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The European stars get to experience the best that California has to offer all the while being taped.
The top reactions from Big Brother Fans when the PGA Championship delayed Big Brother.
In fact, Buss says “Big Brother” is her favorite show.
CBS’s Premiere Week Wednesday features an all-reality lineup that includes a big season opener and climactic finale.
All 16 houseguests have something to offer, but with Ariana Grande’s brother and a “Duck Dynasty” look-a-like in the mix, things could get interesting. “Big Brother” premieres Wednesday, June 25 (8 PM, ET/PT) and Thursday, June 26 (9 PM ET/PT)
The popular summer show returns for its 16th season — and promising more twists than ever before (is that even possible?) — on Wednesday, June 25th.
CBS’ primetime schedule this summer gives you the perfect reason to stay in during those hot, humid summer nights.
Big Brother Casting Director, Robyn Kass, visited the KCAL9 studios Thursday to talk about an open casting call for season 16 this weekend!
The network announced premiere dates for its summer programming Tuesday which not only includeUnder the Dome and Big Brother, but also new shows Extant, and the new steamy legal drama Reckless.
Reality stars from CBS’ “Big Brother,” “Survivor” and “The Amazing Race” will guest star on the soap opera “The Bold and the Beautiful” beginning Thursday, October 24.
In the end, the professor schooled his housemates.
Thursday’s double-eviction of “Big Brother” will air at 10 p.m. or immediately following the San Diego Chargers game, should into overtime.
Authorities have installed a dozen surveillance cameras in Banning to watch its residents.
Can’t get enough of “Big Brother”?
By the end of the decade, the FAA estimates there will be as many as 10,000 unmanned drones flying over the United States.


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I absolutely love the style and ethics of this company that have been running guided walking along the Camino de Santiago since 1996….
To be going so long they certainly must be doing something right! Along with guided walking you have language courses, cooking courses, yoga and retreats. All set in their stunning hotel in rural Asturias. Highly knowledgable LOCAL guides who know the history, wildlife and culture of the area is the ONLY way to get the best out of a trip to this stunning part of northern Spain….

domain: travel


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Editor’s Note: From a press release from the Louisiana Association of Business and Industry, whose president Steven Waguespack wrote a piece in these pages Monday touting the benefits of careers in manufacturing. LABI is fully engaged in promoting the acquisition of skilled trades, in advance of nearly $100 billion in capital investment planned for South Louisiana industry in coming years.
A national survey of teens showed the majority – 52 percent – have little or no interest in manufacturing careers, while another group – 21 percent – is ambivalent. When asked why, 61 percent of respondents cited their desire to pursue a “professional” career. On Friday, Oct. 3, nearly 1,500 manufacturers across the country will open their doors to students, teachers, parents, job seekers, and other local community members in hopes of changing this outdated misperception.
Manufacturing Day is designed to introduce as many people as possible to today’s advanced, sophisticated manufacturing jobs through aggressive marketing, public education, and partnerships among industry and academia. The annual event offers a wide range of events, including plant tours, job fairs and education programs to spread the message that manufacturing is a viable career option.
“Today’s manufacturing is about state-of-the-art facilities, advanced technologies, high wages and a skilled workforce. LABI is committed to improving our economic environment to make Louisiana the best place for companies to invest and grow their business,” said Stephen Waguespack, president of LABI. “Informing our kids of the many great opportunities and wage potential in manufacturing is yet another effective way to foster interest in a promising and rewarding career.”
The core element of Manufacturing Day is manufacturers’ open houses, where people can visit facilities and see that American manufacturing is a vibrant career path, and employers need skilled workers.
To kick off the celebration, we recently visited Steel Fabricators of Monroe, Inc., a 40-year-old company that fabricates structural steel for commercial and industrial construction projects nationwide. Housing state-of-the-art CNC structural fabrication equipment and software, Steel Fabricators recently upgraded one of the production lines with a new beam saw and drill system and added a structural layout machine to increase production. The company has also recently purchased some adjacent property to allow for expansion of the current 130,000 square foot fabrication facility to facilitate increased production capacity for the increased industrial construction announced along the gulf coast industrial corridor.
“Our company’s success lies in the dedication of our employees to always strive for excellence in everything they do,” said John Hunter, Steel Fabricators, Inc. president. “With more than $60 billion in announced projects in the pipeline, our industry must generate interest among the young people of Louisiana to consider modern manufacturing as a viable career choice.”
Some of the manufacturers LABI plans to visit on Manufacturing Day, include:
- ArcelorMittal, the world’s leading steel and mining company, with an operating facility.
- BEGNEAUD, a world-class precision sheet metal fabricator with more than 38 years experience.
- Bell Helicopter, an industry-leading producer of commercial and military, manned and unmanned vertical-lift aircraft and the pioneer of the revolutionary tilt-rotor aircraft.
- John Deere, a manufacturer of agricultural, construction, and forestry machinery, diesel engines, drivetrains used in heavy equipment, and lawn care equipment.
- Morton Salt, a company producing salt for food, water conditioning, industrial, agricultural, and road/highway use for more than 160 years.
The LABI team will live tweet while touring facilities on Manufacturing Day, Friday, Oct. 3, using the hashtag #MFGDay14; follow @LABI_Biz to join the discussion. To learn more about Manufacturing Day, visit www.mfgday.com.

domain: news


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Indications of Amiodarone Hameln 150 mg/3 ml
Amiodarone tablet is used for many serious arrhythmias of the heart including ventricular fibrillation, ventricular tachycardia, atrial fibrillation, and atrial flutter.Amiodarone injection is an antiarrhythmic agent indicated for initiation of treatment ... Read moreAmiodarone tablet is used for many serious arrhythmias of the heart including ventricular fibrillation, ventricular tachycardia, atrial fibrillation, and atrial flutter.Amiodarone injection is an antiarrhythmic agent indicated for initiation of treatment and prophylaxis of frequently recurring ventricular fibrillation (VF) and hemodynamically unstable ventricular tachycardia (VT) in patients refractory to other therapy.
Potassium channel blockers
In animals, Amiodarone HCl is effective in the prevention or suppression of experimentally induced arrhythmias. The antiarrhythmic effect of Amiodarone may be due to at least two major properties:
A prolongation of the myocardial cell-action potential duration and refractory period
Non-competitive antagonism of α- and β-adrenoceptors.
Amiodarone prolongs the duration of the action potential of all cardiac fibers while causing minimal reduction of dV/dt (maximal upstroke velocity of the action potential). The refractory period is prolonged in all cardiac tissues. Amiodarone increases the cardiac refractory period without influencing resting membrane potential, except in automatic cells where the slope of the prepotential is reduced, generally reducing automaticity. These electrophysiologic effects are reflected in a decreased sinus rate of 15 to 20%, increased PR and QT intervals of about 10%, the development of U-waves, and changes in T-wave contour. These changes should not require discontinuation of Amiodarone as they are evidence of its pharmacological action, although Amiodarone can cause marked sinus bradycardia or sinus arrest and heart block. On rare occasions, QT prolongation has been associated with worsening of arrhythmia
Dosage & Administration of Amiodarone Hameln 150 mg/3 ml
Oral dose is 200 mg 3 times daily for 1 week reduced to 200 mg twice daily or the minimum required to control arrhythmia.
Dosage of Amiodarone Hameln 150 mg/3 ml
Tablet: 200 mg 3 times daily for 1 week reduced to 200 mg twice daily or the minimum required to control arrhythmia. Amiodarone is usually given in several daily doses to minimize stomach upset which is seen more frequently with higher doses. For this same reason, it is also recommended that Amiodarone should be taken with meals.Injection: The recommended starting dose is about 1000 mg over the first 24 hours of therapy, delivered by the following infusion regimen:
Initial Load: 150 mg per 100 mL (in D5W or Normal Saline) infused over 10 minutes
Followed by: 1 mg/min for 6 hours
Followed by: 0.5 mg/min thereafter
In the event of breakthrough episodes of VF or hemodynamically unstable VT: Repeat the Initial Load described above as needed (infused over 10 minutes). Increase the rate of maintenance infusion to achieve effective arrhythmia suppression.
Interaction of Amiodarone Hameln 150 mg/3 ml
Amiodarone may interact with b blockers such as Atenolol, Propranolol, Metoprolol, or certain calcium channel blockers, such as Verapamil or Diltiazem, resulting in an excessively slow heart rate. Amiodarone increases the blood levels of Digoxin when the two drugs are given together. Flecainide blood concentrations increase by more than 50% with Amiodarone. Procainamide and Quinidine concentrations increase by 30-50% during the first week of Amiodarone therapy. Amiodarone also can interact with tricyclic antidepressants (TCA). Amiodarone interacts with Warfarin and increases the risk of bleeding. Amiodarone inhibits the metabolism of Dextromethorphan.
Amiodarone is contraindicated in patients with cardiogenic shock; severe sinus-node dysfunction, causing marked sinus bradycardia; second- or third degree atrioventricular block; and when episodes of bradycardia have caused syncope (except when used in conjunction with a pacemaker). Amiodarone is contraindicated in patients with a known hypersensitivity to the drug or to any of its components, including iodine.
Side Effects of Amiodarone Hameln 150 mg/3 ml
The most severe side effects of Amiodarone therapy are related to the lungs. These reactions can be fatal. Patients should report any symptoms of cough, fever, or painful breathing. Although quite rare, fatal liver toxicity may occur with Amiodarone therapy. Reversible corneal microdeposits (sometimes with night glare), rarely impaired vision due to optic neuritis; peripheral neuropathy and myopathy (usually reversible on withdrawal); bradycardia and conduction disturbances; phototoxicity and rarely persistent skin discolouration; hypothyroidism, hyperthyroidism; raised serum transaminases; jaundice, hepatitis and cirrhosis are reported. Other rare complaints are nausea, vomiting, metallic taste, tremor, sweating, vertigo, headache, sleeplessness, fatigue, alopecia, benign raised intracranial pressure, ataxia, rashes, vasculitis, renal involvement, thrombocytopenia, haemolytic or aplastic anaemia. In some cases, dose of Amiodarone may be reduced. In other cases, Amiodarone therapy may need to be stopped.
Pregnancy & Lactation
Should not be administered during pregnancy and lactation.
Overdose Effects of Amiodarone Hameln 150 mg/3 ml
There have been cases, some fatal, of Amiodarone overdose. In addition to general supportive measures, the patient's cardiac rhythm and blood pressure should be monitored, and if bradycardia ensues, a β-adrenergic agonist or a pacemaker may be used. Hypotension with inadequate tissue perfusion should be treated with positive inotropic and/or vasopressor agents. Neither Amiodarone nor its metabolite is dialyzable. The acute oral LD50 of Amiodarone HCl in mice and rats is greater than 3,000 mg/kg.
Keep below 30°C temperature, away from light & moisture. Keep out of the reach of children.
Use In Special Populations
Pediatric Use: The safety and effectiveness of Amiodarone HCl tablets in pediatric patients have not been established.Geriatric Use: Clinical studies of Amiodarone HCl tablets did not include sufficient numbers of subjects aged 65 and over to determine whether they respond differently from younger subjects. Other reported clinical experience has not identified differences in responses between the elderly and younger patients. In general, dose selection for an elderly patient should be cautious, usually starting at the low end of the dosing range, reflecting the greater frequency of decreased hepatic, renal, or cardiac function, and of concomitant disease or other drug therapy.
Potassium channel blockers
Mode Of Action
Amiodarone Hameln 150 mg/3 ml is used to correct abnormal rhythms of the heart. Amiodarone is considered a "broad spectrum" antiarrhythmic medication. The most important electrical effects of the drug includes : a delay in the rate at which the heart’s electrical system "recharges" after the heart contracts (repolarisation); a prolongation in the electrical phase during which the heart’s muscle cells are electrically stimulated (action potential); a slowing of the speed of electrical conduction (how fast each individual impulse is conducted through the heart’s electrical system); a reduction in the rapidity of firing of the normal generator of electrical impulses in the heart (the heart’s pacemaker); and a slowing of conduction through various specialised electrical pathways (called accessory pathways). In addition to being an antiarrhythmic medication, Amiodarone also causes blood vessels to dilate. Because of this effect it also may be of benefit in patients with congestive heart failure. This effect can result in drop of blood pressure.
In general, Amiodarone should not be administered during pregnancy because there have been reports of hypo or hyperthyroidism in infants from oral Amiodarone use during pregnancy. If Amiodarone use is considered essential, however, the patient should be warned of the risk to the foetus. The safe use of Amiodarone in lactating women has not been established.

