text:
User:TrevorLocke

Bio
Trevor Locke grew up in Renton born April 8th 1988 at the Valley Medical Hospital. As a child Trevor Locke went to some different schools as he grew up. Trevor Locke started at Bellevue Christian until the 2nd grade. Then Trevor Locke went to Renton Christian School from 2nd to 8th grade from 1995 till 2002. For 9th through 12th grade 2002 till 2006 Trevor Locke went to Liberty High School. Trevor Locke was on the Football team form 2002 till 2005 all four years that he spent at the school. Trevor Locke also did track and field throwing event like javelin, shot put, and discus. During his high school years Trevor Locke worked construction every summer until football started back up for fall season. Trevor Locke graduated in 2006 and took the summer to work for the Lynnwood Siding Company. After the summer was over he started to go to Bellevue Community College for 2 years until he decided to do photography as a career. He took a beginner’s black and white film class which got him interesting in doing photography for his life’s career. While at the community college Trevor Locke drove a Mazda Meata through a fence on the on ramp to I-90 in Bellevue on a rainy day in my first fall quarter 2006. Trevor Locke started going to the Art Institute of Seattle in the spring of 2008. Trevor Locke is now in his forth quarter of the Commercial Photography program and has realized that he wants to work with people more then doing still photography or nature photography for his future career in the future.

Assignments
1. Art Walk

The man hole cover was the least public art because you cant stand and enjoy it for long before people come by to and bump into you.

The 66 sign wasn't something that I would call art because personally I don't think it is.

The buildings along the art walk were amazing and I would wish to go back and photograph them.

Guerrilla Marketing of Aqua Teen Hunger Force Colon Movie

A show called Aqua Teen Hunger Force did some almost free advertising in some major cities all around America. The cities that had the devices are as followed: New York City, Chicago, Seattle, Philadelphia, Los Angeles, Portland, San Francisco, and Boston which was the only city to freak out about this advertising.

It started in November 2006 when Peter Berdovsky and Sean Stevens planned to do some graffiti art for the upcoming movie for Aqua Teen Hunger Force. Peter and Sean were asked by someone at Interference, Inc. to place 40 light bright signs which they then got people in the other cities to do the some thing. The devices were black circuit boards with LED lights that made a sign of a character from the show called Ignignokt. At the bottom of the sign there ware four D-cell batteries. There were magnets on the back of the device so that it could easily be mounted to any metal surface.

Boston Bomb Scare

This graffiti art advertisement led to something that should never happened and only happened because people didn’t know what a light bright looks like. January 31. 2007 early in the morning the Boston Police department started getting alls that there was a device on the support of Interstate 93. By 9 am the bomb squad was called in to identify the device. Even though both of the men were at the site watching as the police check out the device all the time they did speak up once to tell the police that it was just LED lights and batteries. One of the two, Peter Berdovsky, brought a video camera and recorded the police checking out the device. The bomb squad destroyed the device with an explosive water charge because the device looked like a make shift bomb with a power source, circuit board, wires, and electrical tape. After this the police reported that the device was a hoax later in the there were more reports of these device all over the city. There were two other locations the Longfellow Bridge and Boston University Bridge that had to be closed down because of two other devices were found on them. Interference Inc. heard what was going on in Boston and told the men that put the devices up to just stay quiet about the whole thing. A Police Analyst finally figured out that the device were from the show Aqua Teen Hunger Force. After that Interference contacted Cartoon Network the company that hired them to put up the devices. Cartoon Network made a public statement after hearing from Interference about the scare. They said that they regretted what happened in Boston and were going to tell the Boston Police were all the rest of the LED devices were planted.

The Result of the Guerrilla Art

The officials of the city decided with Turner Broadcasting that both companies would have to pay two million dollars as a settlement for all criminal acts. Half of the money went to the Boston Police department and the other half went to the United States Department of Homeland Security. Less then a week after the incident the head of Cartoon Network step down from his position believing that it was entirely his fault for what happened in Boston under his watch. Berdovsky and Stevens were arrested on the day of the all of this happened and charged with placing a hoax device to incite panic, a felony charge that carries a five-year maximum sentence. Both pleaded not guilty to the charges and later posted bail for 2,500 dollars. When they were released the two men held a press conference and during the conference all they talked about was hair styles in the 70’s. At their arraignment they were accused of trying to get attention by causing fear and unrest with in the general population. In the end all the two men got were 80 hours of community service working at Spaulding Rehabilitation Center in Boston.

Reflective assessment
I had fun during Humanities learning about different kinds of art that is out there. I learned that public art can be destructive and constructive. I felt that I was prepared for class every time I showed up to class. I feel prepared to go out in the world and create my own public art. I hope that I can do public art that will be seen by many people. I sadly don’t think I contributed much to the class I mostly sat there and listen to what was going on during class. I am not much for lecture classes that is why I have become an Artist photographer. I love doing my final project in that class because while putting up my public art I got the best weird looks from people. I loved the concept of public art in all its sense. The concept of clean graffiti is amazing to have a dirty wall and make art out of cleaning it. The only bad thing about General Education classes at our school is that we have the teachers to teach the class but no one is interested in taking them. Although I would be happy to take Steve’s class again.

Reflective assessment
I felt like this English class was kind of a let down. I didn't like how the mid term was turned into our final that just made our class kind of lazier. The Gnome group pretty much had there stuff done with week 4 and they had nothing to do after that week for the rest of the quarter. Steve was a great teacher I just think that next quarter he should be harder on his class to get things done. I worked hard on the first Research all by myself and I was ok with that at the time thinking that my group would finish the other stuff. It came to week 4 and no one had done there stuff, I personally felt betrayed. Then when we had the extra time to finish it and we still waited till week 11 to write and finish the new research paper. I personally hate group projects and this just confirmed it. But there was some good in this project when I asked Amber work on the short story she told me that his had already started one. She had honestly been working on the project for at least 4 weeks.

title: User:TrevorLocke


text:
User:Kelsicrnkovich

bio
My name is Kelsi Crnkovich. This is my sixth quarter at the Art Institute of Seattle. I am in the Culinary Arts program, and I'll be graduating with my Assosicates Degree in Spring 2009. So, obviously, I love to cook and eat :). I moved to Seattle from a very small town in Montana, and the move over here was a HUGE change for me; however, it has been a GREAT change for me.

final
I did my final with Eric F. We took the time to make songs/poetry out of peoples' names. It was a fun experience approaching random people, and a lot of our volunteers were very interested in what we were doing. I do not have the material except for what will be shown in class on Tuesday March 24th. Eric F. has the hard copy information on our project. I am glad we did a project that no one has done before. Usually, it is diffucult to approach random people and talk to them, but for this project I felt like a professional! It was a great experience.

in-class writing

 * 1)  The least "public" piece of art for me was the Manhole Cover.  The reasoning why is simply because it took my group some time to find the actual piece.  We were not expecting it to be placed underneath us.  Once we found the piece of art, we took some time to figure out what the animal was:  whale.
 * 2)  Every piece of art that I saw today I believe is defined as art.  Art is a way for people to express theirselves, yet it is also defined through other's interpretation as well.  The only piece that was questionable for me was the Red Wall.
 * 3)  The most interesting thing I saw today was when my group was walking, and this CRACK HEAD came out of no where.  All the sudden when we turned the corner of Yesler, this crack head just about punched Vanra (group member) in the face.  I mean this guy was totally not in the right mind set.  He had black marker all over his face that resembled facial hair.  The guy looked rediculous.  I was shocked that he almost punched him in the face.  It made me all fired up, and I wanted to punch the CRACK HEAD! :)

reflective assessment
I have to say this class was not what I expected. In fact, that is probably one of the reasons I found myself very involved in the class. Unlike some students who abused the power of not attending projects and what not, I honestly participated in every event. I have always liked art no matter if it has to do with writing, painting, drawing, or even performing. This class has really opened up my thoughts and opinions of all art.

One thing that I did learn was what the term "busking" means. Honestly, I have never heard that terminology before; possibly, because I am from a very small town. I have witnessed people performing on the streets before, but there was never really a name for what they were doing; however, now I know, busking. I have taken previous art classes, but none quite like this. In my previous classes, I learned a lot of information on the history of art. Hummanitites covered the information as well, but in a more interesting manner.

When ever I am in this class, I feel some-what inspired. I love expressing myself through art, and being able to view other pieces of art opens my perspective on being creative. This class has had a possitive impact on the way I very things.

P.S. - I am going to miss this class

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Kelsicrnkovich


text:
User:Kaylene so

bio
PROGRAM: Video Production & Film Making student QUARTER: 3rd PASSION: All arts! I love and can do all but dancing and cooking =[

midterm
Wayne Gabaylo

Born and raised in Ewa Beach, Hawaii. Started in 1990 in his dad's garage. He experimented with spray paint and kitchen utensils to create his art. Creates his art while he plays around by juggling and dancing along to his music. Has a goal to inspire as many people with his art.

final
DAY 1

I am art - people draw/tagg on me with markers (NOT ENOUGH PEOPLE TO COMPLETE)

Drew in the sand and played my ukulele instead.

