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National Post ·
John Varghese, a managing partner at VentureLink Group of funds, will have more than a passing interest in the coming federal budget. He will be going over the documents to ascertain whether Ottawa has followed the recommendations contained in the report of the Standing Committee on Finance released last December.
In that report, the committee recommended "the federal government work with the venture capital industry to identify new sources of financing and examine the effectiveness of existing tax incentives related to financing. Moreover, the government should review the feasibility of increases to the Labour-sponsored funds tax credit to 20% of eligible investments, to a maximum eligible investment of $20,000."
"This tax credit not only helps the economy but it doesn't cost that much because of subsequent tax recoveries," said Varghese, whose firm manages $260-million of assets in three funds. While he has a pecuniary interest in Ottawa's deliberations, he also recognizes there are problems at the provincial level, particularly in Ontario. In short, it is a laggard province given that its support via tax credits is ending in two years, a contrasting position because other provinces have increased the investment limits.
"Ontario is falling behind in relation to Quebec. The provincial government is doing some things but it's not enough. Ontario should be the country's leading venture-capital centre," Varghese said.
Numbers recently released by Canada's Venture Capital & Private Equity Association show venture-capital investments continue to lag. In the third quarter of 2009, $191-million was invested, less than half the level of the same period in 2008. For the first nine months of 2009, $682-million was invested, down 36% from the $1.1-billion invested in the same period of 2008. CVCA said yesterday $1-billion was invested last year, the lowest level since the mid-1990s.
The numbers for Ontario are worse: According to CVCA, in 2000 almost $3.5-billion of venture capital was invested in 336 companies in that province; in 2009, the comparable numbers were $287.7-million and 87 companies. "Those numbers help explain why we need more sources of capital," said Varghese, who is out on the hustings seeking to round up investors. And Varghese has one string in his bow: He can point to strong investment performance. It seems that each year his Brighter Future fund has at least one shining light: this year it is Dragon-Wave, which is trading at more than three times its average cost. That fund, which keeps 40% of its assets in cash, has posted annual gains of more than 7% since inception.
For those who are still making up their minds about investing in a labor-sponsored fund, Varghese has offered a solution that allows investors to make an almost cost-free TFSA contribution. Ontario-based investors can ante up $7,500 and invest that amount in a labour-sponsored fund: That investment will generate federal and provincial tax credits as well as a tax break on the RRSP contribution. (The labour-sponsored credits come with an eight-year hold period.) Depending on the taxpayers income, the total deductions could be as high as $5,000 -- the maximum amount allowed under the TFSA rules. "The idea is to use the savings to contribute to a 2010 TFSA and purchase your favorite stock. In this way, investors are using after tax dollars to invest into the tax free savings account. In other words: "Make it a gift that keeps on giving," he said.


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True Meaning of Zen and of Life… In Just 3 Words
True Meaning of Life
The students at No Wind Monastery were flabbergasted! They could hardly believe what they had just heard. Master Blusime, the greatest Zen Master since Dogen Zenji had just revealed what they never thought they would hear. In their traditional morning congregation Master Blumise had said, "My most beloved family, I really need your help. Yesterday evening a guest at our renowned monastery asked me a very good question. He asked me, 'What is the True Meaning of Zen?' and asked if I could summarize it for him in just 3 words. My loved ones, please help me as I don't know what to reply. I have asked the visitor to wait till the end of the week and then promised him my response. So please, by the end of the week, in 3 words give me the definition of Zen. The definition of Zen is also the definition of life. I look to you for help in this great crisis that has befallen me and the reputation of our great institution is at stake. Please save us from humiliation."
Master Blumise had just confessed that he had been stumped by a question! That he did not know the answer and that too, to such a fundamental question. Perhaps he was loosing his mind, maybe senility was setting in, maybe this was a test, maybe he was no longer enlightened and had fallen back into Maya (illusion), the rumors were thick in the air. All the students had their take and all of them also saw this as a great opportunity to shine — to be the hero — to be the one who would save the day — all the students save one — our wise monk Tara. Midst all the excitement and gossip stood Tara, every so often just having a big laugh whenever the conversation was breached in her presence. She laughed and laughed all week in some secret delight, while the others mulled and mused the answer to this most interesting question.
Finally, the week ended and as requested by Master Blumise all the answers were written and submitted. They were to be read out after the morning breakfast in the Great Hall. The monks were anxious and excited… all but Tara, who continued to enjoy her private joke. Some monks, irritated by her mysterious behavior, finally approached her and inquired into the reason for her weird demeanor.
"The monastery is in trouble, Master Blumise has confessed he can't answer the question of the visitor, this is a very serious situation for us and we have all worked very hard to solve this puzzle, but all week we have not seen you make any effort. All you do is laugh and giggle constantly. What is so funny?"
Tara, though, did not reply and shrugging her shoulders made off toward the Great Hall for the answer reading ceremony.
All is One: Wrong
All is Nothing: Wrong
Just be Yourself: Wrong
Follow Your Heart: Wrong
All is illusion: Wrong
All is Love: Wrong
Be Here Now: Wrong
I am God: Wrong
Zen is Zen: Wrong
I am nobody: Wrong
Bliss, Being, Consciousness: Wrong
I am That: Wrong
All is Mind: Wrong
All is Emptiness: Wrong
All is Buddha: Wrong
All are Enlightened: Wrong
Tick Tack Toe: Wrong
Then Finally….
I Don't Know: RIGHT
Tara had realized that Master Blumise was right all along when he said that the answer to the Question, "What is the True Definition of Zen?" was "I Don't Know." She also knew that the great master was far from loosing his mind. Master Blumise bowed to Tara with a blissful smile for her right answer and Tara bowed back utterly grateful to her teacher for sharing his wisdom and love.
The True Meaning of Zen is also the True Meaning of Life. If you can understand this answer completely you will understand all there is to understand. You will understand the heart of Zen, you will understand the heart of meditation, you will understand what all the great teachers have been trying to teach mankind over the centuries.
I can explain this answer in great detail, but instead let me suggest another way for this insight to explode in you. Can you right now, absolutely, sincerely, actually come to the point where you can say "I don't know" to the question "What is the purpose of life?" Which is just another way of asking "What is the Meaning of Life or Zen?" If you can come to that point where you are have no answer to offer, the mind will have nothing to pursue. As long as you think you know what the answer is, think you know what is important, think you know what is worthwhile, think you know what to do to get where you think you need to go, you will chase. As long as you chase, you will never find. Can you drop the apple and not take the next bite? Heaven is waiting…
Article Series - Purpose Driven, Meaningful, Happy & Good Life
- The Secret on How to Become an Early Riser
- Stop the Madness of Self-Discipline
- The True Purpose of Relationships
- The True Meaning of Laziness
- How to Escape Your Suffering - The Blind Man vs. The Cripple
- 10 Things You Should Do Everyday for a Happy, Meaningful & Good Life - Part 1
- 10 Things You Should Do Everyday for a Happy, Meaningful & Good Life - Part 2
- 10 Things You Should Do Everyday For a Happy, Meaningful & Good Life (Combined)
- True Meaning of Zen and of Life... In Just 3 Words
- 5 Key Principles for Living an Enlightened & Good Life
- 4 Vital Keys for Developing Mastery in Anything
- The Secret to Compassion
- My Simple Rule for a Peaceful Life
- Survey Results: Are You Living Your True Passion In Life?
- Anxiety & Depression Help | 4 Effective Treatments
- 5 Major Obstacles to Self-Realization & Enlightenment
- Special Technique for Fun & Healthy Relationships
- Planning a Spiritual Vacation | What I Learned from My Vacation
- 5 Keys to Stop Procrastination
- 3 Keys for How to Live a Blessed Life
- 5 Unusual Ways to Get More Energy
- Corporate Ethics and Values - A Vedic View
- Helpful Approach for Hard Times in Life
- Overcoming the Fear of Death - Krishnamurti on Death
- Survey Results: What Do Relationships Need Most?
- Self Help Lessons | Don't Make these Big Mistakes in Your Life
- Top 5 Signs You Are Living Your Passion
- The Great Value of Pain and Suffering
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subset: commoncrawl


