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Announcing the Twelve Reviews of Christmas, starting Thursday, December 1st! Each day, I will post a review of a different Christmas-themed picture book, both secular and religious titles included. (By doing them now instead of on the traditional twelve days of Christmas, you'll have time to find them and check them out before the big day!) Some made me laugh, some made me cry, one made me groan…I'm sure you'll find at least one or two that you'll enjoy and want to share with the children in your life!
Monthly Archives: November 2011
The Twelve Reviews of Christmas!
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How to Teach a Slug to Read, by Susan Pearson, illustrated by David Slonim
How to Teach a Slug to Read, by Susan Pearson, illustrated by David Slonim
(2011, Marshall Cavendish Children, ISBN 978-0-7614-5805-0)
On the off chance that you know a little slug that is showing an interest in reading, this book is just the book for you! (In the more likely event that you have a young child who is showing an interest in literacy, this book is also a perfect read!)
Susan Pearson has written a good number of picture books, and slugs are the unlikely main characters in two of the most recent ones, including this title and Slugs in Love (recommended to me by my sister-in-law who has a girlchild of her own about the same age as mine). In this one, a little boy gives ten tips to a mother slug on how to teach her little slug to read. The bulk of the text (and there isn't much anyway), comes after the tenth tip where the benefits of teaching your "slug" to read are described, from when he first reads to you to how books will "show him the whole wide world…all because YOU taught your slug to read!"
David Slonim (who also illustrated an Eileen Spinelli book, Silly Tilly, among others) provides the illustrations, done in charcoal and acrylic. They are rich with detail and are the sort that older and younger kids can both enjoy without being too complex for the small ones or too "babyish" for the bigger ones. Slug speech bubbles contain little comments that support the text but aren't necessary for understanding it. Little jokes and plays on words abound; selected rhymes from Mother Slug include a creative "Mary Had a Little Slug" and Little Miss Muffet meets a "slug [w]ho gave her a hug." An assortment of books that constitute the slug's favorites include The Poky Little Slug, Slug and Snail Are Friends, and Go Slug, Go!, and the illustrated covers are perfect parodies of the originals. They are colorful and fill the pages completely with close-ups of slugs and bugs and books and everything little kids love!
GirlChild's Reactions: GirlChild is really into asking me how to spell things lately (and she even caught me unaware by recognizing the word "zoo" when I was trying to be sneaky and spelling out words when talking with my husband in front of her!), so I was sure she would like this book. The first time we read it, she wasn't overly impressed (that's what I get for trying to force things on her!), but she really enjoyed it the second time. Her favorite illustration is the one on the cover because it looks like the slug is on the boy's head, and that really appealed to her strong sense of the silly.
I love this book because the pictures are fun, and it also reminded me that there are steps to literacy that don't involve formal education, and I need to start taking more of them! I plan to buy a stack of index cards to write down any of the words GirlChild asks me to spell (in addition to spelling them out loud (and sometimes with the letter magnets) as I already do) so I make sure to hit her learning style. (I'm decidedly visual, and my husband is an auditory/kinesthetic, so I know GirlChild could go either way or any combination thereof!) I really believe that the best way to interest kids in reading is to expose them to a lot of books (and print in general) and to ensure that the books we share with them tap into their interests (as opposed to just "good" literature (which I believe to be completely arbitrary!)) and tickle their funny bones or sense of adventure or whatever literary bent they favor. This is a great book to share with budding readers as soon as they start to show an interest in words and how they work (or even just a kid who loves slugs and bugs)!
I Know an Old Lady Who Swallowed a Pie, by Alison Jackson, pictures by Judith Byron Schachner
I Know an Old Lady Who Swallowed a Pie, by Alison Jackson,
pictures by Judith Byron Schachner
(1997, Puffin Books, ISBN-10:0140565957, ISBN-13: 978-0140565959)
Not a review, just a last-minute recommendation if you happen by the library this afternoon before it's closed for Thanksgiving and want a little light, seasonal reading for your kids! (Our storytime librarian read this last week.) This would be a great book to read before dinner to discourage the family from overindulging, and everyone from preschool age up through elementary school will find it amusing! (Don't worry…as morbid as this old story can be, she doesn't die in the end!)
Filed under recommendation
Topsy and Tim series, by Jean and Gareth Adamson
Today was library day, but I have a proofreading job that arrived today that I need to complete this weekend, so I am posting this review about some books of ours that aren't library books but are some of GirlChild's favorites anyway!
Topsy and Tim series, by Jean and Gareth Adamson
We discovered Topsy and Tim when one of my husband's coworkers—a native of England—gave her son's small collection to GirlChild when her son got too old for them. The coworker had read them as a child, and her parents gave some of the newer editions to her son when he was three like GirlChild. They're probably not going to be in your local library unless you're in the UK, but they're available for purchase on Amazon if you're interested in them. The editions we own have copyrights between 2003 and 2006, but I am under the impression that they are updated editions of some of the original works from fifty years ago; someone correct me if I'm wrong! (I know that several of the titles from the 1990s and early 2000s, at least, were relaunched with the new illustrations starting in 2009.)
Original artwork:
1990s and early 2000s artwork (what we have):
Most recent artwork:
Topsy and Tim—a set of twins—were created by British wife and husband team Jean and Gareth Adamson back in the late 1950s.They wanted to write upbeat stories about realistic children in a time when there was little of that sort of literature available in the UK. The lady who gave us these books described them as "wholesome," and while they certainly are, they aren't the sterile sort of non-stories that Dick and Jane—the closest thing I could think of in American children's literature (if you can call basal readers that)—are. (All the other "firsts" stories and everyday living stories I could think of featured animals or Sesame Street characters in the main roles instead of "real" children. And they weren't that great.) The authors researched each book thoroughly, and they often based books on events they experienced with their children, so the realism is pretty impressive. Gareth Adamson died in 1982, and although new titles continue to come out (Topsy and Tim Go for the Gold is due out in February 2012) and Belinda Worsley has been illustrating them since 2009, the books still bear the original author and illustrator names. I haven't been able to figure out if all the newer books are just updated and revised editions of the originals or if new titles are actually being written…does anyone in the UK (or who is just really smart) know enough about this series to help me out?
The stories themselves feature twins Topsy (the girl) and Tim (the boy). They appear to be between three and five years of age (the ages recommended by Ladybird Books) since our books feature playgroup (which appears to be kind of like American preschool) and primary school (and their class seems a lot like American kindergarten). (I noticed that there are some books recommended for ages 5-8, and Topsy and Tim appear older in the illustrations, too. I just don't have any of those books on hand.) Their behavior is also pretty typical of these ages; although the books are "wholesome" (as our gifter called them), the children are not perfect in the slightest. (Neither are the adults, to be honest, and thank goodness!) They are kind children, but they make mistakes, misbehave, wander off…all things real children—even the nicest and best-behaved ones—do from time to time. The stories contain a lot of dialog and basic narration in short sentences that make them perfect for reading aloud to the younger crowd and for independent reading for the upper end of the intended audience. For this Austen, Heyer, and Rowling-loving mommy, the introduction to British terms and spellings is an added bonus. (GirlChild first heard the word "mummy" in these books, so when we told her that a Halloween-themed rubber ducky was a mummy, she asked what happened to the "mama duck" that she had to be wrapped up in bandages. She was so glad she had a rubber duck dressed in surgical scrubs to help her out.)
The editions that we have are hardback copies about the same size as a typical adult paperback (but only about a quarter inch thick, including the covers), so they fit well into small hands. The illustrations are done in bright primary colors and have clean lines and simple backgrounds. The pages themselves vary from yellow, blue, green, and pink throughout a single book. (The newest editions, which appear to be larger, squarish paperbacks, look to have white backgrounds on all the pages.) The facial expressions lend a lot to the text in that they sometimes convey an emotion (like frustration on the part of the parents or indecision or worry in the case of the children) that would be difficult to explain in the brief text but is an important part of the event. Some of the books even have a few simple activities–matching, mazes, spot the differences–at the end.
GirlChild's Reactions: GirlChild cannot get enough of these books. She relates completely to Topsy and Tim, so much so that I would purchase the appropriate book for her before she deals with something like being in (the) hospital (British English doesn't have the "the") or taking swimming lessons. She loves the illustrations and notices little things about them (such as the fact that in Topsy and Tim New Lunchboxes, Topsy is eating Tim's banana (his is missing from his lunchbox, but hers is still there)), and she asks questions about why they're doing things (especially if the image doesn't match up exactly to what the text is saying at the time) and what different things are if she doesn't recognize them. GirlChild also uses a lot of vocabulary that I know she gets from these books because they're atypical (or nonexistent) in American fare for preschoolers, like "glum," "cross" (the grumpy variety), and "plimsolls," so I feel pretty good about broadening her horizons in that way. I know that a reference to an event in a Topsy and Tim book (such as going camping or putting medicines in a locked cupboard) will bring instant attention and compliance from her. She has actually requested blackcurrant jelly (although she said, "Jelly curtain, please…you know, jelly in a bowl!"), cheese and cucumber sandwiches (although she picked out the cucumber slices before she ate), and peanut crunchies (for which I haven't been able to find a recipe that matches the description in the book, so I wonder if they're just something the authors' family made and aren't common), all foods mentioned in the books we've read. We compare places we go and things we do to where Topsy and Tim go and what Topsy and Tim do, and it feels like a completely organic learning experience instead of a forced one. Given their ability to introduce GirlChild to new situations, new words, and a different country's way of life, I heartily recommend these books to any parents with children in the target age group who like to spice up their lives with a little bit of culture with which their kids can identify.
