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Halie Loren
Authenticity and connection have been essential roots of the artistic growth of Halie Loren. Whether injecting the American Songbook with old-school soul, or finding a familiar thread of nostalgia in newly-penned originals, the Alaskan-born, award-winning singer/songwriter continues to find new ways to bridge cultures and musical genres.
Halie Loren is truly an international artist. Like her multi-lingual recordings that transcend cultural borders, her art transcends musical genres via a common thread that weaves a rich tapestry. That tapestry connects her original works with pop-smart jazz, flowing into blues, soul and contemporary compositions that are universal, yet deeply personal.
"For the past few years, I have felt more and more drawn to the idea of putting my songwriter self out there in a much bigger way, as a 100% personal form of expression," explains Loren. "When I write, it's all about the story and the feelings behind it, but never about the particular style in which it takes shape."
The result is art in an eclectic form, with soulful compositions reflecting wounded defiance, stubborn love and hard-earned hopefulness. Her voice connects to the soul of her song writing, reminding us that there is always beauty to be found, even in the most painful experiences. That powerful personal connection is the driving force behind From the Wild Sky, Halie's latest and most ambitious album to date. Set for release in April 2018, the album, produced by Troy Miller, features 10 original compositions, as well as a stunning rendition of Roberto Livi's 'A Mi Manera'.
"The songs on the album speak to some very meaningful, transformational moments in my life, some of which were inspired from experiencing new discoveries, love and deep loss," Halie says. "It feels like the most risk-taking and honest art that I've ever created, reflecting my spirit and my personal story in a very revealing way."
The participation of producer Troy Miller (Jamie Cullum, Gregory Porter, Amy Winehouse) was a dream come true for Halie, infusing his unique brand of creativity and sensitivity into bringing her story to life. With the addition of musically adventurous musicians including Femi Temowo, Michael Olatuja and Ben Williams, as well as beautiful vocal and string layers from Becca Stevens, Nathan Schram and Andrew Yee, From the Wild Sky is more like an experience than simply a collection of songs.
"Halie's songs are some of the most pleasing and melodically beautiful I've heard," says Miller. "So much thought and love has gone into crafting them, and I know that any listener will be left nourished in a very profound way."
From the Wild Sky promises to weave Halie Loren's faithful fans into her evolving tapestry, while crossing musical boundaries to forge bonds with diverse audiences worldwide as she has throughout her illustrious career. Her jazz/pop debut in 2008, They Oughta Write a Song, earned Halie an award for 'best vocal jazz album' in the JPF Music Awards (2009's largest independent music awards in the world, with over 42,000 album entries from 160 countries), while her original composition 'Thirsty', from 2010's After Dark, was voted 'best jazz song of the year' in an Independent Music Awards Vox Pop poll. She was an award-winning songwriter early in her career, with songs placing at or near the top in competitions including Billboard World Song Contest, John Lennon Songwriting Contest, and myriad others.
Halie Loren's gifted song-writing talent continued to radiate on her 2013 release, Simply Love, rising to the top of Japan's pop and jazz charts even before its release date. The album climbed to #1 on the Billboard Jazz chart in Japan, while also reaching #1 on the Canada iTunes chart. In 2015, Halie's Butterfly Blue became her third consecutive release to top the Billboard charts in Japan, expanding her audience reach through a work of art heralded as her most sophisticated and mature release to date.
Now, on the wings of a Kickstarter fundraising campaign, support from Halie Loren's fans around the world have directly contributed to the release of From the Wild Sky. Her powerful connection with her fans has grown through relentless touring in the U.S., Canada, Asia, and Europe. Her music has also dazzled prestigious concert halls, including performances with the Jazz Orchestra of Sicily, the Britt Festival Orchestra in Oregon and the Monroe Symphony in Louisiana.
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5 Ensuite double rooms of which 2 can be utilised as single rooms.
We can host weddings with up to 200 guests. Regularly do small functions like kitchen teas, Baptism functions, Birthday parties, weddings, etc.
Tourism is our passion and we strive to deliver excellence.


I am very lucky to have a soft play centre literally a 5 minute drive away from me. I love taking my girls and even my eldest daughter Elise at nearly 8 years old still loves to run around at soft play and get involved with what her sisters are doing.
A recent survey carried out by Bassetts Soft & Chewy Vitamins in the UK asked 1000 mums their opinions on the benefits of soft play. It found that a huge 71% enjoy treating their children to a soft play day because it is guaranteed entertainment that can be enjoyed come rain or shine. These mums believe that soft play is not only a great form of exercise (60%) but it is brilliant fun for them too (61%).
The survey also revealed that mums enjoy the soft play experience too, finding that 65% love to see their little ones having fun and 40% said that this also gave them an excuse to meet up with other mums/friends.
The only problem I find with soft play sometimes is the expense, with up to four children to pay for it can at times prove costly, this is where the lovely people at Bassetts Soft & Chewy Vitamins are here to help.
Until the 31st May 2014, every promotional pack of their vitamins is offering a free soft play session for one child. Promotional packs can be found in most major retailers and with approximately 200 soft play centres taking part in the promotion, you are very likely to find one near you. So not only are you getting a pack of their scrummy one a day vitamin pastilles that help support a healthy lifestyle for your child, you get a day out with your child too!!
I was lucky enough to be sent for a soft play session with Layla courtesy of Bassetts Soft & Chewy Vitamins. The process to get your free session is easy, simply head to bassettsvitaminssoftplay.co.uk, enter the 12 digit unique code found on the sticker on the promotional pack, you will then get a voucher emailed to you, you then take this along with the promotional sticker along with you when you attend your session.
Layla enjoyed her time, making her way through the under 5's section and she must have used up a lot of energy because she slept for two hours when we got back home, this is unheard of for her!! It was a stress free day out, the kind I love.
Do you enjoy taking your little one to soft play??
Disclaimer : I was sent the vitamins free of charge for reviewing purposes however all thoughts and opinions are my own.
We use these! Thanks for reminding me that we need to buy some more!
Oh I shall have to look out for these, I think my local one in Dover is taking part.
Im halfway between canterbury and dover but the one in Whitfield is easier for me as I dont drive so its a straight bus ride there.
What a great idea, must get some of these!


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Friends of Sydney: Flora Fricker
London-based floral designer Flora Fricker champions seasonal British flowers and UK producers in her beautiful and sustainable creations. This season, we worked with Flora to style Sunspel stores for Christmas, for which she produced eye-catching sustainably sourced wreaths.
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La Boulangerie is located in Paris. Make La Boulangerie part of your personalized Paris itinerary using our Paris travel itinerary planner.
Lovely women, very pleasant, made us feel welcome. Clothing and accessories fresh, stylish, and well made. Original art, ceramics, photography- tasteful, original design.