domain: biology


Join Date: Mar 2002
Location: Austin, TX, USA
Pull the plugs and see if it will turn over. Any chance a cylinder may be full of water, fuel, or oil? If you do this, it's a good idea to disconnect the coil's power feed.
If this doesn't work, either the motor is siezed somehow or you've still got an electrical problem lurking.
68 Coupe, 350 w/ Edelbrock Performer RPM heads, cam, intake, 700R4, Dave's small body HEI


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Reading local news can help residents become more engaged in San Benito county and gain a stronger sense of community.
The five schools were chosen for demonstrating an ongoing commitment to inclusion.
Committees report expenditures totaling $4,214 in mailers.
San Benito County's role in the vision is in workforce development that includes expanding existing and developing new training programs at community colleges.
Discussions include grants, housing programs and student discipline.
Graniterock gift will go to sports programs.
Nominations must be submitted by June 15.
Three candidates are running for the seat that serves southwest Hollister.
Gavilan says it is the largest one-time donation received by the college.

domain: sociology


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Free Essay: Men vs. Women By Angelica G. Sto. Domingo Ever thought why and how are people different from each other? Their basic. Free Essay: As the age old saying goes, “Men Are from Mars, Women are from Venus”. The conflicting views of men and women have been.
Today, women are no longer viewed as weak and incapable. The traditional male role has diminished as women fulfill bigger roles in society and exceed the expectations of their male counterparts in the household, workforce, and within social settings. Essay about Compare and. Men Vs Women - Comparison and Contrast essay But the most obvious of all these is their difference in gender (Sozdinler, ). According.
While overwhelmingly behavior is similar in males and females, and correspondingly the brains are similar, sex differences permeate both. The dramatic physical and behavioral differences between men and women, including strength and size, pubertal timing, consistent patterns.
Essay about Compare and Contrast Gender Roles. WordsApr 14, Pages. BATTLE OF THE SEXES Long gone are the days when women were. Free Essay: Compare and contrast how gender roles are presented in The Importance of Being Earnest and a Doll's House in light of Ibsen's statement that.. .
It is clear to see that men and women are very different physically. This can be determined by weight, shape, size and anatomy. It is these physical differences. Free Essay: The Difference Between Men and Women The fact that men and women are different is well known. Some of these differences are constant and.
Men Vs Women - Comparison and Contrast essay . The men (males—men refers to humans) were large and colorful with fearless attitudes(,). Men Vs Women - Comparison and Contrast essay “In feminine societies, there is a great deal of overlap between male and female roles.


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( 1939 1940 1941 1942 1943 1944 1945 )
Listing Expired for: 1942 Buick Special
Please click on "INVENTORY" to see full selection of vehicles available, or use the "Quick Search" function.
Our Atlanta showroom is happy to offer for sale this 1951 Ford Custom. For the 1949 model year, the Custom nameplate was used for the top trim level in Ford's range automobile. It was part of the completely new redesign of Ford cars after the war. In 1950, it had a 114-inch wheelbase and 196.8-inch.....
For Sale in our Atlanta Showroom is this 1954 Hudson Hollywood Hornet. It was a full-sized automobile which was produced by the Hudson Motor Car Company of Detroit, Michigan, between 1951 and 1954. This beautifully restored car would look great in your collection. The first-generation Hornets featured.....
The Atlanta Showroom is offering this 1937 Ford Slantback. Take your time on the pictures, take you time looking at the details, this car is just plain awesome. The attention to detail, comfort, and the essence of hot rodding is very evident in this Slantback build. You may want to start with the.....

domain: history


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'Thondimuthalum Driksakshiyum' or 'The evidence and the eyewitness' is a Malayalam drama thriller written by Sajeev Pazhoor directed by Dileesh Pothen. It is Pothen's second film after the blockbuster and National Award winning film Maheshinte Prathikaram. Thondimuthalum Driksakshiyum has many specialties; popular filmmaker Rajeev Ravi is the cinematographer and Syam Pushkaran who wrote Maheshinte Prathikaram is the creative director of the film.
Produced by Sandeep Senan and Anish M Thomas under the banner Urvasi Theaters, the film tells the story of Prasad (Suraj Venjarammood) and Sreeja (Nimisha Sajayan) who hail from a small town in Alleppey. They fall in love, get married and come to Kasargod as Sreeja's parents were against their marriage. While traveling in a KSRTC bus, a thief (Fahadh Faasil) steals Sreeja's chain and the people in the bus decide to take him to the nearby police station. The turn of events after they reach the police station forms the crux of the movie.
Realistic performances by almost every artist are the best thing for a movie which is a bit lagging at times. The screenplay is very much like real life and at some places in the first half, it becomes a bit flat. But the timely placed counter dialogues and expressions delivered flawlessly by Fahadh and team keep the audience hooked to the screen. Other than Suraj Venjarammood and Alancier Ley Lopez, there are many new faces in the movie, including Nimisha Sajayan, the lead lady. Everyone has delivered their best, but Fahadh's natural acting and highly expressive eyes steal their thunder.
Cinematography by Rajeev Ravi is good and the color tone used has a natural Kasargod feel in it. In the music department, the songs in Thondimuthalum Driksakshiyum is simple, yet enjoyable. The background score has the required fun element and supports the humor situations.
The huge expectation from a movie made by the director of Maheshinte Prathikaram, having Fahadh Faasil and National Award winner Suraj Venjarammood in the lead roles, with Gangs of Wasseypur/Udta Punjab/Dev D cinematographer Rajeev Ravi cranking the camera, might have a detrimental effect on the audience as Thondimuthalum Driksakshiyum is a bit different. It is realistic, it has humor, it has emotion and moreover, some good performances. Go without expecting a Maheshinte Prathikaram and it will be a good watch.