By the way, I got all the information I used to write this review that isn't opinion from these two websites:
http://www.penguin.co.uk/nf/Author/AuthorPage/0,,1000000048,00.html (author information)
http://www.topsyandtim.com/ (publication information)
Other titles we own:
(Ours actually has a different cover, but this is the same generation of illustrations. Oddly, Topsy is dressed the same in ours, but Tim's clothes are different, and the doctor's hair is lighter on ours.)
(This one's about bullying.)
(This is the newest generation of illustrations; for some reason our version of this one isn't available on the U.S. Amazon…try the UK one perhaps?)
(This is, again, the same generation of illustrations, but this is a different edition than ours. Oh, and let the arguments about "airplane" and "aeroplane" begin…GirlChild cannot let us pronounce it "aeroplane" without correcting us!)
(Ah, the shopping trolley and "one more job" for the twins to do!)
(Probably GirlChild's favorite overall! I'm not sure why the Amazon image wasn't showing because it's available on their site, but this one comes from Ladybird Books.)
Filed under online resources, review
Knock at the Door and Other Baby Action Rhymes, by Kay Chorao
Knock at the Door and Other Baby Action Rhymes, by Kay Chorao
(1999, Dutton's Children's Books, ISBN 0-525-45969-3)
Knock at the Door is a collection of illustrated action rhymes and finger plays for very young children. Parents, caregivers, and storytime librarians can benefit from the step-by-step picture guides to the motions that are provided next to each line, and children will love doing the actions and exploring the rich illustrations on each page.
Kay Choroa provides the illustrations for this collection of twenty traditional action rhymes and finger plays—from "Pat-a-Cake" to "The Teapot" ("I'm a Little Teapot" to most of us)—which are conveniently listed in a table of contents in order to easily locate them within the book. This book is clearly not intended to be read aloud in a single sitting; I can only assume it's meant more as a reference for adults who can't recall the action rhymes of their childhoods and need ideas of ways to engage with babies in play. (Since it's been a long three years since GirlChild was this age, it's been a somewhat helpful reminder to me as well!) Some of the rhymes, like "This Little Piggy," seem very obvious and don't really require the otherwise useful motion illustrations (in small boxes with each line of the rhyme), but others are much more obscure. Some of the lesser known rhymes, like "Knock at the Door" from the title, are perhaps not likely to enter into regular rotation at our house, but there were a few cute ones that were new to me that we may start using (after I memorize them; see GirlChild and BoyChild's Reactions below for the reasons why).
Besides the basic, unobtrusive drawings to guide the actions, there are whimsical full-page illustrations for each rhyme done in what appears to be colored pencil. The style fits well with the traditional rhymes; the illustrations are very detailed with bright but soft colors that bring to mind the old Mother Goose stories and Beatrix Potter's work, with plenty of animals and babies and flowers and toys on each page for small children to explore. You wouldn't have to do the rhymes with a child for him or her to enjoy the drawings (in fact, I would say it would be hard to do the actions while having the child look at the pictures, too), so they add another opportunity for interaction between parent and child and the book.
GirlChild and BoyChild's Reactions: I got this book because finger plays and action rhymes are great ways to interact with infants, and there aren't any infant storytimes available in our area except during BoyChild's morning nap! Although this book seems to be meant to share with a small child—one with whom you would typically do this kind of action rhyme—BoyChild would have none of it. I had him sitting in my lap on the floor with the book in front of us so that I could manage both him and the book at the same time. Ha! He did not want me moving his arms to the actions and struggled forcibly to be free, and if I let go of him to (for instance) walk my fingers up his arm or beep his nose, he would lunge forward and try to rip the pages out of the book. (I think he liked the pictures. A lot.) Always up for that sort of sport, GirlChild likely would have sat and watched me wrestle him into doing these finger plays all day long. (She also wanted me to do the "Knock at the Door" one—the one where you knock at the child's noggin, tug at the child's hair, poke the child's nose, and stick the spoon into the child's mouth—with her at lunchtime because she is clearly at that stage where she is jealous of even the strangest things she sees her little brother getting to do. BoyChild, on the other hand, got mad at me for poking his nose when he was trying to eat.) Maybe he'll like the action rhymes better when he can do the motions himself instead of being my pudgy little puppet…
I think this book is a good resource for parents wanting to have some one-on-one interaction time with their little ones, but if the publishers really wanted parents to share the book with a baby, they should have printed it as a board book instead of with paper pages so that it wouldn't be destroyed!
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The Perfect Thanksgiving, by Eileen Spinelli, illustrated by JoAnn Adinolfi
Eileen Spinelli is the wife of award-winning children's and young adult author Jerry Spinelli, and she is well-known in her own right; this is just one of her more than fifty books for young children. GirlChild also loves Callie Cat, Ice Skater, and I've got my eye on Baby Loves You So Much, so it wasn't hard to choose this Thanksgiving-themed book off the holidays shelf at the library!
The Perfect Thanksgiving, by Eileen Spinelli, illustrated by JoAnn Adinolfi
(2003, Henry Holt, ISBN 0-8050-6531-8)
Abigail Archer's family has a picture-perfect Thanksgiving, but the narrator's family quite clearly does not! While pretty much everything about these two families and their celebrations seem to be different, one thing is the same: their families are full of love!
This book tells the tale of two Thanksgivings, using rhyming verse to contrast Abigail Archer's perfect family celebration and the narrator's chaotic one. The mood and vocabulary used in each section changes to fit the atmosphere of the house (words like "dainty" and "organdy" for the perfect house and "slurps" and "a-quivering" for the narrator's home), and the humor of the contrast can be played up when reading aloud through exaggerating changes in pace and tone when alternating between reading about the two families. A quick read-through before reading aloud to your child might be useful to get the rhythm down for a flawless performance, but it's simple enough to adjust to as you're reading if you're relatively comfortable with typical poetry for children. (The meter is definitely not the stressed-unstressed pattern that some of the more contrived children's poetry sometimes has, but it's not overly complex either.) The story itself proceeds through the typical family meal, the post-meal activities of adults and children, and finally the overnight stay of out-of-town guests. It ends with the conclusion that, although the families are very different, they are both "ultra perfect" at loving.
The illustrations, done in gouache (I had to look it up, too!), colored pencil, and collage, remind me a little bit of Lane Smith's work with Jon Scieszka in books like Math Curse (although much brighter and friendlier for younger eyes). Cartoonish characters are mixed with realistic elements (such as much of the food and fabrics and other items that require a specific texture) that give the appearance of being cut from magazines and glued into the image. (That would be the collage element, I'd guess.) Slightly warped perspective and bright colors make the illustrations very fun, and there is a LOT to look at on each page. Throughout the book, illustrator Joann Adinolfi features two turkeys that represent each family: a funky-looking hand turkey for the narrator's family and a traditional live turkey for the "perfect" family. They pop up randomly throughout the book as a part of the crazy collage, and they often have something to say (in speech bubbles) or are engaged in doing whatever the characters on the page are doing at the time. (Kids love looking for these recurring minor characters in books, and many illustrators include them to get readers really looking at the art.) The artist also includes several charts and diagrams interspersed throughout the scenes of family life to illustrate the differences between the families. Although the pages are very, very busy, the art accompanies the text really well as it gives the impression of being done by the child narrator as a part of telling her story.
GirlChild's Reactions: GirlChild was more than willing to make hand turkeys after reading this book, although they mostly ended up looking like witches' hands instead because she decided just to put a green tuft of "feathers" at the end of each finger to partially imitate the crudely-drawn hand turkeys in the book. She makes faces on her drawings of people, but apparently the profile drawing of a turkey didn't warrant a face. (She talked about the beaks, but she got distracted by wanting to write "great grandma" on one of them, so she never got around to drawing any.) I think she's a little too young to really remember much about Thanksgiving dinners (which we've eaten at our pastor's house since she was born since we moved a thousand miles from family when she was two months old), and the kids in her church classes are also too young to talk much about their different family celebrations, so some of the story was lost on her, but she seemed to enjoy the book anyway. We read Eve Bunting's A Turkey for Thanksgiving later on, and she wanted to reread that one a couple times. She seemed to get more of what was going on (that the turkey was hiding from the other animals because he thought they wanted to eat him) in the Bunting one, so maybe The Perfect Thanksgiving is better used as an easy read for older kids (or a class read-aloud) where they would have a greater experience with which to make connections and might be more impacted by the message of the book. This is a book that I wish I had with me when I was teaching fifth grade to read to my students who might have struggled with envy regarding their "perfect" classmates and could have used the reminder that as long as you're loved and loving, none of the rest of it matters.
(Eileen Spinelli has also written a book about kids with deployed family members–While You Are Away–which I thought was a timely one to bring up this Veterans' Day weekend. I didn't have this one on hand to review, however, but it looks like a good one! Many thanks to all who have served or are serving!)
