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Edition/Copyright: 99
Interest in Howard Gardner's theory of multiple intelligences and its application to education has been substantial since the publication of Frames of Mind in 1983 and Gardner's keynote address in early 1984, for a standing-room-only crowd at the Education Explosion Conference in Tarrytown, New York. More than a decade later, the attention focused on multiple intelligences (MI) remains unabated. Teachers, schools, and districts have embraced this model of intelligence as their guide amid much recent educational turmoil.
To date, however, the literature on MI theory in K-12 schools has been limited to how-to pedagogical applications or pilot classroom or school programs. Multiple Intelligences and Student Achievement: Success Stories from Six Schools is the first book to examine educational programs that have used MI for five or more years. It begins to answer questions that all educational innovations must ultimately address, such as, ''How have MI programs affected student achievement?'' and ''Where and how were those results achieved?''
In search of answers to these questions, we contacted six public schools that claimed to have implemented MI programs for five or more years. The six schools--two elementary, two middle-level, and two high schools--serve a variety of student populations across the United States. Although each school's program is distinct, the programs resemble one another in two significant ways: MI provides a philosophic and curricular framework in each site, and the students have made significant academic achievement gains as measured by respected standardized tests, state assessment tests, and anecdotal comments from informed educators. In writing the book, we wanted to understand the context and the processes of these MI-related successes. Chapter 1, ''Why MI?'', explores why a variety of teachers, grade levels, and disciplines have adopted Gardner's theory as an instructional framework. Our interviews with teachers at these sites revealed the powerful influence of teachers' beliefs on students and the effect of such beliefs on classroom learning.
Chapters 2, 3, and 4 each look at how teachers apply MI and examine student achievement gains. Each chapter describes two schools. Chapter 2 features Russell Elementary School in Lexington, Kentucky, and EXPO for Excellence in St. Paul, Minnesota. Chapter 3 surveys Skyview Junior High in Bothell, Washington, and the Key Learning Community in Indianapolis, Indiana. Chapter 4 reviews Mountlake Terrace High School in Mountlake Terrace, Washington, and Lincoln High School in Stockton, California. Because very little has appeared in the literature to date about implementing MI theory at the secondary level, we are especially pleased to include case studies of middle and high school programs.
To develop the six case studies, we interviewed teachers and administrators at each site; reviewed school documents (e.g., schedules, report cards, brochures, videotapes, and newsletters); conducted in-person observations of all schools; and gathered the following information from each program:
Student and school demographics
Who introduced MI to the school, as well as when and why
Explanations of how the site became an MI program
The nature of instruction and assessment before and after MI
Changes in daily schedules, schoolwide curriculum, or other program components to accommodate MI
Stories about MI's ''official adoption'' by the school staff
Parent involvement and/or reactions
Teachers' perceptions of students before and after MI
Student achievement gains before and after MI.
After collecting data from teachers, administrators, students, and school documents, we analyzed and synthesized the information. The conclusions drawn reflect our views only, and we acknowledge the small sample size. In spite of these limitations, we anticipate that the experiences of these schools will have far-reaching implications for others. All six sites demonstrate that, one-by-one, schools change as much as those who work within them change. We used a consistent format for each school description to enable readers to quickly pinpoint information about a specific grade level or, if preferred, acquire a broader K-12 perspective of MI theory in action.
In the final chapter, ''Lessons Learned from MI School Programs,'' we share information that these six schools have gained about transforming their environments, curriculum, assessment, student attitudes and achievement, and teachers' beliefs about those they teach.
We wrote Multiple Intelligences and Student Achievement for K-12 teachers, administrators, specialists, preservice educators, community members, and all others who believe that education is not only accountable for improving academic achievement but also for developing the multifaceted potential within each of us.
Campbell. Linda : Antioch University
Linda Campbell is Professor of Education and Director of the Center for Community and Professional Learning at Antioch University Seattle.
Campbell, Bruce : Marysville School District
Bruce Campbell is a Teacher and Staff Development Specialist for the Marysville School District in Washington State. The Campbells coauthored the bestseller Teaching and Learning Through Multiple Intelligences, published by Allyn and Bacon; the Facilitator's Guides for ASCD's Multiple Intelligences Video Series; and numerous articles, chapters, and books on improving student learning. They may be contacted at 17410 Marine Dr., Stanwood, WA 98292. Fax: 360-652-9503. E-mail (Linda Campbell): firstname.lastname@example.com. E-mail (Bruce Campbell): firstname.lastname@example.com.
Chapter 1 Why MI?
'' . . . You see, really and truly, apart from the things anyone can pick up (the dressing and the proper way of speaking, and so on) the difference between a lady and a flower girl is not how she behaves, but how she's treated. I shall always be a flower girl to Professor Higgins, because he always treats me as a flower girl, and always will; but I know I can be a lady to you, because you always treat me as a lady, and always will.''
--Eliza Doolittle in Pygmalion by George Bernard Shaw
This quote from Pygmalion concludes Robert Rosenthal and Lenore Jacobson's book, Pygmalion in the Classroom (1968). As the character Eliza Doolittle explains above, a person's place in society is largely determined by how others treat her. Similarly, the famous Rosenthal/Jacobson study and ensuing book claim that students' intellectual development is influenced by teachers' expectations and beliefs about student ability.
In their original study, the Harvard researchers told teachers in a San Francisco elementary school that a new test had identified certain students as ''bloomers,'' and that these children would make strong achievement gains during the school year. In reality, the identified students were selected at random without formal identification or testing. Yet, as the year progressed, the ''bloomers,'' especially those in the early grades, did make significant achievement gains. Rosenthal and Jacobson attributed these gains to teachers' expectations and their differential treatment of identified students. The ''Pygmalion effect,'' or the ''self-fulfilling prophecy'' states that what teachers expect from or believe about students influences how students perform.
Although controversy surrounded the original study, subsequent research has confirmed that teachers' beliefs do affect student outcomes (Bamburg, 1994; Brophy, 1983; Cooper & Tom, 1984; Good, 1987; Rist, 1970; Slavin, 1994; Winfield, 1986). Positive teacher expectations are recognized as a key variable that separates teachers who produce good achievement gains from those who do not. As a result, the educational mandate of maintaining high expectations for all students has become nearly cliché in school improvement efforts since the 1970s. What has not become cliché, however, is much specificity about the beliefs and behaviors that result in enhanced achievement. While teachers have always been entrusted with developing intellectual potential, the nature of such potential has seldom been discussed or described in educational circles, at least not until Howard Gardner proposed the theory of multiple intelligences.
Teacher Beliefs and MI Theory
Fifteen years after Harvard researchers Robert Rosenthal and Lenore Jacobson highlighted the connection between teacher expectations and student learning, another Harvard psychologist, Howard Gardner, suggested a model of intelligence that would rock the educational community as much as, if not more than, the ''Pygmalion effect.'' While Rosenthal's research emphasized the importance of teacher beliefs about student intelligence, Gardner's work offered teachers a model of intelligence in which to believe.
The need for such a model was great. During preservice and inservice education, teachers rarely consider the nature of the human learning potential they are mandated to develop. This gap in our professional knowledge base is akin to doctors being trained without studying the human body or architects being licensed without understanding the physics that allow structures to remain upright. Subsequently, in faculty lounges, at workshops, and in the popular press, little teacher dialogue occurs about the extraordinary brain power of students. Many discussions frankly contradict such a notion! Although most teachers entered the field of education to improve the lives of others, achieving this aim is difficult without knowledge of the human intellect.
It was no wonder, then, that Gardner's theory of multiple intelligences immediately took root in the educational community. It offered a theoretical foundation of the mind and bolstered beliefs about student competence. Gardner was surprised by this ready adoption because he assumed his work would interest psychologists and intelligence scholars. In talking with educators, however, we have heard three reasons for their ready embrace of MI: (1) the theory's contribution to educators' knowledge base and beliefs about the human mind, (2) MI's implications for professional practice, and (3) the impact of MI programs on student academic achievement. Among these three reasons, however, a single, compelling rationale emerged that explained the appeal of Gardner's work: MI theory positively influences teacher beliefs--beliefs about intelligence, instruction, and student achievement. Although theories about the nature of human intelligence have proliferated for centuries, such work has occurred in philosophic, psychological, and anthropological circles. Educators' preservice preparation typically does not delve deeply into such disciplines. When asked, ''What is intelligence?'' teachers are at a loss to define or describe it. The one theorist most teachers refer to when reflecting on intellectual development is the biologist-turned-psychologist Jean Piaget (1952). Piaget described aspects of cognitive growth, but his narrow view of human abilities and timetables has been shown to be inadequate. Laurie Nunnelee, an English teacher at Skyview Junior High School, claims, and others likely agree, that during preparation to become a teacher, ''traditional IQ tests were mentioned, but they were our only exposure to the idea of intelligence.'' Teachers, for the most part, have lacked an adequate theory of human intelligence, yet they are responsible for the intellectual development of their students.
This shortcoming in professional training has exposed teachers and students to vulnerability in several ways. First, lack of formal education about human intelligence has left teachers to create their own theories of mind. As Howard Gardner (1991) explains in The Unschooled Mind, both children and adults generate personal theories to explain their experiences and perceptions. The mind's theory-creating capacity seeks to extract meaning from and impose order upon life's innumerable experiences. Not based upon any existing knowledge, such theories emerge from an individual's best guesses at what seems plausible.
Teachers are not immune from theory generating. To make sense of the student learning potential they encounter daily, teachers construct beliefs or scripts about the intelligence of those in their charge. These implicit beliefs can be optimistic or pessimistic, constrictive or expansive. For the most part, they are seldom verbalized, usually unconscious, and may work against students' welfare. For example, if a teacher believes that intelligence cannot be modified, then schooling can accomplish little. Without educational intervention that might dislodge incorrect scripts about intelligence, or affirm and make conscious useful ones, teachers' implicit beliefs remain intact.
In our interviews with teachers and administrators, we encountered excitement about the theoretical foundation MI provides. MI offers insight into the human mind, its abilities, and its development that teachers find tangible, accessible, and professionally useful. The theory's helpfulness is evident in the comments of Edwina Smith, principal of Russell Elementary School: ''As educators we say, `All students can learn.' MI gives us something to back up that belief.''
The theory is appealing in part because Gardner attributes specific functions to different regions of the brain. This neuroanatomical feature enhances the theory's credibility with teachers, other professionals, and lay populations. Teachers cite Gardner's work with a sense of confidence and security because it was generated by a foremost cognitive psychologist at one of the world's most prestigious institutions.
Further, Gardner's pragmatic definition of intelligence renders this usually murky construct manageable and concrete. In Frames of Mind Gardner (1983) describes intelligence as the ability to solve problems, to make culturally relevant contributions to one's community, and to identify new challenges to pursue. This definition focuses on dynamic processes--problem solving and contributing to others--common activities in most classrooms. Nor does the definition limit intelligence to a static, quantifiable number. Instead, it frees teachers from concerns of whether intelligence is genetically determined at birth to creating environments and instructional methods that develop all children's competencies. The definition emphasizes the cultural relativity of what is considered ''intelligent behavior'' and expands teachers' appreciation of diverse value systems and behaviors. As language arts teacher Chris Morgan at Lincoln High School says, ''MI has made teachers more open and accepting of all students, which our growing minority population requires.''
According to the theory of multiple intelligences, the mind's problem-solving capacities are multifaceted, exceeding the traditional view of intelligence as being verbally and mathematically bright. In 1983, Gardner identified seven forms of intelligence: linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. A dozen years later, he added an eighth intelligence, that of the naturalist, one who specializes in recognizing and classifying natural and human-made phenomena. Recently, Gardner has suggested an additional intelligence: existential intelligence, which refers to the human desire to understand and pursue the ultimate questions, meanings, and mysteries of life. By making a case for many kinds of intelligences, Gardner affirms the observations of teachers who deal with a wide range of individual differences every day. For example, one student might play a musical instrument with ease but struggle with writing conventions. Another may enjoy the challenges of mathematical precision but avoid any opportunity to draw. Still another may perform a complex series of physical movements but appear awkward when interacting with peers. Many teachers claim that MI provides a language or vocabulary to perceive and articulate a broader array of student talent. Teachers frequently express frustration with the limited forms of recognition available to students in traditional curriculums, where linguistic and mathematical skills dominate. With MI, educators can identify and affirm a wider spectrum of student competence. As John Moen, a multimedia teacher at Skyview Junior High School, explains, ''For both teachers and students, MI creates a positive school culture of respect and belief.''
Teacher Beliefs About Intelligence Made Explicit
The MI schools described in this book put structures into place for educators to make their beliefs about intelligence explicit. Typically, teachers formed study groups to read and discuss research on intelligence and engaged in professional development about Gardner's theory. In either approach, such discussions about the human mind were usually the first of their kind at the preservice or inservice level. As Pat Bolanos, principal of the Key Learning Community, explains, ''Howard Gardner's theory gave us a starting point for discussions about human intelligence, and to talk about why a student does well in one area but not in another.''