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And justice for Zimmerman
By Paul Moomjean 07/25/2013
Finally it is over. After more than a year's news coverage and analysis, the George Zimmerman trial is over. Americans can finally go back to living their lives after watching the sad circus of events. Of course, we could move on if the race-baiters of society would let us. Instead of allowing the justice system do its thing, there are those with their own social justice agenda who refuse to believe that George Zimmerman is just a man who wanted to protect his neighborhood. With the media playing up the racial hype and people like Jesse Jackson fanning the fire, we may never move on the way we should.
Due to the media's leftist tendencies and bias, we did learn their version of the racial situation in America:
1. Being white means you're always racist.
2. Being Hispanic means you are a victim of racism unless you shoot a black guy. Then you are racist.
3. Being black means that if anyone shoots you, he or she is a racist, unless the shooter is black, then the media doesn't care at all and/or society's racism caused that.
Sadly, the media painted the Trayvon Martin shooting as a race issue. Many news organizations did not call Zimmerman "Hispanic" but instead tried to paint him as a white man to fit their narratives of what happened. The New York Times and CNN are guilty of this, calling the newly free Zimmerman a "white Hispanic." Why? Because the left is obsessed with race. They can't stop racially profiling everyone to fit their segregated worldview, and the idea that a "non-white" shot a black man doesn't fit how they see the world. That's why the media doesn't cover black-on-black crime. It hurts the way they see the world. If white people can't be blamed for 100 percent of the cause of economic or physical pain in society, then the situation gets no real coverage.
The facts were simple. Zimmerman was a man fed up with the lack of police protection and started a neighborhood watch program. He saw a trespasser wearing a hood, walking around in the rain at night (Zimmerman called 9-1-1 shortly after 7 p.m.) and looked into what was happening. Many argue that Zimmerman should never have followed Martin, that the police told him not to. But these were the same police who allowed eight break-ins to occur as well. Martin didn't explain himself to Zimmerman and instead broke his nose and beat him up, according to the only living witness, bringing an end to his life as Zimmerman defended himself.
What should have been an open and shut case, as the Florida police saw it, by letting Zimmerman go originally, turned into a high-profile court case fueled by vigilante leftism.
Barack Obama did no favors by telling the American people that if he had a son, he'd look like Martin. Mr. President, would it be the Internet pictures of Trayvon flashing gang signs, the pictures with the double middle fingers or the smoking marijuana pictures that look like your hypothetical son?
After the six-woman jury came to the common-sense verdict, Twitter became a hate-crime-manifesto breeding ground with many calling for the death of Zimmerman, with some posting his home address.
Obama has called for tighter guns laws out of respect for Martin. Jesse Jackson has called for the boycotting of Florida. Black people in Baltimore beat up a Hispanic man, yelling "This is for Trayvon." Numerous celebrities have tweeted their anger. Marches around the country have filled hours of television news time.
With the exceptions of Charles Barkley and Bill Cosby, very few prominent African-Americans have come out in support of the verdict. Barkley claimed that the media missed the boat on this case, stating, "A lot of black people are racist, too."
Cosby brought even more perspective.
"Let's not go into a racial discussion unless we really have something there," Cosby told Domenick Nati and Nate Foutz, two radio hosts. "I found that the prosecution did not tell the story well. And they lost."
Unfortunately, we have many marching around America screaming, "No. justice. No peace."
But let me argue that justice was served, the innocent walked, and when we "know justice" was served, we shall surely "know peace."
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He says he has no contact with her since I found out. That was my biggest concern wondering if he had really stopped seeing her. I had his cell phone number changed the first day I found it out so they having been able to contact one another thru his phone but I wonder about her friends or other ways he could have contacted her. It hurt me so bad, he said he'll never do it again. My husband is 72 and the other woman is
43. We have being married for 39 years. I thinking at this point of our marriage that we
shouldn't be going through something like this.


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Thursday, December 8, 2011:Revelations
Judging from the audience reaction, the Berg Orchestra continues to amaze and delight. And the concert conducted by Peter Vrábel Mon, Dec 5 is no exception.
The concert presented revelations from two contemporary Latvians and a Lithuanian – Peteris Vasks, Georgs Pelecis, and Juste Janulyte, respectively – to the City of a Hundred Spires, proving that the Baltic composers continue to provide "new" music that pricks up listeners' ears.
However, native Czechs also provided some of the highlights of this concert at St Salvator church.
Ondřej Štochl unveiled his Blue – Innocent and Fragile in a world-premiere performance. For this piece, the orchestra spreads out, with one cello and two violins in the church apse to the left; a double bass and two violins in the apse on the right, and Mr Vrábel conducting from the center aisle, 30 feet back.And center stage? That is where the real show begins. In addition to a vibraphone, double bass, and two cellos in the background, the downstage spotlight is reserved for a single violin. It's played by 12-year-old Tereza Horáková.
Dressed in a knee-length, gathered-skirt black dress dappled with white stars, Tereza seems to be the midpoint connecting the musicians, the earth with the universe. Clearly a gifted young student with a great future, at the same time she has the kind of commanding face you've seen in an aristocratic 18th century painting – hair pulled back off a high forehead, penetrating eyes, thin lips in a full lower face holding the violin. All this picture is missing is the lacy cap to frame her ageless face.
A student of the composer, she began began playing the violin at age 6, and as Mr Štochl writes in the program notes, it wasn't possible to instruct her with typical compositions for children, which would be contrary to the seriousness and sincerity this young musician is already able to so deeply feel.
Mr Štochl represented the Czech Republic at the 2007 International Society of Contemporary Music World Music Days festival in Hong Kong, and his works are interpreted by a number of musicians and chamber groups at home and abroad. A graduate in viola and composition from the Prague Conservatory and the Academy of Performing Arts (HAMU), he is the artistic leader, dramaturgist, and viola player for the Convergence Ensemble.
Monday evening's performance was capped by countertenor Jan Mikušek singing the soprano-pitch piece, Revelation, accompanied by the orchestra with Martin Levický on piano and Jan Vitinger on trumpet.
Mr Mikušek is well-qualified for the demanding task, having studied the cimbalom and conducting at the Brno Conservatory and HAMU, and appearing as a frequent guest singer at the National Theatre Opera.
His performance elicited not only vigorous applause from the audience, but also their shouts and cries of approval and delight. — oo
– Mary Matz
Photo Credits: Top, Middle: Mary Matz; Bottom, Eva Kesslová


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Sydney's OBLIVIA was formed in the western suburbs by guitarist TONY JUKE and bass player PETE BANNER. The old school chums boasted record collections containing 'old 45s of bands such as THE SMITHS, THE CURE and ECHO & THE BUNNYMEN'. Last year the band scored chart success with MY FRIEND, after signing to ALBERTS. Joined by Dubliner JOSH ORANGE on lead vocals, guitarist JOHNNY SANS and drummer OWEN THOMSON, Oblivia will perform tomorrow night at SJ's Hotel.
Lyrically the band describes itself as 'social vacuum cleaners, voyeurs, analysts'.
'Every modern-day emotion has been shoved under the Oblivia microscope.'
TE has five copies of OBLIVIA'S limited edition single MIND BOMB to give away.
The single contains the album track, Mind Bomb and an acoustic version of their smash single My Friend.
To go in the draw mail an envelope, with your name, address and telephone number on the back, to OBLIVIA GIVEAWAY, PO Box 615, Newcastle, 2300.
Or enter on-line at www.nnp.com.au
Other articles featuring Oblivia
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Show Horse Council QLD - HOTY set to be bigger and better than ever at a new venue
SHCQ has been successfully hosting the Horse of The Year for past 20 years.
This is a Grand National qualifying show, providing exhibitors with Open Saddle Horse, Open Hunter, Riders, Leading Rein, 1st Ridden, Intermediate classes, Amateur Owners and now the addition of children's classes which is a new addition to the Grand Nationals.
Champions and the Reserve Champions will have the opportunity to compete at the Show Horse Council Australasia Grand Nationals held annually in March 2013 at the Sydney International Equestrian Centre.
This show has been enjoying a growth in exhibitors with the show attracting approximately 250 horses along with 800 spectators in 2011.
There will be interstate nationally accredited judges to score exhibitors and to provide knowledge and experience to our show.
This show has an exciting atmosphere and will be able to offer trade stand allocation to sponsors to promote their product and service.
Garlands, Rugs, sashes and prizes are distributed to the Champions and Reserve Champions along with the highest scoring Amateur Owner awards.


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Stand Your Ground by LadyRedDarknessWatch
©2012-2016 LadyRedDarkness
Another old piece I did for class. This is when the Trayvon Martin case was on the news. I didn't want to comment on who was right and who was wrong. That's not my place. So instead I focused on the demonstrations that were occurring in some cities; on people coming together standing up for an injustice they believed was committed.


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Twenty years ago, the number of trainers could be counted on your fingers, and have a couple left over. The same with the number of states that had must issue system for concealed carry.
Today both have grown by leaps and bounds.
Some of the trainers today, probably could not spell the word 5 years ago. Does that mean they are all bad? Not by any means.
So many Seals and Delta guys in training that it is hard to believe any are still in the military. Even if these guys are real, do they have training skills?? Even if they have all sorts of skills, do they have the ability to teach others??
Some of the best shooters I have ever seen could not teach a child how to shoot a BB gun. Doing and teaching are two different skills.
There is no 'license' to teach shooting/lethal threat management skills, no 'degree'to attest to the individuals abilities, no board to examine the trainer.
I am trying to put to pen a post on how I would pick a trainer. Should have it ready this week.


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Katy Perry will be busy on her Prismatic World Tour, but that won't stop the "Roar" singer from performing at the 2014 Billboard Music Awards. According to Billboard.com on Tuesday, the pop superstar will give a debut performance of her new song "Birthday," at the awards show in Las Vegas.
Perry will be performing the hit song from her Prism album live via satellite. This should be another memorable performance for Perry who is a finalist in 10 categories this year. "Birthday" is currently in the top 15 on the Billboard Pop Songs Chart, and is just another in a string of hits from Perry.
The three-time Billboard Music Award winner will join a lineup that will include some of music's biggest stars. Set to join the star in Vegas will be 5 Seconds of Summer, Florida Georgia Line, Imagine Dragons, Jason Derulo, Jennifer Lopez, John Legend, Lorde, Luke Bryan, Miley Cyrus, Miranda Lambert and a performance by Latin sensation Ricky Martin.
Perry's Prismatic World Tour kicked off May 7 in Belfast, Northern Ireland where she already made news by kicking off the opening show with a video montage showing her spitting up blue and green paint, Lady Gaga-style. The paint-puking performance drew some criticism as it came just a couple months after Gaga was accused of glamorizing eating disorders after pulling off a similar stunt. It may have been done as a wink towards her pop rival, but Gaga apparently was not amused. The ARTPOP singer tweeted, "it looks like green hair and mechanical horses are the thing now [eyeballs]."
Although the two singers seem to be throwing shade at one another to maintain that their music is different, the two are compared because of their similar onstage performance tactics and the way they push the limits with their style. They are both also mainstays on the Billboard 100 hits. It will be interesting to see what Gaga and the rest of the music world thinks about Perry's "Birthday" performance. The 2014 Billboard Music Awards will premiere this Sunday on ABC at 8 p.m. ET.


