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PCP HIV AIDS Toolkit/Biology of HIV AIDS/Definition Of HIV

Flip Chart 2: Definition of Human Immunodeficiency Virus (HIV)

 * human - it affects humans
 * immunodeficiency - it affects the immune system
 * virus - it is a virus


text:
PCP HIV AIDS Toolkit/Biology of HIV AIDS/Nutrition Questions

Flip Chart 5: Questions Relating to Nutrition and HIV/AIDS
Discuss in small groups.
 * 1) What are some of the factors that might impact the progression of HIV to AIDS or to opportunistic infections once a person is HIV-positive?
 * 2) What are two aspects of the relationship between nutrition and HIV/AIDS?
 * 3) Why is clean drinking water so important for someone infected with HIV or suffering from AIDS?
 * 4) Why is getting sick an issue for people with HIV, even in the early stages of the infection?

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


text:
PCP HIV AIDS Toolkit/Biology of HIV AIDS/HIV Tuberculosis Questions

Flip Chart 6: Questions Relating to HIV/AIDS and Tuberculosis
Discuss in small groups.

 * 1) What is tuberculosis, how is it spread, how common is it?
 * 2) What is the relationship between HIV and TB?
 * 3) What is the DOT program and why is it important?
 * 4) What is multiple drug-resistant TB?


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text: PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout A: Life Cycle


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PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout B: Stages Of Infection

Handout B: The Stages of HIV/AIDS Infection for Adults

 * 1) Acute infection (the first 2-8 weeks after exposure):
 * 2) * After initial infection, the body's T4 cells rush in to fight the HIV, initiating the body's immune response.
 * 3) * Until the immune system has generated sufficient levels of antibodies for detection in the blood by available tests, HIV tests will be negative. This is the "window period," the time that a person can be infected but test negative. Typically it lasts one to three months, but can be longer.
 * 4) * Most people have mild flu-like symptoms for one to four weeks (sore throat, headache, fever), a skin rash, and tender lymph nodes; however there are insufficient antibodies in the blood to be detected. Symptoms go away on their own.
 * 5) * HIV replicates rapidly during this stage, spreading to many organs, particularly the lymphoid tissues, where the virus can be stored.
 * 6) * As T4 cells become infected and begin to replicate, the viral load in the blood is high.
 * 7) * During this period, patients may be highly infectious, about 10 times more infectious than in the asymptomatic stage.
 * 8) Asymptomatic HIV stage (6 months to 11 years or more):
 * 9) * Following acute infection, an untreated adult can remain symptom free from 6 months to a median time of about 11 years.
 * 10) * During this time HIV continues to replicate and destroy T4 cells.
 * 11) * The body continues to produce new T4 cells and antibodies to the virus, indicating that the immune system is fighting the virus.
 * 12) * A person with HIV in this stage, like all other stages, can infect others through contact with body fluids, although she or he is less infectious.
 * 13) * Good nutrition, clean water, exercise, stress reduction, and avoiding people with obvious contagious diseases are all important.
 * 14) Symptomatic HIV stage (this stage may last for months or years):
 * 15) * The symptomatic phase can last for months or years before a diagnosis of AIDS occurs.
 * 16) * HIV continues to replicate and the number of T4 cells in the body drops significantly.
 * 17) * The immune system is weakened, and is less likely to fight off some infections that a healthy immune system can combat.
 * 18) * As the number of T4 cells decline, symptoms develop such as fever, weight loss, malaise, pain, fatigue, loss of appetite, diarrhea, night sweats or swollen lymph glands.
 * 19) * Without drug therapy, about 30 percent of people in the symptomatic stage will develop AIDS-associated infections within five years.
 * 20) * As in all stages, a person can infect others.
 * 21) * As in the asymptomatic stage, good nutrition, clean water, exercise, stress reduction, and avoiding people with obvious contagious diseases are all important.
 * 22) AIDS: Advanced HIV disease stage:
 * 23) * The final stage of HIV infection.
 * 24) * The diagnosis of AIDS is a marker, not an end in itself.
 * 25) * AIDS does not mean immediate death. People with AIDS can have varying states of health‚Äîsome feel well, others suffer from chronic illness, and some die fairly quickly.
 * 26) * HIV has progressed to AIDS when the T4 cell count is below 200/microlitre of blood (a healthy, non-infected person has a T4 cell count of around 1000/microlitre of blood).
 * 27) * There is continued rapid replication of the HIV virus that can overwhelm the immune system, which is weakened to the point that it cannot fight off diseases that a healthy person can resist. The person begins to develop opportunistic diseases that vary by geographic region. These include a large range of diseases such as tuberculosis, pneumonia, bowel infection, meningitis, and cancers such as non-Hodgkin‚Äôs lymphoma and Kaposi‚Äôs sarcoma.
 * 28) * Tuberculosis is the leading cause of death in people infected with HIV worldwide.
 * 29) * As in all stages, a person can infect others.


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PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout C: Blocking HIV

Handout C: Blocking HIV Reproduction: How ARVs Work
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PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout D: Antiretrovirals

== Handout D: FACT SHEET - Antiretroviral (ARV) Drugs for HIV/AIDS ==

Safe and Effective Introduction of Antiretroviral (ARV) Drugs for HIV/AIDS
The introduction of antiretroviral drugs as part of HIV clinical care has made AIDS more of a manageable chronic illness with restored economic productivity and social functioning. But these effects have been seen only in settings where resources were available to make the drugs affordable and there are health service capacities to optimize their sustained, safe and effective use. There are multiple requirements for such an effect that can be grouped into three areas: (1) the drugs, (2) the client, and (3) the health system.

Antiretroviral Drugs
A dramatic reduction in viral load (the level of virus in the blood) with resulting arrest in immune damage is achieved by combining at least three drugs from the various classes of antiretroviral drugs into a "cocktail." This three-drug cocktail is called "Highly Active Antiretroviral Therapy‚" (HAART). Each class of anti-HIV drugs attacks the virus at a different stage of replication while is it growing in the human cell. Drug-related issues that influence their use include the following:

 * All ARVs are still costly, even with recent dramatic price reductions, when compared to sexually transmitted disease (STD) or tuberculosis (TB) drugs, for example. However, many resource-poor countries are benefiting from worldwide efforts, such as the President's Emergency Plan for AIDS Relief (PEPFAR), and the Global Fund to Fight AIDS, Tuberculosis and Malaria (The Global Fund), to expand drug availability.
 * Side effects of the drugs are common and need to be clinically monitored. Side effects may lead to stopping or changing the drug, or making lifestyle or diet changes.
 * HIV can easily become resistant to ARVs, hence the need to combine different kinds of ARVs to treat patients.
 * Some ARVs interact with other drugs commonly used in the treatment of opportunistic diseases such as tuberculosis and fungal infections. This requires adjusting the dosage of the drugs and careful monitoring of the patient.
 * Many ARVs have strict medication schedules or storage requirements (although medical advances are developing new drugs and drug combinations to make them easier to take with fewer side effects).
 * ARVs must be taken for a lifetime if AIDS is to be a manageable chronic illness. It requires a lifelong relationship between client and the health team.

The Client on ARV
Adherence (also called compliance or concurrence) to ARV therapy is crucial for effective results, and lessens the chance that HIV will become resistant to ARVs. The following are issues from the client's perspective that should be considered and incorporated in planning:

 * Starting ARVs is a commitment to lifelong medication and entails enduring an initial period of unpleasant side effects. It also requires identifying financial resources necessary for regular medical visits, costs of laboratory tests and treatment costs. The self-discipline and financial burden associated with ARVs should be discussed at the start of treatment.
 * Continuous drug information and counseling by the health-care provider is important for adherence.
 * There should be links between drug treatment, home-based care, and palliative care.
 * ARVs may create a false hope of safety among users and may result in increased high-risk behavior. Services should include ongoing counseling about the need to continue protective action for clients and their sexual partners.
 * ARVs are neither a cure nor a preventive tool. Information and education for communities and society on the realities of ARV use should also be in place.

The Health Systems
To optimize the benefits of ARVs for greatly reduced morbidity, mortality, and improved quality of life, the following need to be addressed simultaneously:

 * Training health teams (doctor, nurse, counselor, pharmacist, laboratory staff) in both the public and private sectors, with regular updates on treatment and care options.
 * Reorganizing services to integrate HIV care in outpatient departments and at health centers to allow for space, privacy, and time and links with tuberculosis Directly Observed Therapy (TB-DOT) and sexually transmitted infection (STI) programs.
 * Strengthening rapid registration of new drugs and drug procurement and management systems to ensure continuous availability of the drugs and avoidance of pilferage and misuse.
 * Expanding and integrating quality voluntary counseling and testing into health systems as an entry point to prevention and care.
 * Strengthening and upgrading laboratory facilities. Although viral load measurements may not be essential for safe and effective use, CD4 counts or cheaper alternatives are needed to help providers and clients decide together when to start and when to switch or stop treatment. There needs to be laboratory monitoring for potential side effects.
 * Communicating to the public at large on the benefits and risks of ARV treatment.
 * Strengthening and scaling up comprehensive care programs (management of opportunistic infections, preventive therapies, TB-DOT, home care, palliative care, social support) to accommodate ARV use and continue to care for a majority of patients not on ARVs.
 * Strengthening prevention programs to link closely with care and ARV treatment programs and reinforce the need for prevention as a primary goal within and beyond the health sector.

In summary, the good news is that ARVs are becoming a welcome addition to greatly improve the quality of life of many more PLWA. All efforts need to be made to ensure that patients can adhere and health systems can accommodate these new interventions.