The results of such discussions appear to have two different effects on teachers' beliefs about intelligence. According to Paul Osterlund, principal of EXPO Elementary School in St. Paul, ''The theory has both affirmed and changed teachers' beliefs about intelligence.'' Many educators claim that MI makes their implicit beliefs about intelligence explicit. Some we interviewed stated they had always assumed students had diverse abilities. Laurie Nunnelee at Skyview Junior High explains, ''I intuitively knew that students varied in their abilities and that all could improve. MI is reinforcing.'' Eeva Reeder, a math teacher at Mountlake Terrace High School, concurs: ''MI affirmed what I intuitively knew about intelligence--that there are different ways to learn and process information. MI validates other meaning-making systems.''
Some teachers, such as those at Key Learning Community, perceived MI as a theoretical ally because they wanted to educate the ''whole child'' and because they wanted to elevate the status of the arts in education. Others believed that all students should experience academic success and be acknowledged for their strengths. Social studies teacher Sherry Pratt at Lincoln High School claims that ''with MI, teachers see students as more capable because they can demonstrate learning in a variety of ways. It gives students and teachers, all of us, chances to be acknowledged for our strengths. Confidence is boosted, and this encourages us to develop other areas too. MI adds a complexity and a richness to the classroom, and more experiences are honored in the classroom. It keeps me as a teacher more connected to the students.''
While MI affirms many teachers' existing beliefs, other teachers find their beliefs challenged by the theory. Pat Bolanos, the principal of Key Learning Community, is adamant about the impact of MI on teachers' beliefs, ''MI has absolutely changed teachers' basic notions of human intelligence.'' At Lincoln High School, teacher Chris Morgan explains that ''MI has opened new horizons for the majority of our high school staff.'' Her colleague, chemistry teacher Pam Martin, agrees, ''MI initiates a broader understanding of intellectual diversity.''
Les Anderson, the founding principal of Russell Elementary School's MI program, provides a before and after description of the theory's influence on teachers' beliefs: ''Teachers used to look at kids as having gaps in intelligence. Now they try to optimize learning power because they look for the positive instead of the negative. Teachers say things like, `This child has trouble with reading, but he is good at art so we'll work from that strength.' And it works.'' One primary teacher at Russell who resisted ''the latest educational fad'' was eventually won over by MI. Amy Littrell explains: ''I was one of the most reluctant teachers in the school about adopting MI. Before I did, I'd find myself thinking at times, `Some of these children are so low they can't do the work.' But then when I started using MI, I saw that they were really learning the material. They could do the work, and some became leaders.''
Transformed beliefs of teachers sometimes extend beyond the classroom. Kathy Calwell, a middle school teacher at Key Learning Community, explains: ''My perceptions of intelligence have changed significantly, first with students and then with everyone in the city--actually with people everywhere. I began to realize that every business and organization usually taps all intelligences.''
In addition to affirming and, in some cases, changing teachers' beliefs, Gardner's theory has made another important contribution to education. MI provides a common language for articulating beliefs about students and instruction. According to Sandy Godbey, a primary teacher at Russell Elementary School, ''The theory has immensely improved the quality of discourse with everyone at the school and also with the parents and community.'' Sandy's new principal, Edwina Smith, adds, ''The teachers have a vocabulary that is different from what I was used to. They talk about how to help kids through their strengths. I haven't heard similar conversations at other schools.''
MI Theory and Teacher Beliefs About Instruction
Understanding intelligence is a prerequisite to significant improvement in pedagogy. Adhering to the traditional notion of intelligence, schools identify certain skills as basic or essential, and they demean others by labeling them as frills. Narrowly defined limits of intelligent behavior make students who don't excel in linguistic or mathematical disciplines perceive their talents to be of little use. As Steven J. Gould states in The Mismeasure of Man: ''We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within'' (1981, pp. 28-29). MI identifies and dignifies many uses of the mind and, in so doing, suggests enriched educational opportunities for all students. At the same time, the theory does not dictate any single curricular approach. This lack of specificity appears to be a core reason for MI's adoption by the schools cited in this book. John Moen, at Skyview Junior High School, says that ''MI runs counter to the societal trend to try to find the one best way to do something. MI opens things up and gives educators options.''
There is no single, correct way to implement MI. Without a prepackaged program, or what principals Paul Osterlund and Edwina Smith call a ''cookie-cutter'' program, educators design curriculum as appropriate for their students. How they structure curriculum reveals their beliefs about how to enhance student learning. Some teachers offer numerous entry points into lesson content. Some, such as those at EXPO Elementary School, transform curriculums through arts-based instruction, multi-age classes, team-teaching, or interdisciplinary programs. Others, including teachers at Lincoln High School, emphasize self-directed learning through classroom projects, and still others at Key Learning Community and Skyview Junior High School deepen student expertise through apprenticeships. Unlike other educational reforms, MI is open to curricular interpretation.
When teachers adopt an MI approach to instruction, they confront unavoidable demands. Time is needed to develop multimodal lessons; to work as team members; to incorporate the specialties of librarians, PE, art, or music teachers; and to educate parents. Dan Wilson, a biology teacher at Mountlake Terrace High School, says, ''MI lesson planning absolutely takes more time than other kinds. You can't just walk in and wing it. You have to be well prepared.'' Anne McNeill, a primary teacher at EXPO for Excellence Elementary School, explains how, over time, MI instruction has become easier:
One thing that has changed for me is I have realized that I don't have to teach everything well. I can get help from my colleagues. Gym, dance, and music teachers integrate the MIs into reading. They'll add movement and sign language and do poetry with music. That helps the rest of us a lot. There are a lot of built-in resources and modeling. Also, I let the kids show me ways they can learn. I provide ideas at the beginning, but then, as the year goes on, the students create their own performance assessments.
There are other benefits as well. As Lincoln High School Co-Principal Norrie Bean says, ''With MI, teachers become the facilitators of learning. That makes their lives easier.'' In most cases, teachers willingly make the extra effort because they would rather respond to student strengths than react to student deficits. High school math teacher Eeva Reeder explains that teaching through MI ''creates a lot more work for me, but I am morally obligated to act on my understanding of human intelligence.''
With higher expectations, with an emphasis upon strengths, teachers enrich their instruction and, in so doing, midwife improved student achievement. A high school student who had experienced academic failure before attending Lincoln's MI program said: ''I am one of those interpersonal people. Older kids helped me here, and later I was able to help younger kids. Even though I am dyslexic, I could do my `writing' sometimes on tape with outlines and visuals and still get credit. There is a lot more adaptivity here for my way of learning.''
In the process, teachers undergo change themselves. Some enjoy renewed opportunities for intellectual and scholarly pursuits available in MI study sessions at the outset of their curricular changes. Nearly all the teachers we interviewed claim that teaching multimodally develops their creativity. At Russell Elementary School some intentionally develop areas of weakness, for example, by taking violin lessons with their students. Some, such as middle school teachers at Key, have taken professional leaps by teaching at universities or running summer programs for educators from the United States and abroad. With MI, teachers are shifting their focus and effort: from that of curriculum development to human development, including their own ongoing growth.
Regardless of how teachers interpret Gardner's theory, MI offers guidance for improving learning. The theory describes human intelligence while also suggesting the attributes of a well-educated person. With the dizzying complexities of teaching any group of students, there is great appeal in Gardner's model because it reveals both the source and the goal of intellectual development.
MI Theory and Teacher Beliefs About Student Achievement
Teaching practices and classroom behaviors emerge from the beliefs educators have about their students. Sensitive to these perceptions, students respond to the unspoken attitudes of their teachers. For better or worse, student achievement mirrors the expectations of those who teach them. Simply put, teachers get from students what they expect.
Too often, teachers develop low expectations for students because of a number of limiting beliefs. Beliefs can be based on superficial factors, such as sex role stereotyping or negative assumptions about minority students, limited-English-proficiency students, those in poverty, those who turn in messy assignments, or wear unusual clothing, or sit in the back of the room. Gardner's theory of multiple intelligences corrects negative, implicit beliefs or inappropriate external factors that diminish expectations and weaken student achievement.
When asked how many special-needs children she had in her inclusive classroom, Arlene Desombre, a primary teacher at EXPO for Excellence, explained, ''I don't see things that way anymore. I perceive children according to what they are good at rather than by their challenges.'' MI provides a new lens to perceive students and a new tool for acting on that information. One nearly unanimous assertion we encountered from our interviews is that when schools adopt MI, teachers intentionally seek strengths in every student. Katrina Wentzel, EXPO Elementary School's curriculum coordinator, ''sees every child as gifted.'' Katrina's principal, Paul Osterlund, agrees: ''MI has changed teachers' perceptions of our students. Everything is more personalized. They now teach children instead of books.''
Because students are not perceived as defective, they have no excuses for not achieving well. High school biology teacher Dan Wilson emphasizes this point: ''MI provides a vehicle to reach every kid. At the same time, we have higher expectations for students. We expect them to find ways to represent their knowledge with high-quality work. Students are more involved in their assignments.'' Principal Pat Bolanos further explains: ''Our teachers have high expectations in all areas of intelligence. We have teacher specialists teaching in every area, and that raises the bar.''
In addition to increased expectations for students, similar high expectations exist for the teachers themselves. Edwina Smith, principal of Russell Elementary School, says, ''The teachers feel that more is expected of them with MI.'' Because problems of poor achievement do not lie in those they teach, educators must identify alternative approaches to tap the potential of their students. At many MI schools, educators attempt to personalize learning for each child. At EXPO for Excellence Elementary in St. Paul, former parent liaison Nancy Dana says: ''MI has given us the motivation to look at each student as an individual. We believe that we all learn in different ways and that traditional educational approaches won't work for every child. We value differences in student ability.''
With the belief firmly in place that all students possess strengths, student talents can be used strategically. For example, when students struggle with a concept or skill, they can often jump-start their learning by accessing their strengths, as numerous examples throughout the schools' case studies show.
We maintain that at schools where beliefs about intelligence remain implicit and limited, both students and teachers are at risk of underestimating and devaluing multiple forms of human talent. This situation contrasts markedly with what occurs at MI programs. Significantly, at MI schools, teachers' beliefs in students' abilities are communicated directly to the students themselves. Students come to perceive themselves as talented, sometimes in unexpected areas. A Key Learning Community middle school student says, ''MI makes you learn different things about yourself. It brings out hidden talents.'' As a result of this positive self-regard, Principal Paul Osterlund says, ''MI not only makes a positive difference in educational programs, it improves the lives of children.''
When reflecting on an MI hypothesis that each person has a unique cognitive profile, teachers and students realize that MI pluralizes the concept of intelligence and of being academically challenged. Few people excel in all eight intelligences. Because everyone is talented in some areas and weak in others, students experience greater self-acceptance. All have much to learn and many areas in which to grow.
Aware that classrooms have long-lasting effects, teachers desire to help all students experience success. MI teachers, however, go beyond recognizing student talent. They provide concrete opportunities to develop their students' intellectual potential. With numerous skills in place, students are likely to experience success in multiple forms as they grow older.
Students in MI schools have high hopes and expectations for themselves. And why not? When an entire community of children, parents, and teachers believe that everyone is multi-talented, new forms of intellectual performance are likely. Student achievement gains increase as measured by standardized, state-mandated, and/or informal tests. While strong academic achievement cannot be attributed to a single factor, we maintain that teacher beliefs in MI significantly influence students to create positive self-fulfilling prophecies.
1: Why MI?
2: Elementary Schools, MI, and Student Achievement
Russell Elementary School in Lexington, Kentucky
EXPO for Excellence Elementary Magnet School in St. Paul, Minnesota
3: Middle-Level Schools, MI, and Student Achievement
Skyview Junior High School in Bothell, Washington
Key Learning Community in Indianapolis, Indiana
4: High Schools, MI, and Student Achievement
Mountlake Terrace High School in Mountlake Terrace, Washington
Lincoln High School in Stockton, California
5: Lessons Learned from MI School Programs
Contact Information and Visitation Policies for the Six MI Schools
About the Authors
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text: More than 500 families took advantage of the beautiful fall weather to attend this year's Open House on Oct. 16, a 15 percent increase from last year. In addition to the information fair held in the Francis E. Geissler Gymnasium -- where more than 30 academic and administrative departments had display tables -- 1,200 prospective students and their families also had the opportunity to visit with the President and with faculty; tour campus; see the library; and become familiar with housing, financial aid and other services. A special feature this year was an information session exclusively in Spanish, targeting families of Latin-American heritage. "While we know that college students need strong English skills, many of them have parents who will be more comfortable hearing the details about Eastern and admissions, housing and financial aid in Spanish," said Christopher Dorsey, acting director of admissions. "We want to help these families more easily navigate the admissions process as much as we can."