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Head of Operations & Delivery
- Recruiter
- Section:Media Ltd
- Location
- Central London
- Salary
- Basic salary up to £70,000 plus £8,000 bonus, plus benefits.
- Posted
- 15 Jan 2013
- Closes
- 15 Feb 2013
- Ref
- Sector
- Advertising, Digital / Online
- Hours
- Full Time
- Contract Type
- Permanent
Our Client is an International Digital Performance business looking for a Head of Operations and delivery. You will be responsible for managing and growing a team of campaign executives to ensure accurate delivery and optimization of multiple campaigns.
In this role, you will work with Senior management to drive the Ad Ops in its growth, setting targets personal and team targets, establishing and continuously reviewing processes to ensure the best possible delivery of numerous campaigns.
The ideal candidate will have extensive experience working in a performance environment and being accountable for revenue delivery. Candidates that have worked in retargeting and a Real-time Bidding environment will be of particular interest.
Candidates must be able to demonstrate that they are highly capable negotiators and would thrive in a fast-paced, rapidly expanding and highly demanding environment.


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Over the last month, I have woken up every single day, excited and energized at my new role working from home as a blogger and freelance writer trying to break into this space full time. But also? EVERY SINGLE MORNING….and EVERY SINGLE NIGHT I asked myself "now what?" The thoughts of "What have I gotten myself into" and "Who do I think I am that I can make this work" have seeped into my subconscious, fueled by glances at my spreadsheet that tracks my revenue versus my expenses. Every single day I have doubted.
And then…after having taken the moment to let myself be afraid, insecure, and maybe even worried…I ask myself again, with a more determined tone and sense of commitment…"Ok then…now what?"
Here is the thing: I did make a decision. And crazy or not, I have been given a chance to chase a dream. A dream that with time and determination, is not out of reach. A dream that is going to challenge me to push my own limits, to advocate for myself in a way that pushes my comfort zone to my very core, and a dream that implies that I believe, with every bone in my body, that I am worthy of this success.
The truth is that by facing the things that make me the most uncomfortable about this transition, I am actually doing myself a favor by saying them out loud.
- I am afraid I will fail.
- I feel unworthy amidst a sea of hugely talented voices around me.
- I am scared of the unknown and uncertain future.
- I worry about not having a good balance between work time and family time.
Saying these things out loud, and then thinking about how I can redefine what it means to be successful using my fears as healthy tools instead of needles that poke holes in the balloons that are my dreams….makes me proactive. Knowing what the potential barriers and stumbling blocks might be make me stronger because I am forced to think about the factors and variables that play a role.
The best thing I can do to impact my success is to push past my comfort zone and really think about and actually USE my strengths to defeat the voices in my head that could otherwise un-do all of my efforts. I am a big believer in the idea of putting your intentions out their in the universe, because otherwise, if you never voice your ideal outcomes or goals, they risk only living in your head.
So I have done just that. I have shared with people my dream of being a speaker about the benefits and empowerment that can occur when we empower ourselves and the little moments in life that define our paths both good and bad. I have shared my visions of coaching and mentoring to build capacity in others. Every time I share, not only do I give myself the opportunity to think through exactly what it is that I want, but I also feel more and more conviction about my dreams.
And with that conviction, I am closer and closer to empowering myself "to be real in business and in life."
This post was inspired by the book: Big Butts, Fat Thighs, And Other Secrets To Success: Empowering Women to be Real in Business and in Life by Laura Black. Laura Black takes her expertise in the business world to share personal (and funny) stories that make us remember that whether your "big butt" is literal or figurative, we cannot spend an entire life trying to banish or hide. We must work through a process to accept our vulnerabilities and move on toward a journey where we believe we ARE enough.
One lucky reader has the chance to win their own copy of Big Butts, Fat Thighs, And Other Secrets To Success: Empowering Women to be Real in Business and in Life by Laura Black. To enter you may (each thing counts as one entry):
- Link up with this month's Be Enough Me Prompt: "Now What?"
- Comment with your own reaction to "Now What?"
A winner will be chosen on Monday, October 1st at 5:00 pm (EST). The winner will be notified by email and must respond with a US mailing address by Wednesday October 2nd at 9 am (EST) or a new winner will be chosen.
Disclaimer: This post was inspired and sponsored by Laura Black's book Big Butts, Fat Things, and Other Secrets to Success. All opinions are my own.
and explore the stories of others who have linked.


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A portrait of the Salton Sea, Southern California, featuring images of the Wetlands, residents and visitors, as well as landscapes. This lake, which is located in the Colorado Basin, is in danger of drying up.
This photographic document is about the wetlands at the Salton Sea, that were created to help clean the rivers up that run into it. The second section features portraits of some of the visitors and residents. The third section includes images of the beautiful and fascinating landscapes that I found at the Salton Sea.
Since having driven by the Salton Sea in August 2005, I have returned again and again in order to document it, as it is an ever changing place with an uncertain future. Other photographic documentaries I am in the process of include Remains of Towns in the Mojave Desert (i am an obsessed desert rat), as well as (closer to my side of the world), a documentation of the London Regents Canal and Houseboats.
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Chocolate mousse is one of the most amazing taste experiences ever! This luscious chocolate dessert one of the best you'll ever have – it's almost hard to describe how wonderful it is! What's even better is that it is easy to make and there is not a person on earth who won't absolutely love it! Some people think of chocolate mousse as a pudding. True chocolate mousse is really nothing like a pudding except that it's eaten with a spoon. Mousse is heavy and at the same time light; rich, but at the same time not over-powering. This is one of those desserts that tops off any meal perfectly.
Mousse is French for foam. The "foam" in this case is made by beaten egg whites which are folded in to the chocolate. It provides the lightness to the dessert which contrasts the richness of the chocolate.
It is important when making this dessert, and any other recipe which calls for "folding", to know how to do it properly otherwise you lose the texture of the egg whites. Folding is a method to mix beaten egg whites into the heavier mixture. The method allows air to be trapped in the egg whites, thus retaining their texture. Although you may find a "fold" setting on a mixer – do not use it. Proper folding is done very gently by hand.
To fold, use a sturdy rubber spatula to cut through the egg white mixture and the chocolate mixture scraping the opposite side of the bowl, across the bottom of the bowl and bring the spatula up the other side of the bowl bringing some of the batter over the egg whites in the process, thus "folding" the mixture across the top of the remaining egg whites. The bowl is then turned about a quarter of a turn, and the action is repeated until the egg whites are successfully incorporated into the chocolate. It's important not to overdo or under-do the process, so once the egg whites are incorporated, the process is finished. (If you're in doubt about how to do it, watch this video.)
Chocolate Mousse Recipe
Ingredients for Chocolate Mousse:
- 2 cups milk chocolate chips
- ¼ cup brandy (you can use water or another type of liqueur)
- 5 egg yolks
- 1 cup egg whites (6 – 8 whites)
- ¼ tsp. salt
Directions for making Chocolate Mousse:
Melt the chocolates chips in the top of a double boiler over hot, not boiling, water. (If you don't have a double boiler, just sit a larger, heat-proof bowl over a saucepan of boiling water.) Stir occasionally until the chocolate is softened. Add the brandy and stir thoroughly with the chocolate. (It will almost seem like it is not going to mix together well, but keep stirring it – it will eventually become smooth.)
Add the egg yolks to the chocolate mixture and stir well. Cook for another 2 minutes, stirring continually. Remove from the heat -- take the top of the double boiler away from the hot water in the bottom pan and away from the heat. Allow the chocolate mixture to cool for 10 minutes or so while the egg whites are being beaten.
In a large mixing bowl, add the salt to the egg whites and beat until they form stiff peaks. Add ¼ or less of the stiffly beaten egg whites to the chocolate mixture in the pan and stir with a spoon. Then transfer the chocolate mixture into the mixing bowl and fold the balance of the beaten egg whites into the chocolate mixture using a rubber spatula (read above on how to "fold" properly). Once the egg whites are completely folded into the chocolate mixture, put it into a glass or crystal bowl or divide it evenly among individual glass serving dishes. Chill for 12 to 24 hours before serving.
(From Secrets of Better Cooking, 1973)
Other delicious chocolate recipes:
Chocolate and peanut butter dessert – this is SO delicious!
Chocolate crème pie recipe – a classic
Easy chocolate brownies – great plain or with a scoop of ice cream and chocolate sauce
Click on "SUBSCRIBE" above!


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Conceptualizing, interpreting, and imagining the worlds of human experience in words, in images, and through historical time are the central activities of students and scholars in the humanities. These activities define the core of our intellectual and moral selves.
The programs of the School of Humanities are designed to help students develop the critical skills and substantive knowledge needed to participate fully and effectively in today's complex world.
Ross Daly, Chair
Tel. (914) 251-6550
Fax (914) 251-6559
Humanities 1014
School of Humanities:
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Christian right looks to rebound
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John Galt
@John Galt
Junior Member
Join Date
: May 2006
: Galt's Gulch
: 474
YES. Even though I have a tremendous amount of respect for the US military(moreso than the rest of the government) and love democracy, I think that if we went to war with Iraq JUST to overthrow Saddam and set up a Democratic government, it was morally wrong. Now that we have found no weapons of mass destruction and Saddam is out of power (which were the first and fallback reasons for being there, respectively), I think we have absolutely no reason to be there and the American people are seeing that and have largely stopped supporting the war now that "victory," whatever the administration chooses to define it as now, in Iraq will no longer have any tangible benefits for the American people, other than soldiers no longer serving in combat and being able to come home, which would happen anyway if we were to pull most of our forces out of Iraq and withdraw the rest to the north of the country to protect Kurdestan.
Wer mit Ungeheuern kämpft, mag zusehn, dass er nicht dabei zum Ungeheuer wird. Und wenn du lange in einen Abgrund blickst, blickt der Abgrund auch in dich hinein. -Friedrich Nietzsche, Jenseits von Gut und Böse
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Today's dish is dish for two. This dish is not only healthy for you but it includes meat, seafood and vegetables. It is called 'Prosciutto- Wrapped Shrimp with Argula Salad for two'. This dish for two takes hardly any effort to make. It is full of citrus flavor and you can serve it with croutons or bread. It takes only 30 minutes to make and is only 248 calories per serving. Here is the link to the recipe http://www.eatingwell.com/recipes/prosciutto_shrimp_for_two.html
If you don't have time to create this. You can try a similar dish at a Tod English's restaurant in Boston, Massachusetts called Figs. Figs is a little on the pricy side. If you would like a restaurant that won't break your bank account try a restaurant outside of Boston.
Here is a little information about the chef. 'Todd English was born in Amarillo, Texas, He matriculated at Guilford College in North Carolina on a baseball scholarship, but quit and entered the Culinary Institute of America in 1978 and graduated in 1982.He moved to Italy to open resturats. He returned to the United States at age 25 and served as the executive chef of the Italian restaurant Michela's in Cambridge, Massachusetts for three years before opening the original Olives restaurant in 1989.' http://en.wikipedia.org/wiki/Todd_English


