text:
A couple of days ago, I read a piece on Blokely* (a man-website which I am quite fond of), which left me feeling a little cold. 'I can teach you how to get a woman into bed' tells the story of Kezia Noble, a 28-year-old pick up artist (PUA), whose career is based around teaching men how to "have one night stands, bed strippers and blag threesomes".
The phrasing is deliberately provocative – it begs you to jump up on a feminist soapbox and decry misogyny. Indeed the first line of the piece is "many women may hate the fact I teach men the tricks of getting women into bed but I don't care". Oh, sweetie.
She claims to be the only female PUA, a fact which she emphasises through her constant reiteration that women hate what she does. She's inviting angry blogs from women. She wants the publicity for her business. Anyone will read a headline if it contains something juicy. It's horribly deliberate. But I also imagine her own insecurities play a role in this over-confident peacocking – the constant reminder that she is the cool, edgy, sexy girl that will get you laid. By the time she brags that her book, 15 Steps to Becoming a Master Seducer (*snorts*) has been quoted as being "The book women do not want men to read and I know women will hate," her whole act is just starting to feel… desperate.
But the funny thing is, I don't hate Kezia for what she does for a living. I don't care that she teaches men how to approach women. Let's face it, some men (and indeed some women) really do need the help – even if it's just to boost their confidence. I am not a prude – sex is great fun, whether it's a fleeting one night stand, that amazing few weeks when you've just started seeing someone new, or with someone you've been married to for 20 years. I am definitely pro sex. And hey, if you want to go out and shag someone new every night of the week, that's your prerogative. I will toast to your multiple orgasms and mad sexual adventures with gusto.
The thing that irritated me is that she's put women in a box. Not only does she earmark strippers as a particular sexual target (more on that later), she seems to think that the key to getting women into bed is to trick them into it. The 'push/pull' method of being nice and then cold to a woman apparently has a very high success rate. She knows this because her sulky ex-boyfriend made her really horny with his moodiness. "If my ex tried it on and I said I wasn't in the mood, instead of trying to convince me, he would freeze me out and just turn on the TV. I suddenly felt rejected and not sexy enough to keep him interested. Before I knew it I was climbing all over him, desperate to prove to him that I was hot and horny!" What a brilliant message.
I'm sure in this instance it was all very playful, and that the anecdote is something that shouldn't be read into, but she finishes the story with this: "If a woman feels rejected, she'll try her hardest to prove herself – and in this case, she's very likely to jump into bed with the man in question." The treat 'em mean, keep 'em keen routine is one of the oldest tricks in the book, but when taught as an actual step, it just seems a little… sinister. It's essential that you jeopardise her self-esteem so she has to prove her self-worth by sleeping with you! Bravo, chaps. Tally ho!
Back to the stripper thing. There's a whole paragraph about bedding strippers. Strippers, it seems, are not women. Not really. They are literally stripped of all other characteristics and are defined solely by their sexual characteristics. They are not mothers, or daughters, or sisters, or wives (more of this in our super blog from earlier this year). Stripping has reduced them to a state of walking sex – the available yet unavailable conquest. So naturally, Kezia suggests "heightening their insecurities". That way, you can "go home with the stripper of your choice". Oh em gee. Who knew it was that simple! Had I known that, I would have picked up two strippers last week with my Tesco shop! I've known some strippers in my time, and most of them would eat you alive. Their business is horny men – do you really think the cheap backhand compliment is going to get you laid? Oh, Kezia. I almost want to hug you.
And the funniest thing of all is that sex is so much better than she makes out. She talks about getting laid and having one night stands, but she doesn't seem to really get it. Through all her rules and tricks, she implies that women don't actually want to have sex. They must be cajoled and persuaded and manipulated. God forbid a woman might actually want to get laid. Woman has no agenda – she is a passive barfly, waiting for you to insult her into bed with you.
Part of the fun of sex (in my opinion, anyway) is that there are no rules. We are all as weird as each other. Every single one of us has sexual hang ups, fantasies, fetishes, and skeletons under the bed (perhaps literally, if that's what you're into). Kezia reduces sex into a quick and dirty night with a stranger you've manipulated into bed. Is the woman who is sleeping with you to prove she's sexy going to be the best shag of your life? Probably not. Is the stripper you've miraculously taken home going to rock your world? Not if she's been straddling 15 other desperate wankers that night. Nope, sex should be a LOT more organic than that. It's supposed to be fun. You can't create that sort of spontaneity through a set of rules. And if you're looking for something more long-term, you probably aren't going to be creating solid foundations if you've had to make her cry first.
So, Kezia, I salute you. You are a lady pioneer in the field of pick up artistry. It is always good to see a woman making her way in a male-dominated environment. And good for you for running a successful business. But please keep your douchebag puppets out of my knickers. I don't have anything to prove.


text:
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Piers Corbyn: Front Page News - UK: Coldest May for 100 Years: Updated with comments
Wednesday, April 18th 2012, 7:12 PM EDT
(Site Admin)
Coldest May for 100 Years: Spring will Retreat as Winter Roars Back by Nathan Rao, Daily Express
BRITAIN is facing the coldest May for a century with winter poised to return, bringing snow and bitter winds.
Parts of the UK are braced for the thermometer to plunge as the cool spring turns even chillier. Worst hit will be the East – although summer will be on hold across the entire country.
The freeze follows a miserable April which has seen below-average temperatures, snow and torrential rain.
Independent forecaster WeatherAction warned that next month will be the "coldest or near coldest for 100 years" in the East. Forecaster Piers Corbyn said May will bring a "run of bitter northerly winds" with snow at times.
He said: "We are making this headline public because of its importance. The very cold expectations apply to eastern parts and near Europe rather than Ireland and West Britain." He said a system of cold air will get stuck over eastern Britain for most of the month.
Updated below with MUST READ comments from Piers Corbyn and Media link
Article continues below this advert:
High pressure over western parts will make it brighter although temperatures could plunge overnight to feel much cooler than normal.....
Click source link to read FULL report from Nathan Rao, and well done to your paper in reporting this forecast from Piers
"Coldest May in 100 years", forecasters predict
- The Telegraph
Britain could be facing the coldest May for 100 years, with snow, bitter winds and freezing temperatures putting summer on hold.
The winter weather follows one of the wettest Aprils on record, with the threat of floods and storms to come over the next few days.
The Met Office has issued weather warnings for the South West, London, South East, Wales and the West of England due to flooding on roads and 60mph winds.