subset: commoncrawl


text:
October 16, 2006 11:25 AM PDT
Yahoo to carry local CBS news footage
- Related Stories
Yahoo launches new video siteMay 31, 2006
Yahoo's Semel talks new, new mediaOctober 6, 2005
CBS Television Stations, a division of CBS, announced a syndication agreement with Yahoo on Monday that will make local news clips available on the Web company's news section. The two companies will share ad revenue generated from advertising placed next to the video content on Yahoo's site.
Yahoo News users can expect to see 10 to 20 news videos a day, according to a statement from Yahoo. The clips will include feature pieces, as well as breaking news footage. Visitors will be able to search for local video using ZIP codes.
The news videos will come from 16 CBS-owned local stations, according to a statement from Jonathan Leess, president of CBS Television Stations Digital Media Group. Those stations include San Francisco, Los Angeles, Chicago, New York and Miami, among others. He said that figuring out ways to "monetize," or make money from, news content is one of CBS Television Stations' core goals.
Video has been available on various news sites--for example, that belonging to the Associated Press--for some time. Yahoo Video has been offering sharing and search of clips. But the company is facing increased competition, particularly in the wake of Google's $1.65 billion deal for YouTube last week.
See more CNET content tagged:
CBS Broadcasting Inc., Yahoo! Inc., footage, station, video


text:
Has anyone ever tried that? I looks like it might help.
It should help, not sure about broadcasting boost, it might help slightly with directional if your laptop was somewhere infront of that can, but to catch the client signal (laptop etc) there is now a 1000% bigger area for the signal to reach and bounce to the antenna
I've seen people create directional client cantennas that can pick up wifi signals from a lot further away than the antenna on its own can reach ( USB wifi dongle & pringles can)