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Creating 'community' through social media
By Anadya Singh
Social media with it's unparalleled reach, saw a coming of age during this pandemic. While our physical reality imposed strict adherence to physical distancing norms, the world of social media allowed people to come together, participate and organize in favour of those less fortunate.
Dakshin too tapped into its social media presence across platforms like Facebook, Instagram and Twitter. Throughout the lockdown, Dakshin's social media pages served as an online repository for verified information covering government orders, civil society movements and on ground-developments in fisheries. Dakshin also took to social media advocacy for securing rights of migrant fishworkers stranded without basic amenities in different parts of the country. Even today, our social media networks continue to flag instances of strandings and crises, which are recorded and worked upon by Dakshin's Lockdown Response team.
To generate effective content, our team engaged with various mediums – from illustrations and popular articles to photographs and videos. Dakshin's video series on "Fisherwomen In Lockdown" was appreciated widely and led to an Instagram mediated 'Live' discussing the Women in India's Marine Fisheries. Individual staff members too have kept the conversation going by participating in webinars organised by international research networks (such as Too Big To Ignore), giving online talks for the general public (eg. Café Oikos) and leveraged opportunities to talk about our pre-lockdown work to shed light on the impact of the lockdown on fishworkers (eg. Kalinga Foundation). This steady stream of content expanded our physical reach and our fundraising work was recognized by members of the larger conservation community and as well as by celebrities and influencers such as such as actress Amala Akkineni, writer and journalist Raghu Karnad and former cricketer Krishnamachari Srikkanth. We also collaborated with the popular alternative Indian rock band Thaikuddam Bridge to raise awareness about our crowdfunding campaign.
We are very grateful to our countless committed online friends and supporters who rose to the occasion to help India's fishworkers during this unprecedented crisis. Social media, through this period of uncertainty, emerged as an effective medium to aid our efforts, provide relevant information to our supporters and a wider audience, and forged a stronger bond and sense of community.
We would like to thank Manini Bansal for the images above.
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Israeli occupation forces have swarmed into the normally peaceful southern West Bank town of Jericho arresting two Palestinians.
About 18 military Jeeps backed by two helicopters pushed into the desert oasis town and arrested Sami Arkelan, a member of the Al-Aqsa Martyrs' Brigades.
His family said , Ziad Awazme, a nephew of Arkelan was also taken. It is not clear if Awazme belonged to the resistance group, which is an offshoot of the mainstream Fatah movement.
The Israeli army confirmed an arrest operation had taken place in the city, saying troops had arrested Arkelan.
A military source said: "We have been in touch several times with the Palestinian security forces about this man, but they did nothing about it, so we had to go in and do it."
There have been relatively few Israeli army operations in Jericho but soldiers recently pushed into the town on several occasions after 46 Palestinians were freed from jail on 9 February.
Seven of them belonged to the Al-Aqsa Martyrs Brigades.
Further north, two 18-year-old Palestinians were arrested after trying to throw molotov cocktails at troops guarding the Salem checkpoint near Jenin, the army and Palestinian security sources said.
Meanwhile, hundreds of Palestinians inside the Green Line have taken part in a rally to protest against Israeli plans to relocate Arabs from the Negev desert in southern Israel.
The Israeli government plans to move the inhabitants of 45 Arab villages Israel does not recognise. It seeks to group the villagers in cantons particularly established for this purpose.


