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Shelved Dolls: Eva "Evita" Peron – OH MY GOD THEY CUT OUT HER BRAIN
Look, can I tell you something that is actually, I think, legitimately a secret no one knows? Sure I can! And I will!
Whenever I do something I'm really proud of I play High Flying, Adored from the smash musical spectacular Evita. Here it is:
I realize this is amazingly hubristic, which is why I don't usually tell people. My event has to be something I'm extraordinarily proud of. It can't be like "I'm proud that I successfully got my cable service changed." Oh. Well, it could totally be that, I mean, doing that's a nightmare, but, you know, generally this Andrew Lloyd Webber composition is a song I play to go along with promotions, or getting pieces published somewhere I admire or . . . those are the only things I use it for, ever. I always figured if I ever have a book published, I would not play it at the party, because, again, super self-congratulatory song, but I would certainly play it with the volume all the way up on the car ride over.
I love it so much I try to dole it out sparingly is what I'm getting at.
Evita is, hands down, my favorite musical. This is not a secret. That's because it is a well known fact that, no matter how much Sex Pistols and Velvet Underground you program into your iPhone, when it accidentally goes off in public, it's going to play whatever Andrew Lloyd Webber you have stored in there.
When it's not accidentally going off, I've mentioned to people that I tend to listen to all of Evita right after break-ups because "I draw courage from her incredible true life story." People think that I'm being droll, so I have to explain that I am not. And then people look at me like I'm a psychopath, because, I guess I know some people who don't love fascism.
I've actually always wondered how much of a fascist Eva Peron was really. Was she the scrappy yet immaculately Dior clad fighter who could not be kept down by anyone, that I've come to admire? I do love plucky women. Or was she, you know, Mussolini in a dress? Maybe both!
First of all, I want to talk about whether or not Eva Peron, first lady of Argentina, was actually friends with freedom fighter Che Guevera, because, you know, she spends the entire musical dancing around a young revolutionary named "Che". They waltz. They waltz the hell out of a waltz:
And people say Madonna can't act. I don't know. Possibly she can't. A lot of her "acting" in this scene seems to be throwing her arms up like goalposts. But she is good at staring longingly and lustfully at Antonio Banderas, so that's enough for me.
When I mentioned I was thinking of Eva Peron as a Shelved Doll, my mother immediately exclaimed, "Friends with Che Guevera!" Meanwhile I thought, "Perhaps they were lovers! Lovers who loved waltzing!"
No. She wasn't, and they weren't. Turns out that was a thematic device used by Andrew Lloyd Webber because he wanted to juxtapose Eva's policies with the goals of South American freedom fighters. Additionally – fun fact – in Argentina the word "Che", according to the Spanish Royal Academy dictionary, is a familiar form used "to call someone or ask for attention".
The closest the real Ernesto "Che" Guevara ever came to meeting Evita is touched upon in Che Guevara: A Revolutionary Life which says:
"One friend recalled Ernesto advising his mates to vote for Peron because his policies favored their class. He also used the Peronist system to his own advantage when it behooved him. [His cousin Mario recalls] Ernesto joined a Peronist youth organization on campus in order to use its extensive library facilities and check out books otherwise unavailable to him. Another time, on the suggestion, half in jest, of Tatiana Quiroga, before an ambitious trip through Latin America he drafted a letter to Peron and his gift giving wife, Evita, asking her for a jeep. Tatiana recalled helping him and said they had fun writing it, but no reply ever came from Argentina's flamboyant first lady."
No waltzing?
No waltzing.
However, it may still have been appropriate to pair them symbolically, because, as Tomás Eloy Martínez stated:
"Latin American myths are more resistant than they seem to be. Not even the mass exodus of the Cuban raft people or the rapid decomposition and isolation of Fidel Castro's regime have eroded the triumphal myth of Che Guevara, which remains alive in the dreams of thousands of young people in Latin America, Africa and Europe. Che as well as Evita symbolize certain naive, but effective, beliefs: the hope for a better world; a life sacrificed on the altar of the disinherited, the humiliated, the poor of the earth. They are myths which somehow reproduce the image of Christ."
The rest of the musical isn't totally off base, though. (Not that it was deliberately misleading in the "Che" regard. I guess it would be a bit like if you inserted a man named "Jack" into a musical about Queen Victoria and everyone just assumed it was "Jack the Ripper." Not that freedom fighters are prostitute-killers but . . . I'll just step away from this one).
Certainly Eva did, as the musical says "have every disadvantage you need if you're gonna succeed."
She was born on May 7, 1919, to Juana Ibarguren in a small backwater town in Argentina and named Eva. Her mother – at the age of fifteen – became the mistress of a man named Juan Duarte. She bore him five children. For a while, she profited by it – unlike many of their neighbors, Juana and her children lived in a comfortable two room house. Not for long, though. When Eva was one year old, Juan abandoned them and moved away. The family was suddenly forced to deal with crushing poverty. All he left was a document declaring the children were his, thus enabling them to use his name.
Although Juan had another legitimate family, and completely abandoned them, Eva went by Eva Duarte. He died in a car accident when Eva was 7, and the family was blocked out of any inheritance, which meant they fell on even harder times. I don't want to skim over that, but, yeah, he seemed like a jerk so we're going to skim right over that after all.
Eva's mother was a seamstress and a cook who was said to have prostituted herself to keep the children alive. You know all those politicians at the RNC who wanted to say they grew up in a shack? Eva literally grew up in a two room shack.
In this regard, Eva's upbringing reminds me a lot of that other figure of national importance, Jeanne du Barry.
That said, while she was certainly beautiful in the manner of Du Barry, I'm inclined to think she was a lot smarter and had a far better aptitude for survival.
One form of escape from her often unhappy reality was the movies. Eva grew up idolizing Norma Shearer – a very funny lady, who often played saintly society matrons and queens. (Fun side note: Bette Davis once said that she often played bitches in movies because she was very pleasant in real life, while the opposite was true of Norma Shearer.) Here's a picture of Norma from one of her most famous roles as Marie Antoinette:
Did Eva draw any conclusions about how a woman in power looks and behaves from this picture? I'll leave you to make up your own mind. But I will say that, later in life, Eva looked great in Dior.
As a child, though, she just loved acting. In her autobiography, The Reason For My Life, Eva wrote:
"Even as a little girl I wanted to recite. It was as though I wished to say something to others, something important which I felt in my deepest heart."
Eva's first performance was in a school play called Students Arise, which biographer John Barnes described as "an emotional, patriotic, flag-waving melodrama" in Evita, First Lady: A Biography of Eva Perón. She didn't even have a very big role in this school play; it was a really minor flag-waving role. Usually it's the person who plays Dorothy in the high school production of The Wizard of Oz who decides she is going to be a famous actress, not the person who plays Munchkin #2.
But Eva had an exceptional amount of self-confidence. In The Reason For My Life, she wrote:
"Like the birds, I've always preferred the freedom of the forest. I haven't even been able to tolerate that minimum loss of freedom which comes from living with your parents or in your hometown. Very early in life I left my home and my hometown and since then I've always lived free. I've wanted to be on my own and I have been on my own."
So, she moved to Argentina at age 15 – alone, by her account – to make it as an actress. There's no evidence that she was accompanied by the super suave tango singer Agustin Magaldi, as she was in the musical. Here:
And just for perspective, here's what Agustin Magaldi actually looked like:
There is no evidence he and Eva Duarte ran away together. Evita: The Real Life of Eva Perón states:
"There is no record of the tango singer's having come to Junín that year. Magaldi, a mild man who was devoted to his mother, used to bring his wife on tour, and it is hard to understand what he would have seen in small, skinny Eva María. If he did help her leave Junín, it is likely that his assistance was of the most innocuous kind."
I know this seems less sexy than it could have been, but I actually really like her independence. It makes the fact that Eva succeeded seem even more impressive. She didn't just ride some tango singer's coat tails to Buenos Aires; she made it on her own. At age 16 she landed her first role in a play called The Perez Mistresses. She quickly found parts in other plays, movies and radio specials. How did she pull it off? Scandalous Women writes:
"She began to spend her time hanging around the office of Sintonia, the movie magazine that she had read as a child, making friends of the writers to acquire favorable mentions in the pages. She also began to act on radio in soap operas, which were as popular in South America as they were in the United States. After a few years, Eva was able to form her own company with the help of her brother Juan, who had contacts with one of the major soap companies. He convinced them to sponsor all her programs."
So, by being really plucky, basically. And by palling around with journalists, which, for the record, if you are an aspiring dictator is totally a thing you should do. Come to the office. Please bring wine.
In any event, she became a sensational success. And, while she did have an active pre-marital sex life (yes – she spent some time on casting couches) she doesn't seem to have slept her way to the top quite as described here:
In 1945 in an interview with Radiolandia she said, "I am not an adventuress, although some (those who never forgive a young woman for succeeding) make me out to be one. I have spent more than five years dedicated to what is in me a firmly-rooted vocation: the arts. These have been five years of troubles, of noble struggles when I've known the uncertainty of adversity as well as the gratification of success."
Well, it does sound as though she protested a bit much. Regardless, adventuress is a very good word. Try to use it in a conversation today and see how that goes over.
Despite her appearance in a wide variety of films, it's a bit tricky to tell how good an actress Eva actually was. Many of the movies Eva appeared in no longer exist, as Evita wanted the record of this portion of her life destroyed after she became First Lady of Argentina. Here's a pretty great picture of her on the cover of a fan magazine, though:
In 1944 Eva first met Juan Peron. He was 48 (nearly twice her age) and had been recently made both Secretary of Labor and Secretary of War after a military coup. The two met at an artistic festival Peron had organized to support the victims of a recent earthquake. They apparently went home together, despite the fact that Eva was attending it with a friend. Eva forever afterwards referred to this as "my marvelous day."
At the time, Peron had a mistress – a girl younger than 24 year old Eva – whom he generally introduced as his daughter. Eva took care of this complication by taking all her belongings to Peron's house, and telling the girl there would be no more room for her.
Most women at the time would have stayed out of politics, but Eva was fascinated. Juan allowed her to sit in on his council meetings with advisors, and Eva did so with great enthusiasm. That said, she never disagreed with Peron despite the fact that he was almost definitely a Nazi sympathizer and a big supporter of Mussolini.
In fact, Eva seemed in almost worshipful awe of him. Perhaps that's because he was much older, or perhaps it was because in Argentina at the time politicians were seen as an entirely different, higher class of people than entertainers.
Unsurprisingly, when broadcast performers were told they had to organize into a union, Eva was made its president. She then began a daily program called "Towards A Better Future" which consisted solely of her detailing Juan Peron's accomplishments. This sounds like the dullest program in the world. Her fellower entertainers didn't like it, but the people loved it. They loved her. I guess she was as great at reciting things as she had hoped to be as a child.
You know who didn't love her? The oligarchs. They thought she was kind of trashy, for real.
First of all: "Whom did you dine with yesterday?" is a really great way to ask your friends who they're sleeping with if you want them to have no idea what you're talking about and be like "Betty, my cubicle mate?" This has the added advantages of making your friends' sex lives seem far more exciting than they are.
Second, there are several reasons Eva was not accepted by the wealthy oligarchs of the country. It wasn't because she was an actress – or, it wasn't only that. Up until the 1930's the oligarchs in Buenos Aires had fancied themselves Europeans both because of their white skin and their penchant for European architecture. However, poverty began forcing people – like Eva Duarte – from the country into the city. The official Eva Peron website (which is maintained by her family) remarks:
Its inhabitants were not used to slums and 'yesterday's mate [ herbal tea] drying in the sun' so it could be used again. The owners of the palaces on Avenida Alvear, the oligarchs, members of the landowning aristocracy, were used to traveling to Europe. They were not used to the slap-in-the-face reality of tenements and slums on their own doorstep."
Her presence was likely a reminder that the times, and their way of life, was changing.
And it would shift dramatically in the coming years.
On October 9, 1945, a group of Army officers called the United Officers Group, fearful of Peron's growing power, had Juan Peron arrested. They were worried that Peron's supporters, the descamisados, (shirtless ones – workers and the poorer classes) might help him overthrow the current president.
It was actually his arrest that accomplished that. By October 17 between 250,000 and 350,000 people had gathered outside the presidential mansion to demand Peron's release. The army officers acquiesced. And it was there, on the balcony of the President's mansion, that Eva announced Peron's release.
They were married in a civil ceremony on the next day. Eva wore a very large hat.
People claim that this was a political marriage, that it happened because it would look good for Juan to have a wife if he was going to be President, and that Eva just wanted to advance her career. Those people obviously have not read the weepy, pining letter that Eva wrote Juan when he was in prison. In it she says:
"My adored treasure, only when we are separated from those we love can we know how much we love them."
Eva, seriously. He was only in jail for 8 days. What happened to living your life like a free bird?
During Juan's 1946 presidential campaign Eva campaigned with him – something that was absolutely unheard of at the time. Some say that it wasn't a big political move on her part, it was just that she couldn't bear to be separated from Peron.
It was around this period that the nickname "Evita" which means "Little Eva" originated, as she encouraged the people she visited to address her as such.
She was seen as something of a Princess Diana figure around this time. Remember Princess Diana touching AIDs victims? Eva was out there kissing actual lepers.
She appealed to every workers' group and all of the underprivileged, claiming that she had grown up like them, and understood their plight.
And her role didn't end when Peron took power. Eva became Secretary of Labor in everything but name.
In one of her first policies she worked with Peron and the Congress to establish a Decalogue of Rights for those often neglected in Argentine society – the elderly, the children, and the workers. For instance, the seniors' rights included:
"The right to assistance, to a dwelling place, to food, to clothing, to health care, to spiritual care, to entertainment, to work, to tranquility and to respect."
She also worked to make every seniors' home complete with workshops. That meant that those who wanted to continue working at different crafts and occupations (workshops allowed for everything from carpentry to milking cows) could do so.
This is a really nice idea.
Mostly, though, she was known for her work with children. When Evita came to power, children's orphanages often didn't even assign names to children who were simply known by numbers. And their heads were all shaved. Why? Lice? To be mean? A V for Vendetta thing? I don't know.
The Eva Peron Foundation, established in 1947, arranged for the construction of 1,000 schools. This fund, incidentally, was and is very controverial. It's often said to have embezzled funds:
However, in reality, the finances of the Foundation – an area Eva legitimately knew very little about – were run entirely by Ramon Cereijo, the Minister of Finance. If funds were embezzled, it was very possibly not Eva's doing.
In addition to the schools, the fund arranged for orphanages where, Eva was adamant, the children would always be called by names, not numbers. Instead of the identical smocks worn by orphans in the homes before this, each child was given a wardrobe and a set of toys from some of the best shops in Buenos Aires.
Here is a picture of one of the boys in a children's homes. He had a name. You will note he also had hair:
And she worked for women's groups as well.
She established Unidades Básicas, a place where women could learn basic work skills. She also started programs in women's prisons designed to teach sewing skills or how to work at a beauty parlor, so that prisoners would have a trade when they left jail.
One moment, that I really like, and I suppose Eva did as well, because she remembers it in her autobiography, is that the Foundation would give away thousands of sewing machines. A woman who received one sent five pesos back, saying that it was a portion of her earnings from her first job as a seamstress.
Later, in her biography, when discussing her role Eva said:
"This is a foundational circumstance and is related directly to my decision to be a President's wife who does not follow the old model. I could have followed those models. I want to make this clear because sometimes people have tried to explain my "incomprehensible sacrifice" by arguing that the salons of the oligarchy would have been closed to me in any case. Nothing is further from the truth nor from common sense. I could have been a President's wife in the same way that others were. It is a simple and agreeable role: appear on holidays, receive honors, 'dress up' and follow protocol which is almost what I did before, and I believe more or less well, in the theater and the cinema. But I was not just the spouse of the President of the Republic, I was also the wife of the leader of the Argentine people"
In taking on that role, Eva showed how influential women could be in the political arena.
Suffrage for women was enacted in 1947, largely because Evita demanded it. In 1951 the first women were elected to Congress.
Eva worked tirelessly on all of her causes, often until 3:00 in the morning, and she rose again at 7. So, when she began to fade, her symptoms were at first dismissed as exhaustion. She was, at that time entertaining the idea of running for Vice President in the 1951 election, though the idea was not popular with many of Peron's inner circle. (They felt her history as an actress and the fact that she was a woman would undermine Peron).
She ultimately gave up the idea saying that she was just "a simple woman who lives to serve Peron and my people". Some saw this decision as another selfless, saintly move to support Peron. However, it seems just as likely that it was because she was suffering from cervical cancer – a fact known only to her confidantes. When she turned down the nomination, she had to be physically supported by Juan Peron.
Goal post arms were a real thing! Not just a thing Madonna was doing!
Eva publicly fainted for the first time in 1950. The public was told that she had to be rushed to the hospital for an appendectomy, but, in truth, her cancer was already rapidly progressing. Her vaginal bleeding and fainting spells continued to increase for the next few months until, supposedly, in the last few months of her life – THIS IS THE PART YOU'VE ALL BEEN WAITING FOR – she was given a lobotomy to help relieve her pain and anxiety.
That was a pain treatment at the time. Lobotomizing people. Doctors were reluctant to prescribe opiates – like morphine – because they worried that patients might get addicted. So pre-frontal lobtomies, after which patients did say they did not feel any pain – were seen as a preferable alternative.
Here is what she looked like in her final days, before she passed away in 1952 at the age of 33.
And Argentina grieved. Oh, how it grieved. 3 million people attended her funeral. 2,000 people were treated in hospitals (some of which her fund built) for injuries they sustained in the rush to move closer to her casket as it was transported through the streets. So many flowers were bought and put outside her favorite places that every flower shop in Buenos Aries ran out of flowers. Check it out:
I want to believe that my funeral will be like that, but really, I think I'll have to lure people there by promising them really good music choices, and maybe an ice cream truck.
There were plans to build a massive pyramid-like monument in which to house Evita's corpse. It was supposed to resemble the Statue of Liberty, but would depict a worker rather than a… green toga lady. Eva's body would be housed in its base. Work on it began shortly after Eva's death, however, in 1955 there was another military overthrow, and, before the monument could be completed, Eva's body disappeared.
Many rumors endure about what happened to the body, including the notion that soldiers coupled with it, that wax copies were made and – honestly, you can come up with any rumor you want.
Its location wasn't revealed until 1971, when there was another government coup. Officials then revealed that it was in a cemetery in Milan under the name "María Maggi." The embalmed corpse was returned to Juan Peron who kept it on his dining room table until he died in 1974. Hopefully in a coffin.
Sadly, many of Evita's best works didn't endure. In 1955 the new government sought to destroy any traces of the old. The children's hospital Eva worked on – which, at the time was so close to being complete that only the faucets needed to be installed – was instead turned into a refuge for outcasts and thieves. It was destroyed in short order.
Towards the end of her life, Eva was said to have remarked sadly that after her death "they'll tear down all the signs."
But her legacy endures.
In 1971, Juan Peron once again became president of Argentina. There is, incidentally, a military overthrow in Argentina, like, every ten years. You should probably never go there. Regardless. His third wife, Isabel, was made Vice President. When he died in 1974, Isabel became the first female President in the Western Hemisphere.
Never would have happened without Evita.
Evita's confessor, Father Benitez, claimed that "she loved her clothes and jewels too much to be a saint." And she was kind of trampy in her youth, too, if you believe the fan magazines. Still, the poet José María Castiñeira de Dios, claimed, that, upon seeing the hours she spent with those infected with syphilis and leprosy, "I had a sort of literary perception of the people and the poor and she has given me a Christian one, thus allowing me to become a Christian in the profoundest sense."
I'm now more convinced than ever that Eva was a pretty remarkable lady, and not just because she was plucky, but because she legitimately seemed to have a profound desire to do good. I don't think she was Mussolini in a dress, though if she had been, it would have been a really lovely Dior dress.
But I'm still a little sad she didn't get to dance lustfully with Che. Those outfits look great.
Additional Reading:
Evita: The Real Life Of Eva Peron by Nicholas Fraser and Marysa Navarro
Scandalous Women, True Story of Evita Peron
When Lobotomy Was Seen As Advanced, New York Times
The Official Eva Peron Website
La Razon De Mi Vida by Eva Peron