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Windows Phone Resources
CNN has posted a PhotoSynth of the moment that President Obama was sworn in. With the millions of people who were at the inauguration, they set up a crowd sourced capture, and included their own professional shots. The basic idea was that they would get anyone in the crowd with a camera, even a cell phone camera, to take a picture at the same time. The moment President Obama placed his hand on the bible to be sworn in. With the problems they were expecting on the cell towers anyway, my guess is that photos will continue to roll in for the next couple of days, and be added into the Synth.
This has the potential to be the most captured moment in history so far. You can check it out at http://cnn.com/themoment/
If you are interested in building your own PhotoSynths, they've got a great guide up on the PhotoSynth site at http://photosynth.net/howtosynth.aspx I've made a couple of PhotoSynths of art that I've seen at different schools I visit. You can check out what I've done at my profile at http://photosynth.net/userprofilepage.aspx?user=KennySpade
I've been using the beta since then, and things are going great. I've posted some feedback to the Windows team through the links on all of the windows, but they've mostly been little things like the mismatching case in HomeGroups and homegroups. I worked tech support and wrote user manuals for a product I worked on in my first development job, so I get a little obsessed about those things. I have to fight not to highlight errors in tech books I read through.
Most applications have run without a problem. I did run into a problem with Skype, but it was actually just a popup that came up when I was running the install that told me that it wasn't going to work, so I should download the latest beta. I did, and it worked fine. Another thing I ran in to was getting my phone connected to it. I have a Blackjack II that is really particular about how it charges off of USB, and unless it is recognized, it won't take juice from the port. I plugged it in, and the driver tried to install, then failed. I looked around for some information on it, but couldn't find any, so I just tried installing the Windows Mobile Device Center for Windows Vista x64, and it suddenly found my phone and everything worked great. The final thing I ran in to was a problem with Live Mesh. I use it a lot, so I couldn't be without it on any machine. I even got it on my phone (They just expanded the CTP), but on Windows 7, Live Mesh didn't play well with Aero. Turns out there was a fix for it ready, but it was being held off of until the holiday freeze on new installs was off. It should be available tonight. I'll let you know how it works.
Update: The site with the process I followed for creating the USB drive installer is at http://kmwoley.com/blog/?p=345
Live Mesh has been working great with the new update, though I did have some problems remoting into my 7 desktop from my Mom's place over the weekend, but I think it may have been in part because her internet barely qualifies as broadband.


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Physicians for Human RightsUsing science and medicine to stop human rights violations
Discovering Inspiration in Tragedy
"I'm upset – feeling guilty for leaving colleagues working in extreme circumstances in Syria. But I will document the violations. That is my contribution." - Syrian refugee doctor
Polio and Starvation - Latest Indicators of Humanitarian Crisis in Syria
The health crisis in Syria has reached alarming proportions, threatening not only the Syrian population, but also its neighbors, and requires an immediate international response.
Why You Should Join This International Campaign
This month marks the anniversary of a terrible event: the October 2012 attempt on Dr. Denis Mukwege's life at his home in the Democratic Republic of the Congo (DRC).
A Dual Assault on Syrian Civilians: Unlawful Attacks on Medical Care
Three medical workers in Syria were injured in June when a bomb was deliberately dropped on their hospital, destroying its intensive care unit. Soon after, another hospital became a target – government forces raided the facility, destroyed the equipment, and harassed medical staff solely for doing their job of treating the wounded.
Medical Treatment Under Fire in Egypt's Attacks on Protesters
Amidst the unacceptable assault on civilian protesters in Egypt, reports indicate that those responsible for the brutality, that has so far left more than 500 dead, are also preventing access to medical care that the thousands of injured will need to survive.


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Andrew Forney, 26, and his wife Kandis Forney, 25, are accused of standing by and doing nothing to stop the slaying of Jessica Rae Sacco at her apartment. Ohio officials claim both Forneys were present during the slaying and Andrew Forney is further accused of helping to dismember the woman.
The woman's boyfriend, Matthew Puccio, of Urbana, Ohio, is charged with killing her.
Urbana Police Chief Matt Lingrell said the Fenton couple had been in Urbana for a few weeks, apparently visiting the home where the alleged crime took place. The Forneys were Facebook friends with the victim and her boyfriend, said Lingrell.
Fenton Police Chief Rick Aro said his department has had no dealings with them and neither had a local court record. Other public records show they previously lived in Woodland, Calif.
A Kansas relative of Andrew Forney declined comment when reached by phone on Monday morning.
The Forneys and Puccio will have an initial court appearance on Tuesday morning, Lingell said.