Hail storms are expected across the country and it is feared windows could be broken by giant hail, up to 1cm thick. In the north and Scotland temperatures could fall to -2C.
Despite the ongoing drought, heavy downpours could cause localised flooding, even in areas where there is hosepipe ban in place.
Independent forecaster WeatherAction has also predicted the next month will be the "coldest or near coldest for 100 years" in the East of England, with cold northwesterly winds...Click Telegraph link for more
Source Link:
Comments section below this advert:
Have Your Say
Posted by
Piers Corbyn
(Twitter) on
Apr 18th 2012, 8:43 PM EDT
A Great piece by Nathan Rao, Thanks!
I have to say that in my conversation with him he was very careful to get an accurate picture of what we are saying and that is reflected in the article which is a GOOD REPORT. So all I can say about those who say (in Express comments) that he exaggerates weather stories - eg in previous weather stories (not about WeatherAction) - that he probably did not overstate anything but was merely reporting what others had been saying - such as that delusional nonsense about the hottest ever summer to be in 2011; yes that was said - not by WeatherAction!
There are a couple of typos in the piece however so I have posted this in Express comments:
19.04.12, 1:22am
THANKS for quoting our forecast and I hope gardeners and farmers wont blame the Express and WeatherAction for plant unfriendly weather!
Just a couple of typos I notice in Nathan's excellent report. The mention of
1981 was in fact 1891
. I was referring to events reported by Craig M** on WeatherAction site where on prospects of SNOW in May he said "In W Eng SNOW is very rare in May, but (in 1935) Lancaster & Southport (both Lancashire) reported snow falling on the 17th. (Apparently the first snow observed in these two low-level locations in May since 1891)." The mention of SNOW in Surrey in 1996 was about the last time there was significant snowfall in May
. The lay-out team must have shortened the sentence! WeatherAction (dotcom) website carries more information. Thanks, Piers Corbyn
** For Craig M's informative notes go to Comments on article:
For pic of original forecast and further Comments on CR see
Comment edited by Piers Corbyn (Twitter) on Wednesday April 18, 2012 at 10:16 PM EDT
Comment edited by Piers Corbyn (Twitter) on Wednesday April 18, 2012 at 10:19 PM EDT
Posted by
Jens Christian Heuer
(Twitter) on
Apr 19th 2012, 3:25 AM EDT
A brand-new paper from Jennifer A. Francis1 and Stephen J. Vavrus (
) may help to explain the current weather conditions in U.K.!?
The two scientists have found that enhanced Arctic warming compared to mid latitudes (Arctic amplification, AA)leads to prolonged extreme weather events, like droughts, heat waves, heavy rain and
cold spells
Due to the fact that jetstream is driven by gradient in air-temperature between polar regions and mid latitudes, jetstream slows down and becomes wavier. As a result the high and low pressure systems moved by jetstream slow down, too. As is known these weather systems arise from turbulence in jetstream like the vortexes of a raging river do.
Best regards
Jens Christian Heuer
Comment edited by Jens Christian Heuer (Twitter) on Friday April 20, 2012 at 4:37 AM EDT
Posted by
(forum) on
Apr 19th 2012, 5:09 AM EDT
Hi Jens Christian Heuer
I think your find that the Jet Stream is changed by solar activity, the Russian heatwave and Pakistan flood a couple of years ago changed due to a specific solar process and then changed back again when solar activity was again going through another specific process. It was originally put forward that these events were due to "Man Made" climate change.
Piers not only predicted the start of these events he also predicted the end as well. So if it was "Man Made" climate change, then I guess Piers has more knowledge then the IPCC!
Sadly Piers was NEVER given any credit for that prediction, lets see if he gets the 100 year May cold in the UK correct.
Posted by
Piers Corbyn
(Twitter) on
Apr 19th 2012, 3:34 PM EDT
Some points:
1. The Express Weather pieces normally attract a heap of people raging against Nathan Rao on the lines
read The Express until Nathan Rao started these weather stories."
For this report there is still a few like that and libel against me but a lot of other people have come in and made it a much better discussion than usual.
There are some attacks on some nonsense that Nathan has published in the past but one should bear in mind that he was quoting stuff, not making it up, and his critics also talk nonsense at times. The answer is that he needs to be a bit more discerning about who he quotes, OR more to the point he should quote people of all sorts and also report their success rate compared with chance for major weather, and we know what that would reveal!
2. I don't understand the 'Quality' Telegraph's comment
"Independent forecaster WeatherAction has also predicted the next month will be the "coldest or near coldest for 100 years" in the East of England, with cold
northwesterly winds
WHY have they said northwesterly when the news release is northerly (which includes NW'ly and NE'ly?) They did NOT phone me by the way. Only the Express spoke to me. This is NOT a small point because if we have the NE'ly winds we expect at times someone WILL quote the Telegraph and say 'wrong'.
3. The information on the jet stream and Arctic.
YES this is very important, and thanks very much Jens this is very helpful. I am NOT saying what they say is wrong, HOWEVER (and well put CO2 sceptic) like everything in standard meteorology they take a description of events and essentially arbitrarily divide it into two:- one bit they deem to be cause and the other as effect; whereas in reality what we have is mainly just DESCRIPTION and a common external cause (SOLAR etc DRIVERS).
Of course there IS cause and effect in the Earth's atmosphere system but vastly overstated in terms of cause=>effect and understated in terms of common external cause and feedbacks.
(i) "The center of Low pressure is driving these weather fronts" NOW THINK! It is OK as shorthand but actually the fronts are where the action is and that if anything CAUSES the Low center to appear, and then the whole system moves and that is complicated.
(ii) "(Pacific warm water moving east etc) El Nino causes events all over the world", Well really? HOW?? No (I say) there is a common cause - solar-lunar driver - which causes these world wide events which are then erroneously deemed 'expressions of El Nino'.
Comment edited by Piers Corbyn (Twitter) on Thursday April 19, 2012 at 3:35 PM EDT
Posted by
Piers Corbyn
(Twitter) on
Apr 19th 2012, 10:53 PM EDT
The Report in the Express is excellent but
The Daily Mail's report was unprofessional
so I posted this comment which has not (yet) appeared; earlier written posts have appeared.
So MAIL You headline part quote our WeatherAction long range forecast which was for "The coldest or near coldest May for 100 years in Central and east parts*" WITHOUT ACKNOWLEDGEMENT. THIS IS UNACCEPTABLE. Your main enemy paper gave an accurate report with acknowledgement.
People who want to know more please visit our WeatherAction (dotcom) site.