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Parents magazine: Read, Cook, Love, by Monica Bhide
The November issue of Parents magazine had an article that caught my eye because of the possibilities for spending some family together time doing two things my daughter loves to do: read and help cook! "Read, Cook, Love" is written by Monica Bhide and features four recipes based on some childhood favorite books:
Cloudy With a Chance of Meatballs (Barrett),
The Very Hungry Caterpillar (Carle),
The Runaway Bunny (Brown/Hurd), and
Chicken Soup with Rice (Sendak).
The author writes on her own website that this is her favorite article she's ever written and includes an additional recipe inspired by Winnie the Pooh (Milne).
One of the very few things that ever made me wish that I taught kindergarten instead of fifth grade is the fact that many kindergarten teachers do awesome things like serve green eggs and ham and make construction paper turkey hats and whatnot. Now that I have my own small children, I guess I don't have to envy the primary teachers anymore; I'll be keeping my eyes open for cooking tie-ins for the books we read together! (Hint: Some books, like Carrot Soup (Segal), have recipes right in the back of the book so you don't have to come up with your own!)
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Filed under book tie-in activity/recipe, online resources


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Chile 1-0 Switzerland: Chile deserve win but might regret wasting chances
A clash of two styles. Attacking v defensive, fluid v rigid, quick v slow, short passing v long ball. Chile emerge victorious, though it should have been a greater victory, and they were helped by a red card.
Chile were able to call on their star striker Humberto Suazo after injury, although he didn't look 100% and made little impact before he was substituted at half-time. Otherwise, they lined up with the expected players for their 3-3-1-3 shape.
Switzerland brought in Valon Behrami on the right-hand side ahead of Tranquilo Barnetta, and Steve von Bergen replaced Phillipe Senderos at centre-back. Upfront, captain Alexander Frei was fit to start – although, like Suazo, he didn't make it to the second half.
As in their first game, the Swiss lined up very narrow. They were keen to keep the gap between centre-back and full-back very narrow, because Chile love to play balls through that space. The midfield sat fairly solidly ahead of them – Gelson Fernandes was tucked in on the left, whilst Behrami got up and down the line slightly more, and helped double up with his full-back against the threat from Chile's left.
Notably, Chile's front three also played very narrow, up against the full-backs. Often, the wide players (today, Alexis Sanchez and Jean Beausejour) hug the touchline and create gaps in the defence for the full-backs to exploit, but today the front three played across the width of 18-yard box for most of the game. This meant that the two wing-backs, Arturo Vidal and Mauricio Isla, had the flanks to themselves, although they did look to bend their runs and duck inside when they got into the final third.
Although the Swiss continued the narrow defence as they did in the first game against Spain, they defended higher up the pitch, which may have helped the Chilean wide players, but prevented Suazo from operating too close to goal.
Chile pressing causes problems
Chile's intense pressing high up the pitch caused Switzerland a problem all game. The Swiss centre-backs are not the most technically proficient players and found the pressure difficult whenever they won the ball back. It also interfered with their passing ability. Pressuring the opposition centre-backs is often a tactic associated with disrupting quick, neat build-up play from the back, but it can also cause havoc with teams playing long ball football. For long balls to be effective, they have to be accurate, but the Swiss defence didn't have any time on the ball to look up and find the two strikers.
Chile played an incredibly high tempo game, always taking free-kicks and throw-ins immediately and passing the nearest man, so the Swiss defence were under pressure constantly. This was also an attempt to hit Switzerland before their defence and midfield had taken up the optimum positions – Spain were too slow and laboured in their build-up; Chile got into goalscoring positions much more frequently.
They also tried a few long-range shots early on – something Spain rarely did in their defeat, despite often working the ball into shooting positions on the edge of the area.
Red card gives Chile further advantage
The game was changed when Behrami was dismissed for swinging an elbow, and Ottmar Hitzfeld was forced to reorganise in a 4-4-1 shape – at first he tried putting Alexander Frei on the right, but then opted to remove him for Barnetta. Blaise Nkufo, excellent in the first game, again did a good job but found it difficult to hold the ball up with the midfield runners so far away, especially as the Swiss were forced to pass quickly from the defence because of the Chilean pressure, meaning the midfielders didn't have time to connect with Nkufo. The veteran's dominance in the air was also wasted, with no-one going for the flick-ons.
From then on, to use the pundits' favourite expression, "It was like a training ground exercise – attack versus defence". And defence very nearly prevailed. Switzerland may have lost the game, but they set a new record for the most number of minutes without conceding a goal at the World Cup final. For the second match run, their defensive positioning was excellent, and the two holding midfielders sat solidly ahead of the centre-backs, making it difficult for Mati Fernandez to get space between the lines. The wide midfielders tracked the Chilean wing-backs, and for most of the second half Chile struggled to play a killer pass.
Chile winner
By this stage, Chile had shifted their formation slightly – it remained roughly 3-3-1-3, but with the defence playing to the left-of-centre and Isla being forced to cover a large area on the right. The use of Jean Beausejour and Mark Gonzelez on the left made Chile slightly lopsided, and it was a slight surprise that they didn't sacrifice a defender for another attacking player.
The Swiss eventually conceded to a goal that emerged partly because of their high defensive line – Esteban Paredes broke through, and crosses for Gonzalez to head home. But the bigger factor was tiredness – Chile are extremely fit and often outlast opponents that have eleven men, let alone opponents with only ten. The high defensive line was not the problem as such, it was more than the Swiss midfielders were so tired that they were unable to exert enough pressure on the man on the ball – the Chilean midfielders often had time and space to thread a pass through the defence. The forwards could have scored three or four, and the wastefulness in both games could come back to haunt them, with a decent chance of Chile, Switzerland and Spain all finishing on six points.
It was a fascinating game, but one spoilt slightly by a red card that decimated Switzerland. It probably didn't change their mentality or strategy too much (a point would have been a good result for them regardless of how many players they had) but it did mean they never looked likely to break through and score themselves – apart from one golden chance wasted by Eren Derdiyok in the final minute.
Chile deserved the win and again impressed with their attacking, exciting brand of football. But just as in their first match, they scored in slightly fortunate circumstances (Gonzalez's header was poor) and struggled to extend their advantage, despite clear superiority in both possession and territory. It would be astonishingly unlucky if they went out after recording two wins from their first two games, but they will probably need a result against Spain. A sharper-looking Suazo could make the difference.

subset: commoncrawl


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Last week, U.S. District Judge Florence-Marie Cooper rejected President Bush's attempt to exempt the U.S. Navy from laws protecting endangered whales. The judge noted that President Bush's order was constitutionally suspect, leaving her injunction against sonic blasts in place. Such underwater bursts put whales and other marine mammals at risk. They are also part of a long relationship between whales and human warfare.
For much of the 20th century, the typical lab of a whale biologist was about 20 feet above the open sea. On the flensing deck of factory whaling ships, cetologists examined blubber thickness, stomach contents, gonads and earwax layers. They learned a lot about dead whales: What they had eaten and when they had become sexually mature. The layers of wax provided an indication of age.
World War II interrupted these studies and the business of whaling. German whale chasers were employed instead to hunt Allied submarines, and Japanese whaling ships transported miniature submarines across the Pacific to attack Pearl Harbor. The suspension of the hunt likely saved many whales in the Southern Hemisphere, at least for a while. Yet the extensive use of depth charges and bombs in the north probably killed thousands of cetaceans.
It wasn't until after the war that biologists probed the ocean and began to listen to the whales themselves. The acoustician William Schevill made the first recordings of cetaceans in the wild in the 1950s, going on to describe the calls of more than 30 marine mammal species, including sperm whales, blue whales, dolphins and seals. Schevill's knowledge of these underwater sounds was so extensive that he helped defuse a tense moment between the United States and the Soviet Union during the Cold War. Low-frequency blips had been detected in the oceans, and the American military suspected that the Soviets were using these sounds to locate U.S. submarines. Schevill and colleagues found the source: fin whales produce trains of blips for about 15 minutes, followed by a two- or three-minute pause when they surface to breathe.
As it turned out, these sounds were being used for detection, but fin whales weren't considered a national threat. (This didn't stop the military from using whales as target practice at the time.) Often feeding where the light of the sun is reduced to that of starlight, whales use sound to locate prey. Whales also rumble, grunt, gurgle and sing - using their voices to attract mates, stay in touch with their offspring, and navigate the shelves, seamounts and islands in the ocean.
This dependency on sound makes whales vulnerable to the rising level of noise in the ocean. The number of cargo ships has tripled in the past 75 years, with bigger ships plying the seas each year. Bio-acoustician Chris Clark describes these chronic sounds as a "smog of human-generated acoustic noise." The constant buzz, which can impact whales' ability to hunt and reproduce, is punctuated by intense pulses from seismic air guns, used to map petroleum deposits on the shelf. These pulses, some of the loudest sounds produced by humans, reach across oceans and may be responsible for the stranding of whales in Mexico. The United States is right to protest commercial whale hunts that violate the suspension of whaling, but we should also protect the soundscape where the world's largest mammals reside.
Naval exercises using midfrequency sonar for antisubmarine training harm whales. There is evidence that gas-bubble disease in whales - the bends - is associated with sonic exposure. Mass strandings of beaked whales have occurred around the world after military tests. In 2000, 14 beaked whales and two minkes stranded in the Bahamas after the U.S. Navy deployed midfrequency sonar. In the lab, cetaceans avoid noise and increase breathing rates, a sign of stress. In the modern ocean, there may be nowhere for dolphins and whales to go.