DAY 2

played ukulele again

OBSERVATION

Everyone avoids me, everyone looks away when I make eye contact.

in-class writing
Public Art Walk / Tour Nothing, all seemed presentable and all were accessible. No because each was interesting and there was effort. A police officer on a giant horse, and the horse urinated a big bucket-full on the grass.
 * What was the least "public" piece of art you saw today, and why?
 * Did you see anything you would not define as art? Why?
 * What was something interesting you saw that was not officially on the tour?

title: User:Kaylene so


text:
User:MichelleCharette

bio
My name is Michelle Charette, I am in Culinary Arts in my 6th quarter at the Art Institute of Seattle for my Associates Degree. I like dealing with food.. creating new recipes, going through cook books, just have fun with it. Some people think or say that the oldest sibbling is suppose to be a romodel for the second child or for the following sibblings. However I do not believe it. My sister is older than me, and to say...she is not much of a romodel for me. So I believe that I am a romodel for my younger brother and cousins. I admit it was a struggle to get here, but I just remember "tough times don't last, tough people do"-John Ruby. And just believe in yourself, although there may be obsticles in your way, it's all up to you if you let them get there. Trust in your heart and goals and for sure you will make it where you want to be.

in-class writing
1)Nothing really. Everything is art, although you may not think it is. 2)Everything I look at in Seattle is art in it's own form, from a person taking pictures of fruit and vegetables, people playing a guitar with the case open for money, or a homeless man sitting back in the grass eating. 3)Massive pig statues.

reflective assessment
What I learned from this class, was to look and get a better understanding on art. Knowing that anything can be known as art such as, a homeless person sitting at the park under a tree for shade. To a baby learning how to walk, and not only people are known as art. Others like music, dancing, shadows, performance and it goes on. At first I didnt know what to expect from this class, but as it went on, it was like walking into a world of art that took you to another demension. Im not really artistic, but after this class just made me feel like I can do anything, I am real passionate about cooking. It's my art, creating food, plating it, garnishing... it's art in another form.

title: User:MichelleCharette


text:
User:Markalittle

bio
My name is Mark, I am attending The Seattle Art Institute. My interest is in the Industrial Design Technology program. Model making I think for me is were it is at “Model Madness” At this point, working with my hands, developing a product or thing and being able to touchy feel-it is were my passion is.

midterm
Toilet Graffiti Art coming soon!!

in-class writing
Art Walk

The Raven is what is represented on the manhole cover

What was the least “public” piece of art you saw today, and why? It would have to be “Washington Sate Roll of Honor”. First of all it is on the back side of Benaroya Hall, appreciated from afar it seemed dark and uninviting when you are in the park it self.

Did you see anything you would not define as art, and Why? The red wall is probably the least artsy even though the red glass was cool but the water was not running at the time to get the real effect the designer was looking for the viewers to see.

What was something interesting you saw that was not officially on the tour? I would like to add the antique shop. It is located 1400 Alaskan Way, called Seattle Antique Market. Just looking at the art of the past like the old furniture.

reflective assessment
Mark A Little; Self-Assessment

What have I learned? The first thing that comes to mine is the relationship with my midway project toilet graffiti the NON-SACTIONED ART. I really enjoyed that project were the meaning of the are is right in your face. And learning to have tolerance in this type of expression of art. Realizing that Sanctioned art its what I like the most of all which give me the opportunity to define my own interpretation with might not always be rite, but most enjoyable. What have I have left to learn? It would have to be more understanding of the parameters the beginning and ending, that individuals like Andy Goldsworthy and Christo Jenne Claude their processes of creating art like theirs. Do I feel prepared in the continuation of my studies at this point? I think so I wish, I had this class at the vary beginning. The class has giving me a good outline to study the use of art if it is public art or for me particularity commercial for Industrial Design. How did I contribute to the experiences of other students in this class? I hope that everyone enjoyed my efforts of the smiley faces and showing that it is ok to allow the project to evolve and creating something may be a little cooler like plastering the billboard with smiley faces and actually seeing them disappear slowly. Something I would do different would be for my final is have an email link so that the community was allowed to post their smiley faces, with that I may not be done with this project. My three words for the quarter are “Mistakes are good” Thanks Mark

title: User:Markalittle


text:
User:Bruce mclachlan

bio
Bruce is an urban tumbleweed that sprouted in Hornchurch, Essex, England, and has rolled comprehensively through London, San Francisco, and Seattle. He’s been a Royal Marine Cadet, has worked in demolition and kidney dialysis, for the Ministry of Defence, McDonalds, Harvey Nichols, Texaco Oil, Cupmark Meats, Fords, and Selfridges on Oxford Street. He acquired a BTEC National Diploma (Associate degree) in Display Design from Havering Technical College UK which he put to use for ADIG studios and as an assistant for Lloyd Hryciw Photography (the guy who did the Visa dove). On the trumpet he achieved grade 3 and 4, the former with merit, and played in several orchestras including one for the YMCA. He held membership in the Killerwhales Swimming Club and competed in a oodles of competitions (even winning a few). He founded several guilds and organizations in the live role-play organization Labyrinthe where he also worked in their armory making replica fantasy weapons and equipment as well as freelance manufacture. He was a volunteer for the Evergreen Trustand assisted in their fundraising efforts for environmental preservation and the alleviation of poverty in Africa.

Extensively published both as a writer and an artist under various pseudonyms he may well be a figment of his own imagination.

assignments
1: Art Walk

- What was the least ‘public’ piece of art you saw today, and why?

Tom Wesselman’s Seattle Tulip. I think because I’ve walked that street so often, and passed it so many times, just going somewhere, that to my eye it’s like any other lamp post or road sign or fountain. So when I was actually required to view it, for some reason I just couldn’t notice a humungous metal flower dominating a street corner.

- Did you see anything you would not define as art? Why?

The Garden of Remembrance. I’m not convinced that art should serve an actual physical purpose, hence why old clock towers, bridges, and other intricately and thoughtfully planned and executed items, while historical and impressive are not really quantifiable as art. The garden, while excellently evocative, thought provoking and masterfully presented, serves as potent reminder that these are not just names on a roster but people who died, who had families, who had dreams, hopes, and things they wanted other than to die in battle in a land they probably hadn’t heard of until they were sent there. It stirs emotion as art should, but it serves a material purpose as a focus for grief, like a gravestone, hence why I personally would disqualify it or at least question its status as art.

- What was something interesting you saw that was not officially on the tour?

I went into the antique store on the waterfront for the first time and marveled at many a long lost piece and item.

“Brewing Storm, pacific coast, stand of firs, Cumberland”, a photo by Glenn J Rudolph etched into granite.

The climbing/falling men on the garage at Jefferson and 6th.

The frieze on the Pacific Northwest Title Company, 215 Columbia street.

The metal fountain outside the ferry terminal.

The big orange metal thing on the corner of Yres and South Washington Street.

Some nice Susanne Kelly woodcuts in the windows of the unfortunately closed Gallery 110.

(I was also amazed that just by holding a piece of paper and looking from it, to the surrounding area, you seemingly emit the 'I have spare cash, booze, and fags' mating cry for every bum, slob, junkie, and drunk within ten blocks.)

midterm
3. Self Portrait.

 Born in 1945 in Washington, D.C. His father was a print maker and the Director of Exhibitions at the Library of Congress for 30 years. His mother was a pianist and photo researcher. Sanborn grew up in Alexandria, Virginia He has a Bachelors in paleontology, fine arts, and social anthropology and a Masters in sculpture

4. Trinity

 During a trip to White Sands, Sanborn encountered a booklet entitled ‘the Trinity Experiments’ which led to a five year investigation into the Manhattan Project. He found numerous inspirational photographs, and was awed by the paradox where the most devastating scientific invention in human history looked as though it was being cobbled together in his grandfathers basement.  State of the art destructive devices were held together with cheap fasteners, secured with duct tape, thrown together like sculptures rather than technology.  Finally, he visited the laboratories and much to his surprise found that everything was for sale to any wishing to buy it.

5. Critical Assembly  Sanborns early work took the material that was used to step into the atomic age and made an artistic re-interpretation of the Trinity lab. The only non-authentic item is the precise replica of the disassembled physics package or inner core.

6. More

 This led to further works which explored his fascination with scientific material. As artist/engineer he became a master arranger of found objects from a pivotal moment in history.

7. Kryptos

In the late eighties, Sanborn parked an antidote to hubris right outside the CIA headquarters in Langley. Sanborn chided the CIA for failing to break the code, and refused to hand over his secret until it was demanded by the Director himself. Only a section was handed over, but to this day the CIA still hasn’t broken the code.

8. More Code

This led to several other public works of a similar style. Again, despite exhaustive attempts, no one has cracked the Cyrillic code Sanborn created for this work at the University of North Carolina.

9. India Run Park

 The cylinder in India Run Park is perforated with text from the Iroquois Book of the Great Law and at night projects over the entire site. The park was also seeded with 10,000 arrowheads provided by Sanborn and these will be recoverable by visitors for many years

10. Autoradiographs

Inspired by Marie Curie’s first autoradiographs, he then began to work with Uranium as his medium. These images are created when he departed from the usual artist’s tools and employed beta and gamma radiation bombardment.

11. Radium Clock

At 5:30 am when the bomb exploded, July 16, 1945, it lit up the sky as though it were day. Awoken by the blast, New Mexico looked to their clocks and wondered what happened. The fact that these clocks glowed with the same radioactivity that had dispelled the night, resulted in Sanborn working with a substance that is lethal for up to 15,000 years and creating a series of radium clock pieces out of it. The material was gathered by wandering Mexican flea markets with a Geiger counter.

12. Dormant Core and Thunder

He then became interested the invisible forces of nature, which led to works such as these, dealing with the raw power exhibited in something as swift as a lightning strike, or as lengthy as the rise of a mountain.