For information our forecasts are nothing to do with standard computer models which have no skill in long range forecasting.
Thank you , Piers Corbyn, WeatherAction long range forecasters.
* rather than what they say which was: (The) coldest for 100 years - no mention of where or 'near coldest'
Comment edited by Piers Corbyn (Twitter) on Thursday April 19, 2012 at 11:00 PM EDT
Comment edited by Piers Corbyn (Twitter) on Friday April 20, 2012 at 1:00 AM EDT
Posted by
Jens Christian Heuer
(Twitter) on
Apr 20th 2012, 3:57 AM EDT
Thanky very much for Your interesting statement!
Can You explain the kind of solar-lunar driver, You are looking for? Has it to to with influence of cosmic radiation modulated by solar activity (solar magnetic field acting as a shield of variable thickness against cosmic radiation!)on cloud formation proposed by Henrik Svensmark?
Best regards
Jens Christian Heuer
Posted by
Climate Realist
(forum) on
Apr 20th 2012, 7:47 AM EDT
Jens, no, Piers science is different, not to do with solar activity changing cloudiness over decade long periods but to do with solar/magnetic/lunar activity altering the path of the jet stream and thus creating weather events over a seasonal / monthly periods.
Piers looks at solar impact on weather (albeit long term), Svensmark looks at solar impact on climate via cosmic rays and low level clouds.
Posted by
Climate Realist
(forum) on
Apr 20th 2012, 7:49 AM EDT
Mr Corbyn,
On one hand I would like to wish you success with your forecast for May as being the coldest May for 100 years, but on the other hand, I'm not looking forward to it and hope that May does not turn out as cold and unpleasant as you forecast!
At least the rain will fill the reservoirs and make the water companies look stupid for declaring a drought!
Posted by
Climate Realist
(forum) on
Apr 20th 2012, 7:54 AM EDT
We are going camping at the end of May and it is the start of the classic car rally season!
Posted by
Piers Corbyn
(Twitter) on
Apr 20th 2012, 9:16 AM EDT
No nothing to do with Cosmic rays.
Although Svensmark is a good scientist and a good guy his theory does not work. It fails basic observational tests - namely that world temperatures should follow the 11 year cycle in Cosmic Rays as modulated by solar activity, but they do not. As he says charged particles are key but observations show the ones that matter are not Cosmic Rays.
By far the largest signal other than annual variations is the magnetic cycle of the sun - 22yrs - which governs key aspects of solar particle (NOT Cosmic rays) connectivity with Earth; see one of the longest running posts on CR (3rd in all time most read):-
The warmists love to present Svensmark's work as THE solar-climate theory because it is so easy to shoot down. They do that when they want so they are left with their CO2 nonsense. On this the well-presented Solar-img podcast from 9 months ago which has re-surged up CR lists contains discussion on this:
IMPORTANT! Have a read of NEW NOTES FOR PUBLIC on the update we sent out to subscribers
re the EXTRA RAIN in England in April and the "Wettest drought on record", via:
The full May forecast is available now as 15-45day version (inclusive of update on 30 April);
or if you only want the 30day version from 30 April you can order that now (as '30day' on the link) and you will get now the (rest of) April, the full April etc extra UPDATE and on 30 April the 30day May forecast.
Thanks, Piers
Thanks Piers
Comment edited by Piers Corbyn (Twitter) on Sunday April 22, 2012 at 4:27 PM EDT
Posted by
Jens Christian Heuer
(Twitter) on
Apr 24th 2012, 4:32 AM EDT
Is there a direct connection between
Solar Particles -> Ionosphere -> Jetstream (affecting weather systems)?
Best regards
Jens Christian Heuer
Comment edited by Jens Christian Heuer (Twitter) on Tuesday April 24, 2012 at 4:32 AM EDT
Posted by
Piers Corbyn
(Twitter) on
Apr 24th 2012, 10:38 AM EDT
Yes of course. For example see my presentation (Munchen Nov 2011) involving the dramatic solar events which drove the ending of the
West Russian heatwave Aug 15th 2010;
and a related pdf:
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A collection of news and information related to Madonna Inn published by this site and its partners.
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Trailer accommodations in Joshua Tree
Special to the Los Angeles TimesI had my doubts as I turned off the isolated highway onto the sandy open desert. "Drive three miles, then make a left?" I wondered out loud while reading the directions, as my car bounced over mounds of sand, mimicking one of those souped-up cars in a...Tags: Hotel and Accommodation Industry, Stairway to Heaven (song), Rock and Roll (genre), Trips and Vacations, Hotels and Accommodations
Camp Motel: Visit Hicksville Trailer Palace, the desert's kitschy campground
Brand XDown a narrow, bumpy road in an unlisted location in Joshua Tree, there exists a punk rock utopia â only instead of mohawked unicorns there are glowing mannequins and the possibility of communicating with aliens. Welcome to Hicksville Trailer Palace.... -
San Luis Obispo's Madonna Inn gets in the swim
Times Staff WriterSan Luis Obispo Nobody in the hotel business ever tried harder to make a splash than Alex Madonna. So what did he have against swimming pools? Over a span of 46 years, this builder-rancher-hotelier crafted his Madonna Inn, turning it into one of...Tags: Madonna, Hotel and Accommodation Industry, Liza Minnelli, Umberto Eco, Personal Service
Variation on a Theme Park in Gilroy
Special To The TimesBonfante Gardens is a new amusement park with an unusual theme: trees. But not just your average trees. Amazing trees--the creations of an eccentric gardener named Axel Erlandson, who began training them into fanciful shapes in the 1920s. In the 1950s he...Tags: Hotel and Accommodation Industry, Theme Park Vacations, Los Angeles Times, Gardens and Parks, Road Transportation
Hotel de Love
TIMES STAFF WRITERFriday February 7, 1997 It's hard to imagine Craig Rosenberg's "Hotel de Love" appealing to anyone who isn't hung up on romance novels, but if you're into unrequited love, this may be for you. The twist in this exceedingly minor Australian...Tags: Peter O'Brien, Hotels and Accommodations, Hotel and Accommodation Industry, Aden Young, San Luis Obispo (San Luis Obispo, California)
Jan 16, 2011
|Story| Los Angeles Times
May 20, 2010
| Los Angeles Times
May 27, 2007
|Story| Los Angeles Times
Jun 16, 2002
|Story| Los Angeles Times
Feb 7, 1997
|Story| Los Angeles Times
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Easy Shirt NecklaceEasy t-shirt crafts can transform a ripped or tattered keepsake into a new, cool accessory! Make an Easy Shirt Necklace from Candace Jedrowicz and repurpose an old top you aren't ready to toss. You only need a t-shirt, glue and scissors for this quick and simple craft. Materials:
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December 1, 2008 at 12am to December 12, 2008 at 11:45pm – Online I wanted to post this really cool contest. Just head over to Angela James's blog to find out the rest of the details. Nice Mommy~Evil Editor blog. The following is the description of how she will be… Organized by Angela James | Type: Contest
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A Child Stands Trial for Blasphemy in Pakistan
Even if Pakistan's courts find Rimsha Masih innocent of blasphemy, her troubles won't end.