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Tough call -- it is were me, I'd go 16G ram AND do the RAID-0. But if I could only do one, I'd choose the drives because at least they'll move to your next system where the ram prolly won't. My only advice on the RAID is you have 4 bays total, so assuming bay 1 is the OS drive, I'd go ahead and use the remaining 3 for scratch and storage. Make a thin 50G or so first partition off each and striping that afor 150G of dedicated scratch, then you have the remaining large partitions to RAID-0 for fast image storage.
if you add more HHDs and the raid card, the card alone is $700. i would buy an external raid device, you can get about 2x the space for the same price since the card for the apple is so expensive
I could use an external drive as the boot/applications drive which would free up all 4 bays for HDs. Would a 3 drive RAID0 be noticeably faster than a 2 drive RAID0?I don't think I'd want to keep scratch and data on the same drives, even if they were partitioned. Wouldn't that slow things down if they're on the same drives?Another option I didn't think about was to get the adapter from maxupgrades.com that lets you install two more drives underneath the optical drive for a total of 6.
I wouldn't go external for your boot drive, unless it was eSATA. Anything else would slow the entire computer down.I'd go with one large boot drive and the remaining three slots as a RAID 0 array. For drives, the Western Digital Caviar Black drives are a really good value and are also right at the top of the performance heap. The 640GB and 1TB drives are the ones I would look at primarily. I'd keep your current fastest/best/largest drive and have it be your OS/Applications drive. Then add three more 640GB WD Caviar Black Drives and put them in a RAID 0 striped array. Partition off the first 30-50GB slice of each drive as your scratch partition. Having a dedicated partition (and the FIRST partition) for scratch ensures that it uses the fastest part of the drive and also helps prevent data fragmentation. There's no problem at all with using the remaining 1.5TB of the RAID array as a short term storage for images, etc. It would also be good to keep your Lightroom database files on the fast RAID array as well. Typically PS won't need to access the storage portion of the drive while it is using scratch. Just be sure to back up the data religiously - this is RAID 0, after all. Three WD 640GB drives will cost you $210 at Newegg.com. That leaves just under $300 for RAM, which at OWC (macsales.com) or crucial.com will get you a fair bit of memory. OWC will sell you 16GB of memory (2GB x for $364, which is really close to your budget. So if you can stretch your budget by just $75 you can have 16GB RAM and a really fast 3 drive RAID 0 array. This should result in a significant performance bump for you!
Best improvement will come from frequent use of a defragging program. I was amazed at how on batch process run could take a defragged drive and re-frag it by 50%. Not sure what PS does but suspect it creates a lot of temp files in batch processing leaving gaps behind when they are deleted.
More than 6GB of RAM the advantage decline rapidly as CS4 does not make use of 64-bit memory space on Macs, only Vista computers - most of which max out at 6GB RAM.