13. Code room listening post

Evoking the Cold War mentality, half of the code deals with CIA documents, the other half KGB. Like medusa’s gaze, when people stare at these works they are petrified as they try to decipher what they are reading, in fact, ‘medusa’ is the one word that has thus far been decoded both on these works, and on Kryptos.

14. Oregon

Sanborn then returned to the public space with greater scale, working with projections such as this two mile wide piece in Oregon.

15. Ireland

As part of a residency with the Sirius Project, he also travelled to Ireland to work on the famous cliffs of Kilkee County Clare.

16. Nevada

And to avoid light pollution from settlement or car, he did several pieces deep in the Utah desert. These final pieces are perhaps the most evocative of Sanborns journey because they warp and deform the landscape but unlike the atomic blasts that first intrigued him, they do not leave a single trace.

17. End

Sanborn continues creating requiems for machines and monuments to obsolete tradecraft such as atomic weaponry and cold war cryptography. As he himself states “The tradecraft continues, the machines continue, the science continues, and it continues to get us into trouble”.

final
Brandalism

Idea 1: Begging for Business

Inspired by this picture, to use a skeleton and a suit, a starbucks cup, and a sign, and set this up outside Starbucks or another location, pose as tramps, and loiter across the street taking pictures as people walk past and enter the building.

Idea 2: Skin Deep

Add these over trash can signs

Idea 3: Trashing

Over this, slap this

Idea 4: Equations for Joy

Have these printed as stickers and add them around town

Idea 5: Idea Pay Attention

This sticker was employed in San Francisco by Stevie Hryciw (one of the orchestrators of the Dolores park gathering video)

Idea 6: Overlord

We all bitch and moan and cuss the corporate machine, but how many of us will toss those vaulted principles aside when we see how many zeros are being offered on a salary, how cool the health insurance is, with dental, and the other perks that might be thrown at us to make us give up our soul?

Love your corporate overlord. Give the guy a hug as he eats you alive.

Posters put up, and removed almost instantly, but not binned. The ebay thing of ‘you never know what’s gonna be worth hundreds of dollars on ebay’? These things seem trivial, but what if they’re from someone famous, or someone becomes famous from them? I think everyones items were taken on the hope that they’ll be worth something.

reflective assessment
Week 1

It’s strange how different one can be perceived so differently just through the addition of a piece of paper and by looking around. What would ordinarily be a normal pedestrian, a denizen of Seattle is turned into a bumbling tourist just because they don’t look like they know where they are. Confidence. It’s a powerful currency. Just by looking like you know what’s going on, by moving with determination in an unwavering path, people seem to know not to trifle with you. Pause, look bewildered, show doubt and uncertainty, and those who would exploit and make use of it flock to you like vultures over a recent kill.

Week 2

The vehemence with which Christo addresses his art is both inspirational and well, kind of unnerving, it made me consider being more passionate about my own work, but to keep an eye on the gauge lest it wander into the red. One of the most interesting aspects of the umbrellas project was to see the contrast between the two cultures. Not just the usual superficialities, but the more unexpected facets. When the Japanese talked of only being able to eat hamburgers should they be in America was expected, but the steak and oranges comment was not so easily anticipated. Where the woman was just too intimidated to even say hello, because Christo was clearly so important, this could not have been a more radical contrast to the fans who mob stars in the States.

It was strange that the same number of umbrellas, in the same sort of valleys, on two different countries, claimed the same number of lives each.

I was also miffed that we will cover Banksey next week because, being a fan, I picked up ‘Wall and Piece’ over the break and when the mid term was brought up, I instantly thought of him. I enjoy his ‘rats’ period, and his brandalism, and his work on the illegal wall in Palestine shows true determination, commitment, and flare. My interest in him was also rekindled when I ran into an entire tunnel of Banksey or Banksey-esque art when I visited home during the summer break.

Pictures of the art:

Week 3

Ah the wonders of YouTube. The most potent weapon of free speech ever conceived. That which would be oppressed is everywhere – unstoppable and magnificent.

YouTube is like a mine. You dig relentlessly through piles and piles of dull rocks and stone, there’s occasional stinking methane pockets or other noxious fluids and deposits, but then there’s the coal that makes you smirk or intrigues, providing fuel for thought, and then there are the gems that dazzle and make you want to show them off to everyone you know.

Never underestimate the power of a viral video. Something you haven’t seen since you were a child, something precious, something trivial to others is almost certainly on YouTube, preserved for all time. To quote Sir Arthur Conan Doyle “The small things are infinitely the most important”.

Looking at the day, I see that YouTube reminds me that small victories in your life are not just extinguished, they live on, they spread, others tell the tale, they pass it on. The past lives, and like with youtube, we can visualize it, and remind ourselves that our lives may be fleeting and finite, but the smallest deed can leave a legacy we would never have even considered.

Week 4

- Thoth

My reflective? -- Envisage your future and it will be so. I watched a man create his own world and then act as a sort of emissary/minstrel, bringing the sung tales of that land to ours, in the language of those people.

I have found myself wincing at words of intolerance towards other countries because they are not as ‘enlightened’ as America. “They don’t let women drive”. “They don’t allow free democracy”. “They persecute and oppress”. Now I know why I cringe.

Upon seeing what was levied against Thoth, and a man and a woman whose only crime was to fall in love and be of different skin color makes me furious, more so because this was not some old man retelling this sorry chapter in U.S history on grainy black and white film or on parchment rather these were home movies -- this was less than half a century ago.

No matter how well you are doing, or how far you think you’ve come, never become complacent because in the end, all your ‘advances’ are ant tracks in the dirt.

Don’t judge other cultures because they don’t have the same ‘freedoms’ or ‘values’ as you do because those freedoms you’re so proud of came about in the last few nanoseconds of human existence, before that, this land was just as crap to people as those authorities it would condemn.

I’m going to try and remember that humanity is on a journey and all of the crowd is in motion. Some dawdle, some stomp forward, some run, some fall. Just because one member of the Earth crowd had this neat idea while they were beating the shit out of someone because they had different skin, different genitalia, different beliefs, and suddenly realized that perhaps that’s not nice, don’t then call everyone else in the crowd a violent thug and an ignorant bastard when your knuckles are still bruised and bleeding.

- Style Wars

One mans art is anothers god awful visual pox.

From this week I assimilated this -- Never underestimate the power of herd mentality. Tell people trains are supposed to be white and shiny, make it so for a few decades, and anyone who says different, or tries to do different is scum to be reviled, and mobs will form to undo what they have wrought.

Trouble is, those dissenting voices, lashing out, creating at 2.a.m left a mark as indelible as any architectural marvel. Who can picture NY without the graf covered trains? Even though they lost, even though the artists are gone, they burned their tags into our minds eye and we can’t picture the Big Apple without them.

The victory of the authorities was hollow.

Imagination. Creativity. Energy. Passion.

They win every time.

Week 5

There is a reason so many stories evolve from techno fear, it’s because we are becoming increasingly reliant on something that is utterly unpredictable and fails without warning or reason.

From this class I learned to work on the premise that anything involving technology will screw up, and the more high tech it is, the more screwed up it can get. Power point may seem simple and even banal, but well, it’s near certain to work.

Simple slides may not have the impact or glitz of a streaming video or swanky graphic effect, but when the power point works and the ‘cool’ thing is a blank screen? I don’t think ‘honest, it was REALLY cool, I swear it!’ will work on client or fellow professional.

If I have any media to show, I now know to download in advance, onto a thumbdrive, and possibly with a CD as a backup incase that goes wrong somehow (dies, explodes, become self aware and wipes out the human race with thumb-inators).

My self assessment?

“Hope for the Best. Prepare for the Worst”

Week 6

I found the David Lynch cow.

Watched a bunch of clips that were quite entertaining and generally worth forwarding to mates, but other than that, not much to reflect on, except that I still don’t know why people are afraid of clowns. Bugs, the dark, heights, I can understand, but clowns? Is it the makeup, or that they’re always cheery?

Although I did find this…

“Some theorize that clown phobia is caused by a negative childhood experience with a clown. This is understandable when you think of clowns from a child's point of view. A clown's appearance is extremely unfamiliar - even freakish - to a child, and most kids would be apprehensive based on that fact alone. Add to that the strange behavior of clowns, and you begin to get a clearer picture of why kids shy away from clowns. It's purely the oddness of it all.

In a recent study reported by the BBC in London, 250 hospitalized children were asked how they felt about clowns. Virtually every single one of those kids said they didn't like clowns. That may not officially qualify as a clown phobia, but it sure doesn't say much about clowns bringing a smile to the face of a sad or sick little kid.” I guess I find the attempts to make clowns scary just laughable - ‘It’ (with a silent ‘sh’ at the start) and ‘Insane Clown Posse’, and so forth.

Week 7

Les Demoiselles D’Avignon: The work of art that while a disaster, is the moment when something new is starting.

William S. Burroughs's: Just because it didn’t work right first time, doesn’t mean you’re not heading towards something excellent, and one is just as likely to find beauty in an exquisite mistake as a purposeful endeavor.

Week 8

Again, interesting stuff, especially the Cage material which showed real courage and commitment to art. I guess the major reflective moment here is to stay locked onto what you want to do, but then again, anything truly important has to make money here in the US. What could have been a new Bauhaus was shut down because it didn’t make enough dosh.