domain: entertainment


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A few weeks ago, I spent a weekend umpiring a baseball tournament for 9 and 10 year olds. For two days, it was baseball, hot dogs, apple pie and…well, I don’t remember seeing any Chevrolet’s. Anyway, the weather was great, the teams were competitive, and after 13 games, there were no major confrontations with coaches or parents. As I’ve thought about that weekend, I’ve come to see that there are several lessons about leadership that can be gleaned from umpiring. Both are required to manage, to call it as they see it, to work with other leaders, etc. As a matter of fact, I’m sure an entire book could be written about the leadership lessons from umpiring. But since I don’t have time to write it, I’ll simply share a few umpiring tips, as well as parallel lessons we can take away as leaders…
At the age of 9 or 10, few kids understand the balk rule. Heck, few adult fans understand it. The rule is simply this: the pitcher is not allowed to make any illegal motion that deceives a base runner. Most of these 9 and 10 year olds had no idea what a balk was. So, throughout the weekend, we had to explain it to each pitcher so that he would understand it, and not commit the infraction.
The Leadership Lesson: As leaders, it’s not just our job to provide information. It’s our job to communicate, then confirm the information was received AND understood.
In one game, with a runner on second, the batter popped the ball up to shortstop, who in turn caught it. The runner had left the base, and the shortstop threw to second to try and get the double play. They would have “turned two” if the second baseman had had his foot on the base. I called the runner safe. The coach came out of the dugout, saying “He was on the base when he received the throw”. I said emphatically and decisively, “No he wasn’t. There was a gap between his foot and the bag”. I only had to say that twice before the coach went back to his bench. Argument avoided.
The Leadership Lesson: Those whom we lead don’t want wishy-washy action. They want to have confidence that their leader has confidence. As a leader, analyze the play, make the call, and stand by it. Your confidence will trickle down to the rest of your team.
Clarify Up Front
One of the toughest things about umpiring 9 and 10 year olds is the strike zone. It’s so dang small, and if you call it “true”, you’ll be there all day. So, the best approach is to “widen the zone”, which encourages the kids to swing, put the ball in play and keep the game moving. The key to successfully implementing this approach is explaining it to the coaches BEFORE the game. I would tell each coach during the pre-game meeting, “We’re going shoulders to knees, and generous on the corners”. As the games progressed, there was very little arguing on balls and strikes.
The Leadership Lesson: So much drama can be avoided by taking time up front to explain things. Don’t avoid this, even if the information to be shared is perceived as negative. Clarify and set expectations ahead of time!
Give Them Space to Vent Appropriately
There was one game however, where an assistant who was coaching first base began chirping about balls and strikes. I stepped back and looked at him. He put his hands up and said, “I won’t argue balls and strikes anymore”. After the inning was over, I called him over, and said, “I’m glad you said you weren’t going to argue balls and strikes anymore”. He apologized, then said he was frustrated because it was his son at bat, that his son should have swung, how it looked like balls were in the dirt, etc. I just listened. When he was done, he said, “Thanks Blue”.
Leadership Lesson: Sometimes, those we lead just need to “get it out”, to have a safe place where they can appropriately share their thoughts and feelings. We as leaders can and should work to be or create that safe place.
Don’t Engage The Crowd
One of the best parts of umpiring is to make a call on an obscure rule that the common fan doesn’t understand. For example, it’s a common misunderstanding that once a pitched ball hits the dirt, it’s a dead ball. Not true. For example, if the ball hits the dirt, then hits the batter, the batter is awarded first base. This happened in one game during the tournament, and sure enough, from the crowd behind me, an ill-informed mom kept yelling, “It’s a dead ball…it’s a dead ball”. I was tempted to turn around and tell her to clam up, but what was the point? My responsibility was to the head coaches, not the crowd.
Leadership Lesson: Know to whom and for whom you are responsible. Don’t waste energy and cycles explaining or communicating to those for whom it doesn’t matter.

domain: sports


How to gain infinite RuneScape gold with ease? That’s the most common hassle, which leads the users to stuck on the same level for a long period of time. In order to resolve it, through this you will learn several sorts of the method and gain success without wasting too much effort. First of all, RuneScape is a fantasy MMORPG platform, in which users have to fight with the various monster and many nonplayer characters to accomplish the available quest or challenges in the game. There are a variety of in-game resources as well as skills available in the game such as gold, mining, woodcutting, fishing and other things, which support you to enjoy the game in the leisure time.
Trading And Interaction Brief
Many players are facing trouble in the game and users need support in order to overcome it. That’s why, developers have introduced some methods, which will help the gamers to earn in-game resources and also support to attain knowledge about the tips as well as tricks in the game. Firstly, players can sell the in-game stuff in the shop and earn some amount. This is the effective and efficient mechanism that users need to access and most importantly, according to the past survey, many gamers sell the RuneScape gold in exchange of money in the real world. Due to this, Jagex has banned several gamers to stop this real cash trading. Finally, in order to interact with the other players, RuneScape offered trading section, chatting, mini-challenges and other activities for a chat with them.
On the whole, RuneScape is one of the trending MMORPG platforms, which offer the users interesting and epic combat to experience virtual fantasy life. If you are unaware of this game, then download it now and dominate the game in order to become a top player.


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Photo by famed surfer Kassia Meador from her forthcoming book. I'm guessing it was shot on an old Polaroid Land Camera with instant Fuji FP-100c? Back in the good old pre-digital days, I used to get through a box a minute when I was on a roll. BP
THIS IS THE BLOG OF SIDEBURN MAGAZINE. IF YOU LIKE IT, MAYBE YOU SHOULD BUY A COPY.
Sideburn is a magazine made every few months by Gary Inman, Ben Part and some of the best freelancers in motorcycling. It's a dirty bike lifestyle magazine inspired by oval motorcycle racing, and covers flat track racing, speedway and the road bikes loosely inspired by the racers plus the heroes and zeroes we love.
Email us at: firstname.lastname@example.org

domain: artistic


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Russian Jack Park in Anchorage, Alaska offer may macro photography opportunities.
Insects are always part of closeup images except if it is windy or chilly. I used to be surprised to see insects in my images. Not anymore. Now a wait for insects to fly into the scene.
I used my Nikon D810 and Nikon 105mm lens attached to a tripod to capture these images. I manually focus. I keep apertures around f/5.6 when photographing insects to gain shutter speed. Most of these images were captured at 1/60. A few were taken at 1/8 second. Insects do not remain motionless and you have to take multi-exposures to catch a sharp image.
Images copyrighted by bartz englishoe


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Forget what your mother told you, beer is good for your health after all.
In fact, according to a study presented at a conference last Friday by Dr. J. Michael Gaziano, instructor of medicine at Harvard Medical School, small amounts of any type of alcohol may reduce the risk of heart disease.
"Like any controversial subject, there were a lot of questions," said Gaziano, who presented the finding at the annual scientific meeting of the American Heart Association in Anaheim, Calif.
In a control study over a period of 18 months, researchers examined 340 people who had heart attacks versus 340 people who had not.
Gaziano and his associates interviewed heart attack victims who had been discharged from six Boston-area hospitals about their eating, drinking and smoking habits. Researchers also took blood samples and conducted other medical tests.
Gaziano defended the scientific grounding of the controversial results.
"We got a few phone calls [during the course of the study] from concerned individuals, [but] it's all science," he said.
Researchers concluded that half a drink or more per day was beneficial to the health of those studied.
Gaziano recommended drinking "moderate" amounts of alcohol and said that between one to two drinks a day is most beneficial.
"Some people [in the study] drank as much as three or four [drinks per day] but that was not the norm," said Gaziano.
"I think we shouldn't be afraid of moderate drink," he said, "[although] it's a very emotional issue, and a lot of people feel very emotional about it."
When asked about how the study would affect the common perception of beer, Gaziano said, "I think most people had heard that wine drinking was good for your health, but we showed that it's alcohol from beer, wine or liquor that raises the levels of high-density lipoprotein or 'good cholesterol."
For the average person, Gaziano explained that "good cholesterol" takes blood away from artery walls, thus preventing heart disease; while low-density lipoprotein or "bad cholesterol" sticks to artery walls and clogs the blood vessels.
Gaziano said that "good cholesterol" is also produced by exercise, by estrogen in females and by other dietary factors.
So how will the study affect college students? "The best amount of drinking is done in moderation rather than [having] seven beers on Saturday night," Gaziano said. "That would be like taking seven days' worth of vitamins in one sitting.
"The best amount of drinking is done in moderation rather than [having] seven beers on Saturday night," Gaziano said. "That would be like taking seven days' worth of vitamins in one sitting.
Study Finds Binge Drinking Still HighFive years after a School of Public Health (SPH) study focused national attention on college drinking, binge drinking remains at
Playing Plumber With Our ArteriesWASHINGTON, D.C.--On the surface, it's just a simple plumbing problem. One of your pipes is clogged, and it needs to
Lowering Cholesterol Is Futile After a PointDue to the "lousy American diet, the American way of life leads to high cholesterol," said Dr. Frank M. Sacks,
Study: Small Number of Drinks Per Week Healthy For WomenA few alcoholic drinks a week reduces the chances of dying for many older women, according to a study released
Researchers Question Power of `Wonder Drug'After nearly a decade of intense study, researchers at Harvard Medical School are beginning to understand how beta carotene, the
Study Reexamines Effects of CholesterolHealthy nonsmokers with low blood pressure have little to gain by reducing the level of cholesterol in their diets, according


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Our range of Tex-Flex display products showcase the versatility of fabric stands and the various ways in which each display can be utilised. Each of the Tex-Flex products have been designed using a stretch polyester display fabric and completed with custom print using a dye-sublimation printer to secure long lasting colour.
As part of a stand design, the Tex-Flex arches and tunnels professionally highlight stand entrances, welcome points and sign up areas. Take advantage of the double-sided print options and maximise your brand message and marketing opportunities.
In addition to the high quality print, the Tex-Flex display stands can be installed with easy. The internal tube system slots into place, creating a frame compatible with the supplied printed graphic panel.