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TeamBoard T380110XSP Interactive Whiteboard Package. Includes T380110 Interactive Whiteboard, XGA Projector, Projector Wall Mount & Interactive Tablet.
TeamBoard T380110 Interactive Whiteboard
Vivitek D855ST Short-Throw Projector
Recordex iMMPad SE Wireless Interactive Tablet
Recordex 501250ST Projector Wall Mount
This package has everything you need for a complete interactive whiteboard system – the only thing you need to add is a computer. This all-in-one package offers a combination of quality components at an affordable price. We designed this package to not only be cost effective, but also maintain the highest standards of quality, dependability and durability.
The TeamBoard T380110 whiteboard is an innovative product from a leading manufacturer in the whiteboard industry. This 80-inch product is not only touch-sensitive, but can also be written on with dry erase marker. And to take that a step further, dry erase notes can be saved onto your computer, even while the projector is off. The board's surface material, named Versa Surface, is also a huge selling point. Team Board has found the "sweet spot" for an all purpose application, as the surface is optimized for both projection use AND dry erase use. The surface is not too shiny where you would get a glare while in projection use, yet it is not too dull making it hard to erase the marker ink. Ink wipes off easily and Team Board's 10-year warranty on the surface means that, unlike similar competitors, you can use this product as an interactive whiteboard, as well as for capturing dry erase notes. This warranty is also twice as long as the nearest competitor. Team Board has a patent on the Versa Surface and it is the best in the industry. Its strong and durable, hard-coated outer layer is water and dust resistant, sunlight operable, and also low-glare, making it ideal for projection. We can tell you some real horror stories about other brands if needed. In fact, this board is even impervious to permanent marker! If someone uses a permanent marker on the surface, you can easily get the ink off.
The whiteboard is powered through a USB cable from your computer; therefore you will not need to install an electrical outlet for the board. It also includes an easy to use software package, enabling you to interact with your computer, simply with the touch of a finger. Whatever you want to do is just a touch away. Any software program can now be controlled from the board with your finger, and you can then annotate over any running software.
This package includes a high quality short throw projector, which will mount directly above the board. One of the main variables in projector selection is the distance between the projector and board's surface – as the distance gets smaller, there is a reduction in shadowing from the beam of light being interrupted. This Vivitek short throw projector will mount on an arm directly above the board and project from approximately four feet away. Therefore, a presenter could stand in front of the board, and cast virtually no shadow. This projector also has an HDMI port, as well as a 10-watt speaker, providing more than enough sound for most situations. This projector is 3000 lumens with a very high contrast ratio of 3000:1 so it will offer a very bright and clear picture in even the brightest rooms.
As a bonus feature, you also a get a free wireless tablet with the purchase of each system. This product is designed to fit perfectly in the hands of instructors and students alike. It weighs under one pound (0.8lbs) and is built to withstand everyday classroom use. Using Recordex's wireless RF technology, you can move around, sit down next to your students, pass the pad around, and explore the freedom of wireless interactive solutions. With the wireless pen, you can control applications, annotate over images, or even the entire screen. The wireless tablet offers a great deal of mobility, enabling the presenter to conduct their meeting without being stuck at the front of the room. This product allows a teacher to keep a closer eye on their class, or a business person to offer a more dynamic presentation by walking around the room and engaging participants.
Buying this package will provide many years of use and is a great investment. Add up normal costs of individual items and then compare to the package cost of $2099.
TeamBoard T380110 Interactive Whiteboard
Recordex iMMPad SE Wireless RF Interactive Tablet
Q: Does this include everything I need to be operational?
A: Yes it does but you will need to add a computer. Also, for the best picture qaulity we recommend an HDMI cable for the projector. It does not ship with an HDMI cable but it comes with a VGA cable. And yes it comes with mounting hardware for the board and software.
Q: How far does this projector stick out into the room?
A: It is about 4 feet. We have units that sit closer near 2 feet but they are more expensive. We can design a package for you with a different projector if needed. Please call 866 942-6273 toll free or email@example.com
Q: Why is this system so low in price?
A: We buy ALL of these components in bulk and pass the savings along to our customers. We picked 4 great components that high quality and high performance with value also in mind for our budget conscious customers.
Q: Does this projector have networking?
A: Yes it does have network port.
Q: Does this projector have HDMI?
A: Yes it does.
Q: What if I don't need a wireless tablet?
A: Please contact us and we can adjust the price or swap in another popular item such as a document camera.
Q: Can I make this projector wireless?
A: Yes, we sell wireless HDMI kits: http://www.touchboards.com/Peerless/Peerless-HDS-WHDI100.html
Q: Can this combo be put on a floorstand?
A: Yes it can but they will require a special stand that is designed to hold the entire system Please contact us for details.
Q: What does the wireless tablet do?
A: This product is designed to fit perfectly in the hands of instructors and students alike. The wireless tablet offers a great deal of mobility, enabling the presenter to conduct their meeting without being stuck at the front of the room. You can open programs from anywhere in the room and make annotations that will show up in real time on the interactive whiteboard. Please see the demo video linked below: http://www.touchboards.com/recordex/recordex-immpadse.html
Q: Is this windows 8 compatible?
A: Yes.
Q: Is this MAC compatible?
A: Yes.
Q: I want to save dry erase notes onto my computer. Is that possible?
A: Yes. The Team Board T380110 will let you save your dry erase notes onto the computer. You can even do this without the projector being on.
Q: What are the maintenance costs of the Team Board T380110?
A: Are there any consumable products? The only consumable products associated with your whiteboard would be dry erase markers and the projector's bulb.
TeamBoard Price List
As low as: $269.00
As low as: $238.80
205 Westwood Ave, Long Branch, NJ 07740
Hours of operation: Mon-Fri. 9am - 6pm EST
Please call with any questions: 866.942.6273 and 732.222.1511
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Our experience in software design, development and testing helps ensure Unmanned Aircraft Systems will continue to meet their mission objectives safely and effectively.
Our engineering teams can develop and certify both airborne and ground-based systems through our extensive experience with:
ENSCO synthetic vision systems and tools are the optimal choice for UAS dynamic ground station display applications, deploying synthetic and enhanced vision systems to solve military and commercial operational challenges where aircraft situational awareness, safety-of-flight, and tactical decision making are critical.
The IData® tools produce customized, efficient and certifiable embedded graphical applications. The true rapid prototyping process offers both a time- and cost-saving advantage for development of avionics display applications.
The ease of use and diversity of the IData tools have applications in areas from safety-critical DO-178C certified cockpit displays to Unmanned Aircraft Systems (UAS) controls and ground stations. IData's tightly integrated digital moving map generator and 3-D scene manager enable applications, such as in-flight entertainment, navigation systems, and synthetic vision displays, which require geo-registered information, to be easily implemented. A single application can be hosted on a variety of target systems from small smartphone type devices to war room displays and typical avionics cockpit displays.
ENSCO's SVS Core 2.0 is a software application that enables avionics system providers to achieve a tailored SVS capability at a fraction of the cost of internal development. Compatible with any avionics system, the SVS Core provides a clear view representation of the environment in all weather conditions and situations. The core serves as the foundation for ground control station SVS applications.
ENSCO's SVS Core 2.0 enables tailored applications that deliver tactical and situational information in an easily interpreted and intuitive format. Previously used in the cockpit, deploying SVS applications in UAS ground control stations broadens the information available to the operators, thus improving decision making and reducing operator workload.
The ENSCO SVS Core 2.0 is the optimal choice for UAS dynamic ground station display applications, deploying synthetic and enhanced vision systems to solve military and commercial operational challenges where aircraft situational awareness, safety-of-flight, and tactical decision making are critical.
For more information about UAS guidelines, visit the RTCA and NATO websites.
ENSCO Avionics
Tom Matarese
Director, Business Development
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Download Now Blogs Now Video Training Series Customer Success Plan BIM Score
Blame it on marketing. Too many people believe that BIM-based estimating involves a few clicks and *presto* the computer spits out the estimate. We wish there was an Easy Button for Estimating, but it just doesn't exist. But that doesn't mean that using a BIM model for estimating can't be very efficient, more precise, and showcase the estimating team's knowledge and experience.
We've put together a special Wednesday edition of Fridays with Vico specifically for estimators. Prepared for The Building Exchange Network and the American Society of Professional Estimators, we would like to invite your estimating team to this session.
An Introduction to Model-Based Estimating
Archived for convenient viewing 24/7
A free online webinar series
Use the form below to download the archived webinar
This webinar is for your estimating team if
Whether you work under the pressure of hard bids or alternative contract types like design-build or IPD, using a model for estimating is a unique advantage in today's commercial construction market. With a 5D model, estimators can guide the Owner through budget impacts:• What would happen to the cost and the schedule if we added a 5-floor parking garage?• Determine the correct mix of retail and residential in mixed-use buildings.• Compare green materials in terms of installation time, cost, and projected energy savings.• Pinpoint which decisions have the greatest impact on the budget.Whether you team works with Tekla, ArchiCAD, or Revit models, we'll show your team how to derive construction-caliber quantities from the model geometry. We'll also demonstrate how to edit formulas for model-based and non-model-based quantities.Next we have the option to access the information from past projects built with Vico Office, or even go out to estimating systems like Timberline. Using Excel Import, estimators can leverage all the data collected in Timberline by linking it to the 3D model and its quantities.We explore the benefits of creating iterative cost plans as more and more detail is known about the project. These cost plans are presented in an easy-to-read Excel-like interface, and clicking on any of the line items highlights the components contained in the model. This way, estimators can always determine if the estimate is missing any scope... and add it back in quickly.With the model and cost plan in place, the estimating team can work with the owner to examine budget. With a simple stoplight color scheme, the estimator can quickly determine which building elements are causing a budget overrun, or perhaps have not been calculated properlyWe'll end the webinar with a thorough questions and answers sessions.
With all the buzz in the marketplace about BIM, many estimators wonder if this means the end of their job. Model-based estimating is no different than the paper-based processes in place now – there are just different inputs. The webinar will be presented by an estimator with 17 years of field experience and he will share his initial trepidations, learnings, and successes.Join us for this educational webinar and learn what advantages 5D BIM can bring to your firm.
Learn from your peers with your peers at Fridays with Vico.
See highlights of this Fridays with Vico episode on the video clip below. If the content is meaningful to you and your BIM Team, please dowload the entire movie with the form below and watch the archived webinar with your team.
We also offer a step-by-step guide to our 5D virtual construction workflow with video tutorials. These videos are just 2-5 minutes in length, but illustrate how to use a particular piece of functionality. You can access the video library index and view just what you need, or download the complete set of training videos.
If you like the subject of model-based estimating, you'll appreciate these additional resources:
Blog: There Is No Easy-Button for BIM Quantities
Blog: Does BIM Mean Estimators Are Out of a Job?
Blog: True or False: Myths about BIM Estimating
Blog: Vico Helps Balfour Beatty and Parsons Brinckerhoff Weather the BIM Storm
Webpage: What's the Difference between Cost Planning and Estimating?
Webpage: What Is 5D BIM?
Webpage: What Is Model-Based Estimating?
Product: Vico Office Estimating Solution
Introduction to Vico Office Constructability Manager
Archived for convenient access 24/7
What You Need to Know Today about Seismic BIM
March 12, 2010
The Business Value of BIM
January 29, 2010
Taking BIM to the Enterprise
January 15, 2010
BIM Knowledge Base of Cost and Time Elements
December 11, 2009
Mastering Coordination and Constructability in a Hard Bid
November 13, 2009
Mastering the 5D Cost Plan in a Hard Bid
October 16, 2009
Vico Office Unplugged
October 2, 2009
September 11, 2009
Tracking Changes in Construction Drawing Sets
August 21, 2009
Introducing BIM for Executives
August 7, 2009
Vico Office for Preconstruction and Estimating Teams
July 17, 2009
June 26, 2009
BIM 501: Model-Based Estimating
May 15, 2009
May 1, 2009
BIM 301 Webinar: New Contract Language
April 17, 2009
BIM 201 Webinar: 3D/4D Coordination
April 3, 2009
BIM 101 Webinar
March 20, 2009
Swinerton Builders
February 27, 2009