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Lucas Greenhouses Uses A-T-T to prevent water runoff
Eliminating water runoff Joe Moore Jr., head grower at Lucas Greenhouses in Monroeville, N.J., is working on the installation of ozone water treatment systems. The goal of the company is to operate a complete water containment system that generates zero runoff. Moore is working with Paul Fisher at the University of Florida and Charlie Hayes at Advanced Treatment Technologies to develop the treatment system. "The ozone treatment system is currently being used on the flood irrigation water," Moore...
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Searching Baseball Card Inventory by Player Name
Players Last Name Starts With:
A (3,763 Cards)
B (12,156 Cards)
C (9,058 Cards)
D (4,545 Cards)
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F (3,178 Cards)
G (11,326 Cards)
H (7,882 Cards)
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Z (766 Cards)
|The player to hit the farthest home run may be no surprise, but the distance will leave you with the Wow factor. In 1960, the New York Yankees vs. the Detroit Tigers, at Briggs Stadium in Michigan. Mickey Mantle hit a moon shot home run that was said to be from 634ft to 660ft in length. These two records have reached legendary status and have not been broken in over 50 years.


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Introductory Courses
The introductory courses in the studio arts program allow students to explore basic studio areas through structured assignments. Students are encouraged to supplement their studio work with a range of art history courses. Intermediate and advanced studios allow students to continue to work in specific disciplines or visual directions independently and comprehensively.
Critiques, historical and critical lectures, technical demonstrations, and visits to art exhibits are integrated into the program. Advanced students work with faculty to prepare portfolios and exhibits of their work. The visual arts program presents professional art exhibits in the Alumni Library Atrium Gallery, the Daniel Arts Center, and other venues on campus.
Introductory Courses
Certain introductory courses may be taken a second time at a 200-level (intermediate level). These courses are listed as 100/200. Assignments for these courses will be modified for the intermediate students.


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Feature...CNU 23DALLAS/FORT WORTH 4/29-5/2/2015»»»
Allan Jacobs
Friday Evening Plenary with Robert Caro and the Athena Award Presentation for Allan JacobsSubmitted by carterburn on Mon, 04/21/2008 - 3:00pm
Description: Gigantism: Threat to Urbanism There are few better to speak on counterproductive interventions in the American City than Robert Caro. As Lyndon Johnson's preeminent biographer he is no stranger to Austin or urbanism. His Pulitzer Priz... read more »


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One was hitting a rock with another rock and humming an incomprehensible baby hum.
I suppose that's incomprehensible to a lot of you, but it's my take.
The Scottish language is, as all good Third World languages must be, incomprehensible.
mid-14c., from Latin incomprehensibilis, from in- "not" (see in- (1)) + comprehensibilis (see comprehensible).


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Inactive ingredients: aloe barbadensis leaf juice, caprylhydroxamic acid, caprylic/capric triglyceride, caprylyl glycol, cetyl dimethicone, cucumis sativus (cucumber) fruit extract, dicaprylyl ether, glycerin, hippophae rhamnoides extract, lavandula angustifolia (lavender) flower extract, magnesium sulfate, neopentyl glycol diethylhexanoate, neopentyl glycol diisostearate, polyglyceryl-2 dipolyhydroxystearate, polyglyceryl-4 isostearate, sodium chloride, tocopheryl acetate, triethoxycaprylylsilane, water.
For external use only. Do not use on damaged or broken skin When using this product keep out of eyes. Rinse with water to remove. Stop use and ask a doctor if rash occurs. If swallowed, get medical help or contact a Poison Control Center right away.
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• protect the product in this container from excessive heat and direct sun


