the students can allocate their cognitive resources to other areas.

Knowledge of working memory is vital for an educator as it is in this step that the processing and deep meaning construction takes place.
A very important concept for educators to come to terms with is that working memory is limited to processing 7 ± 2 pieces (chunks) of information at a time (Miller, 1956). In order for students to cope with this, educators must teach them concepts to overcome the limitations of working memory. For instance, a maths teacher could teach the quadratic formula to a group of students in little fragments, rather than getting them to remember the formula letter for letter, symbol for symbol. This means that the teacher has helped the students to chunk the information, hence working memory can better cope with this information.
Information within working memory is stored within two areas, the articulatory loop and the visual-spatial sketchpad (Baddeley, 1986). This is of importance to teachers, due to the work of researchers such as Mousavi, Low and Sweller. (1995). Mousavi et al. said that because information within working memory is processed separately in the audio and visual areas, that it is wise to encode information in both formats. The implications for positive classroom practise are that information should be presented in both visual and audio formats (for instance drawings and descriptions).
Also of importance is that working memory has a limit on how long things can be remembered for (~9-18 seconds (Peterson & Peterson, 1965)). Implications on educational practise are that teachers must compensate for this limit in working memory by storing information elsewhere, such as on paper. A chemistry teacher for instance could give students a photocopy of the Haber process that they can practise (as it has so many elements) memorising until it is successfully encoded.

Stimuli will hardly ever be encoded to long-term memory straight away, and hence educators must ensure that information undergoes ongoing rehearsal to ensure that it is sufficiently encoded into long-term memory. An example of this taking place can be found when a primary school teacher encourages students to recite the multiplication tables over-and-over again verbally until they remember them fully. This is not the only form of ongoing rehearsal, someone learning a new concept will likely have to rehearse things repeatedly until it is encoded well enough. Educators must ensure that enough ongoing rehearsal takes place to ensure information is encoded.
When undertaking ongoing rehearsal (or any learning activity for that matter), one has to be aware of their own cognitive abilities. Knowledge of cognition is a form of metacognition where the student has knowledge of himself or herself as a learner. The relevance of this concerning ongoing rehearsal is that student’s should be made metacognitively aware (that is, aware of their own cognitive abilities) so that they can undertaker their most efficient form of ongoing rehearsal. For instance, a student that believes that they learn better whilst listening to music should do so; a student who believes they will work better on their own should do so. In those examples, a student is showing knowledge of themself as a learner. Hence, to positively influence classroom practise, teachers should make every effort they can to make their students metacognitively aware (if they are capable).

Encoding information is the process of bringing stimuli into the mind and storing it permanently in long-term memory.
Encoding simple information can be done using several straightforward techniques. These include Mediation, which involves making nonsensical information appear more meaningful (Bruning et al. 2005, p.67); Imagery, where concepts or ideas are represented in the mind as images; and Mnemonics where memory strategies are used to help remember ideas or concepts (Bruning et al. 2005, p.67).
Encoding complex information requires knowledge of the structure of long-term memory, which is part of human cognitive architecture.

Before discussing understanding the structure, educators must be familiar with the different types of knowledge within long-term memory. Declarative knowledge is the most well known type of knowledge and simply involves facts that can be semantic (declared facts like oxygen is a gas, or iron is a metal), or episodic (such as when a person’s friend died). Procedural knowledge is knowledge of procedures or processions in which to achieve something (such as an experiment method), and conditional knowledge involves where to use the two above types of knowledge. Educators must be aware of the types of knowledge, as they can couple different types of knowledge so that students can understand things to the best of their abilities.
For instance, when teaching a student about different rock types, a teacher would educate the student on things such as different types of rock (declarative knowledge), the different ways of identifying a rock type (procedural) and when to use such techniques (conditional). If teachers make students aware of all types of knowledge within this field, then the student will understand rock types more than a student who was only given declarative knowledge.
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L69
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How could you do that Neb. My History essay wasn't as long as that.
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Nubochanozep
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It's the same essay copied and pasted a few times. And seriously, uni essays are obviously going to be longer than a high school essay. :)
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L69
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Oh Crap. And I thought mock exams were hard. Oh well I have a few years yet.
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Nubochanozep
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My shift is from 8am-5pm tommorow. I'm gonna be totally pooped. Wish me luck.