Introducing Vico Office
February 20, 2009
The McGraw-Hill BIM SmartMarket Report
February 13, 2009
Suffolk Construction and the Torrey Pines Project
January 30, 2009
Hensel Phelps and the Denver Justice Center
January 23, 2009
Trimble and Vico - Bringing BIM to the Field
January 16, 2009
Webcor Builders and the Model Progression Specification
December 19, 2008
St. Joseph's Mission Hospital Virtual Mock-Up Case Study
November 14, 2008
Vico's Win the Deal Bundle
November 7, 2008
Vico for Concrete: Lift Drawings and More
Oct 17, 2008
Vico 101: An Introductory Webinar for Virtual Construction
Oct 13, 2008
Virtual Construction with the PCL Family of Companies
Sept 25, 2008
Orchestrating BIM the Vico Way
August 15, 2008
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text: History Sample Schedule/Paradigm A guide for completing your History major+ More The major paradigm offered below is an optimal pathway to completion of the major. However, several factors affect a student's ability to follow this specific pathway, including timing of a student's decision to major, course availability, course demand, course scheduling conflicts, and faculty availability. Therefore, a student should expect that he/she will not likely follow this specific pathway to completion of the major. A student may use the paradigm as a resource and preparation guide, but a student's academic advisor is the best resource for planning course schedules. Freshman Year - Fall LCT140 First Year Seminar 3 E120 English Composition 3 H111 Global History to 1500 (Area CT) 4 General Education Content Area/Oral Communication Requirement 3-4 General Education Content Area 3-4 Credits: 16-18 Freshman Year - Spring H112 Global History since 1500 (Area CT) 4 General Education Content Area/Oral Communication Requirement 3-4 General Education Content Area 3-4 General Education Content Area 3-4 Elective 3 Credits: 16-19 Sophomore Year - Fall LCT225 Perspectives (may be taken spring semester) 3 ID160 Artscore (may be satisfied study abroad semester) 2 H270 Historical Thinking 3 General Education Content Area 3-4 General Education Content Area 3-4 Elective/Minor 3-4 Credits: 17-20 Sophomore Year - Spring History Elective 3 History Elective 3 General Education Content Area 3-4 General Education Content Area 3-4 Elective 3 Credits: 15-17 Junior Year - Fall Study Abroad History Majors are strongly encouraged to study abroad in one of the university or affiliated programs during their junior year. Advanced consultation with one's academic advisor relative to major requirements is recommended. With careful planning, students may also fulfill interdisciplinary and disciplinary requirements while studying abroad. 15 Credits: 15 Junior Year - Spring LCT375 Global Issues (if not satisfied abroad) 3 H370 Research & Writing 3 History Elective (from section B in Course Descriptions)/Elective 3 History Elective (from section B in Course Descriptions)/Elective 3 General Education Content Area 3 Credits: 15 Senior Year - Fall LCT475 Capstone (may be taken spring semester) 3 H470 Senior Thesis I 2 H471 Senior Thesis II 1 History Elective 3 Elective/Minor 3 Elective/Minor 3 Credits: 15 Senior Year - Spring H472 The History Professional 1 History Elective 3 History Elective 3 Elective/Minor 3 Elective/Minor 3 Elective/Minor 3 Credits: 16 Students contemplating graduate study in history are strongly advised to study foreign languages. For every two courses in foreign language study which are successfully completed after declaration of a History major, students will receive credit equal to one course toward the major, limited to two history courses total. It is the responsibility of the student to complete all major and university requirements. Please refer to the university catalog for additional information regarding this major. Course title and content is subject to change. Not all courses are offered each semester or year. Please consult with your major advisor for the most current information. Students enrolled in the Lasallian Honors Program should consult the program director for the appropriate sequence of courses. Course descriptions + More A. All of the following: H111 - Global History to 1500 (3 credits) This course is an introduction to world history from the origins of civilization to 1500. The course focuses on the societies and cultures of Eurasia: Southwest Asia (the Middle East), India, Persia, China, Greece and Rome, Europe, and Africa, and the Americas. Major themes include the founding and development of the worldメs great religions; political ideas, institutions and practices; law and legal institutions; society and economy; war, conquest and empire; the encounters between cultures; and the richness and diversity of human experience and aspiration in the foundational eras of the worldメs civilizations. The course also is an introduction to the discipline of history and to the skills of critical reading, critical analysis, and effective communication. H112 - Global History since 1500 (3 credits) This course is an introduction to global history since 1500. It focuses on the development of the major societies of Europe, the Americas, Africa and Asia and also on the interactions between these societies, including trade, colonization, biological exchange, migration, the spread of technology, world war and genocide. The course also is an introduction to the discipline of history and to the skills of critical reading, critical analysis, and effective communication. H270 - Historical Thinking (3 credits) This is a sophomore level course for students intending to major in history or history/social science, or those interested in exploring these majors. It is also recommended but not required for history minors. The course introduces students to the discipline of history, and in particular to the skills of thinking historically, of collecting and analyzing historical evidence, of critically reading the work of historians. The course also focuses on close readings of one or more major historical works which make large claims about the human experience by integrating approaches from several disciplines, and also on critical evaluation of the debates generated by these works. The course encourages students to broadly synthesize their learning and to deeply reflect on the nature of the historical discipline. There are no Prerequisites for this course, but completion of a college level history course is recommended. H370 - Research and Writing (3 credits) This is a junior-level course required for those intending to major in history or history/social science. It is also recommended but not required for those intending to minor in history, and for those who are social science education majors. It serves as an introduction to the critical thinking skills and dispositions used by historians as well as some of the basic research techniques employed by historians in research papers. The course requires students engage in their own research and writing, but focus on a broad topic of the instructorメs choosing that will enable the instructor to introduce students to various source bases, research methods, argument strategies, and theories/epistemologies that may inform their senior theses. Students are encouraged to start developing their senior thesis projects, especially as a way of transferring the knowledge gained from studying the courseメs topic to a topic of their own choosing so it can dovetail with the senior thesis course. Prerequisite: H270. H470 - Senior Thesis I (2 credits) This course guides history and history/social science majors through the research and writing of their senior theses. It builds on H270 and H370 as it guides students through the finalization of their research topic, the formulation of an argumentative thesis, the identification of relevant primary sources and secondary literature, the proper application of relevant research methods, the proper usage of Chicago Manual of Style annotation and bibliography, and the writing and organization of a thirty-page research paper. Prerequisites: H270, H370, and senior History or History/ Social Studies majors; co-requisite: H471. H471 - Senior Thesis II (1 credit) Students who take this course work closely and individually with their senior thesis project director while simultaneously taking H470 with their fellow history and history/social science majors. Together with the project director, students will finalize their research topic, formulate an argumentative thesis, identify relevant primary sources and secondary literature, apply relevant research methods, properly use Chicago Manual of Style annotation and bibliography, and write a thirty-page research paper. Prerequisites: H270, H370, and senior History or History/Social Studies majors; co-requisite: H470. H472 - The History Professional (1 credit) This course prepares graduating history and history/social science seniors for presenting their senior theses at the annual Student History Research Symposium (required) and any other symposia or conferences at which they seek to present their work; improving their senior theses should they wish to do so, especially if they seek to publish it; writing a resume and developing job interview skills that properly reflect the skills and accomplishments particular to a history or history/social science major; understanding the various career paths history and history/social science majors can take. Prerequisites: H270, H370, H470, H471, and senior History or History/Social Studies majors. B. Seven additional history courses – courses include the following (please consult with chair for additional options): Three courses in American history, two of which must be upper-division (i.e., H113 or H114, but not both) H113 - U.S. History to 1865 (3 credits) This course offers an introductory survey of the multi- cultural history of the United States from the earliest human settlement around 13,000 B.C. to the end of the Civil War in 1865. It introduces students to the diversity of peoples that came to inhabit North America, such as Native Americans, early colonizers from a variety of European nations, slaves from Africa, and the various waves of immigrants that enriched the American population prior to the Civil War. It introduces students to the various historical periods historians recognize, such as the pre-Columbian era, the Colonial period, the era of the American Revolution, the Early Republic, antebellum America, and the era of sectional conflict and the Civil War. The course also introduces students to many of the people, voices, ideas, beliefs, events, and larger historical developments that shaped American history. And it emphasizes the tension that has existed throughout American history between, on the one hand, the forces that work to create a single, unified country out this multiplicity of cultures, and, on the other hand, the forces that threaten to undermine and tear apart the great republican experiment that is the United States. H114 - U.S. History since 1865 (3 credits) This course is the second half of the American history survey from the Civil War through the early 21st Century. Lectures, readings and class activities will supply both a broad pattern of change over time as well as specific analyses of significant events and people. In class discussions and writing analysis student will be encouraged to think critically about the history of the United States in terms of nationhood and peoplesメ experiences. H305 - Colonial and Revolutionary America in the Atlantic World (3 credits) This course is designed to not only give students an overview of the history of Colonial America and the America Revolution, but also to introduce students to the larger historical events in which they took shape: the Atlantic World. The course covers a diversity of social, political, cultural, intellectual, and economic topics such as Native American societies, European empires in the Americas, European settlement in the southern, middle and northern colonies, family and community structure, class issues, the development of slavery and the transatlantic slave trade, the events leading to the American Revolution and their relation to other revolutions in the Atlantic World, the Columbian Exchange between Europe, Africa and the Americas, and the subsequent transformation of European, African and American societies around the Atlantic basin. In addition to an understanding of the major topics, students gain insight into both the methods historians use to interpret the past and the historiography of colonial and revolutionary America. H308 - From the Constitution to the Civil War (3 credits) The writing and ratification of the Constitution are among the United Statesメ proudest historical achievements, while the American Civil War was the Constitutionメs greatest test. The purpose of this course is to provide students with an in-depth understanding of the developments and debates that led to the writing and ratification of the Constitution, the developments of the early national and antebellum periods that fostered greater unity among Americans, and the divisive issues and developments of the 1850s and 1860s that tore the nation apart yet ultimately affirmed the national unity envisioned by the Constitution. The course covers a diversity of social, political, cultural, intellectual and economic topics from the period between 1783 and 1865, such as the development of state constitutions, the development and spread of slavery, the market revolution, the growth of democracy, westward expansion and the removal of Native Americans, early reform movements, growing sectional conflict, and the Civil War. In addition to a broad understanding of the major topics of this period, students gain insight into both the methods historians use to interpret the past and the historiography that surrounds this vital period. H311 - U.S. Foreign Relations in the 20th Century (3 credits) A general introduction to the history of American foreign policy in the 20th century, the course seeks to increase studentsメ awareness of the relationship of the U.S. to important issues of war and peace as they unfold in the world. It also pays attention to the linkage between the domestic political environment and its impact on foreign relations. Furthermore, it looks at important events and crises in U.S. foreign relations as well as some theories and practices of U.S. foreign policies. Students acquire a good set of tools to carry on their exploration of the impact of U.S. foreign policy on the rest of the world. H335 - American Environmental History (3 credits) The course introduces students to environmental history as an academic discipline and teaches American history through the lens of that discipline. It emphasizes the reciprocal and symbiotic relationship between human beings that historically have occupied North America and their surroundingsラthe natural environment as these human beings encountered and transformed them. As such, the course introduces students to the various strands in environmental thought, environmental