What can Peace Corps Volunteers do?
Volunteers can play an important role in ARV programs by helping to educate PLWA, family, friends and other care givers about ARV compliance, benefits and risks of ARV treatment, and strengthening prevention programs that are closely linked to care and treatment activities that include ARVs. Volunteers can also advocate and facilitate the points outlined above to strengthen in-country systems for the management and distribution of ARVs.

Other resources

 * Panel on clinical practices for treatment of HIV infection. Guidelines for the use of antiretroviral agents in HIV-infected adults and adolescents. U.S. Department of Health and Human Services and the Henry J. Kaiser Foundation, January 2000.
 * World Health Organization. International AIDS Society and UNAIDS, Safe and Effective Use of Antiretroviral Treatments in Adults with Particular Reference to Resource Limited Settings. Geneva: WHO, 2000.
 * National Minority AIDS Council. http://www.nmac.org
 * The Body: The Complete HIV/AIDS Resource. http://www.thebody.org
 * AIDSinfo: HIV/AIDS Information from the U.S. Department of Health and Human Services. http://www.hivatis.org
 * Johns Hopkins AIDS Service. http://www.hopkins-aids.edu

This fact sheet is based on information summarized from Family Health International ARV Fact Sheet, www.fhi.org (accessed May 8, 2007).


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PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout E: Nutrition and HIV AIDS

Handout E: FACT SHEET - Nutrition and HIV/AIDS
Proper nutrition is an important part of the overall care of people living with HIV/AIDS (PLWA) since it plays a vital role in improving and prolonging the quality of life of those infected and affected. A healthy diet can help to strengthen the immune system which boosts resistance to disease and infection, increases energy, allows an individual to remain productive and effectively able to contribute to family and community for as long as possible.

What is the link between nutrition and HIV/AIDS?
There is a strong relationship between HIV and nutrition. Malnutrition leads to a weakened immune system, which allows HIV to more quickly progress to AIDS. Both HIV and malnutrition can independently cause progressive damage to the immune system and increased susceptibility to infection, morbidity, and mortality through opportunistic infections, fever, diarrhea, loss of appetite, nutrient malabsorption and weight loss. HIV specifically affects nutritional status by increasing energy requirements, reducing food intake, and adversely affecting nutrient absorption and metabolism.

What is good nutrition for PLWA?
Overall, good or adequate nutrition for PLWA is considered the consumption of a balanced healthy diet, consisting of locally available foods (animal foods, beans, fruits, nuts, starchy staples and vegetables), and clean water. However, depending upon the age and phase of the virus, individuals infected with HIV can require an additional energy intake of 10 percent (asymptomatic adults) to 100 percent (symptomatic children with weight loss); therefore, their nutrient requirements would be greater than those of healthy individuals.

Energy Requirement Increases for PLWA
=== What are the components of a nutritional care and support program for PLWA? ===

It is important for Volunteers to work with their counterpart(s) when implementing a nutritional care and support program. Additionally, efforts should be made to minimize any aspect that might stigmatize an individual and/or family.

 * Nutrition assessment
 * Gather information about the current nutritional status and diet.
 * Identify potential risk factors, as well as positive eating habits. Make sure to include: food prices, food seasonality, perceived importance of the food item, local preferences, food assistance program participation, access to clean water sources, and other relevant data. If possible, ascertain the nutritional value of foods most easily accessible and/or grown, and explore ways with community members to diversify the diet.
 * When applicable, refer the individual for a physical assessment: measurements of weight, mid-arm circumference, height, and a calculation of body mass index.
 * Nutrition education and counseling - Include information about:
 * Adequate nutrient intake
 * Food safety and hygiene
 * Physical activity
 * Healthy lifestyle
 * Symptom management - Provide people living with HIV/AIDS strategies to manage nutrition-related HIV symptoms and/or side effects: nausea, vomiting, diarrhea, anorexia, difficulty chewing/swallowing, mouth sores, and/or changes in taste.
 * Nutrition management of antiretroviral therapy - Address any drug interactions with foods, beverages, and herbs.
 * Discuss the management of nutrition related to drug/medication side effects.
 * Psychosocial support - Listen and allow the person living with HIV/AIDS to voice any concerns and/or emotions about his/her disease and nutritional status.
 * Targeted nutritional supplements - Know what type of (if any) nutritional supplementation is provided‚Äîfood rations to micronutrient supplementation.
 * Other support mechanisms - Inquire about additional resources available in the community that seek to enhance nutrition and food security of individuals and families affected by HIV/AIDS.

What can Volunteers do to help improve the nutritional status of PLWA?

 * Nutrition education
 * Promotion of indigenous plants that boost immune system
 * Incorporation of the permaculture philosophy into farming
 * Support for community gardens
 * Enhanced small-scale livestock production
 * Hygiene and sanitation education
 * Promote access to clean water sources

Resources

 * Food and Nutritional Technical Assistance Project, 2004. HIV/AIDS: A Guide for Nutritional Care and Support. www.fantaproject.org.
 * Living Well with HIV/AIDS: A Manual for Nutritional Care and Support for People Living with HIV/AIDS, Rome, Italy: FAO/WHO, 2002. Available at: www.fao.org.
 * Report on Food and Nutrition for People Living with HIV/AIDS, Washington, DC: The President's Emergency Plan for AIDS Relief, May 2006. Website: http://www.state.gov/documents/organization/66769.pdf
 * Nutrient Requirements for People Living with HIV/AIDS Report of a Technical Consultation, World Health Organization, Geneva, 13-15 May 2003. Website: http://www.who.int/nutrition/publications/Content_nutrient_requirements.pdf
 * Policy Guidance on the Use of Emergency Plan Funds to Address Food and Nutrition Needs: President's Emergency Plan for AIDS Relief, September, 2006. Website: http://www.pepfar.gov/guidance/


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PCP HIV AIDS Toolkit/Biology of HIV AIDS/Handout F: Tuberculosis and HIV AIDS

Handout F: FACT SHEET - Tuberculosis and HIV/AIDS
Tuberculosis (TB) is a chronic bacterial infection. It is spread through the air and usually infects the lungs, although other organs and parts of the body can be involved as well. With an estimated two billion people (one-third of the world‚Äôs population) infected, TB is one of the most common infections among humans, and a leading killer of adults worldwide.

Not everyone infected with TB becomes sick. There are two kinds of TB:
 * 1) Latent TB (TB infection) - Most people who are infected with TB have latent TB. They 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. The risk of developing active disease is greatest in the first year after infection, but active disease can also occur many years after initial infection. When a person‚Äôs immune system is weakened, the chance of developing TB disease is greater. 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 lives. Latent TB infection can be treated so it does not become active TB disease.
 * 2) Active TB (TB disease) - People with active TB are sick (common symptoms: bad cough, chest pain, fever, weakness). Only people with active TB in their lungs are contagious. The bacteria are put into the air when a person with active TB coughs, sneezes, talks, or spits. People nearby may breathe in the TB bacteria and become infected. An untreated person may infect on average 10 to 15 people per year. Active TB is almost entirely curable. According to World Health Organization (WHO) estimates, each year, eight million people worldwide develop active TB and nearly two million die.

What is the relationship between HIV and tuberculosis?
Many of the world‚Äôs TB cases are latent, but they can become active when a person‚Äôs immune system is depressed as a result of other factors, particularly HIV/AIDS. HIV and TB form a lethal combination, each speeding the other‚Äôs progress. TB is a leading cause of death among people who are HIV-positive; it is estimated to account for greater than 30 percent of AIDS-related deaths worldwide.

Although HIV has increased the incidence of TB, it is an infectious disease that is not confined to HIV-positive individuals. Because TB is spread through the air, an increase in active TB among people co-infected with TB and HIV results in:

 * more transmission of the TB bacteria;
 * more people with latent TB; and
 * more TB disease in the whole population.

As one of the first opportunistic infections to appear in HIV-infected people, TB may be the earliest sign of HIV infection. For this reason, addressing TB offers the opportunity for early HIV intervention. HIV-positive people can be screened for TB. If they are infected they can be given prophylactic treatment to prevent development of the disease or curative drugs if they already have the disease. TB programs can make a major contribution to identifying eligible candidates for ARV treatment.

What is the impact of TB/HIV on women?
In most of the world, more men than women are diagnosed with active TB and die from it. TB is nevertheless a leading infectious cause of death among women. Annually, about three-quarters of a million women die of TB, and more than three million contract the disease. Since tuberculosis affects women mainly in their economically and reproductively active years, the impact of the disease is also strongly felt by their children and families.

While poverty is the underlying cause of much infection in rural areas, poverty is also aggravated by the impact of TB. In 1996, a study by the World Bank, World Health Organization (WHO), and Harvard University reported TB as a leading cause of "healthy years lost," among women of reproductive age.

What is being done to combat the spread of TB?
The internationally recommended approach to TB control is Directly Observed Therapy (DOT), an inexpensive strategy that could prevent millions of TB cases and deaths over the coming decade. The DOT strategy for TB control consists of five key elements:

 * government commitment to sustained TB control;
 * detection of TB cases through sputum smear microscopy among people with symptoms;
 * regular and uninterrupted supply of high-quality anti-TB drugs;
 * six to eight months of regularly supervised treatment (including direct observation of drug-taking for at least the first two months); and
 * reporting systems to monitor treatment progress and program performance.

Once patients with active TB have been identified, health and community workers or trained volunteers observe patients swallowing the full course of the correct dosage of anti-TB medicines.

Testing is repeated after two months to check progress, and again at the end of treatment. The recording and reporting system ensures that the patient‚Äôs progress can be followed throughout treatment. It also allows assessment of the proportion of patients who are successfully treated, giving an indication of the quality of the program.