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Celebrating a 250-Year-Old House | Mary's Farm
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The rise of the fields' soft curves, the seasons of the hay, the broad reach of the old apple trees, the long-blooming rosebush on the split-rail fence, the in-your-face view of Mount Monadnock, the brilliance of the night sky … These are just some of the aspects of the beauty that brought me here.
It was never the house.
I knew that if the house had been in better shape, I never would have had the opportunity to buy this property. But, as it was, I joined with my neighbor, Anne Howe, to save this pre-Revolutionary New Hampshire farm from development. She bought most of the land and put it into conservation, and I bought the old house and the fields that surround it. A done deal, 15 years ago. The house, they told me, had been built in 1762, and the long, if incomplete, history of this farm was used to help fight a major highway the state was threatening to build across its fields. Peeling away layer after layer of building materials gave us information and, finally, the glorious sight of its frame, its skeleton, its bones. The splinters of its timbers, protected as they were by those coverings all these years, were almost as if fresh from the adze. For more than 12 years, the house underwent a gradual transformation into the place I now call home.
At first I didn't know that this house was originally the work of one man. About six years into the job, I learned his name: Benjamin Mason. I often thought about him and his family, living here under what must have been sometimes severe circumstances–no roads, no neighbors, no town. So on I went with that morsel of information, still more interested in where I was going than in where the house had been. But after the job was more or less completed (it's never over), I realized that pretty soon, the house would turn 250 years old–quite an achievement for a house. Many early houses burned down or were abandoned and fell into their foundations. As well, when I first bought the house, it needed so much work that many people, including two architects, advised me to tear it down and start fresh. I know this is the fate of many old houses. So the fact that the house was still standing seemed well worth celebrating–as were the recent changes I'd made. The house was ready for one heck of a bash. When my neighbor Anne heard of my plans to honor the house's anniversary, she offered to help. We set a date for summer 2012.
As the year approached, I began digging in the archives to find what I could about Benjamin Mason, who came up here from Sherborn, Massachusetts, to what is now Dublin when he was 45, bringing with him his wife and their five children. I discovered a man I wish I'd known.
I already knew from working on the house that Benjamin Mason had been a master carpenter and timber framer, but I discovered that he was also the framer of most of the houses in this neighborhood (none remain standing) and of the old Dublin meetinghouse (a rock marks its place). He was also one of Dublin's first three selectmen (the house was built before the town was incorporated), a builder of roads (including the same one I now call "the road home"), a town constable, and a leader of the Dublin church choir.
Finally, I learned that he was an acrobat. Dublin's town history said of Benjamin Mason that he "was distinguished for his agility, fearlessness, and self-possession." But reading further in the Mason family register, I found this: "He was a man of uncommon agility and once, having raised the frame for a barn of ordinary size, he walked the whole length of the ridge-pole upon his hands, having no other support, his feet in the meantime upended in the air." I tried and failed to imagine such a thing, hoping as well that it was the barn here (since removed) where he'd performed such a stunt. History being what it is, I'm free to believe that.
I was well aware that I hadn't rescued this house all by myself. There were so many people to whom I owed a debt of gratitude, oh so many, for jobs big and small. So we carefully crafted our guest list and selected the appropriately sized tent (let's just say Barnum & Bailey would have found it adequate). My sister would fly in from Washington State not only to join the celebration but to help get it ready. As well, my six cousins planned to come from all points. It was suddenly dawning on me that hosting more than 100 people for lunch on my lawn would be no small endeavor.
We asked the Dublin General Store to bring us some good food, and I would augment the feast with baked beans, a few salads, and the famous family iced tea. In the archives, I'd found a recipe for ketchup from one of the early Mason residents. I had a lot of big ideas about how to make this a memorable event. I was even thinking about fireworks.
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" Genre: Drama / Actor: Leonardo DiCaprio / Director: Baz Luhrmann / DVD Release Date: 2012 "
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As most of my family know, and quite a few members of dooyoo probably know by now, I'm a huge film buff. I haven't written a film review in quite a few years so please be gentle. I have always heard of The Great Gatsby book before and have still, even after the film, not read the book. However I believe I might after viewing Baz Lurhmann's newest creation. As a huge fan of Moulin Rouge and Romeo and Juliet, I bought the DVD and watched it, expecting excellence. Did I receive it, we'll just read on and find out.
The Great Gatsby is a skilfully directed film which takes the guise of many genres, comedy, thriller, intrigue and romance. Baz Luhrmann takes us deep into the fun, fantastical and sometimes downright depressing time of 1920s America. The film begins with a young, dishevelled man, that most will know as the 2002 Spiderman, Tobey Maguire. He begins to tell his tale of a time in his life that was the greatest time and the worst time. Within this story he gets back in touch with his delightful cousin Daisy, has some antics with his old friend Tom and meets the infamous Jay Gatsby. I can't really delve much into the plot as it could be quite easily ruined. What I will say is that we are treated to a journey made by these characters that could be easily done by anyone in the world. We see parties galore, a few romances, a couple of punch ups and some lovely twists that made me go a bit red in the face.
I have to say, the direction in this film is absolutely fabulous. Baz Luhrmann certainly knows how to create a visual treat for the mind. Everything about this film, from its sweeping camera shots to its fading out music and colours, scream out Baz. The party scenes in particular had me and my boyfriend smiling and laughing as everything just seemed so fantastical. He blends in music superbly in this film, I can imagine the soundtrack being a rather good buy. Considering this film is about 1920s America, we listen to music by Jay-Z and Florence and the Machine. Sound weird? Well, it is a little, but strangely enough, it suited the scenes and the overall feel of the film.
How Leonardo DiCaprio hasn't won an Oscar by now, I'll never know. The man is just fantastic, he can go from being a kind, warm hearted host to a violent psycho within the space of a minute. His dialogues can get a bit tedious as his favourite saying annoyed me by the end. Tobey Maguire has made his career by playing the weedy, nervous guy and here he goes again. He plays it well and in a couple of scenes shows what he is truly capable of as an actor, anger and threats. However I feel as if he needed to show a bit more in this role. Carey Mulligan who plays the leading lady, Daisy, portrays the 'poor' let down wife rather brilliantly. She seems sweet, lovely and the woman you'd like to rescue, however there is another side... Mulligan plays this role well, I won't give anything away but her performance in the end did make me appreciate her acting skills a little more. Joel Edgerton plays Daisy's husband, which he does in a way which makes you feel slightly sorry for him but at the same time you want to give him a good whack.
The script is good, however without reading the original book material I can't comment on how close they stayed to the story. The lines flowed well, the material was believable and apart from a few annoying phrases by Leo, the dialogue was used purposefully. I thought the twists and turns and subtle manipulation by certain characters in the end showed just how confidence and speech can affect a person's behaviour and choice.
My boyfriend and I sat in pure rapture during the first half of the film, the cinematography, dialogue and pacing of the film kept us happy. I do have to say that the second half of the film was a little bit slow paced and could have done with a little more jazz that the first half had. Not that it didn't keep my interest, but I did find myself looking at the clock once or twice. Coming in at over 2 hours long, it did feel as if it could have had half an hour chopped off somewhere.
Overall I have to say that I did enjoy this film and thought the acting, direction and music of the film was wonderful. I think the second half could have done with a slight pacing difference but I thought the ending was suitably wrapped up.
The Cast
Tobey Maguire Nick Carraway
Leonardo DiCaprio Jay Gatsby
Carey Mulligan Daisy Buchanan
Joel Edgerton Tom Buchanan
Special Features
The normal DVD content is pretty boring, just some deleted scenes.
The Blu-ray version is a little more interesting:"Within and Without" with Tobey Maguire
The Swinging Sounds of Gatsby
The Jazz Age
Razzle Dazzle: The Fashion of the '20s
Fitzgerald's Visual Poetry
Gatsby Revealed - Gatsby's Party
Gatsby Revealed - The Plaza
Gatsby Revealed - Pool Scene
Deleted Scenes
1926 The Great Gatsby Trailer
The film is rated 12 I think because of scenes of violence and I would say purely because of the mature themes set in this film, I would say the certification is correct.
Running time: 142 minutes!
Despite being an avid reader, I haven't read The Great Gatsby. Mr Mylove and I planned to go and see this at the cinema but then never got around to it, and one of my volunteers at work lent me it this week to give it a watch. As a huge fan of Moulin Rouge! and a general fan of Baz Luhrman's Romeo and Juliet, I was really excited to watch this film.
Leonard DiCaprio - Jay Gatsby
Carey Mulligan - Daisy Buchanan
Tobey McGuire - Nick Buchanan
Joel Edgerton - Tom Buchanan
Isla Fisher - Myrtle Wilson
Director - Baz Lurhmann
Running time - 143 minutes
The story is told 'Russian Doll' style through the writings of Nick Buchanan, who writes the story up on a typewriter after the events (similar to Christian in Moulin Rouge) He appears to be living in a mental institution and receiving help for alcoholism and anger management, among other issues. As part of his therapy, his psychotherapist encourages him to write, and he chooses to write the story of an old friend 'The Great Gatsby'
Nick moves into a small house in a very rich area of Manhattan. Next door is a huge house owned by a mysterious man named 'Gatsby'. Every evening, scores of people from Manhattan flock to the Gatsby mansion to party in a highly decadent manner! Gatsby is an enigmatic figure, nobody has ever seen him but rumours abound about his background and achievements...
Nick often visits his cousin Daisy and her husband on the other side of town. Daisy is beautiful and full of spirit, but it's clear that there are problems in her relationship - namely her husband has a string of women on the side. Nick becomes inadvertently caught up with this after he is invited to party with Tom and his mistress Mrytle. Then Gatsby invites Nick to one of his parties - but why? Nobody else gets an invitation they just show up.
~My thoughts~
Luhrmann is known for bright, opulent sets, amazing costumes and bringing 21st century music to films set in the early 20th century. This film certainly matches all of these criteria! The sets are bigger and bolder than ever, the party scenes at the Gatsby mansion reminded me of the party scenes in Moulin Rouge! The usual camera angles are there, in particular Luhrmann likes to pull out of indoor scenes and pan above the city to show the wider view. This might not be to everyone's taste but personally I love it. Luhrmann films are not supposed to be subtle - they hit you in the face with a handful of glitter and a feather boa. I'd heard other people say the music didn't fit, but personally I enjoyed it. Of course flapper girls in the 1920s didn't listen to Jay Z, but the music had a 20s twang to it which worked really well to me.
In terms of the story, I felt the first hour was quite slow and not much happened. However it soon picked up and the last hour was fantastic with plenty of action. I was on the edge of my seat wondering what was going to happen next, and there were some bits where I genuinely gasped out loud and had to hide my eyes! My main criticism of this film was that it was too long, and I felt a lot of it could have been cut out, my partner felt the same as well, particularly in relation to the first hour of the film. However, what the film lacked in storyline it more than made up for with the beauty and style of the set.
Despite the style and pomp, the story was fantastic and was gripped. Baz Luhrmann's style could easily overshadow the storyline but this was certainly not the case. My only criticism would be that being told the story through the eyes of Nick made me feel a bit detached from the main characters of Gatsby and Daisy. In Moulin Rouge! we see the story through Christian's eyes, so we feel the love between him and Satine, however I did feel a bit distanced from the characters in The Great Gatsby.
The acting in the film was superb, but then I generally rate DiCaprio, McGuire and Mulligan so this wasn't a surprise. What was a surprise was when I came to write this review and saw Myrtle was played by Isla Fisher! I didn't recognise her at all. I usually like her as well and she did a brilliant job in this film.
Overall this is a camp, riotous film with plenty of heart but even more style and energy. Visually it is stunning and if you're a fan of Luhrmann films you won't be disappointed. It might be a bit too much for some people, and I wouldn't suggest watching it with a hangover as it might give you a headache! When Luhrmann gets it right he gets it really right, and I loved this film so much I'm going to look out for it on offer and buy it for myself so I can watch it again.
The Great Gatsby is a book I studied, as did many other students, as part of my English A level syllabus. I therefore viewed the story as the classic, traditional tale that is has been portrayed as in previous adaptations. Baz Luhrmann however has never been one to stick to the traditional. His previous modernised adaptation of Romeo and Juliet put a new spice to the old story and when he and Leonardo DiCaprio team up again, the result is no exception.
From the off the film shows a new way of looking at the story with the vibrant colours and contemporary music Luhrmann seems to aim to dispel any ideas of the innocence of the past. The parties, drinking and loose morals are portrayed in a way that brings the 1920s socialising into a parallel with the modern day.
The cast as a whole were fantastic but some performances were of particular note. DiCaprio is his usual ever watchable self portraying the title character as a classy, mysterious man who maintains the intrigue of his past throughout the film. Carey Mulligan really comes into her own; as Daisy, the love interest for Gatsby, she is the model of innocence and vulnerability. Finally, an unrecognisable Toby Macguire provides the perfect lead that leaves Spiderman long forgotten.
The plot mostly sticks firmly to F Scott Fitzgerald's novel with some minor but largely irreverent alterations. It is a story that will keep you guessing and wondering as to how Gatsby became so rich and what exactly his background is whilst making you genuinely desire a happy outcome for the protagonists.
Overall, it is a very enjoyable, intriguing and exciting film with the standout for me being Luhrmann's new, colourful and brash direction.
About the film
The Great Gatsby is a 2013 film adaptation of F. Scott Fitzgerald's 1925 novel of the same name and it was directed by Baz Luhrmanm. The film has a run time of 142 minutes and is rated
Nick Carraway is looking back on his life while spending time in a rehab centre. His doctor is encouraging him to talk about what got him to that place. After saying that he once wrote a book, Nick's doctor wants him to write about a memory to help him to write again and so begins the tale of how he met Jay Gatsby.
The year is 1922 and Nick has just moved to New York to work on Wall Street. The house he finds to rent in Long Island is small but just what he needs. The house next door however is massive and Nick soon learns that the famous Gatsby lives there. His house is famous for the huge and elaborate parties that are held there every week. Nick eventually receives a personal invitation to one party and hopes that he can finally meet the man he's heard so much, and so little, about. Once at the party though, Nick realises that no one seems to know Gatsby but they're just there anyway. But, Gatsby finds Nick and introduces himself and the two instantly hit it off.
Nick's cousin Daisy Buchanan also lives in New York and it turns out, she's one of the few people who actual know, or knew, Jay Gatsby. Gatsby is asking a massive favour from Nick and it's no coincidence that he invited him to that one party...
Leonardo DiCaprio as Jay Gatsby
Tobey Maguire as Nick Carraway
Carey Mulligan as Daisy Buchanan
Joel Edgerton as Tom Buchanan
Elizabeth Debicki as Jordan Baker
Isla Fisher as Myrtle Wilson
Jason Clarke as George Wilson
Amitabh Bachchan as Meyer Wolfshiem