science, environmental practices, religious belief as it pertains to the relationship between human beings and the environment, and environmental politics that have shaped the history of North America and the United States. The course also familiarizes students with the practices of historiography and the specific historiography of environmental history. H355 - U.S. Womenメs History (3 credits) This course is an examination of the image, roles, status, and activities of American women. In addition, gender issues are explored within their socio-political, cultural, and historical contexts. Special emphasis is placed on a comparative approach to the study of womenメs lives as they interact with race, class, and ethnicity. H357 - The History of Rock and Roll (3 credits) This course analyzes the rise, development, and socio- cultural impact of rock and roll, broadly defined to include soul, rhythm and blues, punk, reggae, country, hip hop, heavy metal, and other genres that have become essential parts of American popular culture. Through critical analysis of the texts, images, sounds, business practices, and media machinery of rock culture, as well as of rock and rollメs profound impact on television, fashion, race relations, gender relations, advertising, and politics students gain an understanding of the functions of popular art and culture in the political, social, and economic life of the United States. The course challenges students to critically examine primary source materials and secondary readings about topic such as the southern roots of rock music, postwar youth culture, race and racism, class, gender and sexuality, technology and mass media, the culture wars, and rock music as an American export, and thereby come to a greater understanding of the development and interaction of modern and postmodern culture. Two courses in European history H321 - The Early Middle Ages (3 credits) The first half of a two-semester course that covers the period of history from approximately 100 to approximately 1400, the time of the Middle Ages. This course examines the period from approximately 100 to approximately 800. The purpose of the course is to identify and explore the concept of the Middle Ages by means of both primary and secondary sources. It is a fundamental presupposition that モWestern civilizationヤ came into being during the early Middle Ages out of a unique combination of Greco-Roman, Judeo-Christian, and Germanic elements. In this sense, then, the Middle Ages represent not a モmiddle,ヤ but the beginning of a new civilization. The essentials of this civilization will be explored. These include the decline of the Roman Empire, the rise of Christianity and monasticism, the Barbarian Invasions, Charlemagne, the Vikings, and the development of a feudal society. H322 - The High Middle Ages (3 credits) The second half of a two-semester course that covers the period of history from approximately 100 to approximately 1400, the time of the Middle Ages. This course examines the period from approximately 1000 to approximately 1400. The purpose of the course is to identify and explore the concept of the Middle Ages by means of both primary and secondary sources. Out of the chaos of the tenth century emerged a mature medieval civilization that is the focus of this course. It reached its apogee in the twelfth and thirteenth centuries with the great conflict between church and state, the Crusades, the revival of learning, feudal monarchy, chivalry, and high medieval Christianity, before experiencing the disasters of the fourteenth century and the breakdown of the medieval synthesis. H332 - The Renaissance (3 credits) This course proceeds from the assumption that the Renaissance refers to a particular and creative cultural movement in Western history from the middle of the fourteenth through the sixteenth centuries. Students explore traditional notions of the Renaissance such as: the revival of antiquity, humanism, innovations in art, and the Church. Non-traditional approaches such as the role of women in the Renaissance are also discussed. The reading of primary texts by Petrarch, Castiglione, Machiavelli, Erasmus, and Thomas More is emphasized. Italian history is stressed but the Northern Renaissance is studied as well. H333 - The Reformation (3 credits) In traditional terms the Reformation refers to the sixteenth- century religious movement that culminated in both the reforms of the Church and its division. The course balances a study of the theological issues that defined the magisterial Protestant Reformation and its Catholic counterpart with an exploration of popular religion and the everyday religious experience of sixteenth-century men and women. H365 - Early Modern Europe (3 credits) The early modern period is one of the most tumultuous in Western history. Religious division, state building, war, and intellectual revolution are some distinctive features. Students have an opportunity to investigate selected topics and historical methods including religious wars, witch hunts, the development of absolutism, Revolution, the Scientific Revolution, popular culture, and the Enlightenment. Topics may be added or deleted from time to time. H366 - Modern Europe 1789-1914 (3 credits) This course is an introduction to the history of Europe during its explosive period of modernization, beginning with two concurrent world-changing events ラ the French Revolution and the Industrial Revolution. Using a variety of sources, including works by historians but also primary sources ranging from manifestos and letters to plays and novels, students investigate the ideas and movements which emerged from this モdual revolutionヤ to change the world, including imperialism, liberalism, socialism, feminism, and nationalism. H367 - Europe in the Era of World War 1914-1945 (3 credits) This course is an introduction to Europeメs モthirty year crisis,ヤ from the outbreak of World War I in 1914 to the end of World War II in 1945. Europeメs period of progress and optimism was shattered by the モGreat Warヤ in 1914. Four years of violence created the crucible out of which the monster of fascism arose. This led to an even larger war only twenty years later. During WWII, mass slaughter became commonplace, from the Nazi Holocaust to the Alliesメ strategic bombing campaigns, which targeted civilian populations. Using a variety of sources, the course examines the big picture of great power confrontations, but also how the wars were experienced by individuals. H368 - Contemporary Europe (3 credits) This course is an introduction to the history of both Western and Eastern Europe since 1945, starting with the post-war recovery, and ending with the paradox of Europe in recent years, during which Europeans have been moving toward integration (the European Union) while at the same time experiencing inter-ethnic warfare (the Balkan wars). The course studies such major trends as the Cold War, decolonization, and the collapse of communism. Among a variety of primary sources, the course uses some of the popular culture of post-war Europe, especially film and rock music. All upper division history courses (300+) are closed to freshmen except where specific exception is made by the instructor. H380 - Imperial Russia (3 credits) This course is an introduction to the political, social, economic and cultural history of the Russian Empire from its origins to the fall of the Romanovs. The course emphasizes the crisis of the old regime between the period of the Great Reforms of the 1860s and the revolution of 1917. In addition to works by historians, this course uses a variety of primary sources, including memoirs, manifestos, letters, and also works of literature by such authors as Aksakov, Turgenev and Tolstoy. The course seeks to lay a basis for understanding the Bolshevik experiment of the 20th century, as well as Russiaメs contemporary struggle to define its identity after the collapse of the Soviet state. H381 - Revolutionary and Post-Revolutionary Russia (3 credits) The Soviet Union disintegrated into 15 new states, the largest of which is Russia, in 1991. This event was widely heralded in the West as a turn to democratic capitalism; a decade later this was no longer so clear. This course lays the basis for an informed understanding of todayメs Russia by introducing its history in this century. The course highlights the revolutionary period including the Bolshevik seizure of power and Stalinメs モsecond revolution,ヤ and also the recent past, including the periods dominated by Mikhail Gorbachev and Boris Yeltsin. In addition to works by historians, the course uses a variety of primary sources, including speeches, manifestos, eyewitness accounts, novels, and a series of influential Soviet films. One course in non-European/non-United States history H315 - American-East Asian Relations (3 credits) The aim of this course is to do three things: provide a general introduction to the history of relations between the United States and the major countries of the East Asian cultural sphere (China, Japan, Korea, and Vietnam); explore the changing images Americans have had of the peoples of these nations, the Chinese and Japanese in particular; and draw connections between both these themes and the experiences of Asian-American during the last century-and-a-half of American history. Special attention is paid to crisis in American-East Asian relations, such as: the Boxer Uprising and the 1900 siege of Beijing, World War II and the Occupation of Japan that followed, the Vietnam War, and contemporary disputes over issues of human rights in China (stemming from the June 4th Massacre of 1989). Through classroom lectures, course readings, and a critical viewing of a variety of visual materials (including excerpts from newsreels, newscasts, and feature films) students look at the process by which crisis involving American interests alter or give new life to enduring Western stereotypes concerning East Asia. A major goal of the course is to provide students with the analytical tools and historical background necessary to put future crises in U.S.-East Asian relations, as well as the American mediaメs coverage of these crises, in perspective. H317 - History of Latin America (3 credits) The History of Latin America provides a historical overview of Latin Americaラbroadly defined to include relevant parts of the Caribbean and French Americaラfrom the Spanish, Portuguese, and French conquests to the present day. The course pays attention to the following: the role of Indians and Africans in shaping Latin American societies; the conquest of Latin America; sugar and slavery; the role of the Catholic Church and other religions in Latin American cultures; Spanish and Portuguese administration; the independence movements of the nineteenth century; the revolutionary movements and military dictatorships of the twentieth century; Latin Americaメs relationship with the United States and other world powers; liberation theology; and soccer, music, literature, and other expressions of Latin American culture. H390 - Modern China (3 credits) This is a survey of Chinese history from the rise of the Qing Dynasty in the mid-17th century to the protest and repression of 1989. It discusses some of the main social, economic, cultural, political, and intellectual features of the モtraditionalヤ Chinese world the first Qing emperors ruled. It also covers the way this world changed as China experienced a series of convulsive events, including both threats from abroad and domestic rebellions and revolutions. H391 - Chinese and Chinese-American Films as Cultural Makers (3 credits) This is designed to assist students to gain a general knowledge of Chinese history from the feudal dynasties to the present, to stimulate students in thinking clearly and critically about Chinese cultural values, to provide students with fundamental facts and documents of the development of Chinese society through the eyes of several Chinese movie directors, and to develop studentsメ oral and writing communication skills. Specifically, this course investigates how films by such directors as Zhang Yimou and Chen Kaige, and stars such as Jackie Chan, Bruce Lee and Jet Li have shaped Western perceptions of China as well as encoded Chinese culture and history. Beginning with a comparison of The Emperor and the Assassin and Hero, students study how Chinese history is interpreted from two divergent points of view and representative of key Confucian and Daoism concepts. A study of Ang Leeメs films offer the opportunity to investigate how a Taiwan-born, American director has been able to reshape and recondition both Chinese and American cultural icons. Prerequisite: H390. One upper-division history elective Other History Courses H151 - American History for Education Majors (3 credits) This course serves as an overview of American history for elementary education majors. It is organized around the social studies standard defined by the Minnesota Department of Education, and as such stresses, in the context of United States and Minnesota history, (1) concepts of the ways human beings view themselves in and over time, and (2) concepts of people, places, and environments. The course pays special attention to the various periods into which historians divide American history; the racial, ethnic, religious, and cultural diversity that has marked American society throughout its history; the creation and development of the United Statesメ political and economic institutions; the role the United States has played in the world; and the ways in which changing interpretations of their own history has shaped Americansメ understanding of their identity. Offered spring semester. Class is available only for elementary educati H165 - Art, History and Theology in the Italian Renaissance: A Travel Course (4 credits) This course is designed to provide students with the opportunity to study Italian art history, political history, and theology, which were at the center of Italian Renaissance culture, and to reflect on the importance of these ideas in shaping modern thought. The course is designed to help students to develop their critical thinking, writing and oral communication skills, and creative perspectives to enable them to get the most out of their international experience. Travel and study in Rome, Florence, and Vicchio will be the focus of this course. There are no Prerequisites for this course. This is a summer travel course meant for high school/SMUMN partnership. Additional course fee required. Same as AR165. H298 - Field Exploration (1-3 credits) This course is a supervised, practical application of historical concepts and techniques at institutions such as historic sites, museums and local and state historical societies. H340-349 - Selected Topics (3 credits) Selected topics in history may be offered depending on student and faculty interest. H496/497 - Internship (1-17 credits) This course provides supervised モhands onヤ work experiences at institutions such as historic sites, museums, and state or national historical societies.