The DOT Strategy:

 * produces cure rates of up to 95 percent even in the poorest countries.
 * prevents new infections by curing infectious patients.
 * prevents the development of drug resistance by ensuring that the full course of treatment is followed.
 * is ranked by the World Bank as one of the ‚Äúmost cost-effective of all health interventions.‚Äù

Multiple Drug-Resistant TB (MDR-TB)
Until 50 years ago, there was no medication to cure TB. Now, strains that are resistant to a single drug have been documented in every country surveyed; what is more, strains of TB resistant to all major anti-TB drugs have emerged. Drug-resistant TB is caused by inconsistent or partial treatment, when patients do not take all their medicines regularly for the required period because they start to feel better, because doctors and health workers prescribe the wrong treatment regimens, or because the drug supply is unreliable. A particularly dangerous form of drug-resistant TB is multidrug-resistant TB (MDR-TB), which is defined as the disease caused by TB bacilli resistant to the two most powerful anti-TB drugs. Rates of MDR-TB are high in some countries, and threaten TB control efforts.

While drug-resistant TB is generally treatable, it requires extensive (up to two years) treatment that is often prohibitively expensive (often more than 100 times more expensive than treatment of drug-susceptible TB), and is also more toxic to patients.

What can Peace Corps Volunteers do?
Because Volunteers work at the community level, they are in a key position to spread awareness of TB and of the deadly relationship between TB and HIV. World TB Day, held on March 24 each year, is an occasion for people around the world to raise awareness about the international health threat presented by TB. This is just one of the opportunities Volunteers can use to raise awareness in their communities. People who have been cured of TB are excellent advocates; Volunteers can identify these people in their community and encourage them to come forward to speak of the benefits of treatment. Getting involved in TB-DOT programs to facilitate the control of TB in a village or region is important and is an area where Volunteers can help to train, facilitate, and share information on TB and HIV/AIDS. The co-infection of TB-HIV is an important area to focus HIV/AIDS activities to address the problem.


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PCP HIV AIDS Toolkit/AIDS Handshake Game

HIV/AIDS Handshake Activity
Directions: Have all the participants sit in a large circle. Tell them that their circle represents their island, or their community. You can make it a more elaborate story - be creative. Tell them that shaking hands with another person represents having sex. Be sure to emphasize that AIDS is NOT transmitted through handshaking. Proceed with round 1.

Round 1: Tell them to get up and "have sex"/shake hands with 3 different people. Then sit down. Ask them how it was: was it good, was it nice to have sex with whoever you wanted, etc.

Round 2: While sitting in the circle have everyone close their eyes and you go around the circle and tap three people on the shoulder (the number depends on how many participants you have). Then have them open their eyes and inform them that the three people you tapped are now HIV positive members of their community. But they have no way of telling who those people are. The three people that were tapped can’t tell and they look healthy, so there is no way of knowing. Then have everyone get up and shake hands three more times. But this time the three people with HIV will subtly scratch the hands of the people they shake hands with. The scratching of the hand will symbolize transmission of HIV. After everyone has had “sex” call them back to the circle. Bring the three people you tapped to the middle of the circle and then ask who shook hands directly with those 3 to come to the middle of circle. They all have HIV. Discuss this: how do you feel, are you mad at the person, ect.

Round 3: Have everyone close their eyes again and this time you tap 3 different people. The instructions are the same. They will shake 3 hands. The people who were tapped will scratch the hands of their people. BUT this time, the people whose hands are scratched will pass it on and scratch the hands of their next people too. Bring the 3 people in the very center of the circle, then have the people they scratched make a small circle around the original 3, then have the people those people scratched make a larger circle around them. It will end up being A LOT of infected people in the community. Talk about feelings, transmission, etc.

Round 4: Repeat the same as Round 3 with different people being tapped to set it off. In the discussion after round 4 - talk again about transmission, how easily it can spread if couples don't communicate honestly, without even realizing it most of their community could become infected, etc. Then, ask if anyone chose not to have sex, not to shake hands. Talk about that - the option of abstinence. Then ask if anyone used a condom or protection. (Ex: covering their hand up with their shirt or hat or something while shaking) If anyone did think of that on their own give them some applause! Talk about how out of so many people how few chose to be safe, etc.

Round 5: Repeat. The idea this last time is that everyone will abstain or use protection & you can talk about how HIV/AIDS is preventable through education, communication and protection. Hopefully this will lead to a good discussion, with only the original 3 people in the center and everyone else still safe. Emphasize that AIDS is preventable through education and taking safety precautions. AND of course remind them again that HIV is NOT spread through shaking hands.


text: PCP HIV AIDS Toolkit/HIV AIDS Pre & Post Tests


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PCP HIV AIDS Toolkit/Sexuality & Masturbation Quiz

Facts and Myths about Sexuality Quiz
Directions: Read and circle either "Fact" or "Myth" for each of the following statements below.

Masturbation Quiz
At one time, there was a great deal of concern about masturbation. Many people thought it caused serious health and sexual problems, and it was regarded as sinful. While some of these attitudes and beliefs have changed today, there is still a lot of misinformation and misunderstanding about masturbation. The questions below are intended to find out how much you know about masturbation and give you a chance to express some of your own feelings about it.

Directions: Read and circle either "True" or "False" for each of the following statements below.

Answer Key: Masturbation
At one time, there was a great deal of concern about masturbation. Many people thought it caused serious health and sexual problems, and it was regarded as sinful. While some of these attitudes and beliefs have changed today, there is still a lot of misinformation and misunderstanding about masturbation. The questions below are intended to find out how much you know about masturbation and give you a chance to express some of your own feelings about it.


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PCP HIV AIDS Toolkit/HIV Myths and Facts

HIV Myths and Facts

 * A person who looks and feels healthy may still have HIV.
 * Taking oral contraceptives, or birth control pills, can protect a woman from getting HIV.
 * In the Philippines an estimated12,000 people have HIV.
 * If everything feels OK after sex, you can not have HIV.
 * You can tell if someone has HIV by looking at them.
 * It is better not to find out if you have AIDS, since there is no cure.
 * A mother can pass HIV to her baby.
 * 42 million people in the world are living with AIDS.
 * The only way to know if someone has HIV is a blood test.
 * Using a condom can help protect you from the transmission of HIV.
 * There are medicines that can slow the progression of AIDS.
 * You can get HIV from an insect bite.
 * You can get AIDS or HIV the first time you have sex.
 * HIV is not spread through hugging, kissing or holding hands.
 * It is dangerous to touch people with HIV/AIDS.
 * HIV/AIDS affects people of all races, sexual orientation and genders.
 * AIDS is a disease that affects mostly white people. AIDS is only a disease of immoral people, such as homosexuals and prostitutes,
 * There is NO cure for AIDS.
 * Doctors and religious leaders in our country have cured AIDS.
 * There is no AIDS in the Philippines.


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PCP HIV AIDS Toolkit/Education & Prevention Seminar

HIV/AIDS Education and Prevention Seminar
Conducted by Whitney Schlotzhauer and Annie Huang

Time: 1 - 2 hours

Materials: Flip Chart visual aid, unopened condoms, list of myths

Objectives: By the end of the seminar, participants will be able to:
 * 1) Identify common myths and facts relating to HIV and AIDS
 * 2) Define and distinguish between HIV and AIDS
 * 3) Identify fluids and modes of transmission for HIV
 * 4) Identify and explain 5 preventative measures of transmitting HIV
 * 5) Correctly know how to use a condom
 * 6) Understand how HIV is transmitted, the consequences and ways of prevention

Introduction

 * Begin by introducing yourselves.
 * Introduce topic of discussion and ask participants what they know about HIV and/or AIDS.
 * If time allows, you can break the participants up into groups. Giving them manila paper and markers have them write out
 * What we know about HIV and AIDS.
 * What we Do Not know about HIV and AIDS
 * Collect each group's paper and briefly discuss.
 * This should catch attention, stimulate conversation and give you, as facilitators, an idea of what participants already know and important information to cover during your seminar.

First Activity - Myth or Fact
(This activity helps to learn how much students already know about HIV/AIDS).

Designate an area in the room for statements that are facts and statements that are myths. Instruct students to move to the appropriate area after the statement is read to the group by the facilitator. Briefly discuss why the statement is true or false.

If the group size is too large or the venue is not conducive for participants to move around, have students stand if a statement is true and sit for false (myth) statements.

Choose according to time allotment and previous knowledge of participates which statements to use.

List of Myths and Facts:

Myths:
 * 1) It is better NOT to find out if you have AIDS, since there is no cure.
 * 2) You can tell someone has HIV by looking at them.
 * 3) Taking oral contraceptives, or birth control pills, can protect a woman from getting HIV.
 * 4) If everything feels OK after sexual intercourse, you can NOT have HIV.
 * 5) You can get HIV from an insect bite (lamok, ipis, bed bugs).
 * 6) It is dangerous to touch people with HIV/AIDS.
 * 7) Doctors and religious leaders in our country have cured AIDS.
 * 8) There are no AIDS cases in the Philippines.
 * 9) One gets HIV/AIDS because they are immoral.
 * 10) A person can get HIV from sitting next to a person who has it.
 * 11) You can get HIV by using a phone which was just used by someone with HIV or AIDS.
 * 12) You can get HIV if a person with HIV or AIDS coughs or sneezes near you.
 * 13) You can get HIV from a toilet seat.
 * 14) If you kiss a person with AIDS you can catch the virus.
 * 15) You can get HIV by drinking from the same glass as a person who has it.
 * 16) You can get HIV from swimming pools‚Äîswimming in the same pool as a person with HIV or AIDS.
 * 17) You are likely to get HIV if you sleep in the same bed as someone with HIV/AIDS without having sexual intercourse.
 * 18) You can get HIV by hugging a person who has it.
 * 19) You can contract HIV from getting a manicure and/or pedicure.
 * 20) Brothers and sisters of children with AIDS usually also get AIDS.
 * 21) Extra virgin coconut oil can cure HIV.
 * 22) Antibiotics provide protection from HIV.
 * 23) The majority of people living with HIV are gay men.
 * 24) If everything feels ok after sex, you do not have HIV
 * 25) Your sexual partner only needs to get tested if you do not know him or her that well.