domain: design


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Defining a fruit or vegetable can be a confusing endeavor and a lot of times the same piece of produce can be classified as both a fruit and a vegetable depending on who you ask. A carrot checks every box here as a vegetable, but a carrot plant produces fruits.
A Carrot Is a Vegetable That Produces Fruits
In botany, a fruit is the seed bearing structure of a plant and forms from a pollinated ovary. Botanically a vegetable is every other part of the plant that is not the seed bearing structure including the roots, stalk, stems, and leaves.
Carrots are biennial plants meaning they take two years to complete their life cycle. Carrots are typically harvested as annuals and not allowed to complete their life cycle. Carrots that are allowed to overwinter and have two growing seasons will produce fruits called schizocarps.
Schizocarps are the structure that result from successfully pollinated carrot flowers and contain the carrot seeds. They are botanically classified as fruits produced by the carrot plant. Another example of a schizocarp is the winged maple leaf structure that falls from the tree and looks like a helicopter spinning its way to the ground.
The carrot is a root vegetable. This is more of an agricultural term and botanists define a carrot more strictly as a taproot. The taproot of a carrot is a storage organ that stores carbohydrates for the plant. The plant does this so well that it makes a good vegetable.
Horticulturally a Carrot Is a Vegetable
Horticulture is the growing of plants for human use as food or non-food use. It differs from agriculture in that crop sizes are smaller and more variety of crops are grown.
In horticulture, a vegetable is defined as something that comes from a herbaceous annual and a fruit from a woody perennial. A perennial is a plant that comes back and continues to produce year after year. A fruit tree like apple, peach, or cherry trees are examples of woody perennials.
A carrot is a biennial plant, meaning it takes two years to complete its life cycle. This fits neither category but is closer to an annual that lives 1 year than a fruit tree that lives 20. It is also a herbaceous plant with green leafy foliage above the ground. Horticulturally, a carrot is a vegetable.
Culinary Use of Carrots – Fruit or Vegetable?
The culinary definition of a fruit or vegetable has to do with the taste and texture of the produce but also when it is typically served.
Vegetables have a more mild and savory taste with a rougher texture and tend to be served as a main dish or side dish during the main part of the meal. Fruits have a sweet or tart taste with a smoother texture and are usually served as a dessert or snack.
Carrots are sweet for a vegetable and can be used in desserts but apples, oranges, and bananas all have more than 2x the sugar of a carrot. This one could be argued by some crazy carrot loving chef but I think for the most part it’s safe to say that carrots are used as vegetables in cooking.
Supreme Court Weighs In on Fruits and Vegetables
In 1893 there was a case that made its way to the Supreme Court in which the plaintiff alleged that tomatoes were fruits and he should not have to pay the import tax on vegetables when importing tomatoes.
During the case the court called fruit and vegetable merchants to testify and explain how they used the terms fruit and vegetable when talking about their merchandise to customers and other vendors. Different dictionary definitions were read of various fruits and vegetables.
Eventually, the Supreme Court decided that although tomatoes were botanically and scientifically a fruit their common usage, culinary usage, and commonly referenced as a fruit or vegetable, culturally, that tomatoes were a vegetable and should be taxed as such. This case was Nix vs. Hedden.
Dictionary Definitions of Carrot, Fruit, & Vegetable
Since we’re trying to define things looking at a dictionary full of definitions makes sense.
According to Merriam Webster, a carrot is ” a biennial herb (Daucus carota of the family Umbelliferae, the carrot family) with a usually orange spindle-shaped edible root”.
Merriam-Webster’s definition of a vegetable is “a usually herbaceous plant (such as the cabbage, bean, or potato) grown for an edible part that is usually eaten as part of a meal”.
And it defines a fruit as “the usually edible reproductive body of a seed plant especially : one having a sweet pulp associated with the seed”.
Although a carrot is called a herb in its definition and not a vegetable it fits the definition of a vegetable perfectly. It is a herbaceous plant grown for an edible part, the roots.
Our culture has been a little wacky lately but I believe I still have enough of a grip on it to say that most people if asked would consider a carrot a vegetable and not a fruit.
I have never seen a fruit salad with carrots in it but see garden salads with greens, tomatoes, cucumbers, and carrots regularly.
Facts About Carrots
- The first wild carrots man collected to grow were an ivory color. This was around the 10th century. Next came yellow and purple varieties. Orange carrots didn’t come along until the 17th century and come from the earlier yellow varieties.
- Baby carrots aren’t a variety of carrot but are carrots picked while they are still immature.
- Carrot plants are biennials that take two years to complete their life cycle. They will flower and produce seed in their secondy year of life. If you’re not interested in collecting the seed form the flowers you can take some of the flowers and put them in a vase of water with food coloring and in a few days the flowers will have soaked up the dye and changed color.
- Carrots can be used to distill alcohol.
- Carrots contain large amounts of beta-carotene, a chemical that the body can turn into vitamin A. Vitamin A is known to be good for eyesight.
- If you eat too many carrots your skin really can turn a tint of yellow/orange.
- There is a carrot pie flavored jelly bean.
To learn about different types of carrots check out “Different Types & Varieties of Carrots?“

domain: food


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I don’t care what the poets say winter is not death but rather a time for renewal – like our sleep, writes garden manager Paul Richens. Fruit trees actually need at least 53 days of dormancy (technically called chill hours) or like me they wake up grumpy. Do you think plants dream now there’s a thought! Seasons, like the weather are neither good nor bad but sadly many people dread winter so lets try and cheer them up.
With a nod to Ian Dury - Reasons to like winter 123:
- Early bulbs, the scent of winter sweet, winter jasmine flowers, ivy flowers, holly berries, mistletoe, hips and haws, bryony berries, winter skies and low sun, water droplets on Kale leaves, collecting potatoes from your store, leek soup, cauliflower cheese, sweet potato hot pots, red ruby chard glowing in sunlight, parsnips sweetened after being touched by a frost. Seeing the architecture of trees, winter pruning.
The battle between our snail and slug friends and us is now on hold till next year but there are other who would eat our precious winter veg. Of course I’m thinking of pigeons both the scruffy London pigeons and the rather beautiful wood pigeons both of who will happily munch all your greens in a sitting. Time to get out some netting and put up a barrier.
In the Skip garden we’ve been thinking about spring already (gardeners really have to work seasons ahead!) and have been planting bulbs around the site. As always with a nod to
our hardworking honey bees we’ve made sure we’ve chosen varieties that produce both nectar and pollen in abundance to support the early insect foragers not only honey bees but also the queen bumblebees just coming out of hibernation. Our first choice is always the large flowered crocus. These have the amazing ability of internally reflecting the sunrays inside to flower head to significantly increase the temperature – who doesn’t like to visit a warm café on a cold
Don’t forget that the falling leaves are returning goodness to the soil – nature wastes nothing.
Happy autumn colour spotting!

domain: agronomy


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A Chicken with Three Hearts?
Chicken hearts are one of our family’s favorite treats, but there never seems to be enough to go around. After all, each chicken typically is only equipped with just one. Every time we buy a chicken, we rotate through who gets to eat this particular morsel. So imagine Katy’s surprise when she opened up a chicken […]