I was also inspired by the belief that one needs to be able to explain ones art articulately in order to qualify for the title. The comparison of Ross in ‘friends’ and his ‘music’ compared to Cage all comes down to the fact that Cage was smart, urbane, and could explain and entice ‘I prefer laughter to tears’.

I have been told many times that 90% of my chosen field is sales, and after today I feel more dedicated to being able to explain effectively what the purpose of an endeavor is.

As to the commons shrinking due to copyright, I’m glad. For too long sham wannabes and other detriments to the art field have been simply trying to cause offence and prompt outrage in order to acquire noterity and thus an ‘artist’ label.

As Orson Welles said “A good artist should be isolated. If he isn't isolated, something is wrong.” Like plastic punk and trust fund gutter punk, too many ‘artists’ of recent times have been far too comfortable in the spotlight, and indeed, the spotlight is all they are after, their feeble ‘art’ is just the means to claw their way into it without any work or effort or insight or goal.

I’d like to see some real hardship for the art community, so that only those with the genuine drive, the passion, the need to make art will endure the duress. Adversity does not build character, it reveals it. If artists had to justify their art, had to suffer for it, then maybe it’d be less banal.

"The thing I hate the most about advertising is that it attracts all the bright, creative and ambitious young people, leaving us mainly with the slow and self-obsessed to become our artists.. Modern art is a disaster area. Never in the field of human history has so much been used by so many to say so little." - Banksey, 'adbusters' magazine

Oh yeah, and God I hate Harry Potter. If I have to have another fucking English housewife deem to dictate what occurs in a boys brain and have it be swallowed hook line and sinker by every mother in the cosmos I'm going to jam pencils, point first, up each nose and headbutt the table.

I lived through this nightmare of every speck of minutae in my life being compared to a fictitious character written by a mum because of Adrain Mole. I pity the poor saps who'll have to live through it on an even more massive scale.

Week 9

Self assessment? Health, love, and wealth. To be truly appreciated, need to be interrupted.

Health is most definitely appreciated now.

I haven’t been this ill in years and this is the first time I’ve missed class since starting at AiS a year and a half ago. There’s something so unsettling about coughing up blood because it begs the question, is it just me employing too much effort to get this crap out of lungs so I can breath and tore something, or have I just ruptured something in a serious way?

Still it was interesting to contemplate what color would emerge during a debilitating hacking episode – yellow, green, grey, or red.

The fever and having lost my voice also factored into not attending, as did the field trip, because wandering around in the cold would just about finish me off.

As to serious self assessment, this was the first time I’ve relaxed, and by that, I mean sat on my arse and did nothing for days straight. Normally there’s tutorials, books to read, things to do, stuff to practice, sort out, prepare, organize, but being this ill, I literally couldn’t do anything.

It was pretty freaky

I need to try and just do this without the burden of pestilence eating me from within. Try and focus on not focusing (sounds very Bruce Lee), just kick back, not stress about exams, finals, projects, doing this, doing that, just collapse and chill for an hour or two.

Week 10

My assessment is that I really need to focus on getting citizenship. It’s frustrating to see things that I took for granted making me shudder. Something as simple as a prank, some silly indulgence, is beyond me because of the INS. Fear of having my green card revoked in the xenophobic atmosphere that has prevailed since 9/11.

The busking, the posters, the toilet paper, I’ve seen people deported for less and while I enjoy this class, I’m not willing to risk my residency for it. Free speech doesn't apply to me, only citizens. According to the consitution, I'm not even eligible for due process. The bit about not being deprived of life, liberty or property? Citizens only I'm afraid.

Granted the odds may well be extremely small, but when someone offers you a deck of cards and says “Pick four cards and I’ll give you a buck. But if you pick four aces, I’m going to shoot you right in the face”, the wise action is to just not play.

I had some ideas, but can’t risk them, or risk hanging around to gauge public reaction in case some spanker get’s miffed over nothing or I get spotted (won’t need a very large lineup to ferret me out).

As a citizen I can just face the fine or community service and such for protesting, for messing around, for small acts of disobedience, fun, and malice. Until then I'll have to continue cringing.

Week 11

The presentation went well. Assessment wise I think I did okay. Images of people reacting to the works might have helped, but not when the result was so lacklustre, so perhaps it worked better without them.

What sums up this class for me? I think these sayings have become close to my heart and my final self assessment is that these have become important from what I've seen here.

"Procrastination is no substitute for preparation."

"Life beats down and crushes the soul and art reminds you that you have one."

"Hope for the Best. Prepare for the worst."

"Art is a lie which makes us realize the truth."

"Speak your mind even if your voice shakes"

title: User:Bruce mclachlan


text:
User talk:Katherineschultz

 Hello Katherineschultz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:51, 14 January 2009 (UTC)

title: User talk:Katherineschultz


text:
User talk:Bruce mclachlan

 Hello Bruce mclachlan, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:51, 14 January 2009 (UTC)

title: User talk:Bruce mclachlan


text:
User talk:NBuccalo

 Hello NBuccalo, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:52, 14 January 2009 (UTC)

Ancient Egypt Architecture
Hello, I can see your grate efforts in that project. But I would like to recomend you, to use internal links instad of external using URL. You can also link to Wikipedia using the prefix "w". Let me show you this example: ''Djoser was King of Upper and Lower Egypt in ca. 2680 BCE. Djoser was the first king of the 3rd dynasty. The construction and development of the pyramid complex is generally attributed to the architect Imhotep.'' Link to Imhotep is done via Imhotep. Less URL links, better Wikiversity performing. Thanks and a lot of stamina to continue in the project.--Juan de Vojníkov 19:57, 5 February 2009 (UTC)

 * Thanks for the tip. This is my first project on Wiki... there are lots of links to create but I will try an do internal links as much as possible in the future.  Stamina, I've got that, it's time on all the projects I do that will determine how fast this can evolve into a complete project.  What you are looking at is just a preface to all the work we hope to accomplish.  Thanks again. --NBuccalo 15:35, 6 February 2009 (UTC)

Huh, preface? Well, it sounds on day, it will be the great project.--Juan de Vojníkov 20:24, 6 February 2009 (UTC)

 * Preface wasn't the correct word to use, this is more of a solid foundation of factual information including timelines and evolution of design and details. Many AE artifacts are hard to understand 'out of context' to when they were first built.  By looking at how things evolved, one can understand what changes were made, what was important and how the Ancient Egyptians interpreted things.  Hopefully our effort will become a great source for further understanding for anyone with an interest.  Our theoretical site is Set In Stone which we launched just a week or so ago.  You're welcome to join.  At this stage we are simply dumping the info we have, just to consolidate things.  Eventually we will work on the different aspects and bring it together with our Wikiversity effort... oops, there it is, another external link :-|  Thanks for the encouragement. --NBuccalo 23:37, 6 February 2009 (UTC)

title: User talk:NBuccalo


text:
User talk:Kaylene so

 Hello Kaylene so, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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title: User talk:Kaylene so


text:
User talk:MichelleCharette

 Hello MichelleCharette, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:54, 14 January 2009 (UTC)

title: User talk:MichelleCharette


text:
User talk:Bp~enwikiversity

 Hello Bp, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 02:54, 14 January 2009 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Bp. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bp~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Bp~enwikiversity


text:
User:TienChi

=Analytical Writing=

Statement of Intent
Creating a model is like creating a action figure with little pieces of plastic that are instructed through a manual. A hobby that followed me since i was 13 till this day on. Blood, sweat and tears is what defines the building process, but the reward is plenty more.

Overview
I was having trouble finding my center of interest, or at least something I’m interested in writing about. My curiosity does run pretty wild leaving me with a wide range of things. I tried looking around my room for inspiration and I think I found it. When I was 13 my father had bought me my first Mobile Suit Gundam Model. It is a scale of 1/100 meaning if the actual size is 100 feet the model is 1 feet. Toy models are similar to an action figure, except for the fact it’s not for playing, it’s for displaying. Gundams are basically giant Japanese robots control by a human pilot. The cockpit is located in the center chest area. The price usually ranges from 10-1000 dollars depending on the scale you decide to build. My first model came with about 300 little pieces and I was required to snap and glue every piece together. This is all instructed through a 30+ page manual with nice detailed pictures. It is very easy to make a mistake because a lot of parts look alike so you must rely on the naming convention. After the model is assembled it’s ready for paint and texture. Once everything is finished it is ready to be put on display.

Rationale
Time Management

Publication
The Killing Field is known to be a large massacre of over 2million Cambodians during the 1970's. After the migration to the US a gang mainly of Cambodians was formed in California to protect themselves but is now known to be one of the most ruthless gang in the US.

Schedule

 * 1) week 2 -Research/Studies
 * 2) week 3 -Research/Studies
 * 3) week 4 -I talked to Steve Arntson (New Topic)
 * 4) week 5 -Research on the Gang (TRG Tiny Raskal)
 * 5) week 6 -Research on the Culture (Cambodia)
 * 6) week 7 -Research on the Killing Fields (Pol Pot, Khmer Rouge, Massacre)
 * 7) week 8 -Interview Family, Friends relate to the Killing Fields and Tiny Raskal Gang
 * 8) week 9 -Gather and revise information and begin writing
 * 9) week 10-Finish rough draft
 * 10) week 11-Final due

Anticipated Problems
1. There are many things that can go wrong in the process, mistakenly using the wrong joint parts that may look similar to other joints may cause a whole reconstruction of the model. But most of the time the models are so tightly snapped together they are not easy to unsnap, and even if you some how unsnapped it the plastic may break and not be able to snap back in.