|The very memory still makes Iqbal Bibi furious. Late in the afternoon of Aug. 16, two days before the end of Ramadan, the 60-year-old Pakistani woman was out walking near her home on Islamabad's ragged southern outskirts when she found three local men deep in discussion. One of them, a shopkeeper named Malik Ammad, showed her something he said he had just taken from a Christian girl in the neighborhood: charred fragments of Islamic texts. "After seeing the burnt pages, I told them to pour gasoline over the girl and light her on fire, as our religion commands," the old woman tells Newsweek Pakistan. "People have made sacrifices for Islam—and these people are desecrating our holy books!"
Word spread, and a mob soon gathered, taking up the cry: "Burn the girl alive!" But before anyone could act on the threat, the police arrived and hauled her away. Rimsha Masih was booked under Section 295-B of Pakistan's blasphemy law: "Whoever wilfully defiles, damages or desecrates a copy of the Holy Quran or of an extract therefrom or uses it in any derogatory manner or for any unlawful purpose shall be punishable with imprisonment for life." Speaking ill of Islam or the Prophet Muhammad is punishable by death. Sometimes the accused are killed by members of the public even after they are tried and found innocent.
Prominent Pakistani Christians say the girl's arrest may have prevented a bloodbath. No one has forgotten the 2009 Gojra riots, in which at least seven Christians were killed and scores of homes were destroyed after rumors circulated that Quranic verses had been desecrated at a wedding. But now Masih has become one more among the estimated 1,800 defendants who have been prosecuted under Pakistan's blasphemy law in the past 25 years.
Ammad was relaxing outside his home that afternoon when Masih walked by with a bag of ashes and half-burned printed matter, the shopkeeper tells Newsweek Pakistan. Looking closer, he was startled to see the remains of the Islamic introductory readers known as Namaz and Noorani Qaida. He kept the damaged booklets and let the girl go on with the ashes, which she dumped in a nearby vacant lot. After telling neighbors about the incident, Ammad took the evidence home and left it in a bag, which the police retrieved that evening. "But when the bag was opened in the police station, there were also two pages of the Holy Quran," says Ammad. "I told the police there were no pages of the Quran when I saw it."
To their credit the police followed up on the question. Amid the evening's uproar, someone had apparently taken the damaged tracts to show the imam at the local mosque. At least three witnesses were there: the mosque's longtime muezzin and two local men who were keeping a Ramadan vigil. According to a police charge sheet since filed against Imam Khalid Jadoon, the prayer leader allegedly tore two pages out of a Quran and added them to the material in the bag. Police investigators quoted the three men as saying that when they told the imam not to do it, he called them children and said they didn't know how to handle such a situation.
The imam has denied any wrongdoing, saying he's being framed. Police say they have no evidence against Masih, and her case has been moved to juvenile court. Meanwhile she is free on roughly $10,000 bail and being sheltered at an undisclosed location with her family. No one has publicly explained how she came to be in possession of the papers Ammad saw her carrying. She may not have known what they were: by most accounts the girl is illiterate, like much of Pakistan's impoverished Christian minority. A court-ordered mental and physical assessment by seven doctors says she's about 14 chronologically and seems less than that mentally. (She's 11, according to her family and her church, while the prosecutor has claimed she's 21.) One thing seems clear: she can't go home. "Rimsha has lost her life," says her lawyer, Tahir Naveed Chaudhry. "She can't be a part of normal society, even if she gets acquitted. She will have to hide and take shelter somewhere else. She can't survive with this name and identity."


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Thursday, April 07, 2011
Ramvik arcade machine
Materials: Ramvik
Description: I made an arcade machine from an Ikea Ramvik table.
All the steps of the contruction are on my blog including video.
See more of the Ramvik arcade machine.
~ jed, Dijon, France
5 comments:
- AnonymousApril 09, 2011 12:07 PM
Cool! I had thought of doing the exact same thing, with the exact same table, but I don't have the technical skills to do it. Good job!
ReplyDelete - AnonymousOctober 11, 2011 6:57 AM
I have done a similar thing with a Ramvik Coffee table and added dual screens. The fan kicks in quite quickly and loudly when playing though, does anyone have a suggestion for how to channel a thermal exhaust or similar?
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7. Survey Results
Permalink for this paragraph 0 To inform this report, we conducted a survey of chief information officers from NITLE member colleges. With this survey, we aimed to develop an understanding of ongoing developments in and attitudes toward open education at liberal arts colleges. Originally the survey was sent to chief information officers at forty-seven NITLE member schools, but we also invited these recipients to forward the survey to appropriate faculty or staff contacts at their institutions. Ultimately 32 started the survey and 23 completed it by March 14, 2012, for a completion rate of 71.9%.[1] The survey adopted a broad definition of open education, which may have made it difficult for some respondents to generalize about the status of open education at their institutions. Of the 21 respondents who defined their institutional role on campus, 47.6%(10) are the CIO of a non-merged organization, 23.8% (5) were the CIO of a merged organization, 19% (4) are an academic computing leader, and 4% (1) are the library director, an IT manager, or a faculty member. 83.6% represented schools with between 1001 and 3000 students, while 17.3% came from schools with more than 3000 students.
Permalink for this paragraph 0 Please see the appendix for survey questions.