subset: commoncrawl


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Skip to comments.FOX News Alert: Fred Thompson announces he has Lymphoma ( he is in remission )
Posted on 04/11/2007 6:27:06 AM PDT by tsmith130
Damn! Will be on Fox today with Neil Cavuto.
Did you ever stop to think this man DOES NOT HAVE TO GO OUT AND BEG EVERYONE FOR THEIR VOTE? He does not have to spend millions upon millions of dollars back tracking his previous voting records, backtracking what he may or may not have said sometime in the past? This man is NOT what I would call A TYPICAL PRESIDENTAL CANDIDATE. We the people have CRIED for him to come out and run. YOU CANNOT SAY THAT ABOUT ANY OTHER CANDIDATE OUT THERE. He's already 2 or 3 in the polls JUST BY SAYING HE'S THINKING ABOUT RUNNING!. So put away your "typical and norm" and make room for the next President of the United States of America...Fred Dalton Thompson!!!!
Thank you for that "real life" slapdown !!! People just don't think before they speak!
Thompson would lose in a general election. He's a lackluster candidate—tepid on conservative issues—without much of a record in the Senate. And the idea that he won't need money to run his campaign is ludicrous. He has an appeal strictly because some conservatives are searching desperately for an alternative to Rudy. He's a good communicator and has good relations with the media. But he lacks the energy and stamina to run a tough campaign. In the Neil Cavuto interview he looked ill—and worn out. He also stated he had no intention of going out on the road to campaign as much as people might expect. Not encouraging at all in view of the fierce fight the Democrats will put up in '08.
Oh yee of little Thompson faith! You just go vote for your Rudy and leave your defeat up to us!
p.s....even the moonbats have more faith in Thompson than you do!!! Tsk Tsk Tsk
"Hey, can you look into that crystal ball and give me tomorrow's pick-3 #'s?"
No, but I can look into my crystal ball and see that the Democrats have registered 15% more voters than the Republicans this time around. I can see they have access to more money. I can see they have the media's full support. I can see they've made huge incursions into red states like OH and MO and VA. And I can see not a single blue or purple state that would go gung-ho for Thompson. All you've got is wishful thinking on your part—and a low-energy candidate who has already decided he will not be going out on the road much to campaign. Given all this, it's not hard to see disaster if we choose Thompson.
Straight from the horse's mouth:
Run, Fred, Run!
Isn't this the same thing that happened to George Washington?
Bummer. He seems to be a good man. He was and maybe still THE true conservative choice for the primaries. Don't kill me Rudybooties. No conserns from the McLame folks, nor the Mitty poppels.
May be. So what would be the alternitive? Other RINO?
Rudy's not a RINO. His record is very conservative, though he's liberal on some social issues—though not all. A RINO would not have sued the Brooklyn Museum for using taxpayer funds to exhibit anti-religious "art". A RINO would not have pushed for school vouchers. A RINO would not have cancelled the city's minority set-aside contracts. You can judge him by his enemies—the liberal establishment in NYC fought him tooth and nail in everything he did. So he's hard to pin down. One thing he's not is a wimp, however.
Hmmmm, you mean this?
"Washington soon received a call to duty. The delegates of the thirteen states were meeting in Philadelphia to write a constitution for the United States. The document called for a president to lead the people. Ballots were sent out and all voters chose Washington as there first president. George Washington served two terms as president proving to be a very wise, caring, and fair leader.
George Washington spent the rest of his life at Mount Vernon, the place he loved to be.
The story of George Washington chopping down the cherry is one of the most famous stories told about Washington. There is no evidence that the story was true. Some say the story was told in order to point out George Washington's honesty."
"Rudys not a RINO. His record is very conservative, though hes liberal on some social issuesthough not all"... AHEM AHEM, RINO RINO. DUH
When was the last time a RINO pushed for school vouchers or spoke up for Terri Schiavo or sued a museum for using taxpayer funds to exhibit anti-religious "art"? These are not the actions of someone who has the mindset of a liberal.
More like this (from wiki):
"He handled relations with the states and their militias, dealt with disputing generals and colonels, and worked with Congress to supply and recruit the Continental army. Negotiating with Congress, the colonial states, and French allies, he held together a tenuous army and a fragile, nascent nation amid the constant threats of disintegration and failure."
"He warned against bitter partisanship in domestic politics and called for men to move beyond partisanship and serve the common good."
Damn...sometimes it's GREAT to be corrected!!!! Thank you.
Rudy is nothing but a rino. He is farther to the left than a lot of democrats. And he will never be the President.
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This pathogen can be present at any step of the food-production chain
The American food supply is safe. However, the beef industry is working to improve food safety even more. To achieve new goals for reducing cases of Escherichia coli O1571, everyone in the beef industry food production chain, from producers to consumers, must work together to ensure the safest possible food supply.
"The battle against E. coli O157 is not getting any easier," says Brad Morgan, Ph.D., food safety and production enhancement specialist, Pfizer Animal Health Veterinary Operations. "There are preharvest technologies out there that might be able to help stop some of the E. coli O157 problems before entering the next stage of food production and processing."
From 2006 to 2008, there were, on average, 1.2 cases of laboratory-confirmed E. coli O157 infections per 100,000 people.1 However, many cases of E. coli infections may go unreported or unconfirmed as many people may not attribute a foodborne illness or don't report it to their physician or public health official.
E. coli O157 can also contaminate other foods, like produce or even nuts. A novel technology is available for cattle, and is a strong way to help reduce the E. coli O157 bacterial burden right from the start — at the source — in cattle.
This promising tool is the Escherichia Coli Bacterial Extract vaccine* with SRP® technology, which is the only conditionally licensed product to help reduce E. coli O157 prevalence and shedding in cattle. This vaccine uses the animals' immune system to help reduce the amount of E. coli O157 bacteria, making it the first of its kind in preharvest intervention options.
"Right now, one of the greatest opportunities is in the area of preharvest," Morgan says. "If we can reduce E. coli 0157 at the source, in cattle, it can allow the entire beef chain to do a better job."
1 Department of Health and Human Services. Healthy People 2020: FS-1.2 Reduce infections causes by key pathogens transmitted commonly through food. Available at: www.healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?topicid=14 Updated July 18, 2011. Accessed May 5, 2011
*This product license is conditional. Efficacy and potency test studies are in progress.