Problem: I lost interest in my original topic which was gundam model construction and my love for this hobby. I never thought writing a paper about gundam was going to be so boring. Since it was so boring to my maybe my reader would be getting the same feeling.

Answer: I started to look for a new topic, and by doing so I went on youtube to find anything that might interest me. But this time I was going to search for a topic not just interest me but relates to me in more ways than just a hobby. Maybe something that related to my culture or a culture I want to learn more about. I stumble across a show called Gangland on History Channel, Gangland is a documentary about gangs spread across the US. The episode I decided on is called "The Killing Fields in California." This particular episode is about a large Cambodian gang that started in means to protect themselves.

Week 6 Project Review
<On the third week of the quarter I began writing my paper on the gundam models, but slowly I lost interest. Now this was not out of the ordinary for a person like me. I lose interest fast especially on a writing assignment. The following day at work I was browsing the the large list of videos on youtube and came across a show called Gangland on the History channel. It was a particular episode that caught my interest titled "The Killing Fields in California." Gangland is a documentary on gangs all across America, every episode reviews a new gang, a new culture, a new structure. This episode of Killing Fields in California talks about a large gang of mainly Cambodians that started in Long Beach California and spread through out the US in late 1980's. The actual Killing Fields in Cambodia was what lead the migration of the Cambodians to America. During the 70's a man by the name of Pol Pot had a vision for Cambodian, striped of religion, education, and free will. In order to have his vision come true he lead a massacre which we all know as the Killing Fields. More than 2million Cambodians were brutally murdered. The refugees migrated to America only to escape the violence but only to find more of the same. >

Response 1, to PEAK WATER>
We are not running out of water, we are running out of clean water. Clean water we all take for granted everyday, we must all better manage our use of water. 97% of the world’s water is in the ocean. If removing salt from water is that easy we would never come to the terms Peak Water. Our population is growing everyday and more clean water is require. Our water cycle is slowing down due to the pollution we are putting into the air we breathe. According to the Thirst of Nation’s chart, more than half of the world is using up the water their country has. I think the only way we can help is to turn off our sinks when we’re not using it. Fix leaking pipes and just be conservative. Not just to water but also to everything else, like recycling, finding other ways of transportations. Everything can serve a purpose to having clean water. The population is growing; the water cycle is slowing down and the word Peak Water is being used more commonly. What can this mean for us in the future? War perhaps? We have fought over Peak oil before.

Project
Deep In The Killing Fields Saloth Sar had a twisted utopian vision, a simpler way of life striped of religion, education and ultimately free will. As the leader of the communist Khmer Rouge Regime, he was responsible for nearly 2 million deaths in Cambodia. However, for some reason Cambodian Americans seem to blame the Killing Fields on the Vietnamese. Saloth Sar was born in 1925 in central Cambodia. He had eight siblings and his father was a prosperous landowner. At the age of nine he was sent to the capital, Phnom Penh, to further his education. Here, he saw his cousin performing the royal dance. Through her dance he saw a royal family that was a shadow of its former greatness. Corrupted by French colonial rule. At the age of 20 he earned a scholarship to Paris for the studies of radio electronics. At the age of 24 he arrived in Paris. During this time international communism was at its peak and the whole city of Paris was alive with revolution. He developed an interest in Marxism and began to neglect his studies and soon lost his scholarship. In 1952, Saloth Sar wrote an article on a student magazine denigrating the Cambodian monarchy. When on November 9, 1953, Cambodia gained their independence from France he still thought the country was Western. Prince Norodom Sihanouk was known to be a French puppet. After Cambodia gained its independence, the prince took credit for the freedom of Cambodia. Freedom which in reality Saloth Sar fighting side by side with the Vietnamese communists had a big hand in creating. He then began to work underground. He worked as a teacher during the day, and at night he would hold special meetings to discuss the unfairness of society. Slowly, more and more people were joining the communist revolution party and soon chose Saloth Sar as their leader. In 1960 Saloth Sar helped form the "Workers Party of Kampuchéa" (WPK). 1963 he adopted the name Pol Pot and moved the WPK into the Jungles of northern Cambodia. It is there where he met simple village farmers, which he came to believe defined communism at its purest form. Around this time prince Sihanouk (who gave the WPK their nickname Khmer Rouge) agreed to allow communist Vietnam’s building of base camps just on the Cambodian side of their mutual border. In 1969 Pol Pot and other Khmer Rouge leaders prepared overthrow Sihanouk. But the Cambodian military beat them to it, overthrowing Sihanouk in March 1970 and bringing Lon Nol to the presidency. During the mid 60’s America had become the main foreign power in South East Asia in part because of its escalating war with Vietnam. In 1969 President Nixon believed Vietnam had established camp on Cambodian soil and he gave orders to secretly bomb at the Cambodian jungle near Pol Pot’s CPK camps. This caused the war to spread into Cambodia. Pol Pot’s communist revolutionaries emerged from the ashes and dust galvanized for action. Though they were still dismissed by the establish powers in the upcoming years they would show the world the true face of the Khmer Rouge which was made up of many types of men, from peasants to former royal officers. The Khmer Rouge started off as a secret political communist revolutionary group and slowly turned into a killing force. In late April 1975 a loose mix of communist and pro-Sihanouk forces overthrew the young government of Democratic Kampuchéa. And the streets of Phnom Phen were filled with celebrating civilians. The people of Phnom Penh were very much celebrating in joy but not much caring who had won. Five years of civil war, Cambodia can finally be at peace. But the celebrations turned ugly when the Khmer began telling people that the US was going to bomb the cities and forced a mass evacuation. With the cities evacuated, the almighty Pol Pot was ready to follow up on his dreadful utopian vision. First to die were the educated: the teachers, lawyers, doctors and anyone with political experience. Ultimately anyone who wore glasses was considered an intellectual, anyone who knew how to ride a bicycle was considered a western. Which was a capital offence. It did not matter if you are a tailor, a civil servant or a monk. Those are all consider embodiment of capitalism and that means enemy to communism. Communication with the outside world was banned, family relations dismantled, all jobs and responsibilities striped. This is now Democratic Kampuchéa, the beginning of year one for the new Cambodia. Many were sent off to work camps, as they labor 12 hours a day in the rice fields. This was the goal of new Cambodia. The focus was on “agricultural success” with a developed four-year plan for Cambodia to produce an average 1.4 tons per acre. The conditions were harsh, the food allowance were so low as to cause people to actually starve to death. The new lives were seen to have little to no free will, if any minor infraction, they were sent to the killing fields. “The best and brightest of Cambodia’s society is systematically killed and was buried in what is known as The Killing Fields.” The work of the utopian vision is well underway, big brother they called him. Pol Pot has over powered the Cambodian government; Cambodia is now under Pol Pots control. Even as powerful he became, people inside his own camp started to unfold. Gradually, they became untrustworthy, and one by one he purged his own regime. An abandon high school known as Tuol Sleng, located in Phnom Phen, was repurposed as a torture compound to get confessions, give tortures, and condemn to death. In his paranoia, Pol Pot thought Vietnam was going to invade so he launched a small Khmer Rouge force and killed a village of people in Vietnam. This cause Vietnam to launch a full-scale attack in December 1978 and within days of the attack they took control of the capital of Cambodia. Pol Pot’s own arrogance paved the way for his enemies to take over his nation. A simple mistake causes his whole life’s worth of work to crumble. Everyone who was once victims became free and started to flee. Some fled to Thailand, Vietnam, and Phnom Penh. Pol Pot became more and more paranoid and eventually lost the faith from his remaining troops. In 1979, the Khmer Rouge arrested their broken leader. As the killing stopped, the pain and memories still lies in the survivor’s eyes. I was lucky enough to sit down with speak to some of my friend’s parents, who were there throughout the whole tragedy. Being able to get a close up glimpse of what I have just been studying about for the past 2 weeks. I can truly appreciate my life a lot more than I use too. Aside from all sad stories, I kept getting a strange feeling they were blaming the Vietnamese for all of this. Now, I can see why they could think that the Vietnamese could be at fault: during the Vietnam War Cambodia was bombed by the Americans because of the Vietnamese camps located just outside of Vietnam. The Vietnamese came into their home and basically “invaded our country” as they quote. I can understand the why they think Vietnam at fault, but the true blame is the terrible utopian visionary, Pol Pot. Even when he was finally sentenced to prison in 1998, he shortly died before he could serve his time. Ultimately for the Khmer Rouge Killing Fields no one was brought to justice. Even after the Killing Fields, many Cambodians stand proud of their culture, religion, and history. Cambodia today still suffers, however, never again like the Killing Fields. Indeed, blood has been shred but Cambodia has a bright future ahead of them. There are still many years to make great memories when visiting Cambodia. Even though there are many damages done, we look at Ang Kor Wat and the Lying Buddha, not as ruins, but as pieces of our history.