7.1 Levels of Engagement with Open Education
Permalink for this paragraph 0 It seems that most liberal arts colleges are engaged in open education in limited ways, if at all. Most survey respondents said their colleges was doing "nothing at present" (30.4%) or studying potential approaches (30.4%), while others were running a departmental pilot (13%) or campus pilot (8.7%) or offering a "campus-wide program or service" (17.4%). Speaking generally of faculty attitudes at their institutions, the greatest number of respondents said faculty were "interested but not committed" (50%) or "not convinced that quality open educational resources are available" (45.5.%), while 4.5% (1 respondent) said faculty were "Not aware of open education." These numbers suggest that there is potential interest in OER, but that there is a need for more quality resources relevant to the liberal arts curriculum, that these resources should be more easily discoverable, and that faculty may need to be convinced that they are sufficient quality. For example, in conducting a through search for OER to support some of its courses (in STEM and social sciences), Bryn Mawr encountered some significant gaps, so they had to create some materials themselves.[2]
Permalink for this paragraph 0 Relatively few faculty members are either using or producing OER. Among those colleges that have open education initiatives, 56.3% of respondents described the proportion of faculty consuming OER to be 1-10%, while 81.3% said only 1-10% of faculty members were producing open content. Likewise, most of these colleges do not have institutional initiatives to produce open educational resources. While 31.3% are producing "open learning objects such as exercises and animations" in a piecemeal way, most are not producing open curriculum, and only 25% are producing open textbooks in a piecemeal way or piloting in a few departments. Tracking the production of open content across campus itself seems to be a challenge: 25.0% (4) didn't know to what extent their institution was producing open textbooks, and 18.8% (3) didn't know about the production of open learning objects.
Permalink for this paragraph 0 More colleges seem to be involved or least considering getting involved in producing open learning tools than open curriculum or open textbooks, perhaps indicating growing use of Moodle and WordPress across liberal education. That trend may also reflect the nature of decision-making at many colleges, where IT departments make campus-wide decisions about software systems (in consultation with users), while individual faculty members select course materials. While 6.3% (1) of survey respondents are implementing the production of open source tools for teaching and learning across campus, 18.8% (3) are producing them in a piecemeal way, 6.3% (1) are piloting in a few departments, and 18.8% (3) are considering producing open tools. Among the software tools developed by liberal arts colleges is Eckerd College's IPAL ("In-class Polling for All Learners") software.[3] Customizing or extending existing open source software such as WordPress or Moodle may be more common at liberal arts colleges than developing new learning software. For example, NERCOMP recently held a conference focused on the use of WordPress at liberal arts colleges featuring presenters from Vassar College, Wesleyan University, The College of Wooster, Bentley University, Middlebury College, Wheaton College (MA), Emerson College, and more.[4] The Tri-Co consortium (Bryn Mawr, Swarthmore, and Haverford Colleges) recently moved from Blackboard to Moodle to cut costs, saving the consortium around $100,000 per year.[5] Of course, the choice of software has an impact on teaching and learning; for example, some open source systems may encourage greater sharing. As Jennifer Spohrer noted on our survey, "Moodle has a much wider culture of sharing materials, however, and a few instructors are starting to get interested in this aspect." Yet implementing open source software comes with its own costs and challenges, particularly in support. As one respondent noted, "On the one hand, gaining access to resources without significant licensing costs will be a big impact, but if those resources will require some type of technical expertise on campus to maintain that is not already there, that will be a significant challenge."
Permalink for this paragraph 0 Among those institutions with some engagement in open education, reasons for pursuing open education varied. The reasons most frequently cited as being important or very important included fostering pedagogical innovation at 62.5% (10 respondents), providing more learning opportunities for students at 56.3% (9), and lowering costs at 46.7% (7). On the flip side, reasons most frequently cited as being "not at all important" were strengthening the campus community with 53.3% of respondents (8); reaching a larger community beyond the campus with 46.7% (7); and meeting ethical obligations with 46.7% (7). Perhaps not surprisingly, the prime drivers motivating open education initiatives appear to be improving learning and reducing costs. Although 40% said meeting ethical obligations was important or somewhat important in the college pursuing open education (none said it was "very important"), most seem to view it pragmatically, seeing open education as one of many potential approaches. As one respondent noted, "It is not a passion but everything is on the table when faculty, students or staff are looking for the right solution."
Permalink for this paragraph 0 Of course, colleges face some significant obstacles in implementing open education. Among colleges engaged in some form of activity around open education, respondents identified the following obstacles as being a factor or a key factor: lack of time (68.8%) and perceived lack of quality of open educational resources (53.3%). Conversely, many respondents agreed that the following were either not a factor or a minor factor: "binding contracts with vendors" (80%), "not in the college's strategic interest" (66.7%), "lack of student support" (66.7%), "too complex technically" (60%), or "lack of appropriate institutional policy" (66.6%) and "lack of administrative support" (60%). Lack of faculty support seems to be an issue, with 40.0% reporting that it was somewhat of a factor, 20% identifying it as a factor, and 26.7% saying it was a key factor.
7.2 Supporting Open Education
Permalink for this paragraph 0 At institutions with some engagement in open education, respondents identified a range of groups and individuals that are involved in campus efforts, particularly individual faculty (87.5%), Academic Computing/IT (81.3%), and the library (75.0%). At some campuses, academic departments (37.5%), the Academic dean or provost (31.3%), students (31.3%), or the teaching and learning center (25%) play a role. In terms of how colleges are providing support for open education, the most common answers included "providing technical support to faculty" (75.0%), "helping faculty to identify relevant open resources" (62.5%), "providing high-level administrative support" (43.8%) and "providing technical support to students" (43.8%). Few reported "collaborating with other colleges to produce open resources" (18.8%), "developing open tools and resources locally" (18.8%), "sending representatives to meetings about open education" (25%), or "joining organizations such as the Open Courseware Consortium" (0%). Although most respondents skipped our question about how they implemented an open education program, pilots emerged as an important strategy among those who did respond.
7.3 Reasons for Not Pursuing Open Education
Permalink for this paragraph 0 For the 30.4% (7) of our respondents who said that their institutions were not currently engaged with open education, we asked a more targeted set of follow-up questions. The top reason that their colleges had not pursued open education was "my institution does not see open education as being in its strategic interest" (66.7%). According to this group, the most powerful way to boost open education on campus was "demand from faculty" (83.3%), followed by grant funding in support of open education (50%).[6]
7.4 Impact of Open Education, Current and Future
Permalink for this paragraph 0 Of those who said their college was currently involved with open education, most agreed that the impact on their campus has been limited to date: "minor," "spotty," "nil," "It is too soon to say." In terms of potential impact of open education, some respondents said they were unsure, but others predicted that it could lower costs. Two respondents indicated that they were trying to raise awareness of open education on campus through presentations. As one noted, "I will continue to push this dialog as I think it is an important piece to be considering as we move forward." In contrast, one respondent was particularly skeptical of the open education "movement," suggesting that it is "just a marketing tool for the zealots to capitalize on the good work done by the open source community."