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It's always been amazing to me how turkeys respond to a hunter's call after two or maybe three, or more, have been tried with the hope of getting a response.
By Alan Clemons, Managing Editor
Turkey hunting and deer hunting have several similarities. Hunters have to put themselves in the right place to increase the chance of success, which means doing your homework and scouting. Knowing travel routes of deer and turkeys is a key factor. So is knowing where they want to eat, and what is providing the best opportunity at different times of the season.
For deer, once the acorns start falling the opportunity for a shot may increase if you know the difference between red oak and white oak, when those trees are dropping, and whether deer have preferences for a specific tree (or trees) in an area. Ditto for persimmons or other mast. By late season, the remnants of harvested crops may come into play, as do planted food plots.
For turkeys, knowing the best areas for early- and late-season food sources is a key. Before the spring green-up they may be scruffing around in the woods for food or hitting a clover patch or crop field. Once the vegetation gets going and bugs start coming out, they may shift to more open fields and weedy areas where those insects provide sustenance.
Check Out This Great Deal Now For Top Turkey Hunting Info!
Deer may not be as communicative with hunters as turkeys, or so it seems, and so turkey hunters often have a vest with several calls. Mouth calls, slate or glass and a striker, a box call or maybe two of them. Some old-school hunters may have a wingbone yelper or snuff can, too, along with a crow call or owl hooter. Anything to get the job done.
Years ago I hunted a few seasons with a pal here in Alabama who jangled like the Tin Man from the Wizard of Oz. He was a dang fine caller and hunter but wasn't content with banging out repetitions on one call if something didn't work. If the mouth call resulted in silence, he might try one of several he carried, each with a different tone. Slate drew silence? He might switch to glass or a box.
Usually, and he was on the move to different areas when all this was going on, he'd find one that resulted in a reply from a gobbler. Sometimes it was the tone of the call. I think sometimes he just happened to be closer to the gobbler and the call, or calls, finally ticked off the ol' bird. In any case, it worked.
Spruce Up Your Home Or Camp With This Cool Turkey Rug!
I've had a few calls in my vest for years that have been ol' reliables. One is a cherry wood box call given to me by Paul Butski. Another is a slate from Southland Custom Game Calls, and a third is another homemade slate — smaller and more compact — I picked up at a hardware store in Lynchburg, Tenn., while visiting the Jack Daniel's distillery. My mouth call is a Primos Double Trouble, a stacked call that I'm comfortable with even though I sound like a hurt dog sometimes trying to yelp with it.
EXPERT VIDEO: Blind Calling To Turkeys
Two recent additions are the Long Spur from Knight & Hale, a mass-production call that I've come to like and add to my vest. The other is a Fatal Attraxion glass and walnut call made by Stoney Brock of Florida. Brock started turning calls in 2006 and in short order had hunters clamoring for them because they're dang good in the woods. It's also been added to my vest.
Each call has a little different tone, something that hopefully a turkey might hear and decide sounds like he needs to check out. Then, if things go right, he'll check out for good.
Learn To Call Turkeys With This Six-Pack Download!


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Monday, January 3, 2011
Looking for Fred Astaire!
Yesterday we had a lovely visit with our daughter and son-in-law. We sat around for hours chatting about everything from religion, parents texting, and favorite movies.
Our entire family has a very healthy obsession (or unhealthy depending on your view) with movies of every genre. Our three sons favorite movies range from action, military, and those lovely guy humor films. In fact there are whole parts of many movies they quote on a daily basis. The old chestnut that everything in life comes back to the Godfather is an adage they fully believe.
Our daughter on the other hand was an anomaly. Growing up she would rather watch movies from the thirties, forties, and fifties. Musicals were by far her favorite of all the genres, and I believe she has seen everyone on at least once in her short life. She loved nothing better on a gloomy Saturday then to pull out her favorite blanket, arrange her snacks, and watch one of her many musical follies. A few of her favorites are Singing in the Rain, Top Hat, and Oklahoma. She had fallen in love with stars of those long ago films like Audrey Hepburn, Gene Kelly, and of course Fred Astaire.
This post was prompted by her asking "why aren't there any fun and happy musicals anymore?" When I started thinking about that question it seems the answer is they are truly dead and buried. What a shame! Is there no longer an audience for such movies? This made me a little sad to realize that indeed a major part of the American experience, movie musicals, is no longer viewed as important.
So this post is for my daughter and everyone who remembers those days gone by! Tap your toe, sing a tune, and maybe take a whirl around the floor!
Further reading about Fred Astaire:
Fred Astaire Plots Out New Routines at his In-laws' Home in Aiken, S.C. - Life, December 30, 1940
Fred Astaire: he is the no. 1 exponent of America's only native and original dance form by Lincoln Barnett - Life, August 25, 1941
Astaire Dances with Hayworth - Life, November 9, 1942
5 comments:
Fred Astaire and his dancing partner and sister, Adelle, grew up in Omaha. Recent movie musicals have included Mamma Mia, Hairspray, Moulin Rouge, Rent, Dreamgirls, Chicago, to name just a few. They're out there, just not as many as in years past.ReplyDelete
Thanks for the info Susan. Those musicals show up every now and again, but seems like not in recent years.ReplyDelete
Starr did love Hairspray. Done by our own Baltimorean John Waters!
Guess I'm talking more about the feel good have fun musicals. Seems like most are very gritty & not approriate for my 3 year old granddaughter. Guess I'm just a dinosaur!
Not at all ladies, and I guess our family has an anomaly too. We have collected as many of Fred Astaire and old musical from his era to the 60's. My children grew up on the musicals and now they are sharing with their children. Good healthy enjoyment and music is uplifting.ReplyDelete
Today's musicals are mostly remakes of the old ones, and not very good ones at that. They also seem to only want to put out the more vulgar musicals, showing just what our society has become. Lighthearted comedy, fun tap dancing scenes, and innocent romance are less desirable these days. It's gotta be sexy and dramatic to sell. That's not what the original musicals were about. Give me Oklahoma or Singin' in the Rain over Mamma Mia or Dream Girls any day.ReplyDelete
My girls also grew up loving old musicals; they watched the moves and we also went to local performances. We have to watch Singing in the Rain several times each year. It's so wonderful when you an share the things you grew up watching with your children!ReplyDelete