 Reference in MLA Format

Andy, Carvin. "From Sideshow to Genocide: Stories of the Cambodian Holocaust". March 1, 2010 . The History Place, "Genocde in the 20th Century". March 1, 2010 . A&E. “Investigative Reports.” Return to the Killing Fields: 1-5. Creng’s Channel. You tube, 19 Sept 2008. 22 March 2010.  Phim, Tiem. “Cambodia.” The Life of Pol Pot:1-5. Creng’s Channel. You tube, 17 Aug. 2008. 22 March 2010. < http://www.youtube.com/watch?v=1zgkkmOnwoE> Joffe, Roland. The Killing Fields (1984). Prod. Puttman, David. Perf. Waterston, Sam. Warner Bros. 1984. Interviews in MLA Format Heng, Dam. “Khmer Rouge” Interview. Heng’s Resident. 17 March 2010 Soun, Reth. “I Suffered.” Interview. Heng’s Resident, 17 March 2010 Heng, Rem. “What I Remembered.” Interview. Heng’s Resident. 20 March 2010

reflective assessment
•	"What did I learn in this class, and what do I have left to learn?" I learned that great work can be completely free minded. Being able to write about almost anything can really produce a great paper. Like Steve once said “if your not interested in what your writing. You are not writing.” At least that’s what I think he said but it make sense to me and I spent along time researching and finding what I wanted to do. I wish to work on my spelling, grammer and writing, at least to a point where I am not always writing the way I speak. •	"What did I do well in this class, and what could I have done better?" I think I respond to the class well, I find having the freedom to write about almost anything can let the mind wonder but eventually it will end up in the write place. I wish to better my research in the future. •	"How do I feel prepared, or unprepared, to continue my studies at this point?" Unprepared is the defitinition of laziness, I do not consider myself lazy for school and industry work. I am always trying to push myself to work one step ahead of what I need to do, but if my pace to keep up I can fall tragedy because of Finals. Right now I feel okay between prepared and unprepared, I feel distracted from my focus but I still maintained my firm standing. •	"How did I contribute to the experiences of other students in this class?" I share anything and everything that can contribute to me making this fellow student a better artist, writing, and person.

title: User:TienChi


text:
User talk:TienChi

 * Tien Chi,

I'd like to see your project be more about writing, and less about building. Doing research about the universe these stories take place in, who created it, its effect on the fans, etc. would be appropriate for this class. Revamp your idea here to be more in line with that, and re-post. Best, Stevenarntson

 Hello TienChi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 04:21, 14 January 2009 (UTC)

title: User talk:TienChi


text:
User talk:Rishav

hi i am rishav

title: User talk:Rishav


text:
User talk:Kifaro50

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User:Hal Raines

bio
My full name is Curtis Harold Raines Jr. I normally go by Hal cause... I always have, and its less confusing cause my dad goes by Curtis. I am a 3rd quarter student at the Art Institute studying Digital Cinematography and Video Production. I am a Musician and a Singer, currently working on my first album(s) of multiple genres. I am a Christian; I Lead worship services for my church at our youth center in the Central District of Seattle on Thursdays. I have been working in video production for about 16 years now, starting in Middle school. I've worked on 16mm films, taught High school video production for 3 years. I own my own Audio, Lighting, and Video production company; hopefully scaling out this year and adding paid employee's!

..... More to come....possibly....

assignments
Art Walk -

What was the last "public" piece of art you saw today, and why? Everything was generally "public" but not well publicized, many items were hidden. and even though I am from Seattle, there were many things I have never seen and have walked past them, stood under and looked directly at!

Did you see anything you would not define as art? why? Actually, no, Everything was artistic, everything was a creative processes

What was something interesting you saw that was not officially on the tour? If I remember correctly, there is a building on 4th and Madison and it had about 6 beautiful glass chandeliers in the foyer, nice!

title: User:Hal Raines


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User:Pankaj.sadavarte

Hi I'm Pankaj. A Ph.D. guy from IIT Bombay currently working on Atmospheric Science.

title: User:Pankaj.sadavarte


text:
PCP HIV AIDS Toolkit/Biology of HIV AIDS

The Biology of HIV/AIDS
I like turtles

Purpose
The purpose of this module is to provide participants with a thorough understanding of the biology of HIV/AIDS, including what happens at the cellular level, during transmission, and the factors that affect its progression.

Rationale
Since Peace Corps Volunteers have various opportunities to be HIV/AIDS educators, they need firm grounding in the biology of the virus and how it is "and is not" transmitted. Perhaps the most important role Volunteers can play, at least in the first months of their service, is to explain or correct information about the virus. Incorrect information, or incomplete information, is a major cause of stigma and discrimination.

Target Audience
Peace Corps trainees and Volunteers

Duration
2 hours, 30 minutes

Objectives
By the end of the session, participants will be able to
 * 1) Describe a virus and identify the unique characteristics of HIV.
 * 2) Explain how HIV affects the immune system.
 * 3) Describe the basic life cycle of HIV.
 * 4) Explain the difference between HIV and AIDS.
 * 5) Explain the relationship between nutrition and other health factors and HIV.
 * 6) Explain the role of medication in treatment of HIV.

Session Outline

 * 1) Introduction (5 minutes)
 * 2) The Immune System and HIV (30 minutes)
 * 3) The HIV Life Cycle and AIDS (55 minutes)
 * 4) The Relationship Between HIV, Nutrition, and Other Health Factors (35 minutes)
 * 5) Antiretroviral Treatment (20 minutes)
 * 6) Wrap Up (5 minutes)

Facilitators/Technical Expertise
Facilitator must be knowledgeable about
 * The human immune system
 * Cell reproduction
 * The biology of HIV/AIDS

It may be helpful to have someone with medical expertise available to assist with the session.

Materials and Equipment

 * Flip chart paper, markers, tape or tacks
 * Blank mural paper for additional drawing
 * Cards for Matching Game Exercise (Prepare Terms and Definitions for Part III, Step 5)
 * Prepared flip charts or other drawings
 * Session Outline
 * Definition of Human Immunodeficiency Virus (HIV)
 * The Life Cycle of HIV (See Handout A)
 * Blocking HIV Reproduction: How ARVs Work (See Handout C)
 * Questions Relating to Nutrition and HIV/AIDS
 * Questions Relating to HIV and Tuberculosis
 * Handouts
 * Handout A: The Life Cycle of HIV
 * Handout B: The Stages of HIV/AIDS Infection for Adults
 * Handout C: Blocking HIV Reproduction: How ARVs Work
 * Handout D: Antiretroviral Drugs for HIV/AIDS
 * Handout E: Nutrition and HIV/AIDS
 * Handout F: Tuberculosis and HIV/AIDS
 * Prize for Part III, Step 5 ‚ÄúMatching Game‚Äù (candy or other)
 * Small ball (or other soft item to toss)

Preparation Checklist

 * Read the entire session and plan the session according to the time you have available.
 * Look at the elephant and lion metaphor in the Life Skills Manual [ICE No. M0063], pages 65-66, to determine if you want to use it in Part II, Step 3 (Appendix IV, pg. 26-27 in previous three-ring binder version).
 * If co-training with a person with medical expertise, review the session together and determine each co-trainer‚Äôs role for each section.
 * Prepare flip charts or other drawings.
 * Make copies of handouts. (Make one extra copy of Handout B: The Stages of HIV/AIDS Infection. Cut it apart so each stage is on a separate piece of paper for Part III, Step 3.)

I. Introduction (5 minutes)
Step 1: Introduce the session

The purpose of this session is to provide an understanding of the biology of HIV/AIDS and how it is and is not transmitted. This information will be important to you personally, and important in any role you play in addressing the HIV/AIDS pandemic.

Some of you may already have a good understanding of this information; others may need reminding of some of the basics of cell development and human immunology. Those with science backgrounds can assist those who have not had a science class recently.

Step 2: Outline of session  Reveal flip chart 1 and go over the outline of the session.

II. The Immune System and HIV (30 minutes)
Step 1: Define disease-causing agents (5 minutes)
 * 1) Diseases have diverse causes, which can be classified into two broad groups: infectious and noninfectious.
 * 2) Infectious diseases can spread from one person to another and are caused by foreign organisms or substances that invade the body. Noninfectious diseases are not communicated from person to person.
 * 3) Pathogens are organisms or substances that cause disease. Pathogens that infect humans include a wide variety of bacteria, viruses, fungi, protozoans and parasitic worms.
 * 4) Bacteria: Bacteria are microscopic single-celled organisms. Most bacteria are harmless to humans. In fact, many are beneficial and actually prevent disease. But some bacteria cause disease in humans by producing toxins, sometimes simply as a by-product of their normal metabolism, which interact negatively with the body. Examples of human diseases caused by bacteria include leprosy, strep throat, tetanus, tuberculosis and tooth decay.
 * 5) Virus: Viruses are not technically alive. In order to reproduce, a virus must invade a living cell and force it to make new copies. These new viruses are then released into the surrounding tissues, and seek new cells to infect. Viruses often damage or kill the cells they infect, causing disease and sometimes death. Viruses are very specific with regard to the types of cells they can enter and reproduce. For example, the flu virus infects human respiratory tract cells, and hepatitis viruses infect liver cells.

Step 2: Define HIV and the immune system (5 minutes)
 * 1) Use flip chart 2 to define human immunodeficiency virus - HIV (human immunodeficiency virus) is the virus that causes AIDS, Acquired Immune Deficiency Syndrome. The HIV enters and reproduces in the cells of the human immune system, and destroys these cells in the process.
 * 2) * human - it affects humans
 * 3) * immunodeficiency - it affects the immune system
 * 4) * virus - it is a virus
 * 5) Ask: What is the human immune system? (Allow people to respond.)
 * 6) Summarize with the following points:
 * 7) *The immune system:
 * 8) ** Is a very complex network of organs containing cells that recognize foreign substances in the body and destroys them.
 * 9) ** Filters out foreign substances, removes damaged and dead cells and acts as a security system to destroy mutant and damaged cells.
 * 10) ** Is like a puzzle; many pieces come together to form a defense against pathogens. If pieces of the immune system are missing or damaged, illness can occur.