Permalink for this paragraph 0 In looking forward 5-7 years, 52.1% of all respondents saw "open source Learning Management Systems such as Moodle or Sakai" as having a significant or high impact, and 47.8% pointed to "using open source blogging platforms such as WordPress." Among the liberal arts community, it seems that open source software has gained more traction than open content or courses, although these responses may reflect the fact that most of our respondents are involved with IT organizations. Opinion was mixed about the impact of "open courses + certification, such as MITx": 8.7% said it would have high impact, 17.4% said it would have significant impact, 21.7% some impact, 17.4% slight impact, 21.7% no impact, and 13% didn't know. Similarly, 27.3% saw "open courses such as Stanford's open courses" as having a significant impact, 27.3% some impact, 22.7% slight impact, 9.1% no impact, and 13.6% didn't know. "Some impact" was the most popular answer for open textbooks (52.2%), engaging students in producing open content (47.8%), open learning objects such as exercises and animations (39.1%), and interactive open learning platforms such as Carnegie Mellon's Open Learning Initiative (30.4%).
Permalink for this paragraph 0 Among all the respondents, there was little consensus about the impact open initiatives such as MITx will have on liberal arts colleges. 38.1% said "they will extend educational opportunities to those outside the traditional education system." 19% responded that "they will have little impact," and the same number indicated that "they will allow liberal arts colleges to expand their course offerings." 14.3% said "they will enable liberal arts colleges to develop new business models," while 9.5% said "they will directly compete with liberal arts colleges." These numbers suggest that it is too early predict the impact, but most do not see a direct threat to liberal arts colleges. As one interviewee suggested, most 18-22 year olds need the structure, community, and support provided by higher education; indeed, liberal arts colleges define their value largely by enabling students to interact with faculty.[7] Even though most respondents didn't see initiatives such as MITx having an immediate impact, some are examining the long-term implications of these developments. As Jennifer Spohrer noted in her survey response, "Concerning MITx: currently there is no demand from students to provide credit for something like this. (The programs aren't really there yet.) However, the administration is actively thinking forward about the role a liberal arts college might play in a world where such credits were more widely available. Most colleges already accept credit for courses taken off campus under circumstances (ex., AP, IB, study abroad, transfer credit), so it is conceivable that this will someday be another one of those circumstances." In addition, one respondent said that a student at his or her college took Stanford's Machine Learning MOOC in the fall of 2011 as an independent study, perhaps indicating an emerging trend.
Permalink for this paragraph 1 In free text comments speculating on the significance of open education for liberal arts colleges, respondents suggested that it could improve pedagogy and lower costs, but that it could also lead to threats. One respondent indicated that open education is not likely to have a significant impact on selective colleges. Another respondent suggested that open education would expand availability of educational resources, but also open up "[q]uestions of content ownership and IP." Although the impact of open education at LACs has as of yet been limited, one respondent believes that open education poses significant questions for liberal arts colleges: "It is early days in this latest set of concepts (massive open online courses, things like the khan academy, modules like those developed at CMU) but it seems like there is much to be learned about how these might be integrated into our instruction. We also need to think through whether or not we want to get involved on the production side of the equation." Another respondent thought that open education could enable liberal arts colleges to extend course offerings and experiment with new pedagogical approaches: "1) Increased access to speciality [sic] courses 2) Greater ability to flip content of courses 3) Reduce stress on remedial intro courses by having students refresh in online content." Likewise, a respondent saw open education "[l]ower[ing] cost and improv[ing] quality. It may also force some schools out of existence." Some saw open education sparking opportunities for liberal arts colleges. Referring to the approximately 140,000 people who did not complete Sebastian Thrun's MOOC vs. the approximately 23,000 who did, a respondent noted the value add offered by liberal arts colleges: "We don't sell the content, we sell access to people who can understand and contextualize it and give you a support network so that you're not in the 85% who can't manage to complete it on your own." In an environment of open content, then, liberal arts colleges may be able to distinguish themselves by emphasizing the value of human interaction and support. One respondent even saw open education as offering "A sustainable way forward given the trends in economy and perceptions of value of liberal arts education." Yet we also heard from skeptics, including one who indicated that open education "will waste time and create a barrier for communication and collaboration."
Permalink for this paragraph 0 As for how an organization like NITLE can help support liberal arts colleges in exploring open education, 72.7% of all respondents said "raise awareness of open education"; other answers selected by 50-60% of respondents included "help secure funding for open education initiatives," "provide strategic guidance on how liberal arts colleges should approach open education," "support inter-institutional collaboration," "help colleges find and evaluate open educational resources," and "connect campuses to thought leaders in open education." These responses indicate that liberal arts colleges see a role for organizations to play in studying, promoting, and helping to curate open educational resources and tools. However, few see a need for NITLE or similar organizations to play a role in helping to coordinate the production of open source software, with only 27.3% selecting that choice. Another potential role for an organization—unfortunately, not represented on the survey—would be to aid in evaluating the impact of open education at liberal arts campuses. Five of the eight respondents to our question about how campuses are evaluating the impact of open education on campus said they weren't, but one is conducting "[a]ttitudinal surveys," one is running surveys about Moodle, and one is evaluating "course by course."
Permalink for this paragraph 0 [1] In reporting on the results, we included only the 23 responses defined by SurveyMonkey as completed; even these respondents did not necessarily answer every question.
Permalink for this paragraph 0 [2] Thanks to Jennifer Spohrer for this point.
Permalink for this paragraph 0 [3] "Eckerd College Awarded $184,000 Next Generation Learning Challenges Grant for In-Class Polling Project," Eckerd College, April 7, 2011, http://www.eckerd.edu/news/index.php?f=detail&id=3081.
Permalink for this paragraph 0 [4] "WordPress in the Liberal Arts," NERCOMP, September 15, 2011, http://www.nercomp.org/index.php?section=events&evtid=56.
Permalink for this paragraph 0 [5] Menghan Jin, "College to Transition to Moodle by Fall 2012," The Phoenix, August 26, 2010, http://www.swarthmorephoenix.com/2010/08/26/news/college-to-transition–to-moodle-by-fall-2012/print.
Permalink for this paragraph 0 [6] Spiro and Alexander, 2012.
Permalink for this paragraph 0 [7] Spiro, "Interview with Pat Schoknecht."


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This week in Savannah, Georgia, SCAD has been host to the Southeastern College Art Conference.
SECAC is a non-profit organization that is all about spreading the visual arts love across the land. Members include anyone interested in promoting the visual arts and range from university faculty and students, museums, scholars and of course, artists.