Jack Thompson as Dr. Walter Perkins
What I thought
Although a classic novel, I have never read, nor watched another film adaptation of The Great Gatsby. Baz Luhrmann directed this version and so far, I haven't been disappointed with any of his films.
The film begins with introducing Nick as a main character. He's clearly in some form of rehab facility and not looking too well. Nick once wanted to be a writer but wasn't successful. His doctor encourages him to write down a memory in order to be able to write again. His memory is of Gatsby. The beginning of the film really focuses on the mystery surrounding Gatsby. Everyone knows where his house is and his parties are very well-known but no one really knows who he is or where he comes from. There are rumours flying about all over the place but nothing is concrete information. I really enjoyed the anticipation that the beginning of the film gave. Never did you know what you could believe about Gatsby. At times, you didn't even know whether or not he truly existed as no one knew anything about him. Obviously, I knew that he did and who was playing the part but it didn't take anything away from the mystery in the plot.
The Great Gatsby is said to be a love story but I'm not sure that I completely agree with that. Gatsby himself has known Nick's cousin Daisy before 1922 and is absolutely in love with her. He enlists Nick's help to be able to see Daisy once again and from here, things get quite dark and twisted. Gatsby is driven by his need to see Daisy again and to be the man he thinks she would want him to be, hence the massive parties and splashing around of money. Instead of being about love, I see The Great Gatsby to be more about pure need and the desire to make something better of yourself, no matter what the consequences are.
The casting in this film is absolutely fabulous. Leonardo DiCaprio plays Gatsby and does so with such flair and elegance at the same time. He, along with his background, has an air of mystery surrounding him at all times. He's also quite the strange character, going from one mood to another in a matter of seconds. DiCaprio was easily the perfect choice for Gatsby. His character is a hard one to play due to the many inner demons that he has and DiCaprio shows the troubled thoughts extremely well.
Toby Maguire on the other hand was a bit of a let-down. I can't say that I'm the biggest fan of his anyway but I didn't like him or his character at all. Maguire plays Nick who is a pretty whiney and annoying kind of man. He's trying to make it in New York after a failed career as a writer and generally comes across as interfering and he didn't help much in any situation. Actually, Maguire played whiney and annoying really well but I'm not sure that's how his character was supposed to be portrayed.
Another issue I had with the film was the soundtrack. Luhrmann is known for taking a classic and putting a modern twist on it but I felt as though this one was pushed too far. Jay-Z was the album's executive producer and worked closely with Luhrmann on the whole soundtrack to mix contemporary, hip hop and music from the 20s. However, the soundtrack was far too modern for my liking and I don't think that it captured the feel of the 20s well enough. With songs like Black to Black and Crazy in Love on the soundtrack, I just couldn't get away from the modern feel. However, if I were to listen to the soundtrack on its own, I would like it. It just didn't go perfectly with the film.
Overall, The Great Gatsby is a wonderful film with a few small flaws. The film is entertaining and exciting with a near perfect cast though.
Plot outline:
The story is told through the accounts of Nick Carraway, a young man from Minnesota who moves to New York in the summer of 1922. Leaving behind his career as a writer, Nick takes a job in bonds, and hires a small house in the West Egg district of Long Island. Nick's neighbor in West Egg is a mysterious man named Jay Gatsby, a seemingly never-seen gentleman throws extravagant parties every Saturday night for hundreds of people. One day Nick recieves a personal invitation (something never afforded to any of the other guests) to one of Gatsby's parties, and begins a relationship which will transport him to a world he knows nothing of. As the events of the summer play out, we learn more of Jay Gatsby and mysterious wealth. As well as find out why the seemingly young and naiave Nick has so much of Gatbsy's attention.
Main Cast:
Leonardo Di Caprio plays Jay Gatsby, and very well I may add. His portrayal of Gatsby isn't a far cry from his role as Cobb in Inception. Both characters put up a determined front, but give very little away as to the events from their past which drive them. As usual is Di Caprio is very commanding (in a similar way to his character in Django Unchained), without being over the top.
Nick Carraway is played by Tobey Maguire, and plays him with the passiveness and naivity of which the character is set. For a lot of the movie Nick is just being directed by Gatsby, and Maguire puts that across very well.
Carey Mulligan (Drive) plays Daisy Buchanan, Nick Carraway's cousin and a figure from Gatsby's past. She is married to Tom, played by Joel Edgerton. On the one hand, Mulligan seems very passive and at times distant in the character. I initially viewed this as not the best acting I've seen. But I took into consideration her overpowering husband Tom, and decided that actually the part is played very well indeed.
Joel Edgerton as Tom is very "Alpha Male" character. He's a strong character who imposes himself in a playful yet forceful way that is seemingly difficult to say no to.
Visual impact:
Its a Baz Luhrmann movie, so its big and where it needs to be, over the top. The 1920's ooze style and lavishness and it comes across in abundance in this film. The party scenes at Gatsby's mansions are amazing affairs that are draped in elegence, live music and fireworks. Its like spring break for rich people!
I never would have thought that a movie so heavily 1920's would be suited to music from the likes of Jay Z, Will.I.Am and Fergie, but it works very well indeed. A lot of the music which inspired such artists as Jay Z, is routed in the same New York jazz era as the movie is set, so there is definitely an understanding there. Songs such as Bang Bang by Will.I.Am, use samples from music of the time, spliced together with the overly-produced hiphip sounds of today.
DVD Extras:
There's some good content, especially if like me you're interested in the era of the movie.
'The Greatness of Gatsby' is a feature in which Baz Luhrmann explains his ideas behind his concept for the movie. From certain scenes to casting the actors, he tells of how he fell in love with the story.
The other extras cover all the bases really, from a brief outline of F. Scott Fitzgerald's original novel to the music which helped inspire the movie. There's also the usual "Deleted Scenes" which aren't much to write home about. Although the original tralier The Great Gatsby directed by Herbert Brenon in 1926 is a good watch, and show really how the change in representation of the novel through time.
For me, Gatsby is one of the finest films I've seen. Not only is it based on a classic novel, but its executed by a very fitting and understanding director, and delivered by very worth actors.
This film is based on the book of the same name-which I must admit I have not watched. That being said I have been looking forward to watching this film for a while, espically as it was directed by Baz Luhrmann.
Without giving to much of the story away the film is told from the point of view of Nick Carraway, played by Toby Maguire. He is retelling about his time with Gatsby. The first 20 minuites are setting the scene for the rest of the film and I must say I was starting to get a little impatient to meet Mr Gatsby!!And then he entered and I completely swept away in the romantic tale between him and Daisy.
The main stars of the film are Leonardo DiCario (gatsby) and Carey Mulligan (Daisy). They are both excellent. This film is one of the most colourful I have seen each scene packed with detail-I wanted to be at the parties with these people and often felt like I was. Also the soundtrack that goes with the film was dare I say it agian excellent.
Overall an excellent film with a super cast and Brilliant cinematography.
The Great Gatsby is a romantic drama film based on the book of the same name. The movie was released in the United Kingdom in May 2013 and so is very recent. The movie stars Leonardo Dicaprio. The movie is a 12A which means that it must not be viewed by persons under the age of twelve unless an adult is present.
I thought that that storyline was quite exciting and dramatic. I could not wait to find out who this Gatsby bloke was. However, I did think that there was going to be some great, massive secret and so I was a little bit disappointed to find out that the secret wasn't that massive in the end - it wasn't enough to put me off enjoying the movie though. Also I thought that the movie took a very long time to get going - I noticed a few people got up and left the cinema half way through. However, I did think that the movie did get better and better as the film went on - it just had a slow start I think.
I thought that the acting in this movie was spot-on. I thought that Leonardo Dicaprio played the part of Gatsby really well. He really is a great actor and really brought the character alive - very convincing. He comes across as being really powerful and just portrays the character really, really well. I did find Tobey McGuire to be a bit annoying in this movie - I don't know why. However, I did seem to get used to him as the movie went on though.
Visually I thought that the movie was amazing. I love the whole '1920's America' so this movie was great as it was set in the 1920's, featured the flappers and so was full of glitz and glamour. I thought that sets were amazing; especially the glamorous costumes and party. So I would say that if you like the whole 1920's era then you should like this movie. I felt as though I had been transported back to the 1920's.
All in all, would I recommend this movie? Absolutely. I thought that it was a great movie - whilst I liked it, I would consider it to be a watch-once-only kind of film rather than a watch-it-over-and-over movie. The Great Gatsby is a highly entertaining movie!
I have not read the book and am therefore unable to comment on how this film compares to the book.
Thanks for reading!
July 2013
Xdonzx / xd-o-n-z-x
The Great Gatsby is a book adaptation of F.Scott Fitzgeralds 1925 novel of the same name. It is written and was directed by Baz Luhrmann and was released in UK cinemas on 16th May 2013. I had been excited about its release for a while after reading about it for several months beforehand. When the trailers got released it looked just as I expected and I couldn't wait to see it.
The film is narrated by Nick Carraway (Tobey Maguire) who us looking back on his past. Nick is in a rehab style centre being treated for his depression and alcoholism, and it is suggested to him that he write a book to aid him in understanding his mind again. The doctor suggests he write about a memory and so begins the tale of Gatsby. We then go back to 1922 where Nick has just moved to New York and has started a job on Wall Street selling bonds. He finds and rents a house on Long Island which is amongst various mansions, including the home of Jay Gatsby who is his neighbour. He soon learns that Gatsby is very rich and regularly throws huge extravagant parties.
Eventually Nick receives an invite to one of Gatsby's parties and after attending realises that no-one at the party actually knows who Gatsby is! This simply adds to the mystery so when he gets the opportunity to meet Gatsby Nick is very enthralled and is surprised to come across a fairly young man (Leonardo DiCaprio). Gatsby takes an immediate liking to Nick and the pair become close friends.
We are introduced to Nicks cousin Daisy Buchanan (Carey Mulligan) who is married to a very rich polo player Tom Buchanan (Joel Edgerton) and has a daughter with him. Nick soon learns that Gatsby knows Daisy and is madly in love with her, and he is asked by Gatsby to help set the pair up. This is where the drama unfolds...
**My Opinion**
I have only written an introduction to the plot as I wouldn't like to ruin what was a very interesting storyline. Therefore there is much more to the story than the above and the majority of dramatic moments occur after this point. Essentially the film is a love story yet it would be incorrect to describe it as that since the love story itself barely gets going. It is actually much more of an intense drama, with a love story as the cause. I found the plot very engaging and felt it was carried out in a suitable way.
One of the main concepts for the first part of the film is the mystery of this man named Gatsby. There are points where one wonders if he even exists. The plot holds back on many details at the start of the film which adds to the mysterious build up. The clever part is that you don't even know which details are being held back or what things you should want to know, as it is all quite mysterious. This made for fun watching and I was immediately enthralled by the film, in the same way that the protagonist is by Gatsby.
The film is about 2.5 hours long but it went really quickly and never felt like the plot was being dragged out and there was no repetition. I suppose there were phases in the film where nothing particular happened and this was due to the film setting the scene which is always took time to do. Yet this wasn't really a bad thing as such, it was so visually stunning that I was glad that it took time to let the viewer appreciate the setting and production without something important happening at the same time.
The film has several main characters (I haven't mentioned them all in my plot summary as it would spoil the film), some of which are very different from one another, yet they all link in the end. This gave a good variation as I think a film of this length would have become claustrophobic if it had only been about 2 or 3 people. The main themes explored during the film are those of true love and its effects on a person and deception and the mess it can leave behind. These themes were the primary focus throughout the film, but it never felt like a lecture or anything too serious. Despite sounding quite serious it was actually quite comical in parts, particularly towards the beginning when not a lot of the depth had been revealed. It was never an all-out comedy but provided a few giggles which fitted in well during the first half.
I was very impressed with the casting and acting in the film. I thought all the actors were well cast in their roles and gave excellent performances. I'm already a big fan of Leonardo DiCaprio and feel he can do no wrong - this was no exception. He played the unusual role of Gatsby even better than I expected and pulled off the troubled and complex character very well. I wouldn't have said it was an easy role to play, as Gatsby is a confident rich man on the outside, yet on the inside he is slightly disturbed and unpredictable. Some of the scenes required excellent acting and control and he executed them perfectly giving a flawless and convincing performance.
I was unsure about Tobey Maguire...I just thought of him as the guy in Spiderman and hadn't really noticed him in anything since so I didn't expect him to stand out alongside DiCaprio. But I was very wrong, he gave an excellent performance and perfectly captured the naivety of his character without being over the top about it and allowing it to slip into a comical routine. I really enjoyed his acting throughout the film and it left a lasting impression, giving me a better opinion of him. I also wasn't sure about Carey Mulligan. I remember her from Drive with Ryan Gosling where she gave an unusual performance which I couldn't quite decide was pulled off due to her skill or the fact that the character resembled her actual self. Whereas this character was much different and had more sides. I thought Mulligan gave a strong performance as Daisy and managed to naturally capture the various angles of the character, again without over acting.
Other performances worth noting were that of Joel Edgerton as Tom, I barely recognised him as the same man who starred in The Fighter and never would have thought he might suit a film like this or pull off the character. Yet he did perfectly well and managed to excellently portray the self-assured pompous nature of the character yet allow for the hints at his insecurity to creep in. Isla Fisher also gave a good performance as Myrtle Wilson, a lesser featured character but important to the plot.
**Film Production**
By far the most enjoyable and memorable element of this film was the effects. It promised to be a visually stunning film and it was from start to finish. I could have enjoyed it for the effects and production alone. Every moment of the film is adorned with beautiful scenery which really enhances the whole thing and made for very good viewing. The views over the city and the scenes at Gatsby's parties were a marvel and it was all just so pretty and colourful.
The music was also very complimentary, it was produced by Jay Z and featured some of his own songs. It gave the film an interesting modern edge my clashing the modern music with the old fashioned content. This had a great effect and reminded me slightly of Romeo & Juliet where modern meets tradition in film. It made the film stand out from others.
I thoroughly enjoyed every element of this film. The storyline was interesting and engaging, the acting and casting perfect and the production and effects were just amazing. All in all it was a fantastic film well worth watching. I appreciate that it may not be for everyone but personally I really really enjoyed it and can't wait to see it again.