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The Big Picture –
By Glynn Wilson –
How was I to know 10 years ago that we would end up where we are now?
I was living in Alexandria, Virginia working for States News Service and free-lancing as a reporter for the likes of Time magazine covering stories related to the Abu Ghraib torture and prisoner abuse scandal and stories like the funeral of Ronald Reagan for newspapers such as the Wisconsin State Journal.
It was a stressful time in the nation’s capital district as the Bush-Cheney war in Iraq raged on in what appeared to be a never ending civil war. The U.S. security apparatus was still on high alert in the wake of 9/11.
But according to a highlight list of news stories from that year by Wikipedia, Facebook launched in February of 2004.
By November, Republican incumbent President George W. Bush was declared the winner over his Democratic challenger, U.S. Senator John F. Kerry, following a disputed recount in the state of Ohio.
By the winter of 2005, I was back in my home town of Birmingham covering the trial of HealthSouth’s Richard Scrushy for the New York Times, but I had an idea for a new kind of news site on the Web I wanted to try.
We launched The Locust Fork News-Journal, then mainly an html news links page where I chased the headlines manually and linked to the big news of the day from the big newspapers and wire services. But blogging software had come along so I started to “blog” like a lot of other writers in those days.
As a long-time journalist and academic involved in media research and teaching, I never really liked the idea of a blog per se. I thought the term itself might diminish respect for the craft of journalism, and I knew this phenomenon would have an affect on the economy for news.
But I delivered one guest lecture at the University of Alabama back then that made the case for blogging software and publishing on the Web. The technology made archiving stories easier where people using search engines could find them. And let’s face it. Publishing yourself on the Web allowed for far more freedom of thought than working for a corporate chain newspaper where editors in New York, Washington, Boston, Dallas or even Birmingham had a strong hand in shaping the stories and what got covered and how.
Then more than ever before, the reporter-writer had the power to decide what stories deserved coverage — and how to cover them. The problem then — and the problem still — is how to fund the actual work. Most bloggers then — and now — are free to voice any wild opinion they have and publish it on the Web. But most bloggers are still depending on mainstream news outlets and wire services for on-the-ground coverage to provide at least some of the facts about what’s going on. So they provide a link to a news story and then voice an opinion, often in what is called a “snarky” tone.
After the Bush Great Recession hit the bottom lines of newspapers in 2007-2009, there was great hand-wringing over how they could survive to make a profit. Newhouse papers, for example, like the Birmingham News in my home town, ultimately decided they could no longer afford to pay big money to publishers and editors or even veteran reporters. So they fired them all, put their new buildings up for sale, stopped publishing daily and hired kid bloggers for cheap. So now you get snarky blogging on a news site owned by a news corporation instead of actual reporting.
I understand that this new blog style became popular with readers in the past 10 years, but what has it given us in the way of actual public affairs journalism to count on for the future? The reason newspapers long enjoyed special rights under the First Amendment to the U.S. Constitution was because of their charge to cover public affairs.
But take a look at the front of just about any corporate chain newspaper Website now, or blog, and what do you find? Celebrity gossip, sensational crime, coverage of sports as if games were the most important news around, “entertainment” and local public relations that passes for news.
Social networking programs like Facebook and Twitter worked for awhile from about 2009-2012 where readers could follow their favorite news organizations’ news links. But since Facebook went public in 2012, the so-called news feed has turned what passes for news itself into such a joke that it is now made fun of on a routine basis by the likes of Jimmy Fallon, who recently took over hosting the Tonight Show from Jay Leno.
I get it that people would rather like and share something you can laugh at like stupid cat videos than to wade into a serious topic like war in the Mid-East. Diversionary stories that distract peoples’ attention from serious problems and the need for government are also in the best interest of big corporate advertisers who have long been the primary source of funding for newspapers and television news stations. Like mana for the masses from on high, the funny fodder keeps people coming back for the fun of it.
Could it be that it also keeps them from rising up to fight injustice or staging another sit in, like they did in the 1960s, and again during the days of the Occupy movement, which now seems so long ago and far away?
Who is going to figure out a way to fund the serious journalism we need to chart a potentially better future for ourselves? Will it be Aljazeera?
When I first started The Locust Fork News-Journal, oh so long ago, I had a conversation with one woman on the Southside of Birmingham who desperately wanted to be an activist and figure out how to make a difference, to be a part of something, a community, back when the war in Iraq was the big news. I tried to explain some things to her and one of the things I said went something like this.
One of the problems with starting something entirely new in a place that is so rooted in the past and behind the times like the South is that I will spend some part of just about every day trying to explain how this stuff works to people who don’t understand and probably never will. Most people don’t want to learn anyway. They just want to go on doing things the way they always have.
But if things are not working, isn’t that a form of collective insanity?
Shouldn’t society reward at least a few people who dare to do things differently?
Do you not think that if I really wanted to, I could easily get a job working for one of these so-called news organizations that still pay reporters a little bit — and then control what you cover and write? Even in the face of the wide open nature of publishing on the World Wide Web, the lame stream newspapers, radio and television news stations still treat people like total fools who will lap up their meanderings as if they really mattered.
Of course a lot of people are fools who still get their news from small time papers like the Prattville Progress, where the big news of the day, according to its Facebook page, is all about how an overturned truck caused a little traffic delay.
Or, the top story on al.com is about how Auburn’s new sophomore quarterback will not start in the season opener after being busted for possession of marijuana.
All while state’s across the country are legalizing the weed, something a majority of Americans support.
I’m not saying local news is not important, nor am I saying newspaper reporters should not cover sports. If people are interested and you can build an economy around it — and an economy to pay for coverage of big news and public affairs — that’s great. The big chain papers made a fortune doing just this for their New York publishers from the 1960s through the 1990s. But not so much anymore.
What I see happening is this. If the social networking algorithm, judging news as what people like and share, takes over from the pencil pushers of old who bullied newspaper editors into covering some of the nonsense I had to cover back when I worked for newspapers, because it was supposedly the news people “wanted” as opposed to the news they “needed,” then the jig is up. We may as well fold our tents as a country and let China take over and show us how to keep an economy going with cheap sweat shop labor.
There have always been rich people who were willing to write for free. Now on the Web, even poor people can write for free.
The question people should be asking themselves is this: Is all this free and cheap writing really getting the job done? Are we getting better as a country? Or are things simply going to continue getting worse?
According to the latest Gallup poll, 60 percent of Americans think things are only going to get worse, while only 35 percent expect things to get better.
I can run public opinion stories and rewrite press releases all day long for cheap like newspapers have always done it.
But if you want to see more field journalism that actually makes a difference, then somebody is going to have to pay for it. And that “somebody” is not going to be the likes of BP, Southern Company, or the Methane Gas Association, which now underwrites public radio to make sure its point of view gets covered in radio news.
If unions, non-profit environmental organizations, trial lawyers and yes Democrats are not willing to get in the game with image advertising of their own and stand up to the anti-union, polluting corporations and the Republican candidates they buy and promote, what do you think will become of American democracy?
Over the past 10 years, staying in the suburbs of Birmingham for much of that time caring for an aging relative, I have watched a lot of movies on cable television. Thinking that film is the mass medium of the future for getting a big message out, I have studied the techniques of movie making, all while learning how to produce news videos of my own. I plan to find a way to get more involved in making films in the future.
But those days of sitting around on my ass watching cable TV are about to come to an end. I have concluded that cable television is a big ripoff. They charge way too much for the limited offerings and show the same crap over, and over, and over again. I am sick of it and will be moving on over the next few weeks.
But one of the last movies I will watch on cable just happened to be about hit men, one of them played by Brad Pitt, called Killing Them Softly.
Standing at a bar watching President Barack Obama on television in his first inaugural address talk about the U.S. being a nation of “one people,” Pitt’s character had this to say. Perhaps his cynicism is right on.
“Don’t make me laugh. This is America. In America, you are on your own. There is no community. It is one big business. So f___ing pay me.”
I hate to cave into the cynicism. I feel like allot of progress has been made over the past 10 years. But if you want me to keep putting my own neck on the line to keep creating a better news organization, we are going to have to ramp up our ability to pay more people to do this right.
But hey, if you are happy with sharing stupid cat videos on Facebook, go for it and watch the world go to hell. Or if all you’re interested in is keeping up with the Southeastern Conference football, hey Paul Finebaum has a new show on the SEC Network, proving the old adage that goofy shit sells.
You think I won’t play this stupid game if I have to, to survive? Think again.
© 2014, Glynn Wilson. All rights reserved.


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The following is from the Oct. 16, 2007, edition of The Seattle Times. SMU History Professor Rick Halperin provided expertise for this story.
LIVINGSTON, Texas — Romina Deeken is a classic beauty — cascading blond hair, green eyes set in alabaster — not the type of woman who needs to solicit attention from men.
But last year, the 24-year-old German reached out to a convicted killer on Texas' death row. Her motives were altruistic, she said, not romantic. In time, after more than 50 letters back and forth across the Atlantic, Deeken said, mutual feelings grew. . .
Rick Halperin, a board member of Amnesty International USA, said it's important to remember that most European women initially are motivated by compassion, not lust.
Europeans, the Southern Methodist University history professor said, are steeped and educated in human rights. "It's easy to scoff at these women when you live in this country," he said. "But this is a real difficult thing they're doing, and it's very human."
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Felicity Newman (played by Jacqui Purvis) has decided to go against the wishes of her husband, Tane Parata (Ethan Browne), and pay-off the blackmailer on Home and Away (1:45pm - see our TV Guide for listings)...
The blackmailer is now demanding $20,000.
Or else he will release video footage from the night of Felicity's sexual assault...
As Lyrik prepare for a gig to launch the band's debut album, Felicity is haunted by flashbacks of the night she was assaulted during the Battle Of The Bands contest.
Tired of being a victim, Felicity decides she's going to give in to the blackmailer's demands...
Without Tane's knowledge, she follows some instructions and drives off to leave the money in a wheelie bin.
But Felicity's not done with her mission just yet.
She intends to lie in wait for her tormentor...
The launch of Lyrik's debut album is officially happening!
Despite the last-minute change of venue, the band get glammed-up for their BIG moment in the spotlight.
After a LIVE performance, the band sit down to answer questions from the media.
But when lead singer, Theo Poulos (Matt Evans), is questioned by a journalist about his relative inexperience, he gets a bad case of stage fright!
Theo's nerves get the better of him and he's suddenly lost for words!
Luckily, his ex-girlfriend Kirby Aramoana (Angelina Thomson) swoops in to save the day and answer on Theo's behalf.
But will Theo thank Kirby for her quick thinking?
Or be left feeling humiliated by the whole experience?
Marilyn Chambers (Emily Symons) remains worried that her friend, Irene Roberts (Lynne McGranger), is feeling lonely since John Palmer (Shane Withington) moved out.
Marilyn confides in Mackenzie Booth (Emily Weir) that she wants to do something to cheer-up Irene.
But watch out, Marilyn!
Irene didn't take too kindly to Marilyn's previous ideas for a "pity party"...
Home and Away continues weekdays at 1:45pm on Channel 5
Switch over for FIRST LOOK episodes at 6:30pm on 5STAR
The series is also available to stream on My5


Cardiff Male Choir Cabaret Night
A fabulous night was had by all at the Cardiff Male Choir Cabaret evening last night. £450 was raised for Velindre Hospital, a fantastic result. Guests were entertained with items from the choir’s repertoire as well as a number of solo items performed by choir members. John and Brenda Manley performed several lovely items including ‘Love Changes Everything’ from ‘Aspects of Love’. Dr David Davies got everyone singing and clapping with a medley of traditional Welsh songs, including ‘Ar Lan Y Mor’ and ‘Sospan Fach’. Performances from Ray Mawn, George Chichester, Brain Spernaes, Terry Herring and duets from Becky Shipley and David Harrington were all fantastic, and the stories read by Ivor Morgan had us all in stitches!
All agreed that this would become an annual event for the choir. There are some photos below, with more to follow shortly.