Facts:
 * 1) The only way to know if someone has HIV is a blood test.
 * 2) A mother can pass HIV to her baby.
 * 3) Using a condom can help protect you from the transmission of HIV.
 * 4) In the Philippines, around 12,000 people have reported HIV infection.
 * 5) There are medicines that can slow the progression of AIDS.
 * 6) You can get HIV or AIDS the first time that you have sexual intercourse.
 * 7) 42 million people in the world are living with AIDS.
 * 8) HIV/AIDS affects people of ALL races, sexual orientation and genders.
 * 9) There is NO cure for AIDS.
 * 10) HIV is NOT spread through hugging, kissing, or holding hands.
 * 11) A person who looks and feels healthy may still have HIV.
 * 12) Men with HIV may sexually transmit it to women.
 * 13) You can get HIV by having oral sex with a man who has it.
 * 14) Persons who have sex with many different people are at risk of getting HIV.
 * 15) You can get HIV by having sexual intercourse with an infected person.

Second Activity: 5 Things To Know About HIV/AIDS
Discussion and Lecture - Use flip chart for visual assistance and to stimulate discussion. The flip chart contains the following pages:

 * Title Page: HIV 101 - 5 Things To Know About HIV/AIDS
 * Page 1: Virus that Causes AIDS
 * H - Human
 * I - Immuno
 * V - Virus

 * A - Acquired
 * A - Acquired

 * I - Immuno

 * D - Deficiency

 * S - Syndrome
 * Page 2: Conditions Associated
 * HIV Positive
 * AIDS condition

 * Page 3: Modes of Transmission
 * Unprotected Penetrative Sexual Intercourse
 * Blood Contact
 * Vertical Transmission (mother to baby)

 * Page 4: Body Fluids that Contain HIV
 * Semen
 * Vaginal Secretions
 * Blood
 * Breast Milk

 * Page 5: 5 Ways of Prevention
 * Abstinence
 * Be faithful to one uninfected partner
 * Condom use (Demonstration of how to correctly use a condom)
 * Delay sexual intercourse, do NOT do drugs, seek detection in donated blood
 * Educate yourself and others, get tested (early detection).

With each page, encourage discussion and share more detailed information about HIV/AIDS.

Third Activity: Wildfire
Purpose of Activity - This activity will demonstrate the transmission and also the prevention of HIV/AIDS. If conducted at the end of the seminar, it will allow the participants to apply knowledge gained from the seminar.

 * Have participants form a large circle. (Depending on space participants may arrange their chairs in a circle, or just stand in a large circle. Give them time to arrange themselves in a circle.)
 * This circle represents our private island of ________. We are the only people that live on this island. We all live together in harmony on our small, isolated island. Some people on our island also enjoy having sex. On our island the symbol for having sex is shaking hands. If you shake hands with another person on our island that means you had sex with that person. (Facilitators should shake hands to demonstrate.)
 * Right now you may all walk around the island and have sex, or shake hands with up to 3 other people. Go! Enjoy!
 * (Give the participants time to walk around and shake hands, after a few minutes ask them to return to the circle.)
 * So, how was it? How are you feeling? Did you enjoy the sex? At this time I would like everyone on our island to please close your eyes. No peeking, just close your eyes. (At this time one of the facilitators will walk around and tap or squeeze the shoulder about 1/10th of the participants while the speaking facilitator continues to talk) With your eyes closed and not saying anything, _____ will walk around and tap your shoulder; please don‚Äôt make a sound and keep your eyes closed.
 * ( One facilitator should walk around the circle and squeeze 10% of the participants on the shoulder while other makes sure no one is peeking or cheating)
 * Ok, you may open your eyes. Don‚Äôt say anything or tell anyone if you were tapped. This time when you are shaking hands the people tapped on the shoulder will scratch the hands of those they shake hands with. It will just be a little secret scratch. ONLY those originally tapped people will scratch. (Facilitator should demonstrate the secret scratch) Ok, you may walk around and have sex with up to 3 people again. Go! Enjoy!
 * (Give the participants time to walk around and shake hands, after a few minutes ask them to return to the circle.)
 * So, how was it? How are you feeling now? Well, while your eyes were closed ________ moved to our island and tapped on the shoulder/or had sex with different community members. _______ is HIV positive and did not use protection! At this time I would like the original people whose shoulders were tapped to stand or come to the center of the circle. These were the people on our island who were infected with HIV. Now, please stand/come to the center of the circle if you shook hands or ‚Äúhad sex‚Äù with any of these people. (Facilitator should count the number of people in the center of the circle and announce how many people on our island are now infected with HIV.)
 * Wow! That‚Äôs a lot of people. Why did you shake hands with these people? Did you know they had HIV? Why couldn‚Äôt you tell? How do these people look? Can you tell they are sick? Did you ask if they had HIV or other STIs? (Lead the participants to the conclusion that it is impossible to tell by just looking at someone if they have an STI. Make the point that people with HIV can look just like us. Healthy, handsome and pretty, but that doesn‚Äôt mean that they really are healthy. Talk about the importance of communication, asking your partner about their history and also being tested if you have had unprotected sex.)
 * Ok, please return to the circle. Those people are now healthy again. Please close your eyes and I will choose new people to be infected with HIV. Keep your eyes closed as I walk around. (Facilitator should walk around the circle and squeeze different people on the shoulder) Ok, you may open your eyes. This time you may walk around and have sex with up to 3 people again. The people squeezed on the shoulder will scratch their partners as they pass HIV along. This time if you are scratched by one of these people, the next time you shake hands you should scratch that person as well to pass it along. (Facilitator should demonstrate by shaking three people‚Äôs hands)
 * So this time, if your hand is scratched and you shake someone else‚Äôs hand you will pass along the infection. Ready? Go, ‚Äúhave sex‚Äù! Enjoy!
 * (Give the participants time to walk around and shake hands, after a few minutes ask them to return to the circle.) So, how was it? How are you feeling now? At this time I would like the original people whose shoulders I squeezed to come to the center of the circle. These were the people on our island who were infected with HIV. Now, please come to the center of the circle if shook hands or ‚Äúhad sex‚Äù with any of these people. Now please come to the center if you shook hands or ‚Äúhad sex‚Äù with any of these people. (At this time most of the participant will probably be at the center of the circle)
 * Wow! What happened to our island? How did this happen? Why did you shake hands with these people?
 * Didn‚Äôt any of you use a condom? Raise your hand if you used a condom! (If no one raises his or her hand the facilitator should demonstrate using a condom by covering her hand with her shirt or scarf to signify using a condom.) If no one on our island uses a condom and we continue to have sex, what will happen? (The whole island will become infected!) What about abstinence? Did anyone choose not to shake hands? If we want our island to be healthy we have to stop having sex or we have to use condoms! Remember HIV is preventable! You have the power to choose abstinence or to at least choose to wear a condom to protect yourself and your partner.
 * Please return to the circle. Close your eyes one more time and I will choose three new people on our island to be infected with HIV. Keep your eyes closed please. (Facilitator should walk around the circle and squeeze 3 people on the shoulder) Ok, you may open your eyes. This time you may walk around and have sex with up to 3 people again. And again, if you are scratched, you should pass along the scratch to the next person. But remember, you have the power to protect yourself. (Give the participants time to walk around and shake hands, after a few minutes ask them to return to the circle.)
 * So, how was it? How are you feeling now? At this time I would like the three original people whose shoulders were squeezed to come to the center of the circle. These were the three people on our island who were infected with HIV. Now, please come to the center of the circle if shook hands or ‚Äúhad sex‚Äù with any of these three people. Now please come to the center if you shook hands or ‚Äúhad sex‚Äù with any of these people.
 * The goal for the end of the game is to have only the original tapped participants standing, no one newly infected, signifying the participants‚Äô knowledge and use of prevention and protection. At the end of the last round, clap together as a group for protecting themselves. Ask them how they prevented HIV? Talk about how HIV can spread very quickly and be very dangerous, but also how it is preventable with education! If people know how to protect themselves they can prevent this infection from spreading in their communities.)

**** For this seminar the facilitators had prepared red ribbons to symbolize HIV/AIDS awareness and passed these out to students who contributed to discussions and all students at the end


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Assistant teacher program/Forum/Assistant teacher program in adult education

Adult education and motivation
Adult education programs sometimes lack motivation. The participants may have certain expectations about successful participation and may be unwilling to strive for higher standards beyond their expectations. An assistant teacher program can motivate the participants of a course to motivate each other. An assistant teacher should receive motivation from the course to hold a good lecture or to conduct useful group work or discussions. To encourage assistant teachers the course can grade each course unit held by a single assistant teacher or group of teachers. The grade point average should not have a strong influence on the grades for participation awarded by the course instructors but can be used to assign bonus points, which can be used to award a rebate on course fees (as a motivation outside the course, which some people may require).

Ability grouping
A course can be grouped after intermediate testing. A group with the highest grade point averages can be candidates as tutors. Qualification as tutor can be discussed in the course, which can lead to discord but also promotes involvement and allows the course to discuss their problems and to reach an agreement. Tutors can lead groups of assistant teachers, which can be taken from a group with intermediate grade point averages or from the remaining group.