Step 3: The cells of the immune system (20 minutes) ''Trainer's note: Reinforce the information in this section by writing terms as you refer to them on a flip chart. Also, note where there are places to stop and have participants think about or discuss what has just been presented. ''
 * 1) Explain that you are going to give an explanation of cells and how HIV affects them. There is a lot of information, and it may be helpful to take notes.
 * 2) Some important facts about the approximately 100 trillion cells in your body:
 * 3) * Your body is exposed to pathogens every second of every day, in the air we breathe, the food we eat, the water we drink, even the surfaces that we touch.
 * 4) * All cells in the body have special molecules on their surface that identify them as "self," meaning that they are the body's own cells.
 * 5) * The immune system will attack anything in the body that is not carrying the "self" marker.
 * 6) * Any substance that does not carry the ‚Äúself‚Äù marker is called an antigen, and the immune system will try to destroy it. However, not all antigens are dangerous. For example, the immune system will attack a transplanted organ, because the cells from another person have different "self" markers. The immune system will treat the organ as an invader, which can lead to organ rejection. This is why recipients of transplanted organs are required to take immune suppressing drugs for life.
 * 7) * Antigens that cause disease are pathogens.
 * 8) The body has both red blood cells and white blood cells: red blood cells carry oxygen from the lungs to the rest of the body, and white blood cells are involved in the human immune system‚Äôs response to antigens.
 * 9) White blood cells are called lymphocytes and they fight infection by attacking antigens that get into the bloodstream. The body has about two trillion of these cells.
 * 10) There are two major types of lymphocytes: B cells and T cells.
 * 11) T cells are in charge of the immune system response, and circulate continuously throughout the body looking for antigens. When an antigen is found, T cells alert the immune system and instruct other cells to attack and destroy.
 * 12) When activated by the T cells, B cells make antibodies, which bind to and destroy specific antigens. The B cells are the worker bees of the immune system.

'''Stop. Ask participants to turn to a neighbor and discuss in their own words the white cells and their functions. '''After a few minutes, ask if anyone has questions or are unsure of what has been covered so far. Clarify as needed. Then proceed with the session.

III. The HIV Life Cycle and AIDS (55 minutes)
Step 1: HIV and T4 cells (15 minutes)
 * 1) Distribute "Handout A: The Life Cycle of HIV," for participants to use as you speak.
 * 2) Use flip chart 3 (information in Handout A) or draw as you explain the following:
 * 3) * HIV enters the body via infected bodily fluids: blood, semen, breast milk, and vaginal secretions. (More detail on transmission will be discussed in Biology Session Two).
 * 4) * Several different kinds of cells have proteins on their surface that are called CD4 receptors. HIV searches for cells that have CD4 receptors, because this is what enables the virus to bind to the cell. Although HIV infects a variety of cells, its main target is the T4-cell (also called the "T-helper cell"), which is a type of T cell that has lots of CD4 receptors. The T4-cell is responsible for warning the immune system that there are invaders (antigens) in the body.
 * 5) * Once HIV binds to a cell, it inserts HIV genetic material inside the cell's DNA. The HIV genetic material directs the cell to produce new HIV. This turns the cell into an HIV factory.
 * 6) * HIV replicates rapidly; in an HIV-infected person, billions of new virus may be produced every day.
 * 7) * HIV is highly prone to error during replication. As a consequence, many variations of HIV develop in a person. Some mutations will weaken HIV, but others will aid the virus, speeding its replication and increasing its ability to invade the immune system.
 * 8) * This high rate of mutation underlies HIV's remarkable ability to become resistant to drug therapies and to encumber the production of an HIV vaccine.
 * 9) * Once the virus reproduces, it leaves the cell to enter other cells and begins the process again, destroying the host cell in the process.
 * 10) * As HIV destroys the body's T4 cells, the body is no longer able to mount an immune response to pathogens.
 * 11) * In HIV-infected individuals, a decline in the T4 count signals the deterioration of the immune system, and thus the progressive inability of the body to combat infections.
 * 12) * As the immune system weakens, the pathogens that are normally easily handled by the body's T4 cells can now cause serious infections by taking advantage of a weaker immune system to establish themselves in the human body. They are known as opportunistic infections.

'''Stop. Ask participants to turn to their neighbors again, and discuss in their own words what HIV does to the immune system.'''

Option: You can use the elephant and lion metaphor from the Life Skills Manual here, if you want to show participants how they can make this process more visual.

Step 2: Reinforcement activity (5 minutes)
 * 1) Stand in a big circle.
 * 2) Throw a small ball to someone. The person who catches it either states something she or he learned in the session OR asks a question.
 * 3) Whoever answers the question gets a small prize (perhaps a red ribbon) and the ball to throw to the next person.

Step 3: Stages of infection (20 minutes)
 * 1) Explain:
 * 2) * The course of HIV varies considerably from person to person. Researchers are trying to identify what makes HIV and AIDS progress rapidly in one person and slowly in another.
 * 3) * In general there are four stages of disease progression. You are going to learn about one stage and share that information with others.
 * 4) Divide participants into four groups. Provide each group with an information sheet (created from "Handout B: The Stages of Infection for Adults," about one stage and allow 10 minutes for the group to learn the information together.
 * 5) Now create new groups with one person from each of the four groups. Each person shares the information they learned.
 * 6) Ask participants to turn to a neighbor within their group, and in their own words, explain the difference between HIV and AIDS.
 * 7) . Ask if they have any questions. Distribute a complete Handout B with all the stages.

Step 4: Summary (5 minutes)
 * 1) Spend a few minutes making sure everyone understands the basics of how the immune system works.
 * 2) * Ask: What happens when an antigen enters the body? (The response should be: The antigen enters, the T cells come into action, calling on the immune system to react. B cells are directed to produce antibodies, which attack the invading antigens, and destroy them.)
 * 3) Unique aspects of HIV:
 * 4) * Unlike other pathogens that enter the human body, HIV infects human immune system cells. HIV targets the T4 cells, which direct the response of the entire immune system. Without T4 cells, the immune system cannot function.
 * 5) * HIV is a retrovirus. The process it uses to replicate is highly susceptible to mutations, which enables the virus to become resistant to drug therapies and to encumber the production of an HIV vaccine.
 * 6) Four stages of HIV infection
 * 7) * Acute or primary infection
 * 8) * Asymptomatic HIV disease stage
 * 9) * Symptomatic HIV disease stage
 * 10) * AIDS: Advanced HIV disease stage

Step 5: Matching game (10 minutes)
 * 1) Explain that participants will see how well they got the information in the session so far through a game.
 * 2) Give directions:
 * 3) * In a minute we will form teams. Each team will receive a stack of cards with terminology and a stack of cards with definitions/characteristics (developed from the template at the end of this session).
 * 4) * You will have 2-3 minutes to organize yourself, and when I call go, see how fast you can match each terminology card to its correct definition card. Raise your hand when you are done.
 * 5) * Break yourselves into teams of approximately six per team. Those with science backgrounds should divide evenly between the teams.
 * 6) Distribute the cards to the teams. Call "go."
 * 7) Allow each team to finish, noting first, second, third, and subsequent place winners.
 * 8) Reconvene as a large group and check the first place winner‚Äôs answers by reviewing all together.
 * 9) Award a small prize to the winning team (a bag of candy or other small prize).

IV. The Relationship Between HIV, Nutrition, and Other Health Factors (35 minutes)
Step 1: Introduction
 * Explain: We are going to talk about how other health factors affect a person with HIV/AIDS.

Step 2: Small group discussion (15 minutes)
 * 1) Explain that small groups will work with some source material to learn more about the relationship of nutrition and tuberculosis (TB) to HIV/AIDS.
 * 2) Break into small groups of four to five people each. For half of the groups, post flip chart 5 "Questions Relating to Nutrition and HIV/AIDS," and give each group copies of "Handout E: Nutrition and HIV/AIDS." For the rest of the groups, post flip chart 6 "Questions Relating to HIV and Tuberculosis," and give groups copies of "Handout F: Tuberculosis and HIV/AIDS." Ask each group to list their responses on flip charts. They will have 20 minutes to work.