I'm presenting at one of the sessions for their annual conference tomorrow. I get to talk about The Bachelor. Yes, that one.
So, at these academic conference things, a lot goes on. People present on their work ranging from art history during WWII to the ways new media influences the form. There are lectures, exhibitions and lots of networking. I've never seen so many art historians in one place. It's kind of cool. And strange, even for an art school student. People are making jokes about post-structuralism. You had to be there.
The panel I'm sitting on is discussing the male gaze as it relates to E. Ann Kaplan's essay about the way female subjects are viewed as objects in cinema. The essay, published about 30 years ago, took from Freud, Lacan and the fabulous Laura Mulvey to craft a new way of dealing with the way we view women in visual media and the impacts of the patriarchal system in which the media was developed. It can get pretty intense. I sometimes feel like I'm over my head. The past few days, tightening up my presentation, I've had a lot of reason to believe that is actually the case. But then, how often do you get the chance to talk about the societal ramifications of this:
Season 11, Bachelor Brad Womack (l) discusses his options with host Chris Harrison. Image via ABC.
Looks innocent enough, right? I'm arguing in my paper that even though The Bachelor appears like a female-driven show, it is actually quite patriarchal in its concept and execution. That not only do female viewers get sucked into the male gaze, one that objectifies both the viewer and object, but that the show perpetuates the stereotypical roles women have played since Kaplan first published her essay several decades ago.
I like exploring these kinds of things. Even though all this theory can drive a person nuts, it really does change the way you see the world. This is my first major academic conference and I've heard that sometimes, people can get a bit ornery. Academics like to be right. I come in peace, folks. Peace and theory. Should be fun.


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Teaching Traveling: Wishing for a creative, intercultural learning community?
Kurt Wootton, the cofounder of the ArtsLiteracy Project in Rhode Island, and the codirector of Habla: The Center for Language and Culture in Merida, Mexico, can help! Kurt, give us some background. Before moving to Mexico, what were your first travels as a teacher?
Kurt: Traveling while teaching really begins in the classroom. We've all heard the term "armchair traveler," referring to a person who only reads about travel while resting comfortably at home, but really as teachers we are all "classroom travelers," particularly as the world becomes smaller and our classrooms grow more diverse.
Several years ago I worked in Central Falls, Rhode Island, with a class of students who had recently immigrated to the United States from more than eight different countries. My work in that classroom, as part of the ArtsLiteracy Project, involved working with an extraordinary teacher, Len Newman. Len's work was highly influenced by Brazilian educator Paulo Freire who writes that in order to teach students literacy or languages, we must connect the "word with the world."
By this Freire means that we must draw on students' actual "lived experiences" rather than creating contrived activities in the classroom like "shopping at the supermarket" or "conjugating the past perfect." So, with the Newcomers class, we began asking the students about their lives. They told stories about their home countries, about their families, and about their transitions to the United States. The students' stories were my first travels to Latin America.
TT: Indeed, being at home and teaching ESL can be like travel! So once you started actually leaving the country, what's the story of one of the interesting travels you have undertaken?
K: While we were working with this class in Central Falls, Len received a Fulbright to study in Brazil as part of a teacher exchange. First a teacher from Brazil, Daniel Soares, visited Len's classroom. We had dinner together one night and Daniel invited me to visit him in rural Brazil (Daniel was from the town of Inhumas in the state of Goais in the heart of the country). At the time, our organization, the ArtsLiteracy Project was working in several urban school districts in the United States, and I couldn't find the time or see a reason to travel down to Brazil. Len returned to Brazil to teach, came back, and told me stories of his travels and experiences. Convinced, I took some vacation time and went down to Brazil with Len six months later.
What happened in Brazil on that first trip changed my life. We led workshops for students and teachers demonstrating how to integrate literacy and the arts in classrooms. In contrast to our New England winter, the weather in Brazil was warm, but the people were even warmer; our classes and workshops would often end with us all singing or dancing. The students and teachers were genuinely gracious, and "school" always spilled over into the homes where we would dance Forro, a regional Brazilian dance, or barbecue well into the night.
I have returned to Brazil fourteen times, and on the last trip we took with us twenty artists, students, and teachers from the United States to create a summer school in partnership with Daniel and his school in Brazil.
TT: 14 times?! Whoa! I understand, though– I LOVED traveling in Brazil! So, how have your travels impacted you as a teacher and in your career?
K: More profoundly than I ever imagined. I began teaching with very little knowledge of Latin America. I'd studied in England for a time and I majored in English and American literature, so in a sense I was much more focused on the English-speaking world.
After my first trip to Brazil I received a grant from the Rhode Island Foundation to travel to the countries where many of the students in Central Falls were from: Puerto Rico and the Dominican Republic. My desire grew to not just travel to other countries, but to actually live and teach in Latin America.
In Providence I met my wife, María del Mar Patrón Vázquez, who is from Merida, Yucatan, Mexico, and we moved to her hometown and opened a language school, community arts organization, and international education center called Habla: The Center for Language and Culture. We built Habla to offer teachers, teaching artists, and students the kind of international experience I had learned so much from in Brazil.
We now have several programs for teachers including the Habla Teacher Institute and the Habla Forum that allow teachers to visit for a short period of time and exchange ideas with other educators from Merida and from around the world. We also have a staff of teachers from the United States, Cuba, Spain, Australia, and England who have moved here to teach at Habla, and educators and artists who visit internationally for a short period of time to offer a course, talk, or workshop.
TT: So cool. I'd love to come participate at Habla sometime soon! Now, how have your travels impacted you as a person?
K: Living in Latin America, and now raising a family here, has made me much less of an individualistic person. When you walk into a shop here in Mexico you always greet everyone with a "Buenos Días," and if you know them personally, even just a little, you give them a kiss on the cheek or a little hug. If someone stops by to visit you unannounced you drop what you are doing and spend time with your guest. There is a natural hospitality, a graciousness to daily life here, and that is one of the most important things I have learned, to be more open, something I particularly love about this culture. It makes living and working here a pleasure. My students always greet me with a smile when I walk into the classroom, and teaching here is one of my favorite parts of the day.
TT: Beautiful. What advice do you have for other teachers who are dreaming of travel, or travelers curious to teach?