Mentoring
If a course is split into three groups the tutors can at the same time be required to function as private tutors and mentors for the least qualified participants.


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User:Krlo5

My name is Carlos Liriano. I am from the Dominican Republic. I am interested in Python programming. I am a current computer science student. I like Python because it´s open source, easy to learn and powerful.

interests

 * GNU/Linux
 * Python
 * C
 * Visual Basic
 * Flash

Contact krlo5_lp_181088@hotmail.com

title: User:Krlo5


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Talk:Introduction to C programming/Forum

What is the code for generating the Magic Square?


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Assistant teacher program/Forum/Ability grouping by grade

Ability grouping by grade as learning motivation
Ability grouping by grade can be used to provide a stronger motivation for learning. The course is split into one group per grade. Each group is assigned independent learning goals and tasks. The better participants are obligated to help the less good participants. A possible assignment scheme is to assign participants with an A grade point average to C participants and B to D as private tutors. The rationale is that the A participants may be more useful for the C participants and the B participants may be good enough for the D participants. The better participants, especially those with grade point averages in the A and B range, should be given privileges and/or bonus points in order to increase motivation.


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User:JWSchmidt/Blog/14 January 2009

To Do List for the new year
1) Old business. Back at the start of the holiday season I was responding to the old "request for custodian action" and I had reached the last part of the charges that were made against me in Request custodian action/Review of JWSchmidt. I still need to finish the task of responding to the charge that I alienate users from other projects. What this charge really means is that I resist attempts of abusive admins from other wikis who try to spread their abuse to Wikiversity, and I'm proud to admit it. Of course, as a long-time Wikipedian and Wikimedian, I've worked for years to build bridges between Wikiversity and other Wikimedia projects...that is something that will never change.

2) New business; policy updates. Starting in the middle of 2008 the process of developing policy at Wikiversity broke down. Up until that point policy was being developed to support the mission of Wikiversity. Now the status of Wikiversity policy is in doubt. The Ruling Junta of Wikiversity is free to ignore and violate policy and elevate policy violators to positions of "trust" while inventing and enforcing new rules that are never written down as policy or discussed by the community. Efforts have been made to declare some of these unwritten rules as being outside of the bounds of Wikiversity community discussion....a truly great approach to building a learning community. The lesson of Wikiversity is clear: do not question the Rulers. Some of the new rules that are enforced as policy by the Ruling Junta seem designed to keep the Ruling Junta in power and prevent anyone at Wikiversity from questioning their actions. Of course, the hostile takeover of Wikiversity by the Ruling Junta has important implications for Wikiversity and attempts to develop this wiki website as a learning community. Why should anyone participate at Wikiversity when the Ruling Junta can at anytime delete, block, ban and censor and also prevent their actions from even being discussed?

It is clear that I do not know how to get along with the Ruling Junta. When I tried to start down the path towards modification of Wikiversity policy, as had been recommended by Jimmy Wales, I was blocked from editing and had my custodianship terminated. I had a long history of participating at the wikiversity-en IRC channel and taking part there in discussions of policy development for Wikiversity....until the day that User:SB Johnny banned me from that channel without discussion warning or reason given (Blocks and bans from IRC). I suppose that chat channel is now a safe haven where the Ruling Junta can coordinate their efforts to delete and censor Wikiversity content without anyone questioning their actions. I recently tried to initiate discussion of new policies that will allow the Wikiversity community to come to grips with some of the unwritten rules that are being enforced by the Ruling Junta. Rather than allow discussion, User:Darklama continued to explore his role as a self-appointed censor of Wikiversity.

Since other avenues seem to be closed, I'll try to work here to assemble my thoughts about needed updates to Wikiversity policy. Since this seems to be an activity that is not welcome at Wikiversity, I fully expect this page to be censored or deleted by the Ruling Junta.

update: Tip for busy administrators: do not bother censoring individual pages when you can just block editors. This is a particularly good method for preventing discussions at Wikiversity since the blocker gets to define which discussions of events at Wikiversity constitute policy violations.

1) Research policy. Jimmy Wales suggested a modification to the scope of research at Wikiversity. I was previously blocked and desysopped when I started trying to work on this policy update. I need to find a way of continuing to develop Wikiversity research policy without attracting the mighty ban hammer. See the main discussion page for the Wikiversity research guidelines.

See also: Wikipedia and the 2008 US elections

2) Bans. Wikiversity now has an unwritten policy for banning scholars from participation at Wikiversity. I'll try drafting Bans here and see how it goes.

Policy for bans (draft)
As usual, I'll start by selecting content from the relevant Wikipedia policy. I'm also addressing Wikiversity policies that mention bans. Will also need links from proposed policies (such as Banned user) to the new proposed policy for bans.

Definition
At Wikiversity, a ban is a decree that prohibits a person from editing one or more pages at Wikiversity for a specified duration of time.

How bans are imposed
Bans are proposed by going to Colloquium and providing links to edits made by the editor who you propose to ban. A detailed description must be provided of how those edits constitute a violation of Wikiversity policy. Specific grounds for imposing the ban (as listed in the following section) must be cited as the basis in policy for imposing the ban. The community then discusses the proposed ban and if consensus is reached, the ban is imposed. A list of all imposed bans is kept at Imposed bans.

Grounds for imposing a ban
As described in the Wikiversity policy for Civility, the use of some words "a certain number of times" can result in a ban. In order to impose a ban on an editor for using a particular word, the community must create and enforce a new rule. Each of these rules must be drafted at the censorship policy page and approved by a process involving community discussion and consensus. Censorship rules can take the form: "Editors can be banned from editing pages "w" for a time period of duration "x" if they use the word "y" more than "z" times.

Enforcing bans
During the specified duration of a ban, if the banned editor edits a page that they are banned from editing then those edits can be reverted.

Other issues for a ban policy
My original thinking about the idea that the use of some words a certain number of times can result in a ban was along these lines: if a vandal came to Wikiversity and decided to repeatedly add certain words to Wikiversity pages, just for shock value, then it might be necessary to ban such an editor from participating at Wikiversity. Given the fact that we now have Wikiversity administrators who are policy violators or who treat non-vandalism edits as if they were vandalism or who exercise a double standard with respect to deciding what constitutes policy violations, I'm reluctant to leave decisions about imposing bans to "common sense". I've spent many years having discussions with collaborators about censoring wiki content, but "censor" seems to have become a "dirty word" at Wikiversity. Given the current atmosphere of censorship at Wikiversity, it would not surprise me to soon see bans imposed at Wikiversity for use of the term "censor".

Update
I've been treated to another SBJ extravaganza in which discussing censorship of Wikiversity is proposed as a banable offense. This seems to validate my prediction of 8 moths ago (see above). This looks like a page right out of the Wikipedia Style Guide for Abusive Admins. It reminds me of when it became an offense against the Mighty Censors of Wikipedia to say "ID Cabal". We really need to make "Wikiversity Censor" a formal office so we can have an associated policy that will describe all of the powers claimed by the self-appointed censors of Wikiversity. The start of that policy will look something like this, "Any discussion that offends an abusive admin can be instantly censored by abusive admins, however they are free to call you "troll" and tell you to "fuck off". Note: this is in their Union Contract." --JWSchmidt 21:39, 25 August 2009 (UTC)

title: User:JWSchmidt/Blog/14 January 2009


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Bible/Israel/Prophecy

use this page to discuss criteria

Scriptural insight into how one determines if a Prophet/Prophecy is true is limited to "If is comes true is is from God". The source and determination of the people of the time must not have been so limited. Falsity in a prophet or prophecy was determined by tone. With Scripture as the standard, a look is taken at truth spoken by prophets. How to avoid following a false prophet or yield to false advice was determined by those people before the test of time was allowed. To increase a prophet's effectiveness in ministry something must have spoken to the people of authority. This also set the parameters of the prophet's authority, especially in the prophetic realm. Yet, a scriptural examination of the source of authority, the authority of the message and it's messenger and the levels and realms of authority are hard to explain.

please discuss expand

title: Bible/Israel/Prophecy


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The Eighth century historical situation and how the prophets addressed it. discuss

use this page to dicuss situation

In the late eighth century B.C.E., God's people in the promised land had become divided into a northern kingdom, Israel, and a southern kingdom, Judah. Assyria was the dominant power in the region. Israel and another liege state, Syria, were planning to rebel against Assyria. Their kings pressured Judah's king Ahaz to join them. When he refused, they began to plot to overthrow him. Ahaz decided to appeal to Assyria for help against Israel and Syria. Enter the prophet Isaiah. He is confident that God will protect Judah and king Ahaz, who is, after all, a descendant of David. Isaiah also knows that only mischief can come from getting cozy with the Assyrians. He tells Ahaz to be have faith and not ally himself with Assyria. But Ahaz won't hear of it; he's going ahead with his alliance. Isaiah tells him the Lord wants him to ask Isaiah for a sign of the truth of what he's saying. Ahaz doesn't want to be dissuaded from his plan, so he piously demurs, "I will not ask." In frustration, Isaiah announces a sign anyway, the birth of a son, whose very name reminds everyone that God is with these people.

source http://www.lectorprep.org/advent_04_yrA.html


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Theology as Seen in Prophets and Psalms/The logic of Amos' vision reports. discuss

use this page to dicuss logic

The vision reports in the book of Amos (7:1-3; 7:4-6; 7:7-9; 8:1-3; 9:1-4)

"The basic dramatic activity of the first four visions sets up a rhythmic pattern essential to the actscheme of forgiveness and judgment. Twice Amos is able to persuade the LORD God not to destroy God’s own people. Twice the LORD God pronounces judgment predicated by Amos’ observations. All finally brought to climax when only God stands on the stage of Amos’ vision and pronounces a final judgment. This climactic pattern has the symmetrical balance, dialogic exchange, and the formality of a concluding event still present in much of the drama of our own century. Reading the visions as a drama places emphasis on the human experience of Amos and the people of Israel. Their vulnerability to the LORD God is staged in Amos’ visions, along with their dramatic role as the people of Israel. The act-scheme of forgiveness and judgment is predicated on an emerging character (the people of Israel) in relation to a source of action (the LORD God)."