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Ender's Game (UK - BD RB)
Chris checks out the Blu-ray release of this recent book-to-movie adaptation...
After an alien race attack, Earth prepares for a future war by recruiting the most intelligent children and training them to lead the inevitable battle. When Colonel Graff (Harrison Ford) recruits him to the International Fleet, Ender Wiggin (Asa Butterfield) quickly establishes himself as the best recruit of his generation with abilities even greater than those of the legendary war hero Mazer Rackham (Ben Kingsley). As his abilities are tested and honed, he soon becomes Earth's only hope against total annihilation. (Taken from the official synopsis.)
Can anyone say orange and teal? Entertainment One's release of Ender's Game arrives with an impressive 2.40:1 widescreen transfer (1080/24p AVC), but it's one that looks like so many other films I'm beginning to wonder if someone has passed a law I'm not aware of. Still, it's pretty much what you'd expect from a modern feature, especially one shot on Red Epic cameras, which is to say free from film artefacts and impressively detailed throughout. Blacks are suitably inky when necessary (which is often, given that much of the action occurs in space), but not at the expense of shadow detail. Earlier joking aside, the colour palette does have a very strong leaning towards steely blues and amber hues, which serves to lessen the 'pop' of bright primaries, but the visuals suit the sterile environments and the overall tone of the film. While this 'one size fits all' colour grading thing is becoming a bit boring, in this case it at least represents the film as originally envisaged. Of course even the best source can be undone by an incompetent encode, but you don't have to worry about that here. Only the pickiest of nitpickers are going to find cause to complain about this one.
The excellent visuals are accompanied by an equally accomplished DTS-HD Master Audio 5.1 track that does just about everything right. The more intimate moments feature plenty of discrete ambient effects, the presence of which provides a lot of atmosphere without being too 'in your face'. During the larger set-pieces this subtlety gives way to more aggressive use of the available channels, delivering accurate, clear placement of effects that envelop the listener. Dialogue is usually firmly anchored at the front, but it occasionally traverses the soundstage to good effect, and there are no prioritisation issues to report. Overall fidelity and dynamic range are great, with no distortion at either the high or low ends (the latter of which packs a decent wallop through the sub). It's a shame that we didn't get the 7.1 track as featured on the US release, but even so I'm fairly confident that you could use this disc to demo your system and still impress.
At first glance there doesn't appear to be too much in the way of supplemental material, but when you add the running time of the two commentary tracks together with the Blu-ray exclusive 'making of' segments, you end up with around five hours of content.
- Audio Commentary by Director Gavin Hood: The director provides what he describes as a 'stream of consciousness' commentary track that covers a lot of bases.
- Audio Commentary by Producers Gigi Pritzkerand Bob Orci: As you might expect, this is a more conversational effort than Hood's solo effort (duh), revealing plenty of info about the production and addressing some of the changes made for the cinematic adaptation.
- Ender's Game: The Making of Ender's Game: A collection of featurettes that explore the various facets of the filmmaking process, such as adapting the novel, casting, boot camp, simulating zero gravity with wire-work etc. It's not as cohesive as it could have been if presented as a single documentary, but the various segments are interesting and don't fall into the 'PR fluff' trap.
- Deleted/Extended Scenes: These feature optional commentary by director Gavin Hood, but truth be told I don't think any of them would have added to the completed picture.
- Trailers: The disc includes a number of trailers for forthcoming theatrical features and Mars Bars. I don't know about you, but finding this sort of stuff on retail discs really annoys me...
Ender's Game is perfectly competent feature, but it's also a strangely cold, emotionless one. I never really connected with the characters or empathised with their situation, and even the film's ending elicited more of an 'I saw that coming' response than any sort of emotional pay-off. However, the cast deliver strong performances, particularly Butterfield, and it delivers striking visuals accompanied by a number of impressive set-pieces. The Blu-ray itself is technically excellent with a surprisingly decent collection of supplements, so whether you're a fan or simply curious you can rest assured that the disc is up to snuff.
Note: The images below are taken from the Blu-ray release and resized for the page. Full-resolution captures are available by clicking individual images, but due to .jpg compression they are not necessarily representative of the quality of the transfer.
Review by Chris Gould
Existing Posts
I thought this was solid stuff all the way through but the "want a sequel" ending really let it down. It needed to spend more time in the aftermath of the twist I think.
Suitable only for persons of 12 years and over
Disc Details
Release Date: 10th March 2014
Discs: 1
Disc Type: Blu-ray Disc
RCE: No
Video: 1080p
Aspect: 2.40:1
Anamorphic: No
Colour: Yes
Audio: DTS-HD Master Audio 5.1 English, LPCM 2.0 English
Subtitles: English HoH
Extras: Audio Commentaries, Making of Featurettes, Trailers
Easter Egg: No
Feature Details
Director: Gavin Hood
Cast: Asa Butterfield
Genre: Drama, Sci-Fi and War
Length: 0 minutes
7Review Guide
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KATY, Texas (AP) - Brandon Fortenberry scored 18 points, leading five players in double figures, as Southeastern Louisiana beat McNeese State 85-65 on Thursday in the Southland Conference quarterfinals.
Fortenberry also had eight rebounds. Dre Evans scored 17 points and Onochie Ochie had 15 points and eight rebounds. Jeffery Ricard had 14 points and Roger Woods added 10 for the fourth-seeded Lions.
Southeastern Louisiana (13-17) led 53-36 at halftime. The Lions shot 55.8 percent from the field for the game, while the eighth-seeded Cowboys shot 42.9 percent. The Lions outrebounded the Cowboys 34-27.
Desharick Guidry led McNeese State (14-17) with 16 points. Craig McFerrin scored 15 points and had a team-high nine rebounds. Dontae Cannon added 10 points.
Southeastern Louisiana will play top-seeded Stephen F. Austin on Friday in the semifinals.
(Copyright 2013 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)


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PORTSMOUTH — Efforts to recover a sunken tugboat from the bottom of the Piscataqua River in Portsmouth have been put on hold as the U.S. Coast Guard and the owner of the ship formulate a plan to lift the vessel.
PORTSMOUTH — Efforts to recover a sunken tugboat from the bottom of the Piscataqua River in Portsmouth have been put on hold as the U.S. Coast Guard and the owner of the ship formulate a plan to lift the vessel.
Recovering the Benjamin Bailey, the 55-foot-tugboat, might ultimately require bringing a large crane to the site, according to New Hampshire Department of Environmental Services spokesman Jim Martin.
"I believe that they have a plan in place ...," he said Thursday afternoon. "I think that it involves bringing a barge with a large crane on board up from the Boston area. I think that they are still working out the time frame."
Two crew members escaped from 1,200 horsepower tugboat after it became pinned against a barge at the Memorial Bridge construction site shortly before noon Wednesday. The ship was working under contract with Archer Western Contractors, the company running the construction project.
Martin said DES has been on scene since Wednesday to monitor whether any of the diesel fuel inside the ship's fuel tanks has leaked into the Piscataqua River. A Coast Representative told Foster's on Wednesday that oil booms were deployed in the water after material was seen escaping from the ship, forming a light seen on the surface of the water.
Martin said it's unknown what material is seeping from the ship, which was also equipped with materials such as hydraulic oil.
"The only information I have is that there has been reported a light sheen in the area of the boat, and that we have collection measures — some absorbent booms and pads — in the area to try to keep that from escaping the area," Martin said.
Martin said divers went underwater today to attempt to plug vents on the ship's fuel tank, from which diesel could hypothetically leak.
"Any of the diesel that was released may have escaped via these vents," he said.
A spokesman from the Coast Guard could not be reached for comment Thursday.


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MU High School helps Celebrities Continue Education
Regardless of what show you recognize him from, Kyle Massey, 19, has been a TV regular for years. He performed in the cast of the Disney Channel's That's So Raven and its spinoff, Cory in the House, and last year he competed on ABC's Dancing with the Stars, charming his way into the finals. His older brother, Christopher, also an actor, started his career playing Simba in Disney's stage production of The Lion King, and he was in the cast of Nickelodeon's Zoey 101 for three years.
During their teens, the frenetic show business schedule didn't leave the Masseys with much time for a traditional high school education. On set for as many as three weeks per month, the young actors needed an online learning program that would both challenge them and allow for flexibility. When their mom, Angel Massey, found MU High School, she fell in love.
"This curriculum is set up for you to really know the information," Angel Massey said after her sons had been in MU High School for two years. "You have to really pay attention to detail, which is great for SAT scores."
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Campus: UMC
Key words: Competitiveness, Math, MU Campus, Science, Teaching,
County: Boone


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You can almost see the end of the dog days of August just ahead.
Bruins players will be trickling into the Boston area over the next couple weeks in preparation for the Sept. 17 start of camp. The Bruins' rookies will take on the New York Islanders' rookies in the days before that.
So with hockey season within grasp, it's time for another mailbag. Submit your questions by clicking here, and I'll answer them hopefully over the weekend.


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"You need to start thinking about your future, honey." The Orchard has debuted an official trailer for an indie drama titled AWOL, which played at tons of film festivals throughout 2016 and is hitting limited theaters and VOD later this month. As anyone in the military knows, AWOL stands for "Absent Without (Official) Leave", which is part of the story in this film adapted from the director's own short film. It's about a young woman who is about to join the army but decides to run off with another woman she meets and falls in love with in a small town. Lola Kirke and Breeda Wool star, along with Dale Soules, Bill Sage, and Ted Welch. This seems to be heavily influenced by director Deb Shoval's own experiences growing up in a small Pennsylvania coal town, and it looks like it tells a very honest story of love and family. Take a look. ›››
Continue reading Official Trailer for Indie Drama 'AWOL' with Lola Kirke & Breeda Wool