Step 3: Summarize (20 minutes)
 * 1) Come back together. Ask for some of the high points of discussion by each group.
 * 2) * Information related to nutrition and HIV/AIDS that groups should bring up:
 * 3) *# What are some of the factors that might affect the progression of HIV to AIDS or to opportunistic infections once a person is HIV-positive? (Trainer's note: If these points are not brought out in the discussion, you should add them.)
 * 4) *#* The overall health of a person infected with HIV affects how quickly the disease progresses. Specific factors that affect overall health in HIV-infected people include:
 * 5) *#** Stress
 * 6) *#** Depression
 * 7) *#** Sleep
 * 8) *#** Nutrition
 * 9) *#** Smoking
 * 10) *#** Drinking alcohol or using drugs
 * 11) *#** Getting re-infected with a different strain of HIV
 * 12) *#** Not preventing or treating other diseases such as TB or STIs as early as possible
 * 13) *# What are two aspects of the relationship between nutrition and HIV/AIDS?
 * 14) *#* A healthy diet can strengthen the immune system.
 * 15) *#* HIV/AIDS leads to malnutrition in specific ways:
 * 16) *#** HIV infection can affect the body's ability to absorb nutrients from food.
 * 17) *#** HIV/AIDS may affect appetite.
 * 18) *#** HIV/AIDS may change the body's metabolism and the ability to use nutrients effectively.
 * 19) *# Why is clean drinking water so important for someone infected with HIV or suffering from AIDS?
 * 20) *#* Often, newcomers to an area might get sick from the water, while local people are able to drink it without becoming ill. This is because a healthy immune system will "remember" the infectious microorganism from a previous exposure. When that pathogen enters the body again, the immune system "remembers" exactly how to respond to it, and will trigger the release of the particular antibodies to quickly destroy the pathogen before it can cause illness. When a person is first exposed to a pathogen, such as a newcomer first exposed to an infectious microorganism in local water, the immune system does not yet have antibodies for that pathogen; in the time needed for the immune system to produce antibodies, the pathogen can cause illness.
 * 21) *#* Because their immune systems are compromised, HIV-infected people are more susceptible to getting sick from unclean water, and less able to fight the illness once they have it.
 * 22) * Information related to tuberculosis and HIV that groups should bring up:
 * 23) *# What is tuberculosis, how is it spread, and how common is it?
 * 24) *#* Tuberculosis (TB) is an infectious bacterial disease that usually affects the lungs, but can affect other parts of the body as well.
 * 25) *#* One third of the world's population is infected with the TB bacteria.
 * 26) *#* There are two kinds of TB:
 * 27) *#*# Latent TB (TB infection): People with latent TB have no symptoms and are not contagious. The immune system isolates the TB bacteria which, protected by a thick waxy coat, can lie dormant for years. When a person‚Äôs immune system is weakened, the chance of developing TB disease is greater. Latent TB infection can be treated so it does not become active TB disease.
 * 28) *#*# Active TB (TB disease): People with active TB appear to be sick. Common symptoms are: bad cough, chest pain, fever, weakness. Only people with active TB in their lungs are contagious and when they cough, sneeze, talk, or spit, people nearby may breathe in the TB bacteria and become infected. Five to ten percent of people with latent TB (but who are not infected with HIV) will develop active TB at some time during their life. Active TB can be treated and cured; an untreated person may infect on average 10 to 15 people per year.
 * 29) *# What is the relationship between HIV and TB?
 * 30) *#* People who are co-infected with both HIV and latent TB have a much higher risk of developing active TB compared to people not infected with HIV.
 * 31) *#* TB progresses faster in HIV-infected people
 * 32) *#* TB is the leading cause of death among people who are HIV-positive (and accounts for up to a third of AIDS deaths worldwide).
 * 33) *#* TB is harder to diagnose in HIV-positive people.
 * 34) *#* TB in HIV-positive people is more likely to lead to death if left untreated.
 * 35) *#* Because TB is spread through the air, an increase in active TB among people co-infected with TB and HIV results in:
 * 36) *#** more transmission of the TB bacteria;
 * 37) *#** more people with latent TB; and
 * 38) *#** more TB disease in the whole population.
 * 39) *# What is the Directly Observed Therapy (DOT) program?
 * 40) *#* Directly Observed Therapy (DOT) is a strategy to help TB patients take their medicine correctly and consistently:
 * 41) *#** Provides six to eight months of regularly supervised treatment (including direct observation of drug-taking for at least the first two months)
 * 42) *#** Includes a reporting system to monitor treatment progress and program performance
 * 43) *#* Produces cures of up to 95 percent even in poorest countries
 * 44) *#* Helps to prevent development of drug-resistant strains by ensuring full course of drugs taken
 * 45) *# What is multiple drug-resistant TB?
 * 46) *#* Active TB disease caused by bacteria that is resistant to the most common drugs
 * 47) *#* Caused by inappropriate treatment, such as being given an incomplete regimen of drugs, or not taking full course of drugs
 * 48) *#* Requires a more expensive, complex treatment which is often more toxic for patients

Step 3: Transition
 * 1) Staying healthy, maintaining good nutrition, and drinking clean water are all important in fighting HIV once infected. People with HIV need to understand this information so they can take action to increase their longevity.
 * 2) In addition, antiretroviral therapy is extremely important in extending the lives of people with HIV/AIDS.

V. Antiretroviral Treatment (20 minutes)
Step 1: Explain (10 minutes)
 * 1) There is no cure for HIV or AIDS. Antiretroviral (ARV) treatment is not a cure, but it can keep HIV-positive people from becoming ill for many years. The treatment consists of drugs that have to be taken every day for the rest of someone's life.
 * 2) ARV treatment works by slowing down the replication of HIV in the body.
 * 3) Distribute "Handout C: Blocking HIV Reproduction: How ARVs Work," and reveal flip chart 4. Use the diagram to explain the points at which different HIV drugs interfere with the replication of HIV. Points to make:
 * 4) *There are different groups of ARV drugs, and each group interferes with HIV replication in a different way. For example, ARV drugs slow down the replication process:
 * 5) ** by interfering with the different proteins that HIV needs to replicate
 * 6) ** by preventing HIV from entering new cells
 * 7) *For ARV treatment to be effective for a long time, it is necessary to take two or more different kinds of ARV drugs at the same time. This strategy is called combination therapy, and it greatly reduces the rate at which HIV drug resistance develops. The term Highly Active Antiretroviral Therapy (HAART) is used to describe a combination of three or more ARV drugs.

Step 2: Starting ARV treatment (10 minutes)

 * 1) Choosing when to begin ARV treatment is a very important decision. There are different views of the benefits of starting HIV treatment earlier or later. However, most guidelines recommend not starting ARV treatment until the advanced stage of HIV infection.
 * 2) Ask the participants to identify some of the challenges of ARV treatment.
 * 3) * Duration: Once treatment has begun it must be adhered to, despite side effects and other challenges.
 * 4) * Adherence or compliance: The simplicity of a regimen has a great effect on adherence. Factors associated with poor adherence include unstable housing, mental illness, and major life crises. Adherence to the HIV drug regimen means taking all of the prescribed anti-HIV drugs at the scheduled times and not missing any doses. Skipping only a few pills can trigger the emergence of drug resistant strains of HIV. This could create a more serious problem than the initial infection because the resistant virus could overwhelm the individual taking the drugs and anyone else to whom the virus is transmitted.
 * 5) * Cost: Many HIV-positive people cannot afford the lifelong cost of ARV drugs. However, some governments provide subsidized ARV treatment, and global HIV initiatives such as the President‚Äôs Emergency Plan for AIDS Relief (PEPFAR), and the Global Fund to fight AIDS, Tuberculosis and Malaria (The Global Fund) are increasing access to ARV drugs. (For more information, please refer to the Capacity Building Module, Session Two, and www.pepfar.gov.)
 * 6) * Side effects: Side effects from ARV treatment range from mild to serious health problems. Side effects include: anemia, nausea, headache, hair loss, loss of bone mineral density, high cholesterol levels associated with coronary artery disease, liver disease, severe gastrointestinal irritation or diabetes. Sometimes, patients will need to alter their drug regimen (under consultation with their health-care providers) because they are unable to tolerate the side effects.

VI. Wrap Up (5 minutes)
Step l: Review and application
 * 1) What did you learn that surprised you?
 * 2) How will understanding the biology of HIV help you in your work?

Step 2: Link to stigma and discrimination - Remind participants that stigma and discrimination may keep people from finding out about their HIV status, learning about and changing risky behaviors, and taking steps to live the most productive (and non-transmitting) lives they can if they test positive. Stigma and discrimination is often based on incorrect or inadequate understanding of the biology of HIV. Volunteers can address stigma and discrimination by helping people learn the facts about HIV and its transmission.

Step 3: Handouts - Provide participants with any handouts they did not get during the session.

Resources

 * Granich, Reuben, MD, MPH and Jonathan Mermin, MD, MPH, HIV Health & Your Community: A Guide for Action, The Hesperian Foundation: Berkeley, CA, 2001. (Chapter 1 - What is HIV? pps. 5-12.)
 * HIV 101: How the HIV virus reproduces and affects the human body, Powerpoint presentation: Presented by Dr. Paul Jung, Praya Baruch, and Jill Meeks, Peace Corps headquarters, 2005.
 * Life Skills Manual . Peace Corps: Washington, DC, 2001. Part III, "Facing Facts about HIV/AIDS and STDs.‚" [ICE No. M0063]
 * Stine, Gerald J., AIDS Update 2003: An Annual Overview of Acquired Immune Deficiency Syndrome, New Jersey: Prentice Hall. (Chapter 5: The Immunology of HIV Disease/AIDS, pps. 116-145.)


text:
PCP HIV AIDS Toolkit/Biology of HIV AIDS/Matching Game Template

Terms and Definitions
Trainer's Note:  These are for the matching game in Part III, Step 5. Copy enough to make a set of terms and a set of definitions for every six participants. Cut them out and make sets for each group.


text:
PCP HIV AIDS Toolkit/Biology of HIV AIDS/Session Outline

Flip Chart 1: Session Outline
The Biology of HIV/AIDS

 * 1) Introduction (5 minutes)
 * 2) The Immune System and HIV (30 minutes)
 * 3) The HIV Life Cycle and AIDS (55 minutes)
 * 4) The Relationship Between HIV, Nutrition, and Other Health Factors (35 minutes)
 * 5) Antiretroviral Treatment (20 minutes)
 * 6) Wrap Up (5 minutes)