Biologists are now calling on governments to reduce ocean noise and limit damage from military maneuvers. Judge Cooper's injunction came after the Navy rejected regulations proposed by the California Coastal Commission. The Navy now shuts down sonar exercises if marine mammals or sea turtles are seen in the immediate area, but it continues to reject other commonsense measures. State regulators had approved naval exercises if the military avoided important cetacean habitats, worked in daylight when whales could be spotted, and expanded the safety zone between sonar and whales. Until such steps are taken, naval tests put ocean life at risk.
Joe Roman is a visiting fellow at the University of Vermont and author of "Whale" (Reaktion, 2006).
© 2008 San Francisco Chronicle


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The data contained in this publication has been compiled from publicly available information released by the European Central Bank, European Commission, Eurostat, the European Banking Authority, national competent authorities and members of the European Banking Federation. Unless otherwise noted, all graphs and tables have been produced to illustrate the figures mentioned in the relevant chapters.
Due to rounding, figures presented in the charts throughout this document may not sum.
Bank capital
European banks have continued building a solid capital position and strengthening their balance sheets. The recapitalisation effort that European banks have made following the 2008 financial crisis makes the European banking sector more resilient and robust. Capital has continued increasing, with the core equity Tier 1 ratio of EU banks on a fully loaded basis, which includes only capital of the highest quality, at 13.8% in June 2017, 100 basis points more than the previous year and double the same ratio in December 2011.
Banks in the European Union have reduced the original total capital shortfall by more than €500 billion from 2011 mainly by raising new capital and retaining earnings. Tier 1 and total capital also continue showing a positive trend, doubling the same ratio in 2011.
In 2017, for the first time, the shortfall of all categories of capital was practically zero. All banks met the liquidity coverage ratio above the minimum. Also, the leverage and NSFR shortfalls continued to decrease to €2 billion and €51 billion, respectively.
Data and assumptions from EBA and EBF
*Including G-SIB surcharge **Overall shortfall group 1 and group 2 *** Assumption of weights: 80% G1; 20% G2
Bank funding
The share of deposit liabilities over total assets increased in 2017 from 51.3% to 53.4%, in line with the rising trend since 2007 (47.3%) that reveals the shift towards greater reliance on deposits as a source of funding.
The rise in the share of non-banks' deposits to total assets has continued, rising from 36.8% in 2016 to 38.1% in 2017.
The country breakdown for total deposits shows that domestic deposits were equivalent to less than half of the assets in Denmark, Ireland, Sweden, Finland, the UK, Luxembourg, Malta and the Netherlands. The figures continue to reflect, in part, different banking models, for example the well-developed covered bond markets in Scandinavia. Meanwhile, countries with the largest shares of deposits financing the banking sector's assets were Bulgaria, Slovenia, Slovakia, Lithuania, Romania and Portugal; all of which had deposits equivalent to 70% or more of assets.
The amount of total assets held by EU banks contracted for a third consecutive year in 2017. This time by approximately €300 billion from the previous year amounting to €42.89 trillion (€30.4 billion in euro area and €12.5 billion in non-euro area). While there was a modest gain in the total assets in the non-euro area (2.42%) this was offset by a drop (1.93%) of total assets held by banks in the euro area countries.
Considering the country breakdown, the country with the strongest boost in absolute terms was Czech Republic with €53.6 billion (23.9%). Among the four largest European countries only France registered a positive result in their stock of assets which increased by 1.5%, Germany, Italy, and Spain showed a reduction of 1.1%, 5.3% and 0.2% respectively. The countries with the most significant reductions in their stocks of assets were Greece (-14.3%) and Finland (-17.4%).
Bank profitability
With the ECB maintaining its ultra-low interest rates, profitability remains a key challenge facing European banks. The return on equity (ROE), a key indicator to assess the bank sector's attractiveness for investors has been slowly recovering. The ROE of European banks was 5.6% in 2017 for EU 28, practically half of the 10.6% registered in the burst of the financial crisis, but the highest since 2007.
While most countries have a positive ROE, Denmark (10.8%), Sweden (10.9%), Romania (11.7%), Czech Republic (13.0%) and Hungary (14.5%) registered a double-digit ROE. Reflecting on the national breakdown, the average ROE of Cyprus, Greek and Portugal banks were the only three with negative results at -11.5%, -1.3% and -0.8% respectively. The difference between the highest (Hungary) and lowest (Cyprus) ROE was 26 percentage points in 2017, far from the 101.6 recorded in 2013 (11.4% in Czech Republic and -90.2% in Slovenia).
The ROE across EU countries diverged after 2007 signaling growing fragmentation particularly across the euro area. After reaching a peak in 2013 (25.8), the dispersion around the average ROE has substantially decreased falling to 8.3 in 2014, 7.4 in 2015, 5.7 in 2016 and further into 2017 to 5.1, the closest so far to the 4.5 seen in 2007 before deviation started.
In the largest EU economies, the ROE in 2017 was 8.8% in the Netherlands, 7.1% in Italy, 7.0% in Spain, 6.4% in France, 4.3% in the UK and 2.9% in Germany.


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The partnership empowers Abode Services' participants to advocate for themselves and raise funds towards specific goals. Supporters can make donations through HandUp, a crowdfunding platform for people living without a home or who were previously homeless. Participants receive 100 percent of the donations made through HandUp, and use those contributions to fund basic needs like food, clothing, and housing, gain key educational and job training lessons, or fund any other needs necessary for them to remain housed.
Donors can choose which participant to fund after hearing directly from the participant through online profiles. In their profiles, individuals tell their stories and explain why they are seeking funding.
Supporters can help someone like Phillip, a cancer survivor who is seeking to raise money to pay for a phlebotomy class so he can help others with medical conditions. They can also help Christopher who is seeking donations for a bed so he no longer has to sleep on the floor. There are currently half a dozen participants seeking donations, and Abode Services will add more as HandUp regularly updates the site allowing our community to continue supporting people in need.
"This powerful HandUp donation platform will allow our supporters to hear directly from the people they are helping, and will allow supporters to witness the impact their donations are having on the lives of real people right here in our community," said Abode Services Executive Director Louis Chicoine.
"We built HandUp as a new way to make a difference for homeless people and neighbors in need, and that's the impact we're seeing with our community partners like Abode Services," said HandUp Co-founder and CEO Rose Broome. "Not only are community partners uncovering new donor audiences, they are able to expand the resources they can provide to their clients. We are so thrilled to help launch HandUp in Alameda and Santa Clara counties, and be part of your efforts to end homelessness."
Visit www.handup.org to learn more about how you can give a local neighbor a HandUp.
To learn how HandUp works with nonprofits, visit: https://handup.org/howitworks.


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about wbr
editorial board
contact us
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Volume 4 - Contents
A Mirror for Women? Reflections on the Feminine in Japanese Buddhism by Dharmacari Jñaanavira
Letters of Gold: Imagery in the Dhammapada by Dharmacari Abhaya
Postmodern Ethics: A Buddhist Response by Panos Skiotis
Suicide as A Response to Suffering by Michael Attwood
The Early Buddhist Saint: A Psychological Portrait by Dharmacari Naagapriya
Kamma in Context: The Mahakammavibhangasutta and the Culakammavibhangasutta by Dh. Manishini / Alice Collett
Was the Buddha Omniscient? by Dharmacari Naagapriya
Giving Rise to the Bodhicitta: Translation from The Treatise on Discourses about Giving Rise to the Bodhicitta: The Bodhicittotpaadasuutra'saastra of Vasubandhu
Book Reviews
Buddhism and Science by Dharmacari Ratnaprabha
Essential Reading: Modern Buddhism in the West by Dharmacari Vishvapani
PDF FormatAll Volume 4 articles can be viewed in PDF format. Click on the PDF link at the top of the relevant page to download. You can also download all the volume 4 PDF files in ZIP format (972Kb). To view the PDF files you need to install Adobe Acrobat Reader version 5.0 or later.


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Honored to Be Nominated for Best Website!
Since 2002, the Rondo's have been fandom's only classic horror awards — decided by fans, for fans. Every nominee is considered for significant work or achievement made in the year 2017.
I'm honored to be nominated for the second year in a row in Category 17: Best Website or Blog. I humbly ask for your vote.
In addition, I had the honor of being Executive Producer of Christopher R Mihm's 2017 film, Demon with the Atomic Brain, which is nominated for Category 8: Best Independent Film of 2017.
And of course, I was thrilled to begin a new column in Scary Monsters magazine, which is nominated for Category 12: Best Magazine along with Category 16: Best Cover
I also had the privilege of being a guest on Cult Radio A Go-Go! whose hosts Terry and Tiffany DuFoe are nominated for Category 14: Best Interview for their Videoscope magazine interview of Adrienne Barbeau.
And, of course, Derek M Koch's essential podcast Monster Kid Radio which I joined him for an episode to chat about my favorite 50s monster movie, The Blob, is nominated again for Category 18. BEST MULTI-MEDIA HORROR SITE.
Voting ends Sunday, April 8, 2018 at midnight your local time. You can vote in as many, or few, categories as you'd like but definitely encourage you to check out the full ballot here: http://rondoaward.com/rondoaward.com/blog/
How to Vote:
Voting is simple. Simply send an email to David Colton, at email@example.com. Include your name and your vote in the email.