Source http://moses.creighton.edu/JRS/pdf/2000-2.pdf


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User talk:Haleykarnes

 Hello Haleykarnes, 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! --Juandev 18:55, 14 January 2009 (UTC)

title: User talk:Haleykarnes


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User:Haleykarnes

Bio
My name is Haley Karnes. I am eighteen years old. I am from a small southern Ohio town. I am in Digital filmmaking and Video Production and I am going for associates. I miss home, but I am glad to be out here makeing something better of myself.

In-class writing
Public Art Walk

1.What was the least "public" piece of art you saw today and why?

As far as being public and being easy to spot I would have to say Sam Francis Untitled Canvas. My group passed it and had to go back to it.

2.Did you find anything you would not define as art? Why?

I think everything we saw was art. Every piece took time and effort to make or put together.

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

I saw a few things that interested me. One of them was somewhere on fourth there was a buliding with crystal chandeliers, these chandeliers had giant long spikes coming out of them. Another interesting thing i saw was a car with a clown nose comeing out of the front it was strange and funny all in one. The last interesting thing i saw was on the side walk it was a face and arm made out of gum.

title: User:Haleykarnes


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Miscellaneous Topics and their development

There are many miscellaneous architectural gestures that supported the main concepts behind architectural works. Here we can assemble factual data that can be used for further examination.

Barques, Barges, and Byblos Boats and their burial
List locations of boat pits, their sizes, location, etc.

Early Dynastic Boat burials
Abydos:
 * As part of a first dynasty complex 14 ancient boats were buried. This boat burial was found in Abydos and may have belonged to King Aha or Djer. Dimensions: 19 m × 3.5 m × 0.6 m - 29 m × 3.5 m × 0.6 m (14 boats)

Saqqara :
 * Mastaba 3357. This tomb dates to the first dynasty. Probably to the time of Hor-Aha. It has a double enclosure wall measuring 48 m x 22 m. To the north buildings were found and described as an "estate". To the north of these estates a boat grave was found. Its dimensions were 19.3 m × 3.2 m × 1.0 m
 * Mastaba 3503 This tomb is attributed to Queen Merneith of the first dynasty. The tomb has an enclosure wall and a boat burial. Dimensions 17.75 m × 4.25 m × 0.8 m
 * Mastaba 3506. Reign of Den, This boat grave was placed within the enclosure wall. The mud brick superstructure was built directly on the desert surface. The dimensions are 22.15 m × 3.4 m × 1.1 m
 * Mastaba 3036 Tomb of Ankh-ha. The boat pit was sunk below ground level and then lined with mud brick and plastered. The dimensions are 14.3 m × 2.15 m × 0.75 m

Helwan :
 * Helwan is the site of one of the most extensive early dynastic cemeteries of the early dynastic period. Some tombs have boat pits.

Abu Roash (Abu Rawash) :
 * Several early dynastic tombs from the time of King Den were found at Abu Rawash. One was accompanied by two boat burials.

Boat burials at Giza

 * There are five boat-pits near the pyramid of Khufu. One has been excavated, while another one will be excavated. The boat pits are covered by an outer containment wall.
 * The North subsidiary pyramid (G Ia) has a boat-pit on the south side.
 * The Middle subsidiary pyramid (G Ib) has a boat-pit at the south-west corner.
 * There are five boat-pits near the pyramid of Khafre, with possibly a sixth north of the mortuary temple.
 * There is a boat pit near the tomb of Queen Khentkaues I, who dates to the end of the 4th or beginning of the 5th dynasty.

Boat pits of the 6th dynasty

 * Mastaba of Kagemni: The funerary complex of the Vizier to king Teti contained two boat pits.

These include boat pits near the queen's pyramids as well.

Statuary
Include Avenue of the Sphinxes or other groupings.

Hieroglyphs and Architecture
Identify hieroglyphs that signify 'building' and look for relationship to actual built architecture within the same period...


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Template:Atp/discussion

Discussion

 * :

title: Template:Atp/discussion


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Assistant teacher program/Forum/Schools until grade 9

Schools until grade nine
Secondary schools that end before grade ten may require an earlier entry into an assistant teacher program and may benefit from simplified procedures. An example is the Hauptschule in Germany which ends with grade nine (or sometimes ten) and is usually followed by the Berufsschule. The applicability of an assistant teacher program in vocational schools may in part depend on earlier experiences of pupils during secondary school.

Adaptation of the assistant teacher program
Due to the shortness of secondary education the induction of the assistant teachers has to be rescheduled to an earlier point in time, which means the work has to be less demanding but can be a stronger influence on the upbringing of the participants. Different proposals are discussed in the following. All proposal have in common that the pupils, who have qualified as assistant teachers, possibly could receive a recommendation for a more demanding school type, which could make lack of assistant teachers a problem again; comprehensive schools with different school types and other school conglomerates are an exception.

A problem that presents itself is that the pupils of assistant teachers do not reliably have the desired age difference of four years. Pupils in grade seven, who help to supervise the work in a fifth class, can still occasionally accept the role model of the younger pupils for impulsive actions, without conscious acceptance for the role model. Participation in the assistant teacher program should be graded with an independent grade for the work as an assistant teacher. A failing grade should be interpreted as disqualification, which means the grade does not have to appear on the school certificate.

Proposal: Letter of application
In this variant the pupils must make an application to the class council. Applications can be filed starting from the end of grade six. The class council discusses the applications by means of portfolios with example works of the pupils. As a part of the application the applicants must prepare and hold a lesson in a subject of their choice. For the planning and realization of the lesson others can be consulted and employed (including adults), but any help must be documented. After the lesson the class council debates whether to accept or to decline the application. The class teacher retains a veto right.

Proposal: Junior mentors
An assistant teacher program can be started with junior mentors. The work of the junior mentors can be used as an evaluation criterion for the admission as assistant teacher. Admission to the program can be voluntary and begin in grade seven. Only junior mentors are allowed to participate.

Proposal: Assistant teachers from grade seven
In grade seven the class is split into two groups: The more proficient pupils become assistant teachers/mentors, while the less proficient pupils become their pupils/protégés. The assignment between mentors and protégés is made for half a year and is discussed in the class council. The class council can question the ability of assistant teachers and disqualify them. Pupils are to a degree motivated to compete with each other to reach the assistant teacher/mentor qualification.

Proposal: Multistage qualification ladder from grade five
A multistage qualification ladder can begin in grade five. The stages of the qualification ladder can be discussed in the class council and can be amended. Every pupil can gain partial qualifications through voluntary acceptance of offices in the class council or acceptance of tasks assigned by class council or class teacher. The partial qualifications are categorized according to the abilities a pupil can demonstrate with each partial qualification. The group is continually motivated to discuss aspects of the abilities necessary for an assistant teacher. The class can add additional demands for assistant teachers, which have to be fulfilled by all assistant teachers within the semester or the following semester. A pupil who has gained all partial qualifications can receive the assistant teacher status immediately, irrespective of the grade. A pupil who gained assistant teacher qualification in the sixth or even the fifth grade could be allowed to work in his own class as an assistant teacher but should not be allowed to leave the class room for independent work yet. A pupil's ability to teach can be discussed in the class council and can be revoked in a ballot, which means the pupil has to regain the revoked aspects of his ability to teach with partial qualifications.

Proposal: Voluntary courses as qualification
The qualification as an assistant teacher is gained through participation in two graded but voluntary courses. The course instructors should be informed about participants trying to gain the qualification in order to be able to support the participants appropriately. Both courses can be attended in the two semesters of grade seven at the earliest. The courses can be at a practical level but should not be free of theory, because assistant teachers might otherwise not be able to train all necessary aspects of the qualification to teach. One of the courses can focus on the qualification as an assistant teacher as a main topic; the course can follow the design of the Assistant teacher course but should demand less independent derivations of concepts and should guide the participants more. The work as an assistant teacher during the course can be graded independently. Proposed topics for voluntary courses can be found on the handouts for individual curricula.

Parent education course
A recommended project, which should be mandatory for the pupils, is a book project during which the participants write a parent education course. The project can be offered over several grades to allow the pupils to derive utility from the possible insights early and to allow the older pupils to gain further insights at the higher level of understanding of a higher grade. Parts of the project can be distributed over the grades seven to nine. The pupils are enabled to have a positive influence on their own upbringing and they are prepared for a future role as a parent. The parent education course can be offered for parents of fifth graders but should be complemented with professional material.


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User:Nellroversi-deal

bio
I am in the Culinary degree program and this is my 8th quarter here (last quarter I was in New York doing my Externship at restaurant Daniel). I am from Hawaii :) I plan to have my own catering business one day. When I graduate, I plan to do some extended travel/work in Europe where I hope to learn about traditional cheesemaking practices as well as winemaking. I really want to have the chance to experience the cuisine of different cultures. My favorite dessert is carrot cake. I love to knit (hats and scarves mostly), cook for my brothers, and do gardening (but not in Seattle apparently since I have so far allowed two house plants to die despite my best efforts...but then again maybe Ikea isn't the best place to buy a house plant in the first place) and I love to read. My favorite literary genre (other than cookbooks :) ) is historical fiction.

assignments
PUBLIC ART WALK ~ 1/13/09

'What was the least “public” piece of art you saw today, and why?