And from 10am-7pm on Christmas Eve too! :(
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L69
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What job are you doing? That is really unlucky what ever you do.
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MY85
It's a fabulous new day, yes it is!
The Cybrus Memorial Thread

LMAO!
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WWEFootos48
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God
Nebuchanezzar
Dec 21 2006, 08:52 PM
WWEWhoseLine48
Dec 22 2006, 07:26 AM
Alright, so there were two atoms; one anion, and one cation.  The cation says "I think somebody stole my electron."  The anion says "Are you sure?"  The cation says "I'm positive!"  :lol:

I love that joke, it hilarious. Not as good as the Ruldolph joke. Lame jokes are the 1337. Also, people who treat lame jokes as if they're meant to be outrageously funny don't get the real meaning of lame jokes. They're meant to be so bad, that they become good. Jesus.

How do you make a hormone? Kick her in the guts!

AHAHAHAHAHAHA!

:lol:

Damn straight!

One of my other favorites has to be "Two men walk into a bar; they were both unconsious."
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Aint cheatin aint tryin
WWEWhoseLine48
Dec 22 2006, 03:29 PM
Nebuchanezzar
Dec 21 2006, 08:52 PM
WWEWhoseLine48
Dec 22 2006, 07:26 AM
Alright, so there were two atoms; one anion, and one cation.  The cation says "I think somebody stole my electron."  The anion says "Are you sure?"  The cation says "I'm positive!"   :lol:

I love that joke, it hilarious. Not as good as the Ruldolph joke. Lame jokes are the 1337. Also, people who treat lame jokes as if they're meant to be outrageously funny don't get the real meaning of lame jokes. They're meant to be so bad, that they become good. Jesus.

How do you make a hormone? Kick her in the guts!

AHAHAHAHAHAHA!

:lol:

Damn straight!

One of my other favorites has to be "Two men walk into a bar; they were both unconsious."

Nah the best is "How did the Elephant get into the school?" "He opened the door and walked in"

:lol:
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Lionheart
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Heat Lifer
Nebuchanezzar
Dec 22 2006, 08:27 AM
My shift is from 8am-5pm tommorow. I'm gonna be totally pooped. Wish me luck.

And from 10am-7pm on Christmas Eve too! :(

Damn, that sucks. Hopefully time will go by fast.
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Prototype
Dec 22 2006, 03:47 PM
Nebuchanezzar
Dec 22 2006, 08:27 AM
My shift is from 8am-5pm tommorow. I'm gonna be totally pooped. Wish me luck.

And from 10am-7pm on Christmas Eve too! :(

Damn, that sucks. Hopefully time will go by fast.

It won't. :busy:
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WWEFootos48
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God
Oh, man, my Computer teacher is hilarious! He told all of us that we were having a party on Friday (Today). So, we come in, and he points to the back, where there are cookies. We get some, etc., and I finally ask "Where's the party?" He replies, "This is it!" Over half the class walks out, and the room goes quiet. At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!" :lol:
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Darren
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The Best a Man can Get
hello chums...
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WWEFootos48
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God
Hello Newman.
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Darren
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The Best a Man can Get
I'm extremely bored, as I've been in solitude all day due to the fact I didn't bother going to work, and everyone else has fucked off home for xmas..
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WWEWhoseLine48
Dec 22 2006, 03:53 PM
Oh, man, my Computer teacher is hilarious! He told all of us that we were having a party on Friday (Today). So, we come in, and he points to the back, where there are cookies. We get some, etc., and I finally ask "Where's the party?" He replies, "This is it!" Over half the class walks out, and the room goes quiet. At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!" :lol:

That's not funny. It was funny that everyone walked out. But the teachers lame teacher like comment was not. Stop being a teachers pet and tell your tecaher to go blow goats.
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WWEFootos48
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God
15 Shows
Dec 22 2006, 05:29 PM
WWEWhoseLine48
Dec 22 2006, 03:53 PM
Oh, man, my Computer teacher is hilarious!  He told all of us that we were having a party on Friday (Today).  So, we come in, and he points to the back, where there are cookies.  We get some, etc., and I finally ask "Where's the party?"  He replies, "This is it!"  Over half the class walks out, and the room goes quiet.  At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!"  :lol:

That's not funny. It was funny that everyone walked out. But the teachers lame teacher like comment was not. Stop being a teachers pet and tell your tecaher to go blow goats.

It was funny because he was sincere about it. He wasn't joking when he said that, or the fact that the class was a "Party." Hey, this is the teacher, though, that keeps using the analogy of "The Giants fumbling the ball" everytime somebody doesn't do their work.
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Aint cheatin aint tryin
WWEWhoseLine48
Dec 22 2006, 05:33 PM
15 Shows
Dec 22 2006, 05:29 PM
WWEWhoseLine48
Dec 22 2006, 03:53 PM
Oh, man, my Computer teacher is hilarious!  He told all of us that we were having a party on Friday (Today).  So, we come in, and he points to the back, where there are cookies.  We get some, etc., and I finally ask "Where's the party?"  He replies, "This is it!"  Over half the class walks out, and the room goes quiet.  At the end of the period, the teacher is looking over one person's work, when he says "Great job concentrating over the noise!"  :lol:

That's not funny. It was funny that everyone walked out. But the teachers lame teacher like comment was not. Stop being a teachers pet and tell your tecaher to go blow goats.

It was funny because he was sincere about it. He wasn't joking when he said that, or the fact that the class was a "Party." Hey, this is the teacher, though, that keeps using the analogy of "The Giants fumbling the ball" everytime somebody doesn't do their work.

Ha, he wasn't joking. Ha then it is funny. What a bitch.

Yeah I do agree with the Giants thing though. Tiki has never been able to hold on to the ball very well.
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_DL_
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BURN IT DOOOWWNNNNNNNN!
There's only one return and it ain't of the king! DL IS BACK BABY!
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HHHKingOfKings
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Black Label Society #1
Welcome back loner !
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What? Wait? You were gone?
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TheObserver

Alright this shit has been on mind as of late, is Shows a guy or a girl?

The reason just in case anyone is curious is cause some posts seems like it's a dude posting but then there are others that make it seem that it's a girl. :dunno:
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Nubochanozep
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1. I work in a KMart warehouse were weirdos come and pick up their layby's that weren't stored in the store.

2. I took a one hour break and went to McDonalds.

3. Time didn't exactly go fast, but it wasn't exactly boring either. Between arguing with the bitch, riding around on pallet jacks , serving customers and doing the work we were meant to, time wasn't exactly creeping slowly.

4. Hello Darren

5. Speaking of computer class stories - Once upon a time in year 8, me and my friend, Beers, were playing Sim City 2000. By a lucky coincidence, we found out that the bell noise when you query a school in SC2K sounded identical to the schools bell noise. With 15 minutes left, I turned the speakers up and clicked that damn bell, and the teacher let the class go early. About 10 seconds later when we had our heads buried in our arms laughing, I got the damn detention for ringing the bell.
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_DL_
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BURN IT DOOOWWNNNNNNNN!
I argued with a couple of bitches during my course of working. Only went to McDonalds once during my lunchbreak. Damn, that teacher is a bitch.
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Nemesis
Dec 22 2006, 11:37 PM
Alright this shit has been on mind as of late, is Shows a guy or a girl?

The reason just in case anyone is curious is cause some posts seems like it's a dude posting but then there are others that make it seem that it's a girl. :dunno:

Im surprised nobody jumped on that one. What the hell makes it seem like Im a girl?????
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