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Your Leadership Should Make An Impact.
Open It Up!
JAR Leadership Coaching®
our team has the perfect coach for you!
ICF Certified Coaches - Certificates in Leadership Coaching from Georgetown University - Business Experience
Janet Makepeace, MSW, PCC
Leaders and teams leading through significant organizational transformation and those experiencing business or strategic challenges.
Janet is the founder and CEO of JAR Leadership Coaching®. She is a dynamic leadership coach committed to partnering with clients to uncover untapped opportunities. Her broad business experience spans 20 years of building and leading diverse, high performing teams and provides a strong platform for coaching with individuals across various sectors. Janet has significant experience leading in global corporate environments and possesses a great sense of cultural awareness. She takes a holistic approach to coaching through customizing her engagement which is determined by each client's end goals.
Janet has a particular interest in working with business leaders within healthcare, individuals leading through significant organizational transformation and those experiencing business or strategic challenges.
David Grant, MBA
His broad business background provides David with a unique perspective that allows him to build credibility, comfort, and trust with seasoned executives.
For over a decade, David has coached high-level executives and influential leaders in some of the world's most well-respected companies, including Accenture, Apple, Ernst & Young, Google, IBM, McKinsey & Co., and United Health Group.
Prior to his coaching career, David enjoyed 20+ years as a successful business professional. He began his career as a factory manager for Berkshire Hathaway and later served Fortune 500 clients for over 10 years in Deloitte's Strategy and Operations consulting practice. Most recently, David was the Global Vice President of Korn Ferry's Leadership and Talent Consultancy, where he advised multinational firms on Succession Management, Talent Strategy, and Leadership Development.
David earned an M.B.A. from Northwestern University's Kellogg School of Management, and a B.S. in Leadership Studies from the University of Maine. He is a member of the Harvard Institute of Coaching and is an adjunct faculty member with the New Ventures West Professional Coaching Certification program.
Fiona Grant
Professionals and organizations who want help exploring new perspectives, build resilience and create momentum.
As a leadership coach and diversity/organization development consultant, Fiona draws on her 25-year HR career at Accenture and Lockheed Martin, where she led work on executive talent management, leadership development, succession planning, recruitment, employee engagement, and inclusion and diversity initiatives. Fiona naturally creates safe and open environments that allow for individual transformation and organizational change. Clients appreciate her humor, curiosity, and sharp business acumen; she is a great listener and trusted advisor. Fiona led efforts at Accenture to create the LGBTQ network and ensured future sponsorship and global policy change, helping to position Accenture as one of the world's top-rated companies for Diversity and Inclusion. She was a member of Accenture's global Diversity Advisory Council and partnered with colleagues and clients in India, Singapore, Japan, Mexico, Brazil and across Europe to implement change.
Jennifer Hogan, MPA, MAPP, PCC
Leaders who are in new roles, managing organizational change and navigating transitions.
Jennifer (Jenn) Hogan is a leadership coach with 16+ years in corporate and government consulting, leading teams and managing projects, coaching, and leadership development. Jenn supports clients to lead and inspire others, leverage their unique strengths, and pursue challenging and meaningful goals. She has a particular interest in working with clients as they take on a new leadership role, manage organizational change, or navigate a transition.
Jenn works with clients ranging from new managers to seasoned leaders. She coaches across a range of sectors including Big Four consulting firms, financial services firms, private corporations, government, and international development.
Lynn Ellen Queen, MBA, CLC, PCC
Mid and senior leaders working globally, as well as teams in government, for-profit and non-profit business.
Lynn Ellen Queen is dedicated to helping clients find direction through leadership coaching, consulting, facilitation, and strategic planning. She works globally with mid and senior-level leaders as well as teams in government and for-profit and non-profit businesses. Prior to coaching full time, Lynn Ellen experienced firsthand the challenges facing leaders during her more than 25 years as an executive and consultant working in law, financial services, manufacturing, and non-profits.
Rachel Verlik, MS, PCC
Leaders who are in career transitions, interested in improving resiliency, communication, confidence, and emotional intelligence.
Rachel has over 20 years of business experience, including 13 years of Federal service as both an independent contributor and as a leader. She has served at the U.S. Coast Guard, Immigration and Customs Enforcement, Federal Housing Finance Agency, and the Securities and Exchange Commission.
Rachel has a practical, results-oriented approach to coaching focused on her philosophy of coaching the whole person—mind, body, and spirit. She uses her warmth, humor, industry/leadership experience, and down-to-earth personality to establish rapport and build relationships with her clients. She works with clients to identify their values and deconstruct their internal stories with the goal to identify new possibilities and help clients reach their desired futures. Her interest areas are mid-senior level leaders, career transitions, resiliency, communication, confidence, emotional intelligence, and new/ emerging leadership development programs.
John Sommers, ACC
Hands-on experience leading organizations, departments, and sales teams has proven invaluable in his coaching work.
John's strength and passion as an executive coach springs from his 25 years of experience in diverse and challenging leadership roles. John has worked in numerous corporate leadership positions beginning in the commercial insurance industry (General Accident Group & CNA Insurance) and in TV & film distribution (Artisan Pictures & Rysher Entertainment). His functional experience spans sales & marketing and general and financial management.
John has succeeded in many high-stress, high-pressure environments both in the US and overseas.
John's coaching style is kind and compassionate but also straightforward and matter of fact. His approach encourages clients to reframe, refocus and take action in order to stimulate their journey of development.
Nancy Reller, ACC
Executive and emerging leaders who want to communicate with an authentic, confident presence, stretch into their next level, and expand their balance and resilience.
Nancy partners with her coaching clients to build their path of growth, achievement, and fulfillment to reach the goals they have identified, all while navigating professional and personal challenges. She holds expertise in healthcare having worked in and for hospital systems, and nursing homes. She is the co-designer and leadership coach of a cutting-edge program intended to transform moral distress into moral resilience for America's bedside nurses. Loving the structured yet flexible process of coaching, Nancy considers it a privilege to sit with her clients as they struggle with the sometimes messy, sometimes joyous path toward being the leader they want to be.
Nancy uses her combined experience in leadership coaching, facilitation, and strategic communications to help organizations, teams, and individuals find the heart of what matters, helping them establish and cultivate the culture they envision. Her leadership coaching has also taken her into the fields of international development, education, advocacy for the aging, entrepreneurs in impact-driven business, and film production.
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Detectorist found 17th Century hawking ring linked to Suffolk baronet
Image source, Colchester and Ipswich Museum Service
The silver vervel belonged to Thomas Playters, 1st Baronet of Sotterley
A 17th Century silver hawking ring found by a metal detectorist in a field has been linked to a Suffolk baronet, researchers have found.
The vervel, which dates back to the 1600s, is believed to have belonged to Thomas Playters, the first Baronet of Sotterley, near Beccles in Suffolk.
It was dug up in a field in Wix, near Harwich in Essex, last year.
The ring, which is engraved with its owner's name, would have attached a hunting bird to its perch using a line.
Image source, Raptor Foundation
The vervel would have encircled a bird's leg and had a line attaching it to its handler or perch, similar to this peregrine falcon
Sophie Flynn, finds liaison officer for the Portable Antiquities Scheme (PAS) at Colchester Museum, described it as a "markedly personal artefact" which gave us a "direct link to an individual from the past".
"The size and style of lettering suggests the vervel dates to the 1600s, and was probably used on a falcon or other raptor," she said.
"The inside of the band is rounded which was meant to cause minimal discomfort and reduce chance of injury to the bird."
Detectorists creator hails Suffolk charm
Campaign to raise £1m for Anglo-Saxon ship replica
Essex museum's £60,000 appeal success
Hawking was an aristocratic pastime which enjoyed a renaissance in the 17th Century, she said.
The vervel is 11.8mm in diameter with a band height of 3.9mm.
Image source, Universal History Archive/Getty Images
Hawking was popular during the Tudor period and Elizabeth I (who ruled England 1558-1603) is pictured here
Colchester and Ipswich Museum Service hopes to acquire the item after it was declared treasure at an inquest at Essex Coroner's Court.
A person who finds treasure usually gets a financial payment under the Portable Antiquities Scheme, often sharing it with the landowner who grants them permission to search on their property.
The Playters baronets were a Suffolk line, first established by James I in 1623, according to historians.
The fifth Baronet, Sir John Playters, served as High Sheriff of Suffolk in 1728 before the title became extinct with the death of Sir William John Playters in 1832.
'Prized' Roman ring found after 1,600 years
Essex Inquests
Colchester and Ipswich Museums
Sotterley
Essex NHS Trust pays out £103m due to maternity failings
Basildon Evening Echo
Council leader says she's 'humbled' to have been elected in new statement
Maldon & Burnham Standard
More than a quarter of teenagers in Maldon have had two doses of the Covid jab
Long-serving headteacher to step down as school searches for new boss
Halstead Gazette
Bid to transform listed former pub into new homes
Dovercourt's Melly Dolittle announces first children's book
Harwich and Manningtree Standard


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James Joyce (1882–1941) was born in Dublin, Ireland. From the age of six, Joyce was educated by Jesuits at Clongowes Wood College, at Clane, and then at Belvedere College in Dublin. Later he thanked the Jesuits for teaching him to think straight, although he rejected their religious instructions. In 1898 he entered the University College, Dublin, where he found his early inspirations from the works of Henrik Ibsen, St. Thomas Aquinas, and W. B. Yeats. Joyce's first publication, an essay on Ibsen's play When We Dead Awaken, appeared in Fortnightly Review in 1900. At this time he began writing lyric poems.
After graduation, Joyce spent a year in France, returning when a telegram arrived saying his mother was dying. Not long after her death, Joyce left Dublin with Nora Barnacle, a chambermaid whom he later married, and traveled around Europe, eventually settling in Trieste, Italy. There Joyce wrote most of Dubliners, all of A Portrait of the Artist as a Young Man, and large sections of Ulysses. In 1907, Joyce published a collection of poems entitled Chamber Music. In 1909, Joyce opened a cinema in Dublin, but this affair failed and he was soon back in Trieste, broke and working as a teacher, tweed salesman, journalist, and lecturer.
In 1916, Portrait of the Artist as a Young Man, an autobiographical novel, was published. At the outset of the First World War, Joyce moved with his family to Zurich, where he started to develop the early chapters of Ulysses, which was first published in France because of censorship troubles in Great Britain and the United States. In 1923, Joyce moved to Paris and started his second major work, Finnegans Wake, which occupied his time for the next sixteen years—the final version of the book was completed in late 1938.
After the fall of France in World War II, Joyce returned to Zurich, where he died on January 13, 1941. Finnegans Wake was the last and most revolutionary work of the author.
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Like riding in the city, but don't want to look like a goon? Hoodies are cool, but they don't really offer any protection. Take one part armored hoody and one part proper riding jacket, and you get REV'IT's new Flare Jacket. With a casual-looking exterior in 600D textile, you'll be protected without looking like a Power Ranger.
While the REV'IT! Flare Jacket looks like a hoody, it's a full-fledged motorcycle jacket. It comes with a Hydratex waterproof liner than cannot be removed, but a thermal liner that can. An abrasion resistant chassis comes in a blueish, grayish urban camo color scheme that will ensure no one sees you on the mean streets of wherever you happen to live. A full compliment of Knox CE-rated armor will keep nasty things at bay, though you'll want to purchase a Seesoft back protector if you're serious about not breaking bones. And to help with that, the Flare offers a tight, race fit. That means your armor won't be flopping around should you take a spill.
If you want to look casual, but know that normal armored hoodies don't offer much protection, the REV'IT Flare just became your new best friend. Finally, a proper blend of street style and moto protection has arrived.