This might seem like a strange answer but the piece of art that felt the least public to me was actually the Garden of Remembrance outside Benaroya Hall. Although it was clearly created as a public tribute, there was something that was very delicate and individual about the engraved quotations from soldiers’ letters to home. Reading them, it almost felt as if I was somehow intruding on someone else’s private grief.

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

I don’t know about “vertebrae” on Spring and 4th…When something appears to be just twisted metal for people to look at or sit on, it doesn’t do much for me. But then again, I probably wouldn’t have been a fan of dadaism in its day either. Hey, call me old fashioned.

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

I think the fountain in the waterfront park between Union street and the aquarium is beautiful. There is a little monument, also along the waterfront, that I had never noticed before that was very interesting. It is a plaque to the Great White Fleet that apparently anchored in Elliot Bay in 1908 during a circumnavigation of the globe. I also saw some freaky characters in West Occidental Park…

midterm
For my midterm project I researched The Eiffel Tower as an art piece that I find really fascinating. It was interesting to research the tower as a piece of art--I never actually looked at it in quite that way before. I presented a powerpoint about La Tour D' Eiffel in class on week 5.

final
I did my final art project on PEACE. I collected new and favorite quotes on peace and made 23 colorful posters which I put up around Belltown and then documented them with photographs. I presented a powerpoint of the experience in class on Week 10.

reflective assessment
Self Reflection Assignment - by Nell

3/22/09 - Week 11

This class was not what I had expected…I am still trying to discern whether I enjoyed it more or less than I thought I would. Writing about it seems strange…having done everything in a very verbal, visual and integrated way in this class, I feel somewhat disconnected from the sort of textbook academic side of it, which is probably why reflecting on it now in writing seems oddly foreign to me. I thought this class would be more one-dimensional—that it would be teaching me about appreciating art. Well, I suppose it did, in a way, but I actually find that instead it made me incredibly curious about culture. It has made me think not so much about the forms of artistic expression themselves, but about the human emotions that fuel them—about why someone would choose to express themselves through art, and what emotions govern peoples creative expression. Looking at some of the modern art we viewed, I felt like I understood it for the first time. I’ve never really appreciated most modern art, I’ll be honest, but for the first time I found a sort of connection in it. I really enjoyed watching the documentaries of artists like Cristo and Jean-Claude and Andy Goldsworthy. This class broadened my perspective on what is considered art—I have kind of realized, who am I to judge? To admit the truth, I actually found virtually zero relevance to my major of Culinary in this course, but that’s okay. This course was relevant to life, and learning should enrich your general appreciation and understanding of the human experience because you’ll be a richer person for it. Trying to answer the question “what do I have left to learn” is completely insane—what DON’T I have left to learn? In fact, every time I learn something new it only makes me realize how much more there is to learn. My experience and knowledge grows, but the world seems to grow with it, and I will never come close to learning all that I desperately want to know about the world. But, this class definitely made me want to discover more about the history of art—I think a new appreciation for museums is in store for me, thanks to this class. I feel more prepared than ever to see beauty in simply strokes of color, bizarre cubist images, and wacky street performers. Not this class alone, but the juxtaposition of this class with other recent life events have come together for me, and I am starting to develop a better sense of non-judgment and openness to people, artistic expression and the world in general.

title: User:Nellroversi-deal


text:
User:KadenceEnglehardt

=Humanities I/The Commons=

Bio
Bonjour! My name is Kadence Englehardt, and to be quite honest, I'm not exactly sure how to classify myself. Currently, I'm a 22-year old living in Seattle, WA, studying Interior Design at the Art Institute of Seattle. A Hoosier by birth (for those who are perplexed by this label, a "hoosier" is someone from the great Midwestern state of Indiana - sarcasm intended), I awkwardly attended kindergarten through high school in my hometown of Evansville, IN, a place of which I've never felt exactly fond or to which I really belonged. It was as though I had been transplanted...from where I was could never really be certain. I graduated in 2005, and then moved to Terre Haute, IN to attend college at Indiana State University. After one year of flip-flopping and switching majors, I finally decided that I would just study abroad for the heck of it. In the fall of 2006, I moved to Braunschweig, Germany, where I knew absolutely no one and nothing about the city. While studying at TU Braunschweig, I traveled extensively, and realized that my true passion was architecture. Returning stateside in the fall, I had changed my major to Interior Design, fully expecting to live my dream! However, I quickly realized that I wasn't able to live in Indiana with the same gusto that I once had. After a short visit in March of 2008, I decided to transfer to AIS and move to Seattle; the first place I'd ever felt like I actually belonged (in the United States, at least). My life has been one change after another for the last four years, and I've enjoyed every minute of it. I'm extremely spontaneous, curious, rather loud, and I love to smile. I spend a lot of my time reading, writing and taking photos. My favorite designers are Le Corbusier, Mies van der Rohe, and IM Pei. I plan on earning my Master's of Architecture at UW after graduating from AIS, with an emphasis on Historical Preservation. I hope to eventually move back to Europe, with my other half and (currently) fiance, Chris, at some point in the future.

Midterm Research Project
Ghost Bike located at 4th & Bell, Seattle, WA

International/Seattle Ghost Bike Movement
In December of 2009, on my normal walk to work, I noticed one day, that a white bike had appeared. I asked myself Has this always been here? I eventually came to the conclusion that it had not, and I began idly wondering exactly what was its purpose: Is it someone's bike?; Why is is COMPLETELY white?; Why did they decide to put it here, if it doesn't belong to someone?; etc. Each time I walked by, another question would occur to me. Then I would quickly go on about about my life, until the next time I walked past. When this project came along, I decided to delve a little deeper into the meaning. It simply took me writing "white bikes + Seattle" in GoogleSearch, to find out the truth.

In 2002, a San Francisco based artist, Jo Slota, originally came up with this idea of painting old bikes, or pieces of bikes, - "I see them as 'dead bikes,'" said the artist - a ghostly white color and putting them in seemingly random places (Bedell). Originally, he only recorded the project on a self-maintained website, but later, in 2003 when cyclist-awareness groups in St. Louis began placing the "ghost bikes" in places where bikers were injured or killed to increase awareness, he was somewhat perturbed. Now, the artist says he is "flatter that this idea has proved so potent and adaptable" (Bedell).

Ghost bikes are now an international art awareness phenomenon: they are sometimes placed by organizations, other times family of cyclists hurt or killed, sometimes permanent and are in major cities throughout the world, including Britain, New York, Germany, Australia, Mexico, and Italy - just to name a few (GhostBikes.org). The movement here in Seattle, began in August 2005, headed by the anonymous folks at GhostCycle.org; it is based primarily on increasing motorists of cyclists' presence on the road and their right to be there (Ghostcyle.org). The original 40 bikes were strategically placed at the 40 most dangerous spots in the city, with signs that read, "A cyclist was struck here" (Bedell). On the GhostCycle Website, there is a map of the locations of the original 40 bikes, and a listing of stories that are part of each cycle.

There is an eerie-ness about these bikes, especially those that are placed anonymously. This is somewhat in their nature, as anyone can place one somewhere - there's even a "How-To" section on the GhostBikes.org website (GhostBikes.org). The bike that is on my way to work (located at 4th and Bell), was not one of the original 40, but stands just as the rest, without a sign of its history or purpose. It did, however, make me think differently as to why it was here, and what it stands for. Though I am always careful when driving, I'll always double-check now for bikers.

In 2008, as their entry into the International Documentary Film Challenge, Team Go! (led by Dylan Reibling) created a short film about the Ghost Bike Movement that swept the world. The film could be no longer than 7 minutes, and the filmmakers have only 5 days to create a masterpiece. Ghost Bike KadenceEnglehardt 06:52, 10 February 2010 (UTC)

Sources:
Bedell, Geraldine. "The Spectral that Haunt our Roads." Arts. 5 October 2008: The Guardian. 2 February 2010. . == GhostCycle.org. "Press-Kit." GhostCycle.org 2 February 2010. . == GhostBikes.org. "Locations." GhostBikes.org 2 February 2010. .

Final Public Art Project
KL Project Flyer posted on Community Art Board.

The KL Project
The KL Project is an ongoing public group art project, to which anyone can submit work, as long as it is on a 4x6 postcard. The "KL" stands for my first 2 initials, Kadence Lynn. I've always been fascinated by the way people work in groups, especially volunteer groups which ultimately only result in the pride of having done something for the greater good or being part of that group. I decided this would be an interesting experiment to see how that kind of group works.

I posted advertisements in the "public" of Seattle, WA, including community boards at Daniel Smith's Art Supply, at UW and AIS, as well as leaving pre-cut postcards with information about submitting all over Seattle. I virtually posted classifieds "Calling for Artists" to craigslist, Seattle Weekly, and the Stranger. I also mass-mailed many of my own friends and family that DON'T live in Seattle personal "invitation" to participate, and gave them to as many people as I could. I strategically placed postcards throughout many public places, such as coffee shops, banks, and even places at AI. Originally, I printed 100 postcards and 5 posters. I also started a "hub" where those which submit can watch to see what others have sent in.

Ultimately, I hope to "present" submissions online as well as in an exhibition in Seattle. Currently, I DO have a place in a possible show, but I have to get submissions FIRST!