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This week things get crazy. We check in from inside the Cultural Center with Tracie Hall and Amy Mooney. Together we look into the heart of the building, the city, and explore the legacy of Archibald Motley.
This weeks show is dedicated to Paul Woodrow. Our hearts go out to his family.
Motley's show is still up. Go check it out.
August 6th, 6:00-7:00 pm, Chicago Artists and Authors Respond to the Art of Archibald Motley: Cándida Alvarez
Chicago Cultural Center, 78 E. Washington, Sidney Yates Gallery, 4th Floor North
For this series of informal gallery talks, Chicago artists and authors are invited to reflect on how this modern master influences their own work. Painter Cándida Alvarez will join art historian Amy Mooney in a conversation about the space, form, and meaning in the paintings of Motley as well as her own large, abstract canvases.Presented by Columbia College Chicago in collaboration with the City of Chicago's Department of Cultural Affairs and Special Events as part of the ongoing city-wide cultural program, The Art of Archibald Motley: Connect, Collaborate, & Create. Learn more about the dynamic ways that our faculty, staff, students, and community at large has engaged the themes, innovations, and vision of this African American Chicago painter at colum.edu/motley
Sunday, August 16th 4:00-6:00 pm: Archibald Motley and the Matter of Film, Part III
Chicago Cultural Center, Claudia Cassidy Theatre, 2nd Floor North
In partnership with the Chicago Cultural Center and Columbia College Chicago, Black Cinema House is proud to present Archibald Motley and the Matter of Film, a three-part film series that complements the Archibald Motley: Jazz Age Modernist exhibition at the Chicago Cultural Center and explores how the formal and thematic concerns of filmmakers from the 1920s-1940s; including uses of light and color; images of city life; and portraits of race, align with the formal and thematic endeavors of the painter Archibald Motley. Curated by Dr. Romi Crawford (School of the Art Institute and Co-Chair of the Chicago Film Archives), each event consists of a screening followed by a brief response by a local filmmaker, artist, or scholar. The first two installments of this series will take place at Black Cinema House, while the third and final screening will be held at the Chicago Cultural Center and also in collaboration with Chicago Film Archives.
Part III: The Matter of City Life will include:
- Manhatta (Paul Strand and Charles Sheeler, 1921)
An experimental film comprised of 65 shots, which evoke the progression of a day in New York City;
- Études sur Paris (André Sauvage, 1928). Considered a "city symphony" film of Paris in the 1920s. It offers a poetic and experimental portrait of the city;
- Bronzeville selections from the Don McIlvaine Collection (In collaboration with Chicago Film Archives). Short film clips shot by Chicago artist and muralist Don McIlvaine featuring scenes from the city of Chicago still under development.
Originating at the Nasher Museum of Art at Duke University, Archibald Motley: Jazz Age Modernist was curated by Dr. Richard J. Powell, John Spencer Bassett Professor of Art and Art History at Duke. Grant support to the Chicago Department of Cultural Affairs and Special Events provided by the Nasher Museum of Art and the Terra Foundation for American Art; the National Endowment for the Humanities: Exploring the human endeavor; and the Henry Luce Foundation; and the Wyeth Foundation for American Art. The exhibition is on display at the Chicago Cultural Center until August 31,2015. See more on our city-wide cultural programming at http://www.colum.edu/academics/fine-and-performing-arts/initiatives/archibald-motley.html
Episode 516: Colin Guillemet
July 21, 2015 · Print This Article
This week Mark is back from Europe!
From Waterside Contemporary…
Colin Guillemet's (b.1979) work highlights the difficulty of describing art, concepts and ideas. Where self-expression is concerned it seems words are not enough. Confronted with his work mixed senses of confusion and comprehension occurs, the viewer is convinced they understood something, but does not know exactly what. Guillemet has exhibited at the Helmhaus, Zurich, Lisson gallery, London and Hayward touring.
Episode 515: Orit Gat
July 13, 2015 · Print This Article
This week we catch up with Orit Gat at Superscript2015. This was one of the most honest conversation we have had in years. I think the context of being surrounded by arts writers created the prefect context for frankness.
Thanks go out to our sponser Coagula Curatorial and our friends at the Walker.
Orit Gat from her web site…
Orit Gat is a writer based in New York and London. She writes about contemporary art, publishing, internet culture, and different meeting points between these things. Her writing is published regularly onRhizome, where she is a contributing editor, and has appeared in frieze, ArtReview, The White Review,Art Agenda, Flash Art, The Art Newspaper, The Brooklyn Rail, Spike Art Quarterly, Review 31, BOMB Magazine, LEAP, and Modern Painters.
I'm currently the managing editor of WdW Review. In my spare time, I read art magazines with some other people organize this class at the Public School New York (you can read about it here).
From Iceberg Projects…
Iceberg Projects is pleased to present selections from the Art+ Positive archives, curated by Dr. Daniel Berger and John Neff. The first exhibition of the group's archive, this show is the first step in an ongoing project of research and scholarship around the materials.
A June 1989 Vanity Fair profile of Mark Kostabi included this quotation from the celebrity artist:
These museum curators, that are for the most part homosexual, have controlled the art world in the eighties. Now they're all dying of AIDS, and although I think it's sad, I know it's for the better. Because homosexual men are not actively participating in the perpetuation of human life.
That summer, Art+ Positive organized as an affinity group of ACT UP New York in protest of Kostabi's remarks and other instances of "homophobia, AIDSphobia, and censorship in the arts."
Art+ Positive members included Dennis Davidson, Bill Dobbs, Lola Flash, Catherine Gund, Aldo Hernandez, Leon (Tracy) Mostovoy, Robin Murphy, Ray Navarro, Hunter Reynolds, Jody Rhone, Julie Tolentino and David Wojnarowicz. Collaborating artists also represented in the archive include Donna Binder, David Bradshaw, Ana De Orbegoso, Martha Fleming & Lyne Lapointe, Diviana Ingravallo, Zoe Leonard, Anthony Viti and Michael Wakefield.
Iceberg's exhibition will include artworks and a rotating display of documents, ephemera and protest signage from this collective of artists practicing at the intersection of the HIV / AIDS crisis and the Culture Wars of the Bush era. A workstation in the gallery will be used in cataloging and digitizing the archive during the run of the show.
Equipped, created by Ray Navarro with assistance from Zoe Leonard, will be among the works exhibited. An image-text triptych in artist-designed frames, Equipped slyly mobilizes references to queer sex, AIDS medicine, and censored public speech. It was included in the 1990 PS 122 exhibition An Army of Lovers: Combatting AIDS, Homophobia, and Censorship, which opened on the day of Navarro's death. The elements of a large collage installation by David Wojnarowicz, also shown in the PS 122 exhibit before being dispersed into different collections, will be brought together for display at Iceberg for the first time in 25 years.
Episode 513: Janine Antoni
July 1, 2015 · Print This Article
Holy SHIT! Janine Antoni!
From Amanda Browder…
This week: Amanda Browder chats with New York-based artist Janine Antoni about her latest exhibition, From the Vow Made, at Luhring Augustine. Exploring blurred lines between sculpture, performance, and choreography, we also discuss Antoni's collaborations with the Stephen Petronio Company. A fusion of dance and the visual world, Antoni and Petronio's Like Lazurus Did and Honey Baby exemplify her work's relationship with process and transition. Antoni's ideas are woven into a braided conversation between objects, the everyday and the body. For more information visit:
shamelessly lifted from Art 21…
Janine Antoni was born in Freeport, Bahamas, in 1964. She received her BA from Sarah Lawrence College in New York, and earned her MFA from the Rhode Island School of Design in 1989. Antoni's work blurs the distinction between performance art and sculpture. Transforming everyday activities such as eating, bathing, and sleeping into ways of making art, Antoni's primary tool for making sculpture has always been her own body.
She has chiseled cubes of lard and chocolate with her teeth, washed away the faces of soap busts made in her own likeness, and used the brainwave signals recorded while she dreamed at night as a pattern for weaving a blanket the following morning. In the video, "Touch," Antoni appears to perform the impossible act of walking on the surface of water. She accomplished this magician's trick, however, not through divine intervention, but only after months of training to balance on a tightrope that she then strung at the exact height of the horizon line. Balance is a key component in the related piece, "Moor," where the artist taught herself how to make a rope out of unusual and often personal materials donated by friends and relatives.
By learning to twist the materials together so that they formed a rope that was neither too loose nor too tight, Antoni created an enduring life-line that united a disparate group of people into a unified whole. Antoni has had major exhibitions of her work at the Whitney Museum of American Art, New York; Solomon R. Guggenheim Museum, New York; S.I.T.E. Santa Fe; and Irish Museum of Modern Art, Dublin. The recipient of several prestigious awards, including a John D. and Catherine T. MacArthur Fellowship in 1998 and the Larry Aldrich Foundation Award in 1999, Janine Antoni currently resides in New York.