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Graphic Design Associate's Degree - Web & Interactive Design Specialization
As a graduate of the Web and Interactive Design Associate's specialization, you'll gain an understanding of intermediate theories of visual and interactive design, website design, project management and portfolio development while creating and combining multiple forms of media to generate web-based projects involving graphic, video and audio assets.
View courses for our Web and Interactive Design Associate's degree. Download the course catalog for more information.
- Courses
Choose your state or online to see your full course listing:
Course listings are subject to change. Please see our course catalog and/or addendum for most current listings.
Web and Interactive Design Associate's Degree Course List
Major and Core Courses
Lower Division
- Design Foundations
- Drawing from Observation
- Typography
- Digital Illustration
- Color Theory
- Introduction to Animation
- Interactive Media
- Audio/Video Editing
- Print Design
- User Experience Design
- Digital Photography
- Career Development
- Motion Graphics
- Portfolio Development
In this course students will learn the foundational principles and elements of art & design and explore them through digital design. Theory of each principle and element will be supported by hands-on exercises in which students will apply what they have learned. Examples from the history of art & design will be used to support and explain each new concept. Balance, value, repetition, unity & variety, contrast, dominance, scale, line, shape & form, depth, direction, texture, color, and value will be presented. This course will provide basic training and exploration in a variety of industry-standard design software. Emphasis will be placed on exploration of basic foundation principles through original compositional designs.
Course ID: GRA1057C
Credits: 3
Students in this course will develop and hone vision and drawing skills. The course will focus on drawing on paper from still life and life scenes observations. The course will progress from basic sketching and contour lines to gesture drawing and perspective drawing. Developing observation skills for line, form, light, shadow, and detail, will be emphasized. Techniques learned in this course will be utilized later in digital drawing and painting courses. Professionalism in critique of one's own work and that of others will be practiced.
Prerequisite: None
Course ID: GRA1164C
Credits: 3
This course focuses on the fundamentals of typography and introduces the students to aspects of type for display and text design. Students become familiar with the categories of type and a variety of font families. They also become proficient at choosing fonts to match a specific message. This course will provide training in a variety of industry-accepted Adobe design software.
Prerequisite:Design Foundations
Course ID: GRA1206C
Credits: 3
In this course students will create illustrations with industry standard digital software. Concepts and themes developed into visual painted and drawn messages will be explored. Illustrations will be created for print and screen. The process of illustrating an idea or story, from thumbnails to sketching, color and style studies, color comprehensives, to final illustrations, will be presented.
Prerequisite:Design Foundations and Drawing for Observation
Course ID: GRA1493C
Credits: 3
This course offers methods and exercises for the study of color theory using creative software. Exploring color on the computer holds the advantage of speedy experimentation with many color techniques and solutions, as well as immediate application to projects. The digital approach used in this course will give students knowledge and practice that is immediately relevant as the student moves from color study to color application.
Prerequisite:Design Foundations
Course ID: GRA1281C
Credits: 3
This course introduces students to the 12 basic principles as well as the processes of animation. Student will learn about research, pre-visualization, storyboarding, animatics, character model sheets, and other processes integral to accomplishing a final animated film. Sketches and source imagery are utilized to effectively communicate ideas for time-based media. Documentation techniques are employed to chart progress with character and scene development, as well as cameras and lighting. Students will be able to relate the 12 basic principles to examples from animation history while applying them through hands-on analog and digital projects.
Prerequisite:Design Foundations
Course ID: GRA1552C
Credits: 3
This course is a study of the integration of components used in multimedia applications using authoring software. Students use industry-standard software as well as skills developed in earlier coursework to produce interactive projects that incorporate graphics, sound, and interactive elements. Combining multimedia elements into HTML pages are explored. This course will provide training in a variety of industry-accepted Adobe design software.
Prerequisite:Introduction to Animation and Typography
Course ID: GRA2060C
Credits: 3
Students learn the theory and processes of audio/video editing using non-linear editing software on the desktop. Exercises in production and post-production techniques will be applied for various delivery media. Students produce and edit a series of short videos for video, disk and Internet applications. This course will provide training in a variety of industry-accepted Adobe design software.
Prerequisite:Interactive Media
Course ID: DIG1280C
Credits: 3
This course utilizes techniques associated with designing computer graphics and multi-page and package design for both desktop publishing and digital distribution. Students will learn professional practices in proper file setup, saving and exporting, and delivery. Emphasis is on the exploration of combining illustration, images, and type in an effective manner while working toward industry-standard published files primarily in printed form.
Course ID: GRA2133C
Credits: 3
This course expands on student's knowledge of interactive design learned in earlier course work, exploring interactive design from the perspective of user experience. Metaphors for graphic interfaces and icon design are studied through industry product examples, student practice exercises and projects. Organizing, scoping, planning, design, prototype models, and creating, working and aesthetic interactive experiences of complex informational content through rich multimedia experiences are covered. Software training builds on previous knowledge to advance student's skills with a variety of industry-standard design software.
Prerequisite:Interactive Media
Course ID: GRA2274C
Credits: 3
Building upon skills already accomplished in earlier course work, students will advance their skills, aesthetic, and technique in digital image making. Professional artist's sample work will be viewed, analyzed, deconstructed, and discussed in terms of concept, message, technique, and approach. A variety of techniques for digital image-based art making will be demonstrated, explored, and practiced. Images will be combined with typographic and written messages. Image output for print, screen, and broadcast will be presented. Software training builds on previous knowledge to advance student's skills with a variety of industry-accepted Adobe design software.
Prerequisite:Color Theory
Course ID: GRA2390C
Credits: 3
This course is designed to study the personal and professional characteristics necessary for obtaining and maintaining suitable employment. The student will assemble a complete jobseeking portfolio including his/her resume and references, letters of application and appreciation, documentation of work and educational history, and demonstration of skills through examples of student work. The course includes an indepth study of self-marketing approaches, job interviewing techniques and professionalism as well as participation in a mock interview.
Course ID: E242
Credits: 2
Moving graphic 2D animation is the primary focus of this course. Students will composite video, digital images, motion graphics, vector and pixel graphics, titles, and kinetic typography into cohesive motion graphics pieces. Narrative and non-narrative form will be explored. Projects include: kinetic logo design, animated PSAs, broadcast titling, and advertising spots. Students will assemble a demo reel of motion work. Software training builds on previous knowledge to advance student's skills with a variety of industry-accepted Adobe design software.
Prerequisite:Audio/Video Editing
Course ID: GRA2442C
Credits: 3
In this course, students create an industry-quality portfolio consisting of enhanced and updated projects from previous classes as well as newly created projects. Students will create a final portfolio/demo reel using a consistent theme and targeting an intended market based on what career path they are pursuing. This course will provide training in a variety of industry-accepted Adobe design software.
Prerequisite:User Experience Design
Course ID: GRA2607C
Credits: 3
Choose a Specialization
Web & Interactive Design
- Fundamentals of Web Design
- User-Centered Web Design
- Introduction to Web Scripting
- Scripting for Web Servers
- Mobile Web Design
This course is an introduction to the World Wide Web and the design and development of web sites. It provides a foundation in the planning, designing, and production of web pages through the creation of HTML and CSS using industry-standard web development software. Key components of the course include web design principles, the planning and management of content and structure, optimized image production, web typography and usability.
Prerequisite:Interactive Media
Course ID: GRA1377C
Credits: 3
This course builds upon the fundamentals of web development with a focus on user-centered design. Expanding upon basic HTML and style sheets, the student is introduced to best practices, interface design, and the development of flexible, multi-use sites. Usability and accessibility are also explored in greater depth, using advanced web development tools. Needs of the visitor will be examined, including detecting and responding to the visitor's browser, as well as utilizing the advanced media capabilities of HTML5 and CSS.
Prerequisite:Fundamentals of Web Design and User Experience Design
Course ID: GRA1687C
Credits: 3
Prerequisite:Fundamentals of Web Design
Course ID: GRA1747C
Credits: 3
This course delves deeper into the power of web development through server-side programming. Building upon Introduction to Web Scripting, the student will explore and interact with server-side databases and collect and manipulate data using general PHP scripting language. Students will create dynamic content for web pages to perform simple calculations, collect visitor information, and interact with basic databases.
Prerequisite:Introduction to Web Scripting
Course ID: GRA2819C
Credits: 3
This course focuses on current trends in web usage, specifically on the expansion of mobile platforms from laptops to tablets and smartphones. Emphasis is placed on responsive design: creating cross-platform web sites that provide equal and optimal usability across a wide range of devices, screen sizes, and resolutions. Various web tools and techniques are utilized to provide a fluid and flexible experience for the web visitor.
Prerequisite:User-Centered Web Design
Course ID: GRA2936C
Credits: 3
Animation & Motion Graphics
- Figure Drawing
- 3D Modeling
- 3D Lighting, Texturing & Rendering
- 3D Animation
- Character Modeling
Basics of structure and anatomy of the human figure will be introduced with a strong emphasis on gesture and the drawing of actions and kinetics. Students will explore drawing a stationary human figure as well as figures moving while dressed in flowing costumes and figures performing basic movements. The development of visual acuity and professionalism in criticism of artwork will play a key role in the course.
Prerequisite:Digital Illustration
CorequisiteDigital Illustration
Course ID: GRA1022C
Credits: 3
This course introduces students to the fundamentals of 3-dimensional modeling. Students learn basic modeling techniques, texture, lighting, and environmental effects, to create forms based on observed objects, as well as student's original concepts. Basic constructs are covered such as: primitive objects, polygon modeling, nurbs, booleans, extrusions, lofting, revolving/lathing, software interface navigation, model exporting and rendering. This course will provide training in a variety of industry-standard 3D design software.
Prerequisite:Introduction to Animation
Course ID: GRA1188C
Credits: 3
Expanding upon prior experience with 3D modeling and animation, students will take a deeper look into the specifics of lighting, texturing, and rendering. Advanced texturing techniques and methods, in combination with best practices for lighting various model scenarios, will be explored and then further refined through examining output from multiple renderers.
Prerequisite:3D Modeling
Course ID: GRA1235C
Credits: 3
Building upon knowledge of 3D modeling and rendering and 3D animation from earlier coursework, this course will focus on advancing 3D animation skills, techniques, and proficiencies towards creating an animated digital short film. Emphasis on refining application of the 12 animation principles, life-like animation, forward and inverse kinematics, scene staging, and camera work. This course will provide training in a variety of industry-standard 3D design software.
Prerequisite:3D Lighting, Texturing and Rendering
Course ID: GRA1461C
Credits: 3
This course is designed to refine skills in 3D character creation and effects. During this course students will explore advanced 3D modeling and animation theory and principles that focus on character animation as it applies to the gaming environment. Specifically, these principles and theories are applied to the context of interactive narratives and video games. Students will engage in the study of character posing and rigging for games, advanced animation, and morphing, blending, and similar techniques to create more expressive characters. This course will further prepare a student for industry certification in Autodesk 3ds Max.
Prerequisite:Figure Drawing and 3D Lighting, Texturing and Rendering
Course ID: GRA2754C
Credits: 3
Choose either Track l or Track ll
Track I (Available to Residents of MN, WI, FL, ND, KS only)
- Design Internship
In this course, students will integrate prior knowledge and coursework within a hands-on learning environment in a professional design workplace. Students will create a variety of multimedia-based design projects under the guidance of a workplace mentor or supervisor as well as implement valuable transferable skills such as communication, critical thinking, and teamwork to grow as a professional. The work completed at the internship site will be complemented by weekly course activities such as reflective writings, peer discussions, time sheet documentation, and group activities to enhance the authentic learning experience for students.
Prerequisite:Course should be taken in last or second-to-last term.
Course ID: GRA 2956
Credits: 3
Track ll
- Digital Media Project
This course is a culmination of a student's accumulated knowledge in narrative and non-narrative digital film creation. Students will produce a proposed film idea from concept to final presentation. Brainstorming, story writing, casting, storyboarding, animatic, character creation, animation, audio and video recording and production, camera techniques, digital capturing/rendering, non-linear editing, post production, titling, compositing, and final output will be evaluated in the final piece. The course will culminate in a screening of final student films.
Prerequisite:Motion Graphics
Course ID: GRA 2522C
Credits: 3
General Education Courses
Lower Division
English Composition (Required Course)
- English Composition
This course is designed to guide students in understanding the writing process and developing their ability to write and express ideas in an organized, unified, and coherent manner. Students will produce college-level writing that reflects awareness of rhetorical strategies, writing purpose, student voice, and appropriate grammar, punctuation, and usage skills. Through reading, writing, discussion, research, and collaboration, students will practice effective writing and apply course concepts.
Course ID: ENC1101
Credits: 4
Communication (Select 1 Course)
- English Composition 2
- Introduction to Communication
- Oral Communication
This course builds on students' understanding of the writing process through an exploration of various writing strategies and research. Students will analyze readings and apply critical reading and writing skills. This course will develop argumentative writing and application of research.
Prerequisite:English Composition
Course ID: ENC1121
Credits: 4
The course will introduce students to basic models and theories of the communication process. Students will learn about a variety of elements involved in communication. They will also explore how factors such as race, ethnicity, age, socioeconomic status, and gender influence communication. Students will focus on developing an awareness of the effects of various types of communication on themselves and others. They will also develop practical skills for improving their ability to communicate in personal, social and professional contexts. Specific topics will include perception, self-concept, verbal and nonverbal communication, effective listening and communicating in culturally diverse settings.
Prerequisite:Passing grade in Foundation coursework or placement determined by Rasmussen College entrance placement exam score
Course ID: COM1002
Credits: 4
This course will present students with a broad understanding of communication in a variety of contexts. Students will learn the processes and strategies of oral communication by exploring speech anxiety, audience analysis, and organizational speech patterns. Students will research, use supporting materials, and use effective language to develop and present a narrative, informative and persuasive speech.
Course ID: SPC2017
Credits: 4
Math/Natural Sciences (Select 2 courses, Math required)
- Structure and Function of the Human Body
- Scientific Literacy
- General Education Mathematics
- Introduction to Human Biology
- College Algebra
- Introduction to Astronomy
- Introduction to Geology
This course provides a working knowledge of the structure and function of the human body. A general introduction to cells and tissues is followed by study of the anatomy and physiology of the skeletal and muscular systems. The student is introduced to the nervous, cardiovascular, respiratory, digestive, urinary, reproductive, and endocrine systems.
Course ID: PHA1500
Credits: 4
In this course students will explore the role that science plays in the world. Students will survey different natural sciences such as: biology, health sciences, chemistry, physics, astronomy, and geology; as well as analyze specific case studies from these fields. Throughout the course students will develop their scientific reasoning skills. They will learn about the scientific method as well as how to detect common fallacies and misuses of science.
Course ID: G152
Credits: 4
This course introduces students to topics from modern mathematics that are relevant to everyday life and not typically covered in the standard college math sequence. Students will be exposed to a variety of mathematical tools from diverse branches of mathematics. They will utilize these tools to solve interesting real-world problems. Topics may include, but are not limited to, game theory, graph theory, the mathematics of growth, applications of geometry, probability, and statistics.
Prerequisite:Passing grade in Foundation coursework or placement determined by Rasmussen College entrance placement exam score
Course ID: MAT1402
Credits: 4
Students will explore fundamental concepts of human biology. They will examine cell structure and function, body systems, and biochemistry. They will also learn basic concepts of genetics and evolution. Students will explore the relationship of human populations and the ecosystem. Students will complete laboratory exercise coordinated with course content.
Course ID: BSC2145
Credits: 4
This course provides students with the skills to achieve mastery of algebraic terminology and applications including, but not limited to, real number operations, variables, polynomials, integer exponents, graphs, factoring, quadratic equations, and word problems.
Prerequisite:Passing grade in Foundation coursework or placement determined by Rasmussen College entrance placement exam score
Course ID: MAT1031
Credits: 4
Examines astronomical phenomena and concepts, including the solar system, stars and galaxies, planetary motions, atoms and radiation, and the origin and evolution of the universe.
Course ID: AST2002
Credits: 4
Examines basic geologic principles from a physical or historical perspective. Includes such topics as the formation of rocks and minerals; internal and external processes modifying the earth's surface and phenomena; and the evolutionary history of the earth, including its life forms, oceans and atmosphere.
Course ID: GLY1000
Credits: 4
Humanities (Required Course*, Select 1 additional course)
- Art Appreciation
- Humanities
- Film Appreciation
- Creative Writing
- Introduction to Critical Thinking
- Introduction to Literature
- Conversational Spanish
Students will examine the historical, social, and technological factors that contribute to understanding the function and meaning of art in this course. Using a global and thematic approach, students will be introduced to the basic elements of art, while learning about a full range of media used to make art, and the fundamental concepts of art criticism. Western and non-Western art is represented, with a strong emphasis on a global perspective in relation to culture, communication, politics, and economics.
Course ID: G147*
Credits: 4
This course investigates human creative achievement. It is designed to increase the student's understanding and appreciation of cultural literacy and the pursuit of humanitarian goals. Representative disciplines may include art, music, literature, architecture, drama, and philosophy.
Course ID: HUM2023
Credits: 4
Students will study different elements, forms, techniques and styles of film and will learn a critical approach to film and the motion picture industry. Students will critique films and filmmakers through various approaches and assessments that demonstrate analysis, interpretation, and evaluation skills as well as fostering a deeper appreciation and understanding of film as an art form.
Course ID: G145
Credits: 4
This course will develop the student's talents in creative writing. Various forms of writing will be studied, such as short stories, novels, poems, plays and non-fiction. Works by students and others will be critiqued. Students will also develop editorial skills so that each writer may revise and improve his/her work. Students will compose a minimum of 6000 words over the course of the program.
Prerequisite:Passing grade in Foundation coursework or placement determined by Rasmussen College entrance placement exam score
Course ID: CRW2001
Credits: 4
A study of the rules of valid judging and reasoning, both inductive and deductive, in a traditional, language-centered context rather than a symbolic context. Logical analysis of both formal and informal fallacies and of the consistency and logical consequences of a given set of statements. Logical analysis is applied to concrete problems dealing with our knowledge of reality.
Prerequisite:English Composition
Course ID: PHI2103
Credits: 4
This course offers an introduction to the most common literary genres: fiction, poetry, drama, and literary non-fiction. Students will study the basic elements of each genre, learn how to compare genres, become familiar with sample texts that illustrate the particularities of each genre, and practice the skills of analyzing and writing about literary texts. Reading and analysis of texts will include a variety of literary forms and periods. Students will engage in approaches to determine literary meaning, form, and value.
Prerequisite:none [English Composition recommended]
Course ID: G230
Credits: 4
This course focuses on common words and phrases students need to develop a working vocabulary which will enable them to communicate with Spanish-speaking individuals in their personal and professional lives. Although oral communication is stressed, included is an overview of Spanish grammar, phonetic pronunciation and Hispanic culture.
Course ID: G238
Credits: 4
Social Sciences (Select 2 Courses)
- Principles of Economics
- Introduction to Sociology
- Human Geography
- General Psychology
- Macroeconomics
- Microeconomics
- United States History: 1900 to the Present
Introduction to national income theories, price theories and behavior of the firm under varying economic conditions. Includes the economic roles of business, government and households; economic fluctuations and growth; money and banking; and international economics.
Course ID: ECO1000
Credits: 4
This course introduces students to basic sociology terms and concepts. Students will understand how to apply sociological concepts and theories and analyze the structure and relationships of social institutions and the process of social change. Students will explore a variety of topics of sociological interest, including socialization, social inequality, social movements, and the impact of technology and social change on society.
Course ID: SYG1000
Credits: 4
This course will introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students will employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences.
Course ID: G146
Credits: 4
This course will provide students with a general understanding of basic methodologies, concepts, theories, and practices in contemporary psychology. Areas of investigation may include the goals and research methodologies of psychology, the science of the brain, theories of human development and intelligence, concepts of motivation and emotions, the science of sensation and perceptions, and the current practices pertaining to psychological disorders, therapies, and treatments.
Course ID: PSY1012
Credits: 4
In this course, students will learn the fundamentals of macroeconomics, which deals with the economy as a whole. An overview of the American economy will be explored through a study of basic supply and demand analysis and a review of fiscal and monetary policy to phases of the business cycle. Unemployment, inflation, GDP, and policy decisions which affect the American economy at home and abroad will be covered.
Course ID: ECO2013
Credits: 4
Students will be introduced to the field of microeconomics in this course, including theories of production, determination of prices, and distribution of income in regulated and unregulated industries. Other topics may include industrial relations, monopolies, and comparative economic systems.
Course ID: ECO2023
Credits: 4
This course provides an overview of the history of the United States during the 20th century up until the present day. The political, social, and economic aspects of this time will be explored amid a variety of human cultures, values, and perspectives within the United States.
Course ID: G270
Credits: 4
Total AA Degree Credits
General Education Credits: 32
Major and Core Credits: 44
Specialization Credits: 15
Total AA Degree Credits: 91