For more information, please visit The KL Project

KadenceEnglehardt

Self-Assessment
I'm really excited that I had this class. It was really interesting, and I'm glad that I took it seriously and participated in discussions. I found that I was was often finding many times that there were things I would think about or relate to that which I learned in this class. I learned to really appreciate - even more than I already did - that which is art. Even more interesting, I've reevaluated what I consider to be art. Before this class I never thought of graffiti art as a form of art, but after watching the film, Style Wars, I have a completely different view of it. I've learned to question more than I ever thought I would.

I think one of the best things I got out of this class, was initiative or a springboard opportunity to begin a project I've been conceiving for quite awhile, The KL Project. Because of this class, I actually got to devote time to it, as my commitment to school and the work that goes along with it, often keep me from working on my personal or side projects. Having to do this "public art project" gave me that outlet. I'm glad that this can be an ongoing project, and that I now have a basis upon which to build.

Other Thoughts
“Replace fear of the unknown with curiosity.”

“Live intensely. Love intensely.”

“Masquerading as a normal person day after day is exhausting. So I don’t.”

I just have to keep telling myself, "Judge yourself less harshly."

title: User:KadenceEnglehardt


text:
User:Aladds

aladds
I am an Electrical Engineering student in London, UK.

I hope to use my own knowledge to help with the Electrical Engineering department!

title: User:Aladds


text:
User:Davedoumis

Bio
Hello, I’m Doumis and I am a third quarter student in the Interior Design program at the Art Institute of Seattle. I am currently living in Seattle, and was born and raised here. I enjoy a great amount of outdoor activities like skiing, hiking and jogging, but wish I had more time to take part in them. I enjoy traveling, and experiencing different cultures. School is a very big part of my life and seems to always keep me busy. Always enjoying life, and never taking a day that goes by for granted.

Final
With such high pressure for success in the public school system, one would wonder why, after the billions of dollars that are spent each year, the graduation rate is still not as high as it is in other countries that invest far less money on public education says the National Center for Education Statistics (NCES). Clearly the amount of money spent on public education isn’t benefiting students for the future success in college or wherever they choose to go after high school. So what is the issue then, is the public education system lacking in preparing students success or is it the fault of the students in their aspirations to succeed? The whole point of school, from elementary through high school, is to prepare students for real life and living on their own, whether or not they decided to attend college. But for most, college is the time when you learn how to be capable, task oriented and efficient. The goal of high school has been dramatically shifted, from helping students ease in to their futures, to forcing students to memorize equations and learn better test-taking skills in hopes for higher standardized testing scores. The use of standardized testing in the United States is a 20th century invention and seems as though is that what is not tested is not taught. Under the federal No Child Left Behind law in the United States, low test scores mean schools and school districts can be labeled as in need of improvement and punished. If standardize tests are the only method of accountability for the schools then parents and educators are less likely to know how well children are learning in untested areas. Vincent Tinto, the chair of the Higher Education Program at Syracuse University in New York says "A large number of students are ill-equipped for the challenges of college," and goes on to say “…they [students] forget to focus on what lies ahead: challenging academics, living away from home, maintaining their finances, learning time management skills, and taking responsibility for their own lives.” After high school graduation, students are expected to have gathered and learned all the information they need to move on to college. According to the National Center for Education Statistics, not only is taking the right number of courses important but as well as the right kind of courses, and the rigor of these courses, is critical to student readiness for college-level work. Every student should be prepared and have a future in mind before they leave for high school. According to the College Readiness Report sent out by the ACT says that the “existing standards in many states are not rigorous enough to ensure that students will be ready for either credit-bearing college-level work or workforce training programs. Based on comparisons completed so far of standards in 39 states to the ACT College Readiness Standards, which describe what students need to know and be able to do to be ready for college, we have identified some striking disparities between state standards and college readiness standards.” College seems to be aspired by many high school students. In fact, 80% of 10th-graders say they want to attend college. This number has risen compared to the percentage in the last decade. One would expect to see the college turn out, and success rate at a high as well, but that is on the contrary. Only a staggering 71% of teenagers even graduate from high school (NCES). With low high school graduation rates, this means that even fewer students are attending college and even fewer actually succeed and graduate from college. Getting acclimated to college life is a big issue with most high school students. So why doesn’t the public education system help with the transition? High school teachers put high demands on students to get work done. The high demand from the teachers make students less motivated to achieve any work, making the students feel as though they can slack off and still get by. Study habits by the students are put into place at a young age and by the time student’s graduate high school their study habits are well developed. Teachers seem to be unaware that if they don’t establish what is acceptable and what is not acceptable, then students will continue to maintain their study habits, if they are good habits or not. Once in college, students are no longer pushed but taught, the drastic change causes the students to get overwhelmed. To some, the constant surveillance from faculty and parents, rigid schedules and strict guidance in high school inhibit their development and learning. When put into a college atmosphere the students are suddenly no longer surrounded by the forces of high school, and are left on their own, with no rigid schedule, and less guidance. High school students seem to be unaware that college is a choice, instead of being a demand like high school. If there is no aspiration to succeed in college by the student there will be no success achieved. Some critics say the issue behind the dropout rate is from the high school teachers not knowing what the college professors want. Some say that it is the student’s fault, and to actually succeed in college there needs to be more effort put forth. At any rate, the lack of attendance and growing drop out rate in college is a serious issue. The problem actually lies before the secondary school system, with the lack of education given to the students on how to function efficiently before starting college. With more emphasis put on teaching students the reality of living on their own, and easing students in to their futures, there could possibly be a growth in the attendance of colleges, as well as the success rate of graduating. Other options are out there too, if public educators show that there are other possibilities beyond high school, showing students that there are other options other than college, it is clear that some students are simply not cut out for the stresses of college, but this doesn’t mean that they will be stuck at dead end jobs forever, trade schools and education programs offered through different companies can offer students a great future without the tuition and expenses of college. At any rate the statistics show that the amount of money spent on public education isn’t benefiting students for success in their futures may it be in college or wherever they choose to go after high school. If you choose to be college bound, the rigor process of filling out college applications start early.

Reflective Assessment
Through out the quarter, I have gained a great amount of knowledge about the process of narrowing down a topic and finding research to support that topic. I enjoyed learning about dividing sections of that topic and then splitting into a team. I learned about the different topics that each of the groups had presented upon, and have really enjoyed the process of making a group paper, that all relates and flows. I also benefited from the class discussions that we had each week, and the group papers we had read in class. By reading other groups work, I felt like it benefited our group immensely because even though we weren’t all focusing on the same topic, it gave me an outline and an idea of what other groups were focusing on. Each class I felt prepared, but also thought if I had more time to sit down with my group, so we could all be on the same page then it might have benefited the quality of the paper. Over all I thought this class went in the direction that I desired. At first I was skeptical of the Wikiversity process, and trying to format our main topic into a paper on the site. But with guidance, we soon were on the ball, and once the format was set it was a much easier process and went along smoothly.

title: User:Davedoumis


text:
User:CourtneyRhem

bio
My name is Courtney Rhem. I am a third quarter Video student at AiS. I plan to create music videos as a career, later moving to full legnth movies. I like to sing when I'm bored. I have a two year old son who plans most of my life for me. He is my best friend, because we know each other inside and out, love each other unconditionally, and he's the only one I can tolerate being around ALL THE TIME!

in-class writing
ART WALK: The least public piece of art I saw was the man hole cover, because it's something not many people would notice or stop to observe and appreciate. It doesn't stand out.

I wouldn't consider the sandworm art. It reminds me of a line divider in a public place.

I saw a interesting horse in a store window that was not apart of the tour. I can't recall the name of the store.

title: User:CourtneyRhem


text:
User:Vanguard~enwikiversity

Majoring in Religious Studies and Philosophy. Minoring in Humanities.

Current Contributions

 * Created Topic:Wicca for Wikiversity
 * Developing Wicca threads of Teaching

title: User:Vanguard~enwikiversity


text:
User:Aaronmorris

bio

 * Aaron Morris is a student who currently attends the Art Institute of Seattle. He will graduate in Spring of 2009, making him a 6th quarter student. He is enrolled as an Audio Engineering student, and works diligently to finish his degree. On the weekends he sings and plays guitar and/or bass for a band called Our Favorite Year. He works as an employee at Apple, and enjoys every minute of it. Soon he hopes to branch out his career into bigger and better things. Someday he hopes to get his foot in the door with home-theater installation, and hi-fi audio.

He is in group 3

reflective assessment
I'll be honest, I didn't know what to expect coming into an analytical writing class in an "art school". I know it sounds cliche to say the least, but I didn't expect to learn a whole lot from this class. My experiences with GE classes at the Art Institute have been interesting, and mostly disappointing. I find myself entering a classroom, and knowing the material before we sit down. This class was a different experience. I had never had Steve before this class, but I wish I had. This class really opened my mind to writing. Just as Steve explained in class so well, we have been brought up through school learning conventions, and have skimmed over the most important part of writing; thinking and editing. We didn't do TONS of actual writing within the confines of this class, but I think that it forced me to think through my writing a bit more, knowing that the end product would be worth more than a paper churned out in sight of a deadline. I learned not only about how writing can be structured, but how to edit and rewrite a paper. Ever since gradeschool we have been expected to put out A+ papers within a certain amount of time. This leaves no room for a proper editing and rewriting technique.

I also learned quite a bit about the WIKI formatting. I am pretty well versed in web site and HTML editing, and learning the WIKI format was not a far stretch. I'm glad the class was partly online, it really opened doorways to new kinds of classroom work and group projects.

All in all I think that the class was well worth the money we pay, (which I cannot say for all of my classes). Steve is a really cool guy, and I enjoy his teaching. I hope I can have more teachers in the future that teach with an open mind like this, I'm tired of snoring my way through classes.

Aaronmorris 01:09, 15 January 2009 (UTC)

title: User:Aaronmorris