Or just cut and paste the following:
- Category 8: Best Independent Film of 2017: Demon with the Atomic Brain
- Category 12: Best Magazine: Scary Monsters
- Category 14: Best Interview: Terry and Tiffany DuFoe
- Category 16: Best Cover: Scary Monsters
- Category 17: CollectingClassicMonsters.com
- Category 18. BEST MULTI-MEDIA HORROR SITE: Monster Kid Radio
There are many worthwhile contenders in every category and I consider the Rondo ballot a treasure trove full of new artists, writers, creators and creations that I need to dive into. Voting is wonderful and much appreciated. But supporting this community fo creators with your wallet matters so much more!


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Courses of Instruction
Architecture (ARCH)
All courses must be taken in sequential order, a before b.
The terms indicated are expected but are not guaranteed. For courses offered during any given term, consult the Schedule of Classes.
ARCH 102abL Architectural Design I (4-4, FaSpSm) Introduction to principles and processes; sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects.
ARCH 105L Fundamentals of Design Communication (2, FaSp) Visual communication techniques applicable to the design of the built environment; drawing, photography, modeling.
ARCH 106x Workshop in Architecture (2, FaSp) Introduction to the ways architecture is created and understood, for minors and non-majors. Hands-on discussion and laboratory session with some drawing and model building. Not available for credit to architecture majors.
ARCH 114 Architecture: Culture and Community (2, FaSp) Introduction to the ways architecture represents aspirations of culture, satisfies practical and spiritual needs, shapes the social and urban environment, and helps preserve the planet.
ARCH 202abL Architectural Design II (6-6, FaSpSm) Continuing development of principles and processes; sequence of projects selected to broaden awareness of design issues at various scales in the urban context. Prerequisite: ARCH 102bL.
ARCH 203 Visualizing and Experiencing the Built Environment (4) Methods for direct observation and recording of the directly experienced built environment through drawing, diagramming, photographing, and writing. Course includes exercises and field experience.
ARCH 205abL Building Science I (4-4, FaSp) The process and communication of building design: physical building shell, systems for structure, enclosure, and space ordering. Prerequisite: CE 107.
ARCH 207 Computer Applications in Architecture (2, FaSpSm) Introduction for the non-programmer to the uses of the computer in architecture, including the application of existing programs and their implications for design. Overview and use of software types. Lecture and laboratory.
ARCH 211 Materials and Methods of Building Construction (3, Sp) Basic considerations and design implications of the problem of determination of the materials and construction details and processes for buildings.
ARCH 213ab Building Structures and Seismic Design (3-3, FaSp) a: Investigation and design of elements and systems for building structures; applied mechanics, strength of materials, structural investigation as a design tool. b: Investigation and design of structure systems: their resistance to seismic and wind forces and integration with architectural design for synergy of form and structure. Recommended preparation: PHYS 125 and MATH 108.
ARCH 214ab World History of Architecture (a: 3, Sp; b: 3, Fa) A world-wide perspective of architectural history as a product of social, cultural, religious, and political dimensions, a: 4500 BCE to 1500 CE; b: 1500 CE to present.
ARCH 215 Design for the Thermal and Atmospheric Environment (3, Fa) Ideas, problems, and computations related to the design of buildings in response to the thermal and atmospheric environment; passive solar systems, mechanical control systems.
ARCH 220 The Architect's Sketchbook (2, FaSp) The architect's sketchbook as a portable laboratory for perceiving and documenting space introduces the study of the built environment. On-site sessions develop drawing, observation, and visualization skills.
ARCH 260L Landscape Architecture Design I (6, Sp) Development of principles and processes for the design of gardens and parks and the definition of open space in the built environment. Prerequisite: ARCH 202a.
ARCH 302abL Architectural Design III (6-6, FaSp) Special integrative year including design issues relating to housing. Prerequisite: ARCH 202bL.
ARCH 303 Principles of Spatial Design I (4) Introduction to design principles and processes; sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the creation of simplified urban space design projects. Prerequisite: ARCH 203.
ARCH 304x Intensive Survey: Prehistory to the Present (4, FaSp) An intensive historical overview of architecture from prehistory to the present, emphasizing interrelationships of various global cultures and how social considerations were translated into form. Not available for credit to architecture majors.
ARCH 305abL Building Science II (4-4, FaSp) The design of a building as a complex of interacting systems; relations of subsystems; influences of production and marketing on design. Prerequisite: ARCH 205abL.
ARCH 306 Shelter (4, Sp) Investigation of issues, processes, and roles of individuals, groups and communities in relation to present and future shelter needs and aspirations. (Duplicates credit in former ARCH 206.)
ARCH 307 Digital Tools for Architecture (3, FaSp ) Exploration of digital tools with an emphasis on building information modeling (BIM), parametric modeling, and interoperability including special topics in Architecture/Engineering/Construction (AEC) and sustainable design. Recommended preparation: basic computer skills.
ARCH 313 Design of Building Structures (3, Fa) Problems and processes of design of building structures; structural investigation for design; codes and standards; design of elements and systems of wood, steel, masonry, and concrete for gravity and lateral loads. Prerequisite: ARCH 213a.
ARCH 314 History of Architecture: Contemporary Issues (3, FaSm) Examination of the buildings, issues and images, the polemics and personalities that are animating current architectural discourse and practice. Prerequisite: ARCH 214b.
ARCH 315 Design for the Luminous and Sonic Environment (3, Sp) Ideas, problems, and computations related to the design of buildings in response to the luminous and sonic environment.
ARCH 316 Place and Culture (3, FaSpSm) (Study abroad programs only) Study of the relationships between places and culture through readings, lectures, discussion and weekly field trips.
ARCH 326 The Modern Movement in Architecture (4, Sp) Major theories of modern architecture are presented by studying the work of masters such as: Gropius, Mies van der Rohe, Corbusier, and Kahn.
ARCH 341 History of Italian Architecture 1400-1990 (4, Sp) Introduction to the important buildings, architects and architectural movements in Italy from the Renaissance to the present.
ARCH 360abL Landscape Architecture Design II (6-6, FaSp) a: Principles, policies and practice of planned community design focusing on site planning. Prerequisite: ARCH 260. b: Principles and design of conservation and enhancement of cultural and natural resources. Studio investigates historic landscape landmarks, conservation programs and urban landscape renewal. Prerequisite: ARCH 360a.
ARCH 361L Ecological Factors in Design (3, Fa) Lectures, laboratory exercises and field trips introduce basic knowledge of incorporating ecological factors in urban design and interaction of landscape science with the human environment.
ARCH 362 Landscape Architecture Construction (3, Sp) An investigation of construction processes, horizontal and vertical control of space, site detailing control of space, site detailing and materials and construction drawings. Prerequisite: ARCH 211 and ARCH 213a.
ARCH 363 Plant Material Identification: Horticulture (4, Fa) Introduction to 300 species of plantings. Learn visual characteristics, nomenclature, cultural considerations, and design applications through visits to existing gardens.
ARCH 364 Materials and Methods of Landscape Architecture (3, Fa) Aesthetic and ecological concepts for planting design. Methods of selecting appropriate plants for site development and an understanding of irrigation techniques for a given site. Prerequisite: ARCH 363.
ARCH 370 Architectural Studies – Expanding the Field (2) Survey of opportunities, specializations, and professions related to architecture provides a resource for professional growth for architecture majors, and introduction to the field for non-majors.
ARCH 390 Special Problems (1-4, FaSp) Supervised, individual studies. No more than one registration permitted. Enrollment by petition only.
ARCH 402abcL Architectural Design IV (6-6-6, FaSpSm) Selected areas of specialization; three projects chosen with advisement from a variety of studio offerings that concentrate on different areas of vital concern. Prerequisite: ARCH 302bL.
ARCH 403 Principles of Spatial Design II (4) Emphasis on developing advanced urban spatial design solutions set within contemporary urban conditions, with a particular emphasis on ecology, public space, neighborhoods and districts. Prerequisite: ARCH 303.
ARCH 404 Topics in Modern Architecture in Southern California (3, FaSp) Investigation of modern architecture in southern California within its cultural and historic contexts.
ARCH 405abL Building Science III (4-4, FaSp) Design of building systems as an experimental process. Prerequisite: ARCH 305abL.
ARCH 406 Global Studies: Topics in Architecture, Urbanism, History and Art (2, max 6) Offered for particular geographic areas of study. Required prerequisite for all full semester undergraduate global programs. Also intended for general interest in focused study on particular geographic area. Prerequisite: ARCH 214ab or ARCH 304.
ARCH 407 Advanced Computer Applications (4, FaSp) Investigation of computer graphic applications, emphasizing the role of computers in helping designers create and communicate using color (rendering), form (modeling), and time (animation) and the implications of future technological advancements. Prerequisite: ARCH 207 and ARCH 307, CADD studio or departmental approval.
ARCH 410 Computer Transformations (2) To explore the potential of computer-integrated design software; to develop techniques for critical analysis of architectural precedents; to expand the ability to visualize options; to expand perception; and to learn the basics of computer-integrated design. Prerequisite: ARCH 202b.
ARCH 411 Architectural Technology (3, Sp) Architectural design considered as a technological problem; influence of technology on design; buildings as integrated sets of subsystems. Prerequisite: ARCH 313.