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About AQ
About Aquinas
About Grand Rapids
Adult Undergraduate
Financial Aid
A-Z Dept. Listing
Course Catalog
Service Learning
International Programs
Campus Life
Residence Life
The Moose
01/14/2013 – The track & field teams continued their indoor season on the campus of Central Michigan University at the Chippewa Open. The Saints field specialists flexed their muscles and carried the Saints to a successful competition.
Alicia Dorko's performance in the pole vault highlighted the activities as the junior from Schoolcraft jumped 12-2 to break her previous school record (11-11.25). Dorko automatically qualified for the indoor championships and is currently ranked third in the NAIA in the vault.
On the men's side Alvaro Romero won the triple jump (47-2.5) to automatically qualify him for the championships. Alvaro's leap placed second on the All-Time list for the Saints and is currently the fourth longest jump in the nation. The Saints also received another fine performance from Michael Shearon. Shearon tied for first in the high jump with a new personal best of 6-7.50. Michael's jump provisionally qualifies him for Nationals Championships in March. Shearon is now the fourth highest jumper in Aquinas history and he ranks seventh nationally.
The Saints will return to action on January 18th as they travel to Grand Valley for Mike Lints Open.


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Fiddy's Aussie Tour!
The Rapper Reveals He's Headed Down Under...
50 Cent's Aussie fans could among the very first to hear his hotly anticipated new material!
The rapper, who was last here for 'Winterbeatz 2011,' has promised he'll be heading our way as soon as he completes his fifth album.
"I'll be back in Australia after I finish this record," he told the Sunday Telegraph.
"I'll be back world touring again soon. It's been a while because it's taken me a lot longer than I thought to complete this record."
And, the hip hop mogul insists the follow-up to his previous release 'Get Rich Or Die Trying' will be worth the lengthy three year wait.
"I have been really working on this project to make sure it feels like it's the best it can be," he added.
And perhaps he'll bring his favourite music mentor Eminem
- who hit Oz last year with his 'Lose Yourself Tour' tour - back with him…
Fiddy and the 'Not Afraid' star thrilled fans when they reunited during a surprise set at the SXSW festival last week.
According to MTV News the longtime RnB buddies rocked the Texas stage with an epic rendition of their smash hit duets 'Til I Collapse' and 'Crack a Bottle.'
Are you excited for 50 Cent to return to our shores? Let us know by commenting below…
Meanwhile, check out more from the rap King in action in the video clip below…


