While some think it looks respectable, it is a well-known fact, as cited in Sudmann's brilliant article: F=ma and othersources, 1996, that it must look "disheveled, like it has just awakened..." (14) This is what distinguishes it. He does not, however, allow for the drop-out fringe, who will also be disheveled. A study of greater depth must be made about variant distribution.
 How dare they!
 This may seem silly to the outside observer, but it's true! I have seen an entire month's allowance blown on cheese and wine! It is a preparation for future days among the bourgeoisie.
 I will not go into great detail on this point here, as I have already explored it in a previous paper. So I refer you to Prufrock-Wells, Knowledge and Its Consequences: The Fall of Adam and Eve as Enacted in the Classroom, 1994.
 One must say "queer"; any other term is just plain offensive and excludes some underrepresented minority within the queer community.
 Some (c.f. Billingsly, Wittgenstein and Sappho, 1993) might respond, "Why study them at all?"
 Betten, David. How to Be a Godfearing Aztec. Walla Walla: Hollibert Printing, 1995, 36-41.
 Ibid, 75.
 This information is in reaction to a disturbing message received recently. Chucko*, a student, has commented recently in his later college career that: "I officially got my first school assignment to read Foucault today. It's from History of Sexuality. Whoo-hoo. I feel like a vrai college student now." This is a perfect example: both in the use of a foreign tongue during discourse (for it is discourse, not conversation) as well as the dropping of Foucault's name and a title of a book. The implication that Chucko has already read Foucault is a beautiful touch.
*The name has been changed to protect the student from exposure.
 There is no sense in belaboring this (or really any other) point any further.