In this talk Dan will be closing the feedback loop through live coding, showing how Apache Isis can be used to effectively and efficiently develop both line-of-business enterprise apps, and RESTful backends for mobile/microservices. To make it more fun, you (the audience) can decide the domain. He'll try not to cheat too much.


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The Versatility of Graphic Novels in Science Class
The Science Teacher—November/December 2021
The Science Teacher—November/December 2021 (Volume 89, Issue 2)
By Rachelle Haroldson
Graphic novels are everywhere! The Young Adult Library Services Association (YALSA) began "Great graphic novels for teens" lists in 2009, and graphic novels have only increased in visibility since then (MacDonald 2019). The New York Times reinstated their graphic novels bestseller list in 2019 (New York Times 2019). In 2020 the Newbery Award winner was a graphic novel, New Kid by Jerry Craft, marking the first time a graphic novel has won since the award's inception in 1922 (ALA n.d.; Yorio 2020).
The popularity of graphic novels is not surprising. They are colorful and engaging, marrying text to images, with diverse characters doing everything from struggling with their tennis game to solving engineering problems to battling villains from the Multiverse. Graphic novels promote both language and scientific literacy. They create spaces for students to think about science in exciting ways. This article provides science teachers with a how-to guide to incorporate graphic novels into their classes at various stages of the lesson (or unit) and capitalize on the versatility and ubiquity of this resource.
What Is a Graphic Novel?
What do we mean when we use the term graphic novel? Let's clarify. For some, the term graphic novel implies there is a beginning, middle, and end to the storyline like one would see in a standard novel (Rossen 2019). Another term, comics, describes the medium and graphic novels represent one of those formats. Students use these terms interchangeably and while not all of the examples I include in this article would technically fit the label of graphic novel, I will be using that term throughout for consistency. The ways in which these texts can be used in the classroom are the same, regardless of the terminology. Teachers and students new to graphic novels are encouraged to read Abel's (2002) informative graphic, which explains more about graphic novels and how to read them.
The case for integrating graphic novels
As teachers we want to find effective strategies to engage our students in science class—that engagement leads to learning. Using picture books with students of all ages activates visual thinking and helps make abstract concepts concrete, especially in areas like science (Massey 2015). This is especially important when working with English language learners or struggling readers because the images can assist with text decoding. In their study, Spiegel et al. (2013) found that students who read comics about a science topic were five times more likely to want to read more than those students who read a traditional essay. The comics had the largest effect on students with low science identities and engaged them more.
Students need exposure to both literature and informational texts (NGAC and CCSSO 2010). For this reason, graphic novels are incorporated into lists alongside nonfiction and expository readings. Using graphic novels in the science classroom serves double duty—they engage students and support literacy skill development. The English Language Arts (ELA) standards have a specific section devoted to such interdisciplinary skills: science and technical subjects. In conjunction with the disciplinary core ideas from the Next Generation Science Standards (NGSS Lead States 2013), teachers can create an enriching interdisciplinary environment within their own classroom or reach across the hallway for collaborations with the ELA teachers.
Teachers can promote language literacy by weaving ELA standards into science class. For example, teachers can discuss misconceptions and inaccurate scientific information (CCSS.ELA-LITERACY.RST.11-12.1), particularly in graphic novels from the fantasy or science fiction genres. Have students identify where the texts align with the laws of nature and where the author takes creative liberties to make the story more exciting. Teachers scaffold the development of students' critical thinking skills as they compare and contrast inaccuracies presented in the text and what they are learning in science class. Teachers can also use graphic novels as supplemental sources to help students better understand a concept or phenomenon (CCSS.ELA-LITERACY.RST.11-12.9). For example, some graphic novels construct a fictional setting around accurate scientific content, which can help students see the application in action.
Selecting graphic novels
For the purpose of this article, I will be using the term graphic novel to refer to bound issues containing stories with both images and text. I will leave the rest of the comic v. graphic novel debate to those in the field (see "What Is a Graphic Novel?" for a fuller definition).
When deciding which graphic novels to use, the best resources are students and the school librarian or media specialist. All of them can share what is popular and engaging. This is a great opportunity for the students who are already avid graphic novel readers to show off their expertise and feel empowered! Take their insights and ideas into consideration when choosing graphic novels. Meanwhile the colleague with a background in library science or media will be able to direct teachers to quality graphic novels and supplemental resources and address any questions about age-appropriate content or themes.
Teachers take this opportunity to learn about students' interests to guide which graphic novels to select. Examples of questions to ask students include:
What do they like to do outside of school?
What superheroes and characters are they interested in?
What books do they read and are graphic novels included in that list?
What genres do they prefer to read?
Organizations that vet young adult literature offer more information about quality graphic novels. YALSA reviews publications and culls the Great Graphic Novels for Teens list and a condensed list called the Top Ten Graphic Novels for Teens each year. The William C. Morris YA Debut Award celebrates first-time authors and the Michael L. Printz Award recognizes excellence in young adult literature with many graphic novels winning or being nominated. The Eisner Award winners are the "Oscars" of graphic novels, with more than two dozen categories. And more recently in 2018, Pop Culture Classroom started the Excellence in Graphic Literature Awards with nine different categories honoring the best and brightest titles and promoting the educational value of graphic novels. Links to these lists and awards are provided in the Online Connections section.
Representation matters
As educators we have a responsibility to make our classrooms culturally relevant and culturally responsive. Incorporating books that reflect the different identities of students is one concrete approach to creating a more culturally inclusive classroom (Hickey and Hopenwasser 2013; Leahy and Foley 2018). Therefore, when choosing graphic novels to use in the science classroom, teachers need to select texts that reflect the interwoven cultural, ethnic, racial, and gender identities that students bring with them. Bishop (1990) calls such books mirrors, because they allow students to see their lives and experiences reflected back at them. Contemporary movements like We Need Diverse Books (WNDB) and researchers in children's literature continue that work by promoting authors of diverse backgrounds and a rich variety of books where all children can find themselves in their pages (Boyd, Causey, and Galda 2015; WNDB n.d.).
The graphic novels highlighted in the article and the suggestions in Table 1 (see Online Connections) were chosen with inclusivity in mind. These characters are as different as they are complex, just like the students in our classrooms. Teachers need to get to know the students in their classes, then select and offer rich, diverse graphic novels that reflect students' intersectional identities.
Integrating graphic novels at any stage of the lesson
There are many different ways to incorporate graphic novels in the science classroom, from the beginning to the end of a lesson or unit. First, teachers need to decide which standards they plan to address and the accompanying learning objectives. Then select the most effective place within the instruction to include a graphic novel. The following sections describe ways to integrate graphic novels across any stage of the BSCS 5E Instructional Model (Bybee et al. 2006) to demonstrate and highlight their versatility. Teachers can incorporate these instructional strategies from any of the 5Es as fits their own style and context. The implementation is broad enough to fold into any science discipline. A list of graphic novels featuring diverse protagonists aligned to specific Disciplinary Core Ideas is presented in Table 1.
The goal of the engage component is to hook the students into learning. Capture the students' attention through a question, problem, event, or natural phenomenon (Bybee 2014). Graphic novels by their nature are intriguing. They are colorful, full of pictures, word bubbles, and funny sounds coming out of the characters' mouths. Many recent publications are culturally diverse, offering traditionally underrepresented students the opportunity to see themselves in the texts and majority students the opportunity to connect with different characters and perspectives. Plus, diverse graphic novels create a more inclusive classroom by connecting to students' experiences, a key aspect of a culturally relevant classroom (Ladson-Billings 1995).
To start the lesson or unit, have students silently read a passage from a graphic novel or read out loud a passage and have other students follow along. Use a segment from a graphic novel as a discussion starter or to pose a problem. Ask the students questions about what they read and observed in the images and text.
The comic Moon Girl and Devil Dinosaur (Montclare, Reeder, and Bustos 2016) tells the story of 9-year-old Lunella Lafayette in New York City. She boldly proclaims she is "…the smartest there is" (Montclare et al. 2017). She loves science and hates science class, but not for the reasons one would think. Science class is not challenging enough! All students can relate to not liking a class for one reason or another and feeling out of place. Using advanced time travel technology, Lunella accidentally releases a large red dinosaur into her world. Together they team up as Moon Girl and Devil Dinosaur and find their niche.
Before reading, pose a pre-reading question to students. Have them share their thoughts with a classmate using the classic Think-Pair-Share as a way to develop science discourse. After reading, ask students to read a segment about one of Lunella's inventions, such as her spring-loaded boxing glove, to start a conversation about the ethics of the engineering products we design and develop (HS-ETS1-1, HS-ETS1-3). Discuss a STEM problem she faces, such as how to manage the Inhuman gene activation in her DNA after being exposed to Terrigen Mist, and the implications of the solution. Push students to critique or defend Lunella's design solutions based on evidence, constraints, and ethics; a core skill of the science and engineering practice of Engaging in Argument from Evidence (NGSS Lead States 2013).
In the Explore phase students begin to construct their knowledge about a topic. Students are asked to explore phenomena through hands-on experiences or manipulatives. Both fiction and non-fiction graphic novels have activities in them that students can try out or replicate to check the accuracy of the science going on. Graphic novels certainly get creative in how they portray the laws of nature!
Howtoons: Tools of Mass Construction (Griffith and Dragotta 2014), offers a wide range of activities and projects in what the authors call a curriculum of toys. Through hands-on activities, readers delve into projects that involve engineering design and science concept development. These projects can also serve in Makerspaces. Most of the materials can be found in the lab, at home, the technical education classroom, or the hardware store. Choose one of the stories that accompanies the activity to read and ask students to put together the toy. Then have them think about the real-world applications. Or test and discuss how to improve the project to make it even better. The book is organized into chapters addressing topics related to energy, the design process, mathematics, art, engineering, play, and general science. For example, the "Ice Dreams" (Griffith and Dragotta 2014, pp. 176–184) story shows Tucker and Celine against the backdrop of Mongolia to explain the origins of ice cream, followed by an experimental procedure to make ice cream. A tasty activity to review concepts about the release and absorption of thermal energy in reactions (MS-PS1-6) and get students constructing ideas for how to calculate the change in energy in the components of a system as energy flows in and out (HS-PS3-1). Howtoons contains projects for students to tinker and experiment and can act as scaffolds and springboards for the Science and Engineering Practice of Planning and Carrying Out Investigations (NGSS Lead States 2013).
When it comes time for the Explain phase, make a graphic novel the co-teacher to assist in introducing scientific phenomena or technological concepts. Resources beyond the traditional teacher-led lecture offer excellent explanations (Bybee 2014). Many of the nonfiction graphic novels provide histories of scientific discoveries or the stories of famous scientists. Other books, like The Manga Guide series, offer up scientific information one might find in a textbook woven into a story involving high school students or young adults. These textbook-graphic novel hybrids present accurate concepts with a fictional storyline surrounding the information.
In The Manga Guide to Physics (Nitta, Takatsu, and Trend-Pro Co., LTD 2009) Megumi Ninomiya is a high school student struggling with physics and her tennis game. Her classmate and Physics Olympics Silver Medalist, Ryota Nonomura, helps her understand mechanical concepts in physics. Ask students to read one of the sections or chapters related to the topic they are studying. Students can complete one of the step-by-step practice problems that concludes each section to solidify their understanding. For example, the third chapter addresses momentum (HS-PS2-2), complete with diagrams, equations, and practice problems related to Megumi's tennis game. Students apply techniques of algebra and unit conversions to determine the solution, key components of the Science and Engineering Practice of Using Mathematics and Computational Thinking (NGSS Lead States 2013).
Another great resource for disseminating scientific information interlaced in a fictional story is the World of Viruses series developed by the University of Nebraska–Lincoln (n. d.). The issues address everything from measles to influenza to human papillomavirus (HPV). Using anthropomorphized viruses, these issues support learning about how the body responds to various infections (HS-LS1-3) or how a certain virus can spread and affect the population, followed by mathematical modeling of the rate of infection (HS-LS2-1). Paper copies can be purchased through major distributors or available for free on the App Store. For schools with 1:1 devices, these graphic novels can be efficiently acquired and read on students' tablets. With most of the stories being under 20 pages, these shorter graphic novels are a great way to not only explain a concept but do so without overwhelming students. Length is something to keep in mind with English language learners and struggling readers. Shorter texts will be more manageable while still addressing the content.
If, instead, the goal is for students to take responsibility for the explanation, then they can assemble their ideas in graphic novel form to teach their classmates. Drawing or interpreting pictures activates more parts of the brain and helps the learning stick (Hardiman 2012). It engages students in those higher-level domains of application and synthesis. Plus, pairing pictures with text relaxes some of the pressure struggling writers or English language learners might experience, and they can use images to show more of what they know. Students can put together their ideas into a format like the one sheet comic (Hetland and The Center for Cartoon Studies, n.d.).
In the Elaborate phase, students extend and apply their conceptual understanding. Bybee (2014) recommends teachers choose and implement "…activities that are a challenge but achievable by the students" (2014, p. 11). This often involves students transferring their knowledge and skills in unique situations. Students might read a graphic novel to extend their understanding, then use the graphic novel as a topic for discussion.
Ask the students to talk about the accuracy of the science concepts and debunk the inaccurate concepts in the graphic novel. For the more dramatic students, urge them to role play a scene, but act it out in a way that is more scientifically accurate. Being able to cite specific evidence from the text to support one's analysis and note any inconsistencies with the author addresses a key ELA standard (CCSS.ELA-LITERACY.RST.11-12.1) under the science and technical subjects category. For students who enjoy writing over presenting, make this phase an opportunity for them to write the next issue or revise an existing ending of a graphic novel as a way to apply new science concepts.
The Unbeatable Squirrel Girl is an excellent series to encourage students to anticipate what is going to happen next. So many of her adventures involve cliffhangers, creative problem solving, collaboration, and a growth mindset, all while keeping a positive attitude. Hold back the ending from students and have them apply their skills to help Squirrel Girl and her friends out of a tricky situation. For example, how would students get Squirrel Girl and her friends out of the real steel escape room they are trapped in (North and Henderson 2018)? If they predict that Squirrel Girl uses her strong squirrel jaws to gnaw through, ask them to calculate the force her jaw needs to apply to cut through steel (HS-PS2-1) or investigate more about the properties of steel and why it is so strong (HS-PS2-6). Support students to construct explanations for what happened, citing science concepts or mathematical calculations to link to their claims. In this way teachers foster development of the Science and Engineering Practice of Constructing Explanations and Designing Solutions (NGSS Lead States 2013).
Squirrel Girl has many nemeses that put her in precarious situations with her roommate Nancy Whitehead. Ask students to genetically engineer a new nemesis for Squirrel Girl and Nancy to contend with in the ultimate battle (HS-LS3-2). Students have to think about the environmental factors and genetic variation involved in the nemesis' abilities and the skills Squirrel Girl needs to outwit them in their confrontation—a great opportunity for creative problem solving and inheritance! Remember to design a Deadpool's Guide to Super Villains card for Squirrel Girl to reference when she meets her new match-up (North and Henderson 2019)!
Once students arrive at the Evaluate phase, they are ready to show the teacher what they know and what they have learned so far. Of course, formative assessment has been happening throughout; the goal of this phase is to intentionally assess. The teacher develops an understanding of what students have learned, and students show what they know. The key is that whatever the assessment, it aligns with the objectives in the lesson or unit.
Storytelling is powerful and affords students the opportunity to get creative. Have students create their own graphic novels to explain concepts. Students can work alone with the advantage of having complete creative control over the final project. Or students can work in pairs or groups of three if they want to brainstorm and generate more ideas, then each student plays to their specific strengths in the design process. Encourage students to use their imaginations as they design characters, a backstory, and the setting. For long-term projects students can create a multipage issue by hand with colored pencils and paper, or on the computer if they are skilled with online design programs. For short-term projects, consider the one-page comic designed by Beth Hetland and The Center for Cartoon Studies (n.d.). Students fold and cut a single sheet of paper into an eight-page booklet. Regardless of the format, both low-tech and high-tech options allow students to demonstrate their knowledge.
When thinking about how to assess the final product, work with students to construct criteria for the ideal graphic novel. Allow students to provide input on style, color, structure, number of panels, creativity, presentation, and length. Discuss what makes a graphic novel exciting and interesting to read. Support students in making theirs engaging based on the ideas generated in class. Talk about the different types of genres and subgenres (e.g., historical, fantasy, science fiction, romance, mystery, steampunk, dystopian, contemporary) and guide students to the setting in which they want their story to take place. For reference materials, lead students to other graphic novels they have read in or outside of class for techniques to make their stories hook the reader. Teachers should take the lead on choosing the science objectives to be addressed. Examples of guiding questions when drafting criteria to assess content knowledge include:
Do the graphics accurately display the science concepts?
Does the text include a step-by-step depiction of the science concept?
Do the characters use critical-thinking or problem-solving skills found in the science and engineering practices?
Embed time in the lesson for students to share their graphic novels and comics with each other. Just like scientists have conferences to share their research, members of the comics world come together at comic book conventions (i.e., San Diego Comic-Con) to share their stories. In these spaces, various forms of science fiction/fantasy entertainment are showcased, with the primary medium being comic books. Attendees often dress up in costume as their favorite characters. The convention provides an opportunity for everyone to come together to learn more about upcoming comics, attend events, meet authors and other famous icons.
Teachers and students can put together their own mini comic convention; a great way for public sharing to hold students accountable and have them participate in activities that address the Science and Engineering Practice of Obtaining, Evaluating, and Communicating Information (NGSS Lead States 2013). Invite students from other classes, staff, families, and members of the community to the convention. Students set up tables around the classroom or the gym to showcase the graphic novel they have created. Attendees walk around asking questions of the student-authors to learn about the new publications. Students engage in cross conversations with the expectation that they are to teach the attendees about the science going on in their story while promoting their graphic novels. Teachers can make extra copies of the graphic novels for students to share with attendees or swap with other students in their class. Close the event with an end of convention ceremony, just like a real comics convention, complete with awards.
No matter where a teacher chooses to integrate them, graphic novels will add adventure, intrigue, cultural relevance, and creativity to just about any science lesson! By harnessing students' natural interest in graphic novels and choosing texts with diverse characters, we can foster connections in biology, chemistry, physics, computer science, mathematics, and more! ■
Online Connections
Table 1. Graphic Novels Aligned to Disciplinary Core Ideas: https://bit.ly/3t8RYIf
Young Adult Library Services Association (YALSA): http://www.ala.org/yalsa/
YALSA's Great Graphic Novels for Teens List: http://www.ala.org/yalsa/great-graphic-novels
William C. Morris YA Debut Award: http://www.ala.org/yalsa/morris-award
Michael L. Printz Award: http://www.ala.org/yalsa/printz-award
Eisner Awards: https://www.comic-con.org/awards/eisner-awards-current-info
Excellence in Graphic Literature Awards: https://classroom.popcultureclassroom.org/programs/excellence-in-graphic-literature/
Amelia Bloomer Project (AMP): https://ameliabloomer.wordpress.com
The One-Sheet Workshop: http://onesheetworkshop.blogspot.com
NSTA Loves Comics
Check out these other articles published across NSTA's journals about using comics in the science classroom.
Ardasheva, Y., J. Bowden, J. Morrison, and T. Tretter. 2015. Comics relief: Using comics and illustrated trade books to support science learning in first-year English language learners. Science Scope 38 (6): 39–47.
Gooden, K. 2020. Superhero physics: Eighth graders learn physics concepts from superhero-inspired lessons. Science Scope 43 (5): 32–41.
Henning, A.J., B.A. Whitworth, and A.H. MacPherson. 2020. Comics in the classroom: What's at the center of the solar system? The Science Teacher 87 (8): 37–42.
Rachelle Haroldson (rachelle.haroldson@uwrf.edu) is a Clinical Associate Professor and Master Teacher of the STEMteach program at the University of Wisconsin–River Falls in River Falls, WI.
Abel, J. 2002. What is a "graphic novel?" https://dw-wp.com/resources/what-is-a-graphic-novel/
American Library Association (ALA). n.d. Welcome to the Newbery Medal Home Page! http://www.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberymedal
Bishop, R.S. 1990. Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom 6 (3): 1–2.
Boyd, F.B., L.L.Causey, and L. Galda. 2015. Culturally diverse literature: Enriching variety in an era of Common Core State Standards. The Reading Teacher 68 (5): 378–387.
Bybee, R.W., J.A. Taylor, A. Gardner, P. Van Scotter, J.C. Powell, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional model: origins, effectiveness, and applications. BSCS. http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Full_Report.pdf
Bybee, R.W. 2014. The BSCS 5E instructional model: Personal reflections and contemporary implications [Guest Editorial]. Science and Children 51 (8): 10–13.
Griffith, S., and N. Dragotta. 2014. HowToons: Tools of Mass Construction. Image Comics, Inc.
Hardiman, M.M. 2012. The brain-targeted teaching model for 21st century schools. Thousand Oaks: Corwin.
Hetland, B., and The Center for Cartoon Studies (n.d.). Presenting the one-sheet workshop. http://onesheetworkshop.blogspot.com
Hickey, P.J., and C.B. Hopenwasser. 2013. Lingua Anglia: Bridging language and learners: Engaging Miguel: Culturally relevant YA literature. The English Journal 103 (2): 105–107.
Ladson-Billings, G. 1995. Toward a theory of culturally relevant pedagogy. American Education Research Journal 32 (3): 465–491.
Leahy, M.A., and B.C. Foley. 2018. Diversity in children's literature. World Journal of Educational Research 5 (2): 172–183.
MacDonald, H. 2019. Victory!!! The New York Times graphic novel bestseller list is coming back! The Beat, September 26. https://www.comicsbeat.com/victory-the-new-york-times-graphic-novel-bestseller-list-is-coming-back/
Massey, S.R. 2015. The multidimensionality of children's picture books for upper grades. English Journal 104 (5): 45–58.
Montclare, B., A. Reeder, and N. Bustos. 2016. Moon Girl and Devil Dinosaur Vol 1: BFF. Marvel Worldwide, Inc.
Montclare, B., A. Reeder, N. Bustos, and R. Height. 2017. Moon Girl and Devil Dinosaur Vol 3: The Smartest There Is. Marvel Worldwide, Inc.
National Governors Association Center for Best Practices, Council of Chief State School Officers (NGAC and CCSSO). 2010. Common Core State Standards English Language Arts. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
New York Times. 2019. The New York Times updates and expands its best-sellers lists. September 26. https://www.nytco.com/press/the-new-york-times-updates-and-expands-its-best-sellers-lists/
NGSS Lead States. 2013. Next Generation Science Standards: For states, by States. Washington, DC: The National Academies Press.
Nitta, H., K. Takatsu, and Trend-Pro Co., LTD. 2009. The Manga Guide to Physics. No Starch Press, Inc.
North, R., and E. Henderson. 2018. The Unbeatable Squirrel Girl volume 9: Squirrels Fall Like Dominoes. Marvel Worldwide Inc.
North, R., and E. Henderson. 2019. The Unbeatable Squirrel Girl: Powers of a Squirrel. Marvel Worldwide Inc.
Rossen, J. 2019. Comic books vs. graphic novels: What's the difference? Mental Floss, July 26. https://www.mentalfloss.com/article/588430/comic-books-vs-graphic-novels-what-is-difference
Spiegel, A.N., J. McQuillan, P. Halpin, C. Matuk, and J. Diamond. 2013. Engaging teenagers with science through comics. Research in Science Education 43 (6): 1–22.
The University of Nebraska–Lincoln. n.d. World of Viruses. https://worldofviruses.unl.edu/comics-apps/
We Need Diverse Books (WNDB) n.d. https://diversebooks.org/about-wndb/
Yorio, K. 2020. "New Kid" makes history as first graphic novel to win Newbery; Caldecott goes to "The Undefeated." School Library Journal, January 27. https://www.slj.com/?detailStory=jerry-craft-new-kid-wins-newbery-kadir-nelson-earns-caldecott-for-the-undefeated-at-youth-media-awards
5E Assessment Disciplinary Core Ideas English Language Learners Inclusion Instructional Materials Interdisciplinary Literacy NGSS Science and Engineering Practices Teaching Strategies
5E-Assessment-Disciplinary Core Ideas-English Language Learners-Inclusion-Instructional Materials-Interdisciplinary-Literacy-NGSS-Science and Engineering Practices-Teaching Strategies
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Michael J. Warren was sworn in as a member of OPIC's Board of Directors on June 24, 2010. He is the Global Managing Director of Albright Stonebridge Group, a global strategy firm, and a member of the Investment Committee of Albright Capital Management, an affiliated investment advisory firm focused on emerging markets. Mr. Warren leverages his experience in global markets, investments, and corporate growth strategies to advise on emerging financial and economic trends.
In the Obama Administration, Mr. Warren served as Senior Advisor in the White House Office of Presidential Personnel, overseeing the appointments process for senior officials at the Department of the Treasury and economic cluster agencies. He was a member of the Obama-Biden Transition Project's Agency Review Working Group, helping to oversee the international trade and economics agencies.
As an entrepreneur, he has also founded businesses and led companies through operational transitions, helping them reposition and execute successful growth strategies. Prior to joining Albright Stonebridge Group, Mr. Warren led corporate development at Horne Engineering Services and served as President of Appfluent Technologies, a software provider company.
Mr. Warren previously worked at McKinsey & Company, both as a strategic consultant in the technology and financial institutions practices and as a fellow of the McKinsey Global Institute. Based in the U.S. and South Korea, he advised corporate leaders in the U.S. and Asian semiconductor industries.
During the Clinton Administration, Mr. Warren also served in the White House as Executive Director of the President's National Economic Council and at the U.S. Department of Labor in the Office of the Secretary.
He currently serves as Chairman of the District of Columbia Retirement Board, DC's public pension fund, where he has served as Trustee since 2006. Mr. Warren is also a member of the Board of Directors of Civitas Group (a security industry investment and consulting firm) and Catalist (a data targeting company).
A Rhodes Scholar, Mr. Warren earned his degrees from Yale University and Balliol College, Oxford University. He now serves on the Yale University President's Council on International Activities.


Giovanni Arrighi argues convincingly (in Adam Smith In Beijing) that we are seeing the end of the most rapacious social and economic system the world has ever known. What he calls ''destructive capitalism'' is, he argues, a peculiarly Western form of accumulation that has almost destroyed the planet. It had its beginnings in the Industrial Revolution, and is characterised by seemingly endless over-accumulation, commodity fetishism, expansion and collapse cycles, empire-building and the exploitation of empire, and the destruction of peoples and the natural environment. Slavery and indentured servitude, imperialism and environmental degradation, wars of expansion and the arms races, are all natural elements of ''accumulation by dispossession''. It is a depressing thought that we in Europe have been responsible for the greatest plundering of mankind and its home that has ever taken place on earth. The good news for Homo Sapiens, however, is that our time is coming to an end.
There have always been two forms of economic expansion. Ours is the one we believe to be the sole possessor, but in the East, particularly in East Asia, a second way has existed for a great deal longer. What Arrighi calls ''the industrious revolution'' of China, based on Confucian principles of social harmony and balance, has, so to speak ploughed its own furrow. In this system , unlike the Western one, food is the foundation of social wealth and accumulation does not involve dispossession. It sounds like an idyll, and of course no such argument is made by Arrighi. However China has rather a long history to study. In the sixteenth century it was by far the richest economy in the world, and had been so for many hundreds of years. China has been a state for four thousand years, and its borders have been more less fixed in their present form for the past two thousand, and except for a short period in its history, roughly the 200 years to the present, has been by far the richest country in Asia, and one of the richest in the world. What destroyed those riches was the British intervention in the form of the Opium Trade, which at first was conducted illegally, but which was officially sponsored by the British government through the Honourable East India Company , and which was eventually enforced on the Chinese by gunboat and warship. Foisting opium on China was an essential leg of the revenue triangle that laundered the plunder of India and made Britain great. By the time the Chinese had appointed ''the vigorous and incorruptible Lin Xexu'' to fit the wave of opium smuggling that was destroying Chinese society, it was too late. A country that had never bought into the arms race, had never invaded another country, had no overseas empire, was facing the British Imperial Navy. A single steam-powered warship was sufficient to ''show the flag'' – in one day in February 1841 it destroyed nine Chinese warships, five forts, two military bases and a shore battery. This was sea-power indeed. Employed in the interests of the capitalists of the East India Company, it symbolised western capitalism at its most destructive. It brought an end to a system of governance that had stood China and many of its neighbours in good stead for thousands of years.
What was this system and why was it different to the Western one?
The Chinese system could be best described as a centrally controlled market economy. Unlike the western model, it was not individualist but social in its outlook. It understood that social harmony was a prerequisite of stability. It frowned on exploitation and over-accumulation. But most of all, it differed from the western system in that the state was never subjugated to the interests of capital. Capitalists existed in China from long before they did in the West, but the state was essentially hostile to their activities and insisted on limiting them. For example, for many hundreds of years private mercantile voyages outside Chinese waters were forbidden by law. A side effect of this was that Chinese advances in navigation and shipbuilding, remarkable in their time (they invented the compass, for example) did not lead to an expansionist phase and the creation of an overseas empire. To counter-balance the activities of capitalists and traders the state operated a universal granary system which stockpiled grain in times of plenty and sold back to the peasantry in times of shortage, thus neatly managing to stabilise the price of grain and keep the people fed.
In addition, Chinese industry has always been heavy on manpower and light on energy. The Western Industrial Revolution was a rapacious consumer of energy and, consequently, of natural resources and that is what has led us to the present situation of Global Warming and peak oil. By contrast, the Chinese ''industrious'' system concentrated on employing as many people as possible. Of course, the Western system has led to many valuable innovations, but Arrighi points out that such innovations would have been impossible in a country the size of China anyway. One example will suffice: Britain tripled its consumption of cotton by the invention of the Spinning Jenny: had China invented it there would not have been sufficient money in the world to pay for an equivalent increase in production.
Under Mao further huge strides were made. Education and healthcare, employment and social security, the empowerment of workers – these were all massive achievements generally scorned by the West. But Mao did not lose sight of Chinese history, and Maoism is a form of Marxist-Lenininism that takes into account several thousand years of Chinese thought. In particular, Mao was influenced by the practices and writings of Chen Hongmou, an eighteenth century civil servant. Mao''s concept of the ''mass line'' meant that the Chinese Communist Party always saw itself as both a ''vanguard party'' leading the masses, and a party that needed to learn from the masses. The Maoist revolution, unlike the Bolshevik one, was based on the rural population, and Maoism made food a priority. Between 1952 and 1978, for example, the communes had more than doubled China''s irrigated land. Even The World Bank could write (in 1981) that China''s poor were ''far better off in terms of their basic needs than their counterparts in other poor countries. They all have work, their food supply is guaranteed through a mixture of state rationing and collective self-insurance, most of their children are not only in school but comparatively well-taught, and the great majority have access to basic health care and family planning services... Life expectancy... is outstandingly high...'' In 1981, Irish people did not have full employment, access to basic healthcare and family planning services. In addition, Ireland and much of the western world was in the grip of one of those crises of accumulation that are typical of the western capitalist cycle, and Ireland for one had 17% mortgage rates, 20% unemployment and mass emigration, not to mention a corrupt government led by the famously corrupt Charlie Haughey who urged us to ''tighten our belts'' while he flew to Paris to buy handmade shirts in the Charvet shop.
The reforms of Deng built on Maoist principles and led to a further increase in life-expectancy, literacy and food production, and ultimately to the most recent reforms and China''s boom.
These latter developments coincided with the eclipse of the world''s last Capitalist state – the USA. By 1981, the USA had already been humiliated in Vietnam. The Vietnam War showed that the continued wealth-generation of the USA was not sufficient to establish global hegemony. Arrighi analyses this decline at considerable length and the arguments are much too complex to go into here. Suffice it to say that the Iraq War – intended to re-establish USA power in the 21st century – has backfired badly and completed the destruction of USA hegemony, and China now owns most of the USA''s foreign debt and consequently is in a powerful position to dictate terms to its debtor.
So where is China going? Arrighi is frank about the possibilities. It is possible that the Chinese Communist Party is succumbing to the lure of rapacious capitalism. Arrighi thinks it unlikely, however, given the long history of Chinese thought with both Confucian ''harmony'' and revolutionary principles in the background of how Chinese people think. Nevertheless, it is impossible at this point to predict how the latest reforms will go. Even now, however, the administration is responding to social unrest in the countryside by a re-alignment of policies.
It is also possible to say that the days when the International Monetary Fund and the World Bank could dictate terms to the South are numbered if not actually over. The Friedmanite shock therapy reforms forced on hapless Third World countries by those institutions which led to fascism and dictatorship all over the the South have also backfired. ''When Argentina needed loans so that it could say goodbye to the International Monetary Fund, Venezuela committed $2.4 billion. Venezuela bought $300 million in bonds from Ecuador.'' Not only Chavez in Venezuela, but the growing Asian states, including the vast Indian and Chinese economies, are redirecting their surpluses away from the West.
For an understanding of how Capitalism is faring in its European incarnation, Giovanni Arrighi''s Adam Smith In Beijing cannot be beaten. It is essential also for an understanding of what is actually going on in China. I recommend it to our Irish government, still fixated on fading globalisation and neo-liberalism, going cap-in-hand to Washington, and as we saw recently, accepting the ''honour'' of ringing the bell in the New York Stock Exchange. They might as well offer to clean the whips in a barracoon in the Bight of Benin - the system is no less brutal and only slightly less dead.


text:
Poet, prozator și jurnalist român, născut la 21 Noiembrie 1954 în comuna Golești, județul Vâlcea.

A publicat sute de articole în presa vremii (înainte și după 1989) și poezii în diverse reviste literare, gen "Vatra", "Literatura de azi", "Singur", Tecuciul literar", "Conta", "Cronograf", "Melidonium", "Bel-Esprit", "Parnas XX" etc.

A publicat versuri în peste 25 de antologii de poezie, în țară, Italia, Franța și Germania.

Și-a lansat volumele la Saloanele de carte Bookfest, Gaudeamus, Ion Heliade Rădulescu (Târgoviște),  Libris (Piatra Neamț), Biblioteca Antim Ivireanul (Rm. Vâlcea), Cluj-Napoca, Slatina, Craiova, Iași, Costești (Vâlcea) etc.

A avut peste 10 lansări de carte în Torino și în câteva dintre localitațile vecine.

Este membru al Societății Culturale Anton Pann din Rm. Vâlcea și membru asociat al Asociație culturale româno-italiene "Lumina" din Torino.

Are 11 volume de autor, versuri și două romane. În anul 2019 i-a apărut în Italia volumul "Confessione di una ninfa" (Traducerea romanului "Spovedania unei nimfe", Eikon, 2019)

Volume publicate

1.      "Templul Devenirii Noastre"(versuri) – Ed. Singur, 2014;

2.      "Echinocțiu fragil" (versuri) – Ed. Singur, 2015;

3.      "Ispitei se dedă poetul" (versuri)  – Ed. Singur, 2015;

4.      "Singurătatea culegătorului de scoici" "(versuri)  – Ed. Singur, 2016;

5.      "Alfa mirabilis" (versuri) -Ed. Singur, 2016;

6.      "Lacrimi christice" (versuri) – Ed. Singur, 2017;

7.      "Rezervația de himere" (versuri) – Ed. Eikon, 2017;

8.      "Spovedania unei nimfe"(roman) – Ed. Eikon, 2019

9.      