ARCH 414 Perspectives in History and Theory in Architecture (2, max 6) Perspectives in Architecture and Urbanism is an advanced course that allows students to delve deeply into one aspect of world history, theory and/or contemporary issues to develop more focused and critical understanding of that discourse. Prerequisite: ARCH 214a, ARCH 214b or ARCH 304.
ARCH 417 Computer Programming in Architecture (3, Fa) Principles underlying computer programming, emphasizing algorithms, procedures, and program structures applicable to architecture.
ARCH 418 Designing with Natural Forces (3, Fa) Investigation of natural force effects and their relationships to architecture; laboratory work includes drawing, photography, model building and tests on models.
ARCH 419 Architectural Sustainability Tools and Methods (3, FaSp) Lectures, comparative studies and exercises on international architectural sustainability rating and certification systems.
ARCH 420 Visual Communication and Graphic Expression (3, Fa) An exploratory study of fundamental and innovative visual communication principles and graphic expression techniques to facilitate the design enquiry process for architects. Prerequisite: ARCH 302L.
ARCH 421 Digital Architectural Photography (2, FaSp) Perceiving and documenting the built environment through the perspective and frame of the digital camera. Mastering the basic principles of the digital image through an understanding of frame, light, exposure, color correction, and printing output.
ARCH 422 Architectural Photography (2, FaSp) Perceiving and documenting the built environment through the perspective and frame of the camera. Abilities with 35mm and large format cameras, lighting, and black and white lab techniques will be developed. Recommended preparation: knowledge of 35mm camera.
ARCH 423 Light, Color and the Character of Material (2, FaSp) Color theory, constructed drawings, constructed shadows, descriptive geometry, constructed perspective drawing, and layered wash techniques lead to experimentation with methods representing materiality and construction in design projects. Prerequisite: ARCH 105L.
ARCH 424L Field Studies in Architecture (2, FaSpSm) (Study abroad programs only.) Field studies using direct observation, site recordings/documentation, analysis and evaluation supplemented by discussions and readings in architecture. Department approval. Recommended preparation: core curriculum.
ARCH 425L Field Studies in Urbanism (2, FaSpSm) (Study abroad programs only.) Field studies using direct observation, site recordings/documentation, analysis and evaluation supplemented by discussions and readings in urbanism. Departmental approval. Recommended preparation: core curriculum.
ARCH 426L Field Studies in Tectonics (2, FaSpSm) (Study abroad programs only.) Field studies using direct observation, site recordings/documentation, analysis and evaluation supplemented by discussions and readings in tectonics. Departmental approval. Recommended preparation: core curriculum.
ARCH 430 Design Teaching Methods (2, FaSp) The teaching of architectural design is introduced through readings, seminar discussions, and the observation of teaching in action. In addition to a one hour per week seminar, each student will participate in a design practicum. Prerequisite: ARCH 302L.
ARCH 432 People, Places and Culture: Architecture of the Public Realm (4, Sp) Critical observation of the architecture of public buildings and places and the importance of design in promoting a better contemporary public life.
ARCH 434 City Cine: Visuality, Media and Urban Experience (3, FaSp) This seminar explores the relationship between urban experience and visual media (from the photographic, to the filmic, to the digital) from circa 1880 to the present.
ARCH 440m Literature and the Urban Experience (4, FaSp) Post-industrial revolution urban environments and dynamic relationships in cities such as Manchester, Paris, St. Petersburg, New York, and Los Angeles, as revealed in novels, architecture, and urban forms.
ARCH 441 A History of Architectural Theory: 1400-1914 (2, FaSp) A seminar on architectural theory from Alberti to Scott, reviewing primary texts and subsequent criticisms.
ARCH 442m Women's Spaces in History: "Hussies," "Harems" and "Housewives" (4, FaSp) Methods for studying patterns of spatial differentiation of women throughout history from home to city embodied in gender specific language and gendered spaces.
ARCH 444 Great Houses of Los Angeles (4, FaSp) An introduction to the architectural philosophies of seven influential California architects through readings and site visits to significant case studies. (Duplicates credit in former ARCH 322.)
ARCH 454 Contemporary Asian Architecture (4) Exploration of various "Asian" architectures, comparisons of areas, identifying current trends and impact of Asia on Southern California and Los Angeles.
ARCH 460L Landscape Planning Studio (6, Fa) Studio examining basic concepts and stimulating ecological landscape project planning. Preparation for landscape project and land management project. Prerequisite: ARCH 360b.
ARCH 461L Landscape Architecture Comprehensive Project (6, Sp) Preparation of an individual comprehensive design project under a faculty adviser to demonstrate knowledge of landscape architecture principles and professional skills. Prerequisite: ARCH 460L.
ARCH 463 Plant Material Identification: California Plant Communities (4, FaSp) Expand plant material vocabulary to include native plants of Southern California. Emphasis on bioengineering techniques for site design. Prerequisite: ARCH 363.
ARCH 465 History of Landscape Architecture (4, FaSp) Provides understanding of design of landscape in the Western world. Includes case studies on general and specific projects. Students develop personal theory of landscape design. (Duplicates credit in former ARCH 365.)
ARCH 466 Nature, Landscape and Gardens in Non-Western Cultures (4, Sp) Critical analysis and appreciation of landscape as cultural interpretation of nature and the representation of landscape as garden and public space in Asian, Islamic, and Pre-Columbian American civilizations. (Duplicates credit in former ARCH 366.)
ARCH 470 Concentration Capstone Seminar (4, FaSp) Collaborative research project and research paper in an area of concentration. Senior standing.
ARCH 481 Furniture Design (2, FaSp) An investigation into 20th century furniture design and its relationships to architecture, art and design.
ARCH 490x Directed Research (2-8, max 8, FaSpSm) Individual research and readings. Not available for graduate credit.
ARCH 499 Special Topics (2-4, max 8, FaSpSm) Selected topics in various specialty areas of architecture.
ARCH 501 Critical Topics in Architecture (2, FaSpSm) Seminar supporting the research, development, and writing of Degree Project Paper provides a comprehensive base of information for the final Bachelor of Architecture studio. Prerequisite: ARCH 402bL.
ARCH 502azL Architectural Design V (6-0, FaSpSm) The final comprehensive architectural project under the guidance of a faculty adviser to demonstrate architectural knowledge, skills, and professional interests and goals. Graded IP/L. a: Prerequisite: ARCH 402aL; corequisite: ARCH 501; z: Prerequisite: ARCH 502a.
ARCH 505abL Graduate Architecture Design (6-6, FaSp) Emphasis on comprehensive architectural design; attention to theories and skills appropriate for practice in contemporary urban conditions. Open to graduate architecture majors only. Prerequisite: a Bachelor of Science degree in Architecture or its equivalent; recommended preparation: six semesters of architecture design.
ARCH 507 Theories of Computer Technology (3, FaSp) Fundamental theories and meanings of computation as a technique in architectural design. Lecture/discussion.
ARCH 510 Independent Degree Project Preparation (1, FaSpSm) Research and analysis, including written and graphic components, that tests a question/proposition in detail in preparation for Independent Degree Project Document. Prerequisite: ARCH 402b; corequisite: ARCH 402cL.
ARCH 511L Building Systems (4, Fa) Studies of construction system development within the architectural design context; processes and issues of selection, evaluation, optimization, integration, design control, and innovation.
ARCH 513L Seminar: Advanced Structures (4, Fa) Issues and problems in the development of structural systems for buildings; design criteria, system choice, design development, optimization, subsystem integration.
ARCH 514 Contemporary Issues in Architecture: A Critical Dialectic (3, Fa) Issues that are important to the contemporary built environment are explored using a dialectical format to encourage debate, augmented by invited speakers and topical readings.
ARCH 515L Seminar: Advanced Environmental Systems (4, Sp) A compressed course in design criteria and calculation methods for mechanical and passive solar systems (loads, plant system, duct, and storage sizing) and lighting and acoustics (CIE and IES methods, dBA and NC systems).
ARCH 517 Current Topics in Building Science (1, max 6, Fa) Critical studies in building science ranging from sustainability, lighting, acoustics, materials and methods, structures, energy issues, digital media, and fabrication. Students focus on minimum of two topics.
ARCH 518 Advanced Surface Tectonics: Methods in Material and Enclosure (2, Fa) Studies in contemporary building systems through analysis, research, and computational methods leading to the design of a prototypical building surface. Recommended preparation: A prior knowledge of fundamental building systems and 3D modeling.
ARCH 519 Sustainability in the Environment: Infrastructures, Urban Landscapes, and Buildings (3, FaSp) Methodologies and exercises on contextual design and environmentally sound technologies (EST's) applications for the sustainability of urban infrastructures, operative landscapes, and building integration in the urban system.
ARCH 520 Housing and Community Design for an Aging Population (2, Fa) Exploration of the role design plays in enhancing independence and well-being for older people by examining cross-cultural models of housing and community design.
ARCH 524 Professional Practicum (1, max 2, FaSpSm) Comparative studies of professional practice between U.S. firms and firms in other countries. Open to international upper-division and graduate architecture students only. Graded CR/NC. Prerequisite: ARCH 302bL.