Daily file photo by Alison Albelda
Prior to the start of the season, Trae Williams expressed his excitement that Northwestern’s secondary was finally fully healthy after being consistently banged up the last two years.
With juniors JR Pace and Travis Whillock slated to start at safety and Williams starting opposite sophomore Greg Newsome II at cornerback, the Wildcats’ defensive backfield looked to be as strong as ever.
And then the injury bug bit again.
Williams, the lone senior in the group, sustained a leg injury in the second quarter of NU’s season opener at Stanford. He returned two weeks later against UNLV, but did not play last Saturday against Michigan State and was not listed on the Cats’ two-deep for this week.
“Obviously (Williams) wants to be out there,” defensive backs coach Matt MacPherson said. “He’s a captain and he understands that part of his job if he’s not out there on the field is to be able to help guys on the sideline.”
Williams’ main replacement has been redshirt freshman A.J. Hampton, and opposing offenses have picked on him since the moment Williams left the game against the Cardinal. He missed several tackles that led to Stanford’s only offensive touchdown, and last week was beaten in coverage repeatedly by Michigan State’s receivers.
Coach Pat Fitzgerald said at Monday’s press conference that he and his staff need to coach Hampton better.
“He’s a young guy out there getting experience,” Fitzgerald said. “We’ve got to get Trae back sooner or later, but A.J.’s got to trust the calls and just execute. When he did, he was really good. Unfortunately, when he didn’t, or we didn’t help him — which we have to — Michigan State was able to make explosive plays.”
While much of the focus has been on Hampton and his struggles, Newsome has quietly become one of the most improved players on NU’s roster. Newsome broke up four passes against the Spartans and leads the country with 2.3 pass breakups per game.
Newsome had some rough moments when healthy last season, similar to Hampton so far this year. He said he is in a better place mentally compared to a year ago, which has helped him anticipate where the plays will be run.
“It’s all mental,” Newsome said. “The game is 80 percent mental, 20 percent reaction. This season, my film study is a lot better. I’m getting used to quarterbacks and what they like and what the opposing offense likes. It’s all about knowing your opponent really well.”
If Williams continues to miss time, the Cats do have reinforcements, several of whom were thrust into action last year due to injuries within the unit. Sophomore Cameron Ruiz made 26 tackles in 2018, had four pass breakups and even blocked a punt against Notre Dame. Senior Roderick Campbell, who made four tackles against UNLV, is also an option.
MacPherson said Newsome has been helping Hampton learn the ropes and emphasized that defensive backs must have short memories, as their mistakes are easy to spot.
“A.J. felt bad last week. The thing you have to tell him is it should hurt, you should want to be better,” MacPherson said. “But playing DB is hard. You’re exposed out there. Your mistakes are not like everybody else’s that are covered up in a big pile. Your mistakes are out there for everybody to see. So part of being a DB is understanding, ‘I have to flush what happened before, and now I have to move onto the next play.’”
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Young Adult Literature, Race, Arts, & Confidence:
At-risk Students Building Critical Literacy with Lester's Othello
Angela Beumer Johnson and Stacey Ciancio
"Stop watering down the curriculum; make it more rigorous."
"Oh, you're in that class."
The first statement could come from anyone of the many critiques of English classes in general, particularly classes incorporating young adult literature. The second could come from a student addressing an at-risk student in a special freshman English class. Whether a general attack on the "dumbing down" of the curriculum or a personal judgment of someone's intellect, the instructional strategy of having at-risk students read young adult literature and respond through art would be looked upon by many as watering down curriculum for kids who couldn't handle anything tougher. However, as one of our students commented, "They [other students and teachers] think we're stupid, but we're not."
We also believe these students are not lacking in intelligence, and so we challenged them with Julius Lester's excellent adaptation of Othello , encouraging them to pose questions, make hypotheses, and argue interpretations to critique not only the world of the text, but also the world around them. We wanted the students to experience the rewards of thoughtful and engaged reading of literature as we addressed significant themes and issues. We wanted the students to know they were indeed capable of higher-level thinking sometimes thought to be the exclusive territory of those labeled gifted. In short, we wanted to help them build critical literacy skills and confidence through reading young adult literature and responding through music, visual art, and poetry writing.
For typical ninth-grade at-risk students, like the ones we describe here, Shakespeare is often either non-existent, or read aloud at a sleepy pace, wringing out most of the beauty and emotion of Shakespeare's language to attain a literal, plot-level understanding. At-risk freshmen don't learn to savor language, or story in and of itself, through such tactics. Instead, we think students should ponder the complexities of plotlines still relevant today. They should get excited over characters, betrayals, and rich descriptions embedded in figurative language. They should enjoy literature, engaging with texts in ways that will help them think not only about literature, but also about their own lives. They should experience the rewards of thought-provoking books and poetry to encourage them to seek those rewards through a lifetime of reading.
Lofty goals for any students, let alone at-risk freshmen? Yes, they are lofty, but we also believe they are feasible, as we let the students' work and words describe. In this article, we advocate three ways of engaging students with literature to develop critical literacy: incorporating young adult literature, responding through the arts, and addressing issues and themes (even the controversial ones). We argue that accessible literature, thought-provoking artistic methods, and genuine, higher-level questions encourage in-depth thinking that all students deserve.
Setting the Scene
For six weeks, we co-taught a unit with Julius Lester's Othello: A Novel as the core text. Stacey's class consisted of five 1 at-risk-labeled males who were part of the school's Occupational Work Adjustment (OWA) program. Students in this program attended a regular four-year high school, but their academic day consisted of four classes, as opposed to seven. The students earned the remainder of their credits by working at a fast food or retail job in the community. Students in this class were considered at-risk for reasons such as excessive absences, truancy, low grades and test scores, extreme personal or home problems, family financial difficulty, substance abuse, or a dislike of school in general. The small class size and individual attention help students increase their chances of graduating. The small class size may also reflect the culture of the community. Many parents do not want their eligible students in a program that places them in a low-status job, which they view as a stigma. Some of the students themselves do not want to take part in the OWA program for the same reason. While this group certainly had challenges to their learning, they supported one another as a group, in a sense bonding based upon their at-risk label and showing genuine concern for one another.
Our Goals: Critical Literacy and Confidence
"I want to teach a critical literacy that equips students to 'read' power relationships at the same time that it imparts academic skills" (Christensen 210). Linda Christensen nicely sums up our main goals for students in all classes, but particularly those who, through their own or others' actions, have been alienated from school. Critical literacy "questions the basic assumptions of our society" (Christensen 212)—assumptions about OWA students, for example, as Bob critiqued, or who does not help students address unjust representations in literature "allows readers to silently accept these practices as just" (Christensen 212). Like Christensen, we want students to be engaged by literature, to be enlightened by it. She explains, "But beyond illuminations, students must use the tools of critical literacy to dismantle the half-truths, inaccuracies, and lies that strangle their conceptions about themselves and others. They must use the tools of critical literacy to expose, to talk back to, to remedy any act of injustice or intolerance that they witness" (211). Christensen's point is crucial: Students not only need to learn to read literature critically but also the representations of the world around them, as Paulo Freire advocates. Examining the realities of students' lives plays a significant role in developing critical literacy; for, "in critical literacy, their lives are part of the text of the class" (Christensen 213).
With our goals of critical literacy and building students' confidence in critiquing the world of texts and their own world, we encouraged students to interrogate social and historical contexts. Lester's Othello provided a space for this interrogation, as we heard the story of a strong and respected African man who saw flaws in white, European society—the lack of hygiene due to infrequent bathing and eating with their fingers—but most importantly the racist views of many of the characters.
As a society we readily accept popular adaptations of the Bard in film or on stage. The most recent version in the theaters, " O ," sets Othello's tale in a high school with the main characters on a basketball team. Similarly, PBS recently aired a contemporary Othello with the main characters as law enforcement officials. Lester's novelization of Othello , as with the two recent film adaptations, provides readers an opportunity to ask different questions regarding plot, themes, and characters, while experiencing the power of Shakespeare's borrowed tale. In fact, Lester incorporated some of Shakespeare's phrases and boldfaced them in the book, so students read not only Lester's poignant metaphors and images, but also many of Shakespeare's. While we addressed differences between Lester's novel and Shakespeare's play, we wanted to expose the students to a tale not usually taught in high schools (especially not to at-risk freshman) through this YA novel. We both found Lester's "reconceptualization" (xv) of Shakespeare's Othello a fascinating and well-written work of art.
In his introduction to the novel, Lester explains the differences between his novel and Shakespeare's play. While Lester changes some names (Lord Bertrand for Brabantio, Desdemona's father; Emily for Emilia), the most intriguing adaptation is the change of the ethnicity of Iago and Emily to black African from white European. Lester wanted to explore the complexities of betrayal from within the same ethnicity and community. According to Lester, it would have been too simple to label Iago a racist—end of story (xiii). Instead, Lester adds another level of complexity by having Iago, Emily and Othello come from the same tribe.
The OWA Students Meet Othello
An initial survey of students' attitudes reinforced our suspicions that this group, either by experience or hearsay, had negative thoughts on Shakespeare. On an interest level of 1 (low) to 5 (high), the majority of the students rated Shakespeare's works a 1 or a 2. One exception was a student who wrote, "I love poetry, and he helps guys get girls nowadays."