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01.17.12Pflaumer Brothers, Inc. of Ewing, N.J., United States, introduced a new amine-functional resin for polyurea polyaspartic coatings used on concrete, metal, plastic composites, wood and other substrates.
The polyaspartic amine, designated Teraspartic 230, is characterized by low viscosity, high reactivity, and fast gellation that are ideal for specialty applications such as patching compounds, sealants, gel coats, caulks, pore fillers and puttys. The product can also be used in combination with other polyaspartic amines, or together with other amine functional resins or hydroxy-functional acrylic resins to formulate fast-setting clear and pigmented coatings without solvent for highly productive one-coat systems.
Together with Teraspartic 230, Pflaumer also offers Teraspartic 277 and Teraspartic 292, which are stearically hindered aliphatic amines that react with polyisocyanates to form high-gloss, weather-resistant coatings with good film build and rapid cure rates.
Polyaspartic coatings are used in high-performance applications requiring fast cure, low VOC, and low odor. These coatings exhibit a combination of strength, flexibility and impact resistance, ideal for industrial coatings such as on agricultural and construction machinery, for OEM coatings requiring corrosion protection, plastic composites such as wind turbines, and for use on resurfacing concrete floors. They can be formulated with no VOC's, no odor, and with a tack-free time of as little as a few seconds.
Polyaspartic coatings are particularly useful for application on concrete floors in food processing plants to meet USDA regulations and the requirements of UL for the ANSI-NSF 61 Standard. Not limited to temperature extremes in application, polyaspartics can handle rigorous cleaning with chemicals, detergents, and steam to provide seamless, flexible protection for concrete floors.
Polyaspartic coatings dry efficiently at room temperature, a distinct advantage for the applicator. In addition, the applicator can apply polyaspartic coatings as thick films in one coat rather than two or more, again with the added productivity of fast-cure. These qualities allow for use in direct-to-metal application in paint shops, for putty and patching compounds with rapid dry sandability, and for gel coats.
"Pflaumer also offers 34 colors for polyaspartics, including those for use on-site as color
packs," said Craig McNair, Pflaumer's chief operating officer. "We also developed a new
deaerator and flow-control additive for polyaspartic coatings, designated Tallicin 4040,
which we think is the most effective bubble-release agent on the market for polyaspartic