ARCH 525 Professional Practice: Pre-Design, Project and Office Administration (3, Fa) Design methodology, typology programming, site analysis, budget formulation and pro-forma procedures. Office management, emphasizing professional service and professional ethics as well as project management focusing on the architect's responsibilities during construction. (Duplicates credit in former ARCH 520 and ARCH 522.) Prerequisite: ARCH 302bL.
ARCH 526 Professional Practice: Legal and Economic Context, Project Documentation (3, Sp) The laws and regulations that affect the practice of architecture and building economics and the development of comprehensive project documentation, detailing, specifications, drawing formats and organizations. (Duplicates credit in former ARCH 521 and ARCH 523.) Prerequisite: ARCH 302bL.
ARCH 527 Case Studies: The Development of Urban Housing (2, FaSp) An exploration of the various elements and stages of the housing development process. Recommended preparation: a preliminary understanding of real estate or housing.
ARCH 528 Urban Housing: Types and Typologies (2, Fa) Applications and precedents for the architect interested in designing multi-family housing. Review of the sources of modern housing types, the impact of building codes and technology on the form and construction of housing, and study of housing densities; comparative analysis of multi-family residential patterns. Major emphasis on critical knowledge of historic housing typologies as they are applied to site conditions and groupings, building form, section, organization, and the design of individual dwellings. Recommended preparation: two years of undergraduate architectural studies.
ARCH 529 Urban Housing: Programs, Precedents, and Recent Case Studies (2, Fa) Historical overview of the major domestic and international housing developments and innovations since the early 20th century.Case study format examining a wide range of issues that determine the form of urban housing in various cultures. Major emphasis on the detail analysis of social, technical, and design factors affecting recent housing developments. Recommended preparation: two years of undergraduate architectural studies.
ARCH 530 Landscape Architecture Practice (3, FaSp) Introduction to the principles and ethics, scope and activities, and types of organization for landscape architecture practice. (Duplicates credit in former ARCH 630.)
ARCH 531 The Natural Landscape (3, FaSp) Lectures, laboratory exercises and field trips introducing basic knowledge of the continually transforming landscape as a base for human settlement.
ARCH 532 Elements of the Urban Landscape (2, Fa) Study of the basic spatial and infrastructure elements of the city, and how urban places are formed. Typological analysis of buildings, open space, and urban patterns.
ARCH 533 Urban Landscape Case Studies (2, Sp) Lectures, discussion, and individual research on the physical, formal, and spatial characteristics of historical urban centers.
ARCH 534 Landscape Intervention: Construction Methods (3, Fa) Preparing the site: soils, grading, drainage, irrigation, surface; building the place: materials, utilities, plants, and processes of construction. (Duplicates credit in former ARCH 535a.)
ARCH 535 Landscape Reclamation: Construction Materials (3, Sp) Assessing existing conditions and site repair imperatives; opportunities for reestablishment of natural system continuities; alternative techniques for soil remediation, regrading, and stabilization; selection of materials and methods of construction for site development. (Duplicates credit in former ARCH 535b.)
ARCH 536 The Landscape Planning Process (3, FaSp) Methods of assessing urban places regarding natural, social, cultural and political factors; identification of landscape architecture planning and project implementation issues and strategies.
ARCH 537 Urban Plant Ecology (3, Fa) Aesthetic and ecological concepts for urban planting design: introduction to plant species and communities including nomenclature, visual characteristics, cultural considerations, and design case studies with visits to existing sites.
ARCH 538 Urban Plant Ecology: California Plant Communities (3, Sp) Emphasizes plant material vocabulary regarding native plants of Southern California in relation to ecological conditions of urban settings. (Duplicates credit in ARCH 463.)
ARCH 539L Media for Landscape Architecture (2, Fa) Development of methods and skills for the study of landscape architecture design and for project presentation, including natural resource and urban mapping.
ARCH 540L Topics in Media for Landscape Architecture (2, max 4, FaSp) Exploration of emerging techniques for landscape architecture study, presentation and documentation; topics vary from year to year; may be repeated for credit when subject matter is different.
ARCH 541abL Landscape Architecture Design (6-6, FaSp) a: Projects on urban sites with emphasis on cultural and ecological purpose and on urban place and form; use of traditional and digital media. b: Projects in urban settings with emphasis on landscape continuities as well as development of integrative schematic proposals and detailed open space design.
ARCH 542abL Landscape Architecture Design (6-6, FaSp) a: Project strategies for urban infrastructure repair and intervention, phasing, and design of initial catalytic projects. Prerequisite: ARCH 541bL. b: Projects for the public realm with emphasis on urbanity and connectivity, place and meaning.
ARCH 543 Research Methods (1, Fa) Introduction to methods of inquiry and documentation including critical review of published materials, techniques for systematic observation, generating findings from comparative studies of relevant precedents and problems, and legible presentation of outcomes.
ARCH 549 Fundamentals of Heritage Conservation (3, FaSm) Concepts and strategies for conservation of significant elements of the built environment: buildings, sites and communities as revealed by readings, site visits, and case studies.
ARCH 550 Heritage Conservation Policy and Planning (3, Sp) Conservation practice within an economic, political, and cultural context looking at the regulatory environment, public advocacy and policy, real estate development, heritage tourism, environmental sustainability, cultural diversity, and interpretation. Recommended preparation: ARCH 549.
ARCH 551 Conservation Methods and Materials (3, Sp) Concepts and techniques for building conservation including identification of treatments, recordation and research, material properties and behavior, building forensics, and project implementation. Recommended preparation: ARCH 549.
ARCH 552 Introduction to Historic Site Documentation (2, Sp) Survey of basic guidelines and standards for documentation in historic preservation, including cultural resource surveys, historic structures reports and Historic American Building Survey and Historic American Engineering Record recordation.
ARCH 553 History of American Architecture and Urbanism (3, Fa) History of American architecture and urbanism from prehistory to World War II examined in relation to European influences and indigenous developments.
ARCH 554 Heritage Conservation Practicum – Advanced Documentation (3, max 6, FaSp) Heritage conservation practicum utilizing in-depth documentation methodology to explore the historic built environment of greater Los Angeles. Topics will vary from year to year.
ARCH 556 Readings in Heritage Conservation Theory (2, Fa) Trans-disciplinary intensive reading and discussion course related to issues in contemporary heritage conservation. Prerequisite: ARCH 549.
ARCH 561 Architecture in the Urban Landscape: Projects and Places (2, Fa) Study of the basic spatial and infrastructure elements of the city, and how urban places are formed: Focus on incremental development, public-private collaboration, community incentives and controls, project implementation strategies. (Duplicates credit in former ARCH 532b.)
ARCH 563 Architecture in the Urban Landscape: Comparative Theories (2, Sp) A comparative study of design theories of the physical, formal and spatial characteristics of historic city types from ancient to modern.
ARCH 565 Global History of Landscape Architecture (3, Fa) Understanding of the global history of landscape design in relation to social, political, religious, environmental and aesthetic principles; current design theory, projects and their historical references are critically reviewed and analyzed. (Duplicates credit in ARCH 465.)
ARCH 566 Cross Cultural Topics in Landscape Architecture History (3, max 6, FaSp) Comparative analysis and appreciation of landscape architecture as a manifestation of nature, society, and design. Topics and world regions vary from year to year; may be repeated for credit when subject matter is different.
ARCH 573 Seismic Design (2, Fa) Theory, design methodology and practice of how seismicity affects architecture and structural system selection required for robust earthquake performance and seismic sustainability. Prerequisite: ARCH 313; recommended preparation: basic knowledge of physics and exposure to architectural design and building structures.
ARCH 577L Lighting Design (4, Sp) The physics, technical knowledge, professional knowledge, design, and documentation processes used in architectural lighting design, including first principles, manual calculations and computer simulations. Recommended preparation: Some knowledge of physics and exposure to the design process and design presentation skills.
ARCH 580L Field Studies (3, max 6, FaSpSm) Off-campus field studies using direct observation, site recordings/documentation, analysis and evaluation supplemented by discussions and readings.
ARCH 590 Directed Research (1-12, FaSpSm) Research leading to the master's degree. Maximum units which may be applied to the degree to be determined by the department. Graded CR/NC.
ARCH 596 Building Science Thesis Preparation (1, FaSp) Exploration of topics leading to the development of a thesis prospectus. Topics may be in the areas of building structures, seismic design, environmental control, passive and active energy, or other relevant topics. Graded CR/NC.
ARCH 599 Special Topics (2-4, max 8, FaSpSm) Selected topics in various specialty areas of architecture.
ARCH 605abzL Graduate Architecture Design (6-6-0, FaSpSm) a: Comprehensive project emphasizing the interaction between general principles and local sites, building technologies and total building design. b: Advanced topical investigations emphasizing diverse areas of specialization. Projects will be faculty-led research investigations that concentrate on diverse areas of vital concern. Graded IP/L. z: Advanced topical investigations emphasizing diverse areas of specialization. Projects will be faculty-led research investigations that concentrate on diverse areas of vital concern. Graded IP/L.
ARCH 606 Advanced Architectural Theory (2, Fa) Interrogates the architectural and cultural landscape of our contemporary cities through a combination of lectures and seminars on theories of place, identity, aesthetics, and technology.
ARCH 607 Advanced Computation (2, Fa) Introduction to a range of new technologies and techniques examining their technical and theoretical implications including advanced computational design techniques and geospatial design tools.