After some initial background on Shakespeare, the Globe Theatre, and Elizabethan society, we engaged the students in a pre-reading activity of interpreting the cover art. We asked students to tell us what they saw and how they interpreted these images. Depicted on the cover, we see a shirtless Othello, muscular arms crossed, looking directly left. In front of him a pale-faced Desdemona, her small frame with her head just below his chin, peers up and to the right. In the background, a stormy sky with daylight breaking through creates an eerie effect. Brad started our discussion by observing, "He's [Othello] really, really big!" Proudly, Icy (the one black student in the class with four white students) added, "A big black man!" Noticing another element of the cover art, Ryan yelled out, "Background!" and Brad picked up on that and analyzed it further. "Cloudy . . . but it's sunny. If you go left to right, it'll be good in the end and bad in the beginning." We asked the students, "What about Desdemona?" Bob responded, "She looks like a living dead girl." Icy added, "Her dad keeps her in the shadows . . ." and Bob eagerly tagged on, "Yeah! He keeps her in the shadows, but she's trying to speak 2 !" We asked, "How about the fact that they're looking opposite ways?" Bob replied, "Opposite. She's white, he's black." And Brad closed with, "Opposites attract!" While not all of their predictions were correct, they had already begun considering relationships and complexities the text would raise.
Because of the half school day-half workday design of the OWA program, students were not typically assigned homework. In addition, some students had learning disabilities and individualized education plans that required extra help with reading. And so we read Othello: A Novel aloud in class. At first, the two of us took turns reading dramatically, and then students started volunteering to read. Some would read only a paragraph, others an entire chapter, helping each other with difficult words. We were excited to see the students' interest and reading skills rise as the book continued. Like good readers engaged in a novel, they often tried to predict what would happen next, and choruses of "uh-oh's" and "ooh's!" were particularly evident toward the climax. Rather than assuming students labeled at-risk could not enjoy or understand a Shakespearean plot, the YA literature helped them experience success as readers—rewarding their efforts through an intriguing plot they could comprehend, which built their confidence and encouraged them want to read and discuss further.
Experiencing Literature through the Arts: Wake Up and Hear the Music
However, we too had our gray days with students trying to stay awake. On one particularly disheartening day when we were still in the exposition phase of the novel, Bob, a Shakespeare-hater from day one, asked, "Do we have to keep reading this book?" With his head down on his desk, he said he was sick of Shakespeare. Coincidentally, that was the same day that we had planned to assign a music response to the novel. We asked the students to bring a piece of music that represented a character. We had barely gotten the words out of our mouths when the students came to life. They began thinking of ideas for songs, and even Bob surprised us by asking, "Can I do two? Can I do as many as I want?" "Sure!" we enthusiastically replied. In the next 5 minutes, Bob had come up with six characters and songs, as well as charted how the songs revealed relationships among characters. Bob wisely asked, "Do the CD's have to be clean?" (i.e., language appropriate for school). While appropriateness is important, we opted to allow any music as long as it was relevant, with clear connections to characters. By the end of this class period, Bob had asked twice if he could take his book home to read. The book went home, and read he did, bragging that while the class was only up to chapter eight, he had read to chapter eleven.
With the weekend to select, interpret, and apply music and lyrics to a character, students arrived on Monday ready to present their music responses. Yes, we frowned through some inappropriate language, but students' music analogies were right on target. One of Bob's many songs (that he continued for two weeks to present to the class) was "Kryptonite" by 3 Doors Down. This song contained more than one example of metaphoric thought. He said, "Desdemona needs Othello to protect her [from her father, toward the beginning of the story]. Iago is like kryptonite because he is the one person who can destroy the "superman" Othello. Embedded in Bob's music response is the metaphor of Iago as kryptonite, as well as the allusion to Superman and his one weakness.
Icy selected Jackson Five's "I'll Be There" to represent Othello and Desdemona. Having only read half of the novel at this point, Icy was intrigued by the intensity of the love and commitment between Desdemona and Othello. Icy's music response encouraged Ryan to think about other committed, loving relationships. Ryan commented that the song was "kind of a mixture for Lord Bertrand [Brabantio, Desdemona's father], Othello, and Desdemona. " Ryan's comment reminded us that loving, dedicated relationships are not solely wife-husband relationships, but also daughter-father relationships.
Greg presented Earthride's "Under a Black Cloud," explaining that Iago's hatred for Othello symbolized a black cloud over him. While many of us would assume, as had Greg, that Iago is the metaphoric black cloud, Bob, who had to some degree identified with Iago's manipulative nature, challenged this assumption. He and Greg then debated who was the black cloud—Othello or Iago? If, as Lester has Emily ponder, Iago had wrongfully been denied the promotion given to Cassio so that Othello would not be accused of favoring one of his own race, then perhaps Othello is the black cloud over Iago. Here and in the previous example, we see that the music analogies encouraged students not only to define their own views, but also to debate and question those of their classmates. What initially seemed like a given was now open to question.
While we believe in the value of art to help us think metaphorically and interpretively, we were surprised at the power of students' interest in music to motivate them and to help them engage more deeply with the literature. Unfortunately, at-risk students are often given primarily literal-level comprehension questions, such as simply recalling character names or setting, as they study literature. Higher-level thinking, interpretation, and critique of the text and the world are not only possible for at-risk students, but also more engaging and motivating, especially when students' interests are taken into account. At the end of the Othello unit, all the students commented that the music assignment was "cool" Greg stated, "Music from our generation, we got to match it with their generation, which was sooo long ago." The music responses led the students to realize that literature can and does connect to their lives—to the very music they love.
Digging into Issues
With the many negative portrayals of race in Othello and the conflicts relating at least in part to race, we thought it was important to address this from a social and historical perspective. Students viewed and discussed several film clips from the documentary Ethnic Notions , which presents and critiques negative images and metaphors of blacks throughout the history of media and art in the United States. Next, we linked the discussion to Othello . When asked what they thought of the clips and the white characters' ideas of blacks in the novel, Icy stated, "It was worse in our country." When we probed about the connotations of blackness believed by some whites in the novel, Icy remarked, "Black is ugly and bad." Some whites in the novel considered blacks savages, to which Icy replied, "I'm not a savage." It is important here to note that Stacey had established a very close relationship with her students. At school, both in and out of class, they often spoke from their hearts, telling her things they might not speak to others. Ignoring the painful images and beliefs about blackness in Othello would be a mistake 3 . In this class, Icy (and all the students) talked back to the text, confronting others' discriminatory beliefs rather than letting them remain silent and undebated.
The clips from Ethnic Notions led to a discussion of stereotyping. Icy noted one stereotype: "All blacks steal." Bob added, "All guys are players." And Brad responded, "All women are cheaters." All of these stereotypes can be found in Othello —Lord Bertrand's notion that Othello had stolen his daughter, Iago's portrayal that Cassio was having an affair with Desdemona, and Othello's notion that Desdemona was cheating on him. Again, students noted that literature parallels life—even in our stereotypes.
As noted, perhaps the most intriguing change in Lester's novel is the race of the characters Iago and Emily. This added layer made the book more interesting to the students. Here is a teacher/student exchange from a class discussion:
Stacey: We told you the one huge difference from the book to the play—
Icy: Is that Iago's black instead of white, and Emily's black instead of white.
Stacey: What did you think of that as a theme?
Icy: It made it more interesting. 'Cause if Iago was white, like he normally is, it could just be a racist thing. But since he's the same race, it makes the book more interesting. 'Cause it's like, why's he doin' this? They're from the same tribe and all that.
Lester's changes definitely made the students more aware of the complexities in the plot. Addressing rather than dismissing the prejudices and negative portrayals of both blacks and whites in the novel helped the students think not only about the plot, but also about motives of characters and their own realities of being stereotyped or stereotyping others.
In addition to the racial conflicts, another issue we addressed was deception. For example, Greg noted that Iago always made up lies. Here is his exchange with Icy, when asked if themes of deception stood out for them.
Icy: Desdemona deceiving her father.
Greg: Iago making up lies.
Icy: Hey, but they weren't lies—it just stuff that he said. He said you didn't have to believe him—they were just my [Iago's] words, my thoughts.
Greg: Yeah, he said that, but he said that in a lie.
When asked if manipulation played a factor, Greg replied, "That was a big part of it." Here, Icy and Greg were essentially debating who was to blame for the tragedy—Iago for spreading rumors, or Othello for believing him. They continued:
Greg: Just bringing up those subjects [a wife's infidelity] to your best friend—who you think is your best friend—can really throw you off, and like, you want to believe him, so you do.
Icy: I know. 'Cause he's been like a son—he's [Othello] been like a father to him [Iago]. It's kinda hard not to believe him. . . . It breaks people down. . . . You wouldn't think your best friend would make all this stuff up. T wouldn't think my best friend would make all this stuff up.
Greg and Icy debated this dilemma—believing a longtime trusted friend versus a new wife, who appears to be very loving and faithful. Their discussion flowed between the world of the text and their own worlds. Occasionally, they used first person pronouns, indicating their identification with characters. Icy explicitly turned the scenario toward himself, predicting what he would believe if he were in that situation: "I wouldn't think my best friend would make all this stuff up." Directly confronting major issues in the novel allowed the students room to find and explore their own thoughts and beliefs through literature.
Icy and Greg continued to debate whether or not they would have acted as Othello had—believing his so-called friend, or his new wife.
Greg: Still, I don't care what anybody else thinks. I'd have to have one hundred percent proof. I'd have to do the research and make sure [Desdemona was unfaithful to Othello].
Icy: Iago set it up that it was proof that she was havin' an affair.
Greg: That wouldn't be enough proof! Just because, just because that rag [handkerchief], for me, wouldn't be enough proof.