K: Traveling for me happened very organically. I never chose a place and decided "I want to work there!" I let the currents of my professional work as well as my developing friendships guide me, and this has made all the difference. I believe that when we decide that we want to do work in other settings, we become open to the possibilities of what might be, and that openness will bring us in contact with the people we need to help us walk down that path we've chosen. There was a chain of important people who led me to Brazil and to Mexico that ended in deep friendships with first, Daniel in Brazil, and then my wife in Mexico.
Having a strong connection to someone who lives in another country allows you to build on the work that they already do. You become grounded locally, and for us as educators, this is the most important aspect of international work. None of us is so good at what we do that we can fly into a new place and become the solution to a given problem. Our work must always be collaborative, loving, and attentive to the smallest gestures felt, and words spoken around us. There is no question that when we work in another culture, we are the ones benefitting, and we must be humbly grateful for that.
TT: Thanks so much, Kurt! Readers, in addition to co-founding the ArtsLiteracy Project in Providence, RI, and Habla: The Center for Language and Culture in Merida, Mexico, Kurt has written with Eileen Landay a book about ArtsLiteracy's work in the United States, Brazil, and Mexico called A Reason to Read: Linking Literacy and the Arts, published by Harvard Education Press. You can also connect with Habla on Facebook by clicking here.
So, what questions or comments do you have for this remarkable global educator?
Comment, then read these!
11 Responses to "Workshops in Mexico for Language, Culture, and Arts: Habla"
Just found this article…and it's so inspiring! I am currently studying for my Master's in Teaching in Rhode Island, so hearing about Kurt's experience with the diverse population in the Providence area is especially motivating. I love how he seems to be really applying the philosophy of Paolo Freire and the spirit of equity in all the work he has done and is doing. I will definitely look Habla! up. As a non-native Spanish speaker it's great to hear about passionate Americans doing good, collaborative work in South America!
Thanks Leah. I was just back in Rhode Island presenting at the Coalition of Essential Schools conference. It's a wonderful place with great work happening in many in-school and after-school organizations. Please do look us up in Mexico and come and visit sometime! Good luck finishing up your Masters in teaching.
Wonderful. Thank you both so much, Kurt and Lillie!
I cannot say more! Very interesting interview and there are so much of fun!
What a great tale of living well and doing good work. I like the idea of "lived experiences" in teaching. Much more enjoyable than brute conjugation.
I'm in! When do I begin. Seriously I took Spanish in Cuernavaca and Italian in Siena. Sadly I have yet to become fluent in either language but I love communicating with people in THEIR language, as best I can.
Great interview TT!
Thanks for the interview Lillie and also for providing such a rich resources for teachers around the world.
Gracias, Kurt. What really stands out to me about your interview is how HAPPY all the people in the photos look! You all must be doing something right…


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Mac City Council bullish on room tax
Nov 30, 2012 | 7 Comments
By Nicole Montesano
Of the News-Register
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And now with this marvelous local idea of a room tax I can vote to raise the taxes of these faceless visitors who come through our community and need somewhere to stay. Hell with 'em, let's take their money. Lack of personal responsibility feels sooooo good!
"personal responsibility "]
some would say like me, that not paying taxes is irresponsble, corporations that have the money but refuse so others that do pay, end up paying more. Before you start with we tax to much line.. the avg american federal went down 8.6% since 2000. Companies and Business paid the least in history last year at just 7.9% of all tax collected. That said.. states, counties, and cities have all increased rates all above inflation, which is where (in my opinion) the problem is. Never increase anything above that level, (especially spending).. But congrats Obama he is the first President to do not outspend inflation in a long time, at only 1.4% in his first term with 2 wars and recession. He wasn't my choice for President (stein) but he did a pretty good job at least on that.,.
Bailouts, That was BS! Them greedy jerks had it comming. Them dumb bastards have to swing for the fence on everything...
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Going back to school on security | Klaas
By MARK KLAAS
Auburn Reporter Regional Editor
December 26, 2012 · Updated 2:35 PM
Are schools safe for our children, educators and staff?
For the most part, local school district officials say they are. But no matter how safe schools play it, conditions, procedures and policies always could be revisited, possibly enhanced and better enforced.
Are national airports more secure today? Perhaps. Unfortunately, it took the 9/11 disaster to change the way we approach and use flight.
The horrific massacre at a Connecticut elementary school shifts the nation's focus onto our hallways.
As a reactionary society, several callers, readers and letter writers have chimed in and continue to do so. The debate continues on Facebook.
"We should have armed guards ... bullet-proof glass ... what happened to wired glass?" one parent said the other day.
"Let's put in a layered security system, alterations to windows and better video-monitoring capabilities," one dad added.
"How about a silent alarm if anything out of the ordinary happens at the school's front doors?" one mom contributed.
"Some companies used access slide cards," another parent offered. "Have fewer doors open to the public."
"Better gun control," one dad responded. "We have a right to bear arms, but not to use military-style assault rifles. They are no use to us. It's as simple as that."
While it is worthwhile to consider certain changes, there are those who suggest that adding more security, more locked doors, more scanning equipment will make our schools more like fortresses – and our students feel more like prisoners.
Armed guards? What if an unmedicated second-grader with a behavior disorder finds a way to get his or her hands on a guard's handgun? Cunning students today find ways to steal walkie-talkies from support staff and playground monitors, as if it were a game.
Regardless of the daunting challenges, some parents want change.
One Massachusetts family, for instance, is making an aggressive push to change the way we approach our schools. It has organized an online petition to the U.S. Department of Education demanding enhanced physical security at each school-building entrance in the United States.
A team of fellow security professionals has been formed to assist the family's efforts. The family also is leading a fundraising drive that would make safety alterations to all of the buildings in its school district, including an under-construction high school.
It's a start, a blueprint.
However expensive or inapplicable some measures might be, they are important steps in the way we reconsider and explore what our schools need to do to better protect students and employees.
Aside from a divided and emotional debate over gun control, schools need to take it upon themselves to further protect students, teachers and staff.
We all could do better. We should always remember that.
Contact Auburn Reporter Regional Editor Mark Klaas at email@example.com or 1-253-833-0218 (ext 5050).Comment on this story.
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2012 OU Football Guide
The official source of information for Oklahoma football, this award-winning publication is produced by the OU Athletics Communications Department. View updated player and coaching staff bios, rosters, depth chart, previews of Oklahoma's 2012 opponents, a review of the 2011 season, complete individual, team and program statistics plus full program history and tradition.
2003 Four-in-a-Row
The History of Oklahoma Football: Part I
The History of Oklahoma Football: Part II
2011 OU Football Season Highlight DVD
The History of Oklahoma Football: Part III