ARCH 608 Urban Theory: Los Angeles Case Study (2, Fa) Critically investigates the urban condition of Los Angeles through lectures, readings, and field visits. Aims to heighten awareness of the entwinement of environment, culture, architecture and the contemporary city.
ARCH 609 Advanced Fabrication (2, Fa) Introduction to a range of new technologies and techniques examining technical and theoretical implications including a range of digital fabrication technologies, robotics and film-making techniques.
ARCH 610L Advanced Graduate Architecture Design (6, FaSpSm) Elective advanced design and research studio investigations. As faculty-led topical themes, the design-based projects will engage critical topics engaging diverse areas of specialization. Prerequisite: ARCH 605b.
ARCH 611 Advanced Building Systems Integration (4, Fa) Design criteria development, material and construction process methods, occupancy based load profiles, performance/material life-cycle-mandates, durability for advanced building systems including integrity in sustainable urban systems.
ARCH 613L Seminar: Structures Research (4, FaSp) An overview of research topics in building structures; detailed investigation of selected major issues.
ARCH 615L Seminar: Environmental Systems Research (4, Sp) A detailed examination of current issues in the thermal, acoustical, and radiant environment; recent developments in criteria, systems, controls, design tools and simulations; an understanding of the relationships between environmental factors, economics, and architectural goals.
ARCH 642L Landscape Architecture Design (6, Fa) Fully integrated landscape place design; reclamation sites at significant urban or natural locations. Prerequisite: ARCH 542abL.
ARCH 690abL Directed Research (a: 2-8; b: 2-8, FaSpSm) Graded CR/NC.
ARCH 691abz Heritage Conservation Thesis Preparation and Thesis (2-6-0, Sp) Introduction to, and exploration of, topics leading to the development of a thesis prospectus and directed research towards the completion of the master's thesis in heritage conservation. Credit on acceptance of thesis. Registration restricted to Master of Heritage Conservation students who have satisfactorily completed 12 hours of graduate course work and have permission of the Program Director. Graded IP/CR/NC. Prerequisite: ARCH 549, ARCH 553.
ARCH 692abzL Building Science Thesis (6-8-0, FaSpSm) Research and thesis for the Master of Building Science degree. Credit on completion of thesis. Graded IP/CR/NC. Prerequisite: ARCH 596.
ARCH 693abzL M.Arch. Thesis, Option I (2-8-0, FaSpSm) Directed research option for M.Arch. degree. Credit on acceptance of research project. Graded IP/CR/NC.
ARCH 695abzL M.Arch. Thesis, Option II (2-8-0, FaSpSm) Design thesis for the Master of Architecture degree. Credit on acceptance of thesis. Graded IP/CR/NC.
ARCH 696abczL Building Science Thesis (1-6-8-0) Research and thesis for the Master of Building Science degree. Credit on acceptance of thesis. Graded IP/CR/NC.
ARCH 697abzL M.L.Arch. Thesis, Option II (2-8-0, FaSpSm) Field studies and thesis for the M.L.Arch. degree. Credit on completion of thesis. Graded IP/CR/NC.
ARCH 698abzL M.L.Arch. Thesis, Option I (2-8-0, FaSpSm) Directed research option for the M.L.Arch. degree. Credit on acceptance of research project. Graded IP/CR/NC.
ARCH 790 Doctoral Research (1-12, FaSp) Research leading to the doctorate. Maximum units which may be applied to the degree to be determined by the School of Architecture. Graded CR/NC.
ARCH 791 Proposal for Doctoral Dissertation (1, Fa) Credit on acceptance of dissertation proposal. Graded CR/NC.
ARCH 794abcdz Doctoral Dissertation (2-2-2-2-0, FaSpSm) Credit on acceptance of dissertation. Graded CR/NC.


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The next Fayette County Land Bank meeting is scheduled for August 12th 2019, at 10:30 a.m. 133 S. Main Street, 4th floor conference room. The public is welcome.
The Land Bank will meet as needed though out the year, please contact the Commissioner's Office (740)335-0720 for the next scheduled meeting.Offerings for sale by sealed bid, locations are on the Fayette County Auditor's website under the Land Bank menu. Click on the following link below to go directly to the page.


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An attack on the Quinn campaign from de Blasio, and a de Blasio supporter
The mayor's race came to blows on Monday morning.
At a chaotic counter–press conference that featured supporters of Christine Quinn defending her work to save St. Vincent's Hospital, an elderly supporter of Bill de Blasio came unhinged, screaming at the speakers and slapping both a state senator and a Quinn volunteer.
Story Continued Below
State Senator Brad Hoylman and former state senator Tom Duane had attempted to defend Quinn's record, over the jeers of a couple dozen anti-Quinn agitators, throughout the event, which had been scheduled for 11 a.m., after de Blasio had announced a noon press conference at the same site, to tout his work to save the city's hospitals.
Duane was taking a final question from the press when George Capsis, the publisher of WestView News, got in Duane's face as he was speaking, calling him a "fatuous idiot" before retreating into the crowd where he slapped Hoylman on the face, and then used both hands to grab and slap a young volunteer for Quinn's campaign.
When the press approached him after the event, Capsis told a female reporter from The New York Post, "You're very cute. Are you married?"
He then went on to explain his opposition to Quinn as a function of his wife's recent death.
"I have so much pent-up anger, I'm going to tell you something now that I wasn't prepared to tell you. My wife died two days ago," he said, with tears in his eyes. "She was at a hospital in the Bronx. I had to travel an hour and a half to get to see her. If this hospital had existed, I could have walked two blocks and spent time with her through the last hours of her life. That man—and the politicians like Quinn—turned their back on the community."
Asked whether it was fair to hit a volunteer for that, he said, "If you bring him over here, I'll hit him again."
Hoylman declined to press charges after the event, but the volunteer, who fled the scrum crying after the attack, was later seen explaining the incident to two police officers, who reportedly issued a violation to Capsis.
An hour later, de Blasio arrived to a cheering throng of 60 or so supporters, many of whom were members of SEIU 1199, which has endorsed his candidacy, and VOCAL NY, a local activist group.
De Blasio preemptively addressed the altercation, which he said "got a little heated."
"I want to emphasize that we have to be respectful, of course always peaceful in expressing our views," he said. "We're going to let people know what we think but we're going to respect people even when we disagree with them. There's no problem in a democracy having strong differences of opinion so long as we keep it respectful."
De Blasio has long assailed Quinn's role in the decline of St. Vincent's, and he sought to contrast his activism, which included a theatrical arrest to save Long Island College Hospital, with her record on St. Vincent's.
As Quinn's supporters had attempted to point out, the two are very different situations, with St. Vincent's having been a private entity that owed massive debts, while LICH is a state institution that could, conceivably, be saved by an injection of money, or a restructuring by the state government in Albany.
Earlier, Duane had told me that de Blasio was "M.I.A." when it came to advocating for St. Vincent's, and Hoylman said Quinn was "the only one" who had worked on this issue in the mayor's race.
"I'm going to use as diplomatic language I can: that is simply a lie," de Blasio said when asked about the criticism.
"I can go chapter and verse over the meetings I attended, the rallies I attended, the efforts I made to save St. Vincent's; the two conversations I had with Mayor Bloomberg pleading with him to do his job and step in and intervene to St. Vincent's, both times rebuffed; the discussions I had with Mt. Sinai about their potential role in saving St. Vincent's," he added.
De Blasio also gestured at the construction of new residences acorss the street, mocking the "urgent need for luxury condos," and made a populist pitch for his hospital advocacy.
"Usually the losers when hospitals close are working people, low-income people, people of color," he said to cheers from the crowd of mostly union members.
"Let me take a public opinion survey of this crowd: do we need more luxury condos?" he asked. "Anybody here looking to buy your luxury condo? Is the most important thing to you that there be another luxury condo?"
"Noooo," the crowd chanted each time.
He was joined by two of his celebrity supporters, Cynthia Nixon and Susan Sarandon, who each own luxury apartments in the area. (Sarandon owns a $1.75 million apartment just down the block from St. Vincent's, and Nixon lives on the other side of the Village in an apartment she reportedly purchased last year for $3.25 million.)
Sarandon fielded a question of her own after the event, about a New York Post story this morning that reported she had rallied against a proposed expansion of the hospital.
Sarandon said that was a "very old architectural plan that had been explained to everybody was outdated, and also there had been no surveys taken in terms of impact for the area. I don't know anything that happened after that, because I wasn't involved in anything that had to do with that. But I'm certainly a proponent of health care for everyone and I certainly would rather have a hospital in my area."
Later in the day, Quinn issued the following statement about the slapping incidents: "I am deeply upset over the reports I have received about acts of violence directed at a campaign intern and State Senator Brad Hoylman at a campaign event they held on my behalf this morning. There is no place in this City –let alone a political campaign –for violence or intimidation of any kind. I condemn in the strongest possible terms any individual, group, or campaign that would commit or condone such repugnant behavior, and would urge every campaign or individual involved in the mayor's race to do the same.
"I want to extend my sincerest appreciation to Senator Hoylman, his 2 year-old daughter, Senator Tom Duane, our local community supporters who were in attendance, and my staff for the grace and professionalism that they showed in the face of such abhorrent behavior. I am pleased to say that while shaken up, everyone is doing fine."