Icy: [somberly] It was for him, 'cause it was very important to him.
Greg and Icy's debate exhibited a depth of emotion and engagement regarding the deception and perception versus reality themes in Othello absent from our previous discussions. By encouraging students to express their own interpretations and pose authentic questions on issues that reflected the reality of today, students sharpened their critical literacy skills by empathizing with characters, exploring moral issues, and debating their interpretations.
The students also debated whom they pitied most. Greg said he felt most sorry for "Othello, by far. Because he was lied to and took the life of his love. Then he killed himself. I feel bad for Desdemona, too. I could care less about Iago. He deserved to die!" Greg's reaction is fairly typical, but Bob surprised us by saying he felt most sorry for Iago. Why? "'Cause he was caught." Greg yelled, "SO?!" Bob responded, "He got stabbed and hung. He had to admit his whole plot. I think I'm kinda him—but I'm not as mean as he is. I'm just sneaky." Although he had been bored with the early stages of the novel, over the course of the unit Bob had come to identify with a character, and interestingly enough, one who typically receives no pity—a character we love to hate. We then discussed how Iago with his cruel nature could be considered a sad character. For students who initially wanted little to do with a Shakespearean story, these emotionally and intellectually charged exchanges were encouraging. Again, we see the students finding themselves in literature, experiencing the rewards of a stimulating conversation about good literature, and critiquing the world of the text and their own world.
Visual Art and Issues
Based on the students' previous conversations and work in class, we knew they held solid opinions regarding Othello . From the quality of presentations done in the music response, we thought another artistic medium might be appropriate to end our study of Lester's novel. Often students have thought more deeply about the literature than their writing evidences, and writing was not a strong point for this group. 4 As Purves, Rogers, and Soter note, "Limiting the form through which we respond to literature actually inhibits what we may be able to communicate about our response" (127), and so we provided an opportunity for the students to express their thinking in a visual manner. Through the visual response, students' thinking on racial issues became evident once again. After reading the entire novel, we prompted students to create a visual representation of their thinking on the novel—either by drawing or creating a collage. They could respond to one of several general prompts (e.g., What did the novel make you think of? Did it connect to anything you've ever experienced?) or explore one of their own. Students then wrote a few sentences explaining the meanings of their art. We brought art supplies and a variety of magazines for the collages, and students completed and presented their artistic responses during one class period.
Ryan, who was often quiet in class, produced some of the most interesting art.
Though only asked to do one artistic response, Ryan created two. As with the music response, we were both surprised and impressed that some of the students went beyond the assignment, doing more than was asked of them. One of Ryan's art responses depicted a landscape split into thirds, symbolizing Desdemona, Othello, and Lord Bertrand with each section. On the left third was a green section (Desdemona), in the middle a light blue section (Othello), and on the right a brown section (Lord Bertrand). Ryan explained:
"The brown represents dirt [Lord Bertrand] and the blue repersents water [Othello] so when they mix they create mud. So also saying othello is making the lord stuck, no matter what, he [Othello] wants to be with Desdemona which is the green representing grass. And when watter hits grass it just sinks in, so othello the watter fiting right in with Desdemona the grass."
Early in the novel, Lord Bertrand is stuck with no choice in his daughter's husband, and he is also stuck with his own prejudices. However, when Othello, the water, mixes with Desdemona, the grass, they combine naturally as during the early phase of their love. Though the art is simple, its meaning is significant in relation to the novel. Ryan's own metaphors of natural elements provide a way to think about the triangle of Othello, Desdemona, and Lord Bertrand.
The art of Icy's collage was also simple, yet its message carried much meaning. Icy displayed two paparazzi photos of white women actors joking with and being kissed by black men musicians. To explain his collage, Icy wrote, "Black and white people can have a good social life. Why isent good for them to marre [marry]?" Again, the racial issues in the novel come to the forefront. Icy connected the text to our current society, talking back to the text's portrayal of prejudice against Desdemona and Othello's marriage. Through his popular culture art, he showed that while we are certainly not free of prejudice now, whites and blacks can have, as he put it, "a good social life." While some students found themselves relating to characters in the novel, as a black student, Icy met negative portrayals of blacks. It was important for him to confront these negative portrayals of blacks and interracial marriage in the novel, and the visual art response provided one avenue for this resistance. At the end of the unit, all students agreed that expressing their ideas through visual art was "awesome." Again, for us the music and visual art responses were important reminders that, for at-risk students in particular, we need to offer a variety of ways for students to express their thoughts on powerful YA literature.
A visitor who passes by Stacey's classroom and notices that the students are making collages or drawing pictures may judge that the students are playing—wasting time. Quite the opposite is happening. Students, those who might not be most intelligent in the linguistic sphere, are shaping their interpretations, relating the world of the text to their own world, critiquing it, and shaping hypotheses. Rather than sitting at their desks passively taking in (or not taking in) a teacher's interpretation of literature (which may be well beyond their grasp), students engaging with YA literature through artistic experiences that ask them to pose questions and ponder new ideas can enhance their critical literacy.
Connection and Critique through Reading and Writing Poetry
With the formal study of the novel completed, once again we wanted to connect the novel to themes and issues currently facing teenagers. Selecting themes of perception versus reality to parallel Othello , we chose poems from Betsy Franco's edited collection, You Hear Me? Poems and Writing by Teenage Boys . We were encouraged that students volunteered to read poems aloud, browsing and selecting ones they wanted to read. Icy chose 16-year old Michael Tobias Bloom's "Joker"—a poem about a class clown who, in reality, is hurting. Brad immediately applied this poem to a friend whose mother was battling cancer, saying, "I should give this one to Dave. He's the funny man, but sad man." Through the powerful words of another young adult, these young men found again that literature can and does connect to their lived realities, and that we must question our assumptions about others.
Next, Brad volunteered to read "What I Am (In the Eyes of My Father)," by Dwight Beavers, age 17. The poem speaks of a son never good enough for his father, with his father metaphorically (and perhaps literally) beating him down: "he puts me,/beats me/down, down" (Franco 45). A powerful silence followed Brad's reading, and then in a choked voice, all he said was, "Sweet. Awesome." Icy whispered, "That's my dad." While we could have pushed the connections of perception versus reality in Othello (our initial idea), the moment urged us to respect the students' personal experiences with the poems. The power of the students again finding themselves in YA literature and experiencing the power of the written word were perhaps the best lessons we could have taught that day. More importantly, they understood they could resist negative images of themselves by empathizing with another through poetry.
After seeing the work of other teenage male poets, we asked the students to try their hand at poetry. Christensen reminds us that "critical literacy creates spaces for students to tackle larger social issues that have urgent meaning in their lives" (220). Throughout the unit, we saw students such as Icy who questioned and talked back to texts that shape what they, or others, might think of themselves. Issues of race in society are certainly of urgent meaning to Icy. His poem took us into a powerful critique of the realities of his life, as well as back to the race issues in Othello :
You could say
You could say im down with the sickness
I'm a beast
You could say Im the king of the jungle
I'm a animal
You could say I am a wolf
You can say Im a thug
But this is what you say, you say, you say
Though as teachers we can't change our students' home lives or protect them from prejudice or poverty, through YA literature, artistic response, and exploring serious issues, we can teach all students critical literacy skills necessary to read through injustices and to question societal assumptions.
Angela Beumer Johnson is an Assistant Professor of English at Wright State University in Dayton, Ohio. Stacey Ciancio is an English teacher at Hilliard Davidson High School in Columbus, Ohio.
1 Of course the small class size benefited the students, but we have also seen the power of young adult literature, artistic response, and significant issues in large classes as well.
2 This could be an intertextual reference to the students' prior reading of Anderson's Speak .
3 One of Angela's preservice teachers had recounted her painful experience reading Shakespeare's Othello in which the teacher never mentioned the racial conflicts. As a student, she had inferred that the slurs were either sanctioned, or not important enough to merit class time.
4 Stacey focused intently on writing instruction at a later time.
Christensen, Linda. M. "Critical Literacy: Teaching Reading, Writing, and Outrage." Making Justice Our Project: Teachers Working toward Critical Whole Language Practice . Ed. Carole Edelsky. Urbana: National Council of Teachers of English, 1999. 209-225.
Ethnic Notions . Dir. Marlon Riggs. Narr. Esther Rolle. California Newsreel, 1986.
Franco, Betsy. ed. You Hear Me? Poems and Writing by Teenage Boys . Cambridge: Candlewick P, 2000.
Lester, Julius. Othello: A Novel . New York: Scholastic, 1995.
" O ." Dir. Tim Blake Nelson. Perf. Mekhi Phifer, Julia Stiles, Josh Hartnett, and Martin Sheen. Lions Gate Films, 2001.
Othello . Dir. Geoffrey Sax. Perf. Eamonn Walker, Keeley Hawes, and Christopher Eccleston. Public Broadcasting Service, 2001.
Purves, Alan. c., Theresa Rogers, and Anna O. Soter. How Porcupines Make Love III: Readers, Texts, Cultures in the Response-Based Literature Classroom . White Plains, NY: Longman, 1995.

domain: library


text: I was inspired by Ben Tricklebank’s and Aaron Koblin’s work called “Light Echos” where he broadcasts the patterns of light onto landscapes by a laser that is on a moving train. The artists utilize transportation and mount a laser to project various images such as maps, patterns and quotes onto the landscape. They represent space and time through the data of light reflecting off of earth. According to Wikipedia “A light echo is a physical phenomenon caused by light reflected off surfaces distant from the source, and arriving at the observer with a delay relative to this distance.” I admired how he was able to use coding and engineering to project the different images onto the landscape. This project was also a part of Doug Aitken’s station to station. Through this project these artists were able to use technology to manipulate how we look at the world around us.