text:
More than 50 commercial and residential buildings in the Del Mar area wouldn't exist if Herb Turner hadn't suffer a soccer injury during his final year at West Point in 1949.
That injury ended Turner's military career and forced him to pursue other interests. He eventually began studying art (with painters Robert Brackman and Naum Los) and architecture (with architect John Lloyd Wright, son of Frank). That led to a long career as an architect who championed the green building process long before it became trendy. Turner, who died in 2010 at the age of 84, called this "Terramonics," a holistic approach to architecture and landscape that emphasizes the interaction between interior and exterior spaces.
"He always looked at the landscape first and then designed in a way that was sensitive to the environment," said Danielle Susalla, director of exhibitions and communications at the Oceanside Museum of Art, where Turner's work is featured this spring. "He was sensitive to the terrain, directional light and even the water runoff. He would always recommend to clients that they buy the property with the best view and he would make the building fit the space."
The exhibit features 38 of Turner's paintings, many of which have never been seen by the public. Turner had a few works included in larger shows before his death, but this is his first solo show and retrospective. Susalla worked with his son, Brent, and daughter, Rachel, to find new works. The paintings are supplemented with photos of buildings Turner designed.
The paintings, she said, show scenes of everyday life, family portraits and his visual commentary on the urbanization of the area. For instance, the painting "Cudahy" depicts a meatpacking plant and its juxtaposition of industrialization and nature — and how they influence each other, she said. It's just one of his many landscapes.
"His paintings are very narrative," she added. "There are many stories in each of them that people can respond to."
"I want people to see how Herb Turner was a visionary of his time," said Susalla. "He showed us how to bring importance to our shared community and how we often forget about our environment. He was the San Diego regionalist of his time. We wanted to show that significance with this exhibit."
"Herb Turner: Realist/Idealist"
When: 10 a.m. to 4 p.m. Tuesdays-Saturdays; 1 to 4 p.m. Sundays; through May 19
Where: Oceanside Museum of Art, 704 Pier View Way, Oceanside
Tickets: $8 general; $5 seniors; free students and military (and dependents) with ID
Phone: (760) 435-3720


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Walmart app makes check out faster, easier
Walmart app makes check out faster, easier
OMAHA, Neb. —
Technology has made it faster and easier for customers at the Omaha Walmart near 168th Street and West Maple Road.
Walmart's new Scan & Go system lets customers scan and bag their own items using the store's iPhone app.
The app stores the items until the customer is ready to check out and pay.
"The list that they've already scanned populates right into the register; it's all done for you. You don't have to load the groceries onto the belt, have your cashier scan them, reload all the bags. Everything's already taken care of," said manager Justin Shank.
The Omaha store is one of 200 testing the new technology.


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Once in a while, a movie slips under your radar. For about, oh, 20 years. In 'Big-screen blind spot,' we sit down with those 'classic' movies everybody but us has seen and give them the nostalgia critic treatment.
Confession: Until last week, I had never seen "Last Action Hero," the oh-so-meta 1993 movie about a little wiener kid (Austin O'Brien) with no friends who finds himself inside the world of his favorite action star, played by Arnold Schwarzenegger. Like literally inside the movie, you guys.
Had I seen it in 1993 at the age of 8: I would have appreciated the movie for what it is, a satire of shoot-em-up American action films and, in some respects, a commentary on Hollywood's obsession with the culture of violence. Kidding! All that stuff would have gone completely over my head, and I would have been totally thrilled by the amount of public and private property that gets blown up throughout the crazy adventures of the kid and his hero. I also would have gotten a little antsy sitting in a theater for so long. "Hero's" runtime is a whopping 130 minutes.
Now: If I could just put on my media studies cap on for a minute here, has anyone considered the horrifying implications of this movie's premise? A kid enters the fantasy world of an action star, drops this huge bomb that the guy's entire existence is guided by nothing more than the law of movie clichés, takes him to the real world where the action star becomes aware of the splendor of real life and all its complexities--and then the kid shoves him back into the world of Hollywood blockbusters, leaving him to slog through this futile existence with the newfound knowledge that his whole reason for being is the entertainment of prepubescent boys. Heavy.
Must be noted: "Last Action Hero" came out nine days after "Jurassic Park." It never stood a chance.
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text: DUDE I know we got along way to go to next year but we ON paper have one of the best coaching staffs in the NFL ! This is very exciting times for us as fans we have a O and D coordinator that has been to multiple suberbowls not only that but TOGETHER ! HOOAH ! GO CHIEFS !!!


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It has been said that reading the Scriptures in translation is like kissing your bride through a veil. The original languages carry certain nuances that may be covered in translation, and we want our students to be able to take off the veil and do the significant labor of exegesis in the original languages. To that end we drive students to learn the original languages and to use them repeatedly throughout the curriculum.Students begin by taking Hebrew and Greek in their first year, reaching a level of proficiency that will enable them to work efficiently in the original languages. Then in the Biblical Studies curriculum our students continue to hone their skills through translation and exegesis in assignments and testing. The languages are used in Systematic Theology and Practical Theology, and they become an important part of the preaching curriculum as we go from translation to exegesis to exposition.For intensive language immersion RTS Jackson hosts the Summer Institute for Biblical Languages.
Whether you're a prospective student, current student, alumnus, donor, or friend of RTS, we would love to hear from you.