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This drunk driver was caught spark out when police in Oberwil, Switzerland, spotted him trying to drive home on just his wheel rims after losing his tyre in a prang.
31-year-old Martin Schmidt - who was more than three times over the drink drive limit - was arrested after police followed a shower of sparks being left my his wheel and forced him to pull over.
"His wheel had been severely damaged when he hit the road's central reservation and then bounced off a wall.
"He seems to have been too drunk to notice or care but his licence was confiscated," said one officer.


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A couple of weeks ago I compiled the "most influential" list for Canadian golf by speaking with media, insiders and others throughout the business. At the time I didn't put any specific ranking on the list aside from breaking them down by categories. But I've had lots of feedback on it, so I've decided to put my spin on where I'd put the 26 names that made the initial group.
For one, I'd put Gord Nixon, outgoing CEO of RBC, at the top of the list. RBC has propped up golf in Canada with an influx of cash for quite a while now, and will be in that position until at least 2017, when its current deal with the Canadian Open ends. He's being replaced next year by Dave McKay. The good news is that McKay is a golfer – he appears to belong to St. George's. The bad news? He doesn't keep much of a handicap, with only two games in the last four years. He'll be the one making the decision on how things evolve – and that's intriguing.
Beyond that, I'd include Steve Marshman, the cash man for RBC, who signs up the players it deals with, works all of its activations, is integrally involved with tournaments for RBC, Manulife, Shaw and CP. After selling his business to Wasserman, Marshman is on the rise. Most golfers wouldn't know him if they walked by him, but he influences the game in Canada in significant ways.
There's also Golf Canada's Scott Simmons, who continues to slowly move the organization, as if it were a giant ship. He's made strides, and is to be applauded for landing CP as the sponsor of the Canadian Women's Open. Danny Fritz is a newcomer – but he has practically every good Canadian golfer in his stable after jumping ship from IMG. Having a group of players in his company that includes DeLaet, Hearn and Weir – that's a force in Canada. Jim Little is the man who put the golf strategy at RBC in place. Now with Shaw, he's leading a golf branding strategy there, especially with the networks connection to the PGA Tour through its broadcast rights.
The second half of the Top 10 includes Sue Gove and Ron Hornbaker at Golf Town, who should likely be higher, but to my mind the turmoil of the integration in the US with Golf Smith has diminished their position, while Sean Foley is still on the rise. Hard to determine whether Foley has any direct Canadian influence – there are no notable Canadian golfers in his stable – but with Tiger Woods and Justin Rose in his group of students, he is highly visible. Mike Weir's profile has fallen as he's struggled on the course – though I'm told there are plans to relaunch his foundation in Canada. He could have huge impact in Canada, but his restrained personality limits that somewhat. Still his work with Ian Andrew designing a new course at Laval demonstrates where his overall influence could come from. Bob Weeks is the ubiquitous face of golf in Canada for many, especially with Lorne Rubenstein's retirement from the Globe, while PGA of Canada CEO Gary Bernard is well liked and leads the 3,000 PGA of Canada members.
Interestingly, I'd note there is a single woman on the list — that's telling, and troublesome. I'd also note there are now very few people in the media who influence the game significantly — this list includes three. With the two national newspapers and the largest paper in the country not having a golf writer, that's unlikely to change, and Lorne Rubenstein's retirement diminished another voice. That's not good for the game in any sense. Similarly, I'd say the era of the golf designer as having influence has shifted. Where Doug Carrick and Tom McBroom cranked out courses in the past, it is now down to a trickle. In contrast, the likes of Jeff Mingay and Ian Andrew — renovation and restoration experts — are becoming increasingly in demand.
Here's the Top 10:
- Gord Nixon, CEO, RBC
- Steve Marshman, VP, Wasserman
- Scott Simmons, CEO, Golf Canada
- Danny Fritz, CEO, Sport Box
- Jim Little, chief brand officer, Shaw
- Sue Gove, CEO, and Ron Hornbaker, Canadian operations, Golf Town
- Sean Foley, swing coach
- Mike Weir, PGA Tour pro
- Bob Weeks, Executive Editor, Score
- 10. Gary Bernard, CEO, PGA of Canada
The remaining individuals on the list — in no order:
- Jeff Dykeman
- Scott Pritchard
- Jason Logan
- Graham DeLaet
- Ian Andrew
- Jeff Mingay
- Ben Cowan-Dewar
- Brad Pelletier
- Dave Bradley
- Ted Manning
- Jeff Calderwood
- Jeff Monday
- Rai Sahi
- Hunter Harrison
- Lorne Rubenstein
- Paul McLean
- Bruce Simmonds


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- Lake Titicaca catamaran cruise and Sun Island adventure
- Enjoy a relaxing cruise from Puno aboard a well-equipped catamaran
- Explore the cultural and historical site of Sun Island
- Admire stunning scenic views from the water
- Delicious lunch included
- Complimentary hotel pickup and drop-off included
Recent Photos of This Tour
What You Can Expect
Depart from your Puno hotel and cross the border into Copacabana, Bolivia. Take a brief sightseeing visit of Copacabana's main square before heading towards the marina. Board the impressive catamaran, specifically built for your enjoyment, and depart on your relaxing cruise. Some of the amenities include an outdoor deck, a fully stocked bar, panoramic windows and a TV lounge.
Lake Titicaca is the world's highest navigable lake and stands at an impressive 12,500 feet (3,800 meters) above sea level. According to legend, it was on this lake that the Sun God commanded his children, Mama Ocllo and Manco Cápac, to birth the Inca civilization.
Cruise across Lake Titicaca and dock at Sun Island (Isla del Sol) to explore its pre-Columbian remains. The Inti Wata complex boasts a fascinating underground museum site, agricultural terraces, Inca remains and various indigenous species of flora and fauna. Enjoy free time on Sun Island to explore the area's high-plateau plants, llamas, alpacas and guanacos.
On your way back to Copacabana, enjoy a delicious lunch aboard the catamaran before being transported back to your Puno hotel.
Customer Reviews
July 2014
February 2014
Wonderful day, Isle del Sol was beautiful, lunch and catamaran were great.


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7 Reasons To Consider A Web 2.0 Strategy
Jen Evans of Sequentia spoke this morning at AIMSCanada regarding etribes and online communities.
She listed seven reasons why a company should consider a community or Web 2.0 strategy.
They are:
Each on its own is a good reason. All of them together are compelling.
Too often clients and prospects are tentative in their approach and in some instances that may well be understandable. Resources may be limited. Proof of concept may not be clarified, delineated or proved. We on the other hand can be too aggressive in touting the new and the shiny.
A phased, stepped approach often proves the most successful but as with so much else, requires a modicum of patience.
The data is there and it is growing. From Hitwise. From Forrester. From Harvard Business Review (courtesy of Sequentia) who state 56% more revenue is generated by community members than by non-community members. (Familiarity breeds content.)
Engagement is about trust. And trust is about commitment.
It's not a new dialogue, "churn" has long been a part of the marketing dialogue. It costs more to acquire a customer than to keep a customer. Not new.
The "thin market" has long been a part of the dialogue. (Catching prospects at the optimal time when they've a vest interest in the market. Usually reserved for cars and homes.)
Self-identifying and selecting customers who exhibit trust and spend more. Isn't that every company's dream?
Have a good one.
~The (SEP) Guy
One Response to "7 Reasons To Consider A Web 2.0 Strategy"
web 2.0 thoughts
The stats very clearly show that less then 1% of web users do things like build personal profiles while 99% browse. On youtube, much less then 1% actually make and upload videos while more then 99% watch….dont drink the koolaid because nothing has changed. People basically like to watch, just like they did 70 year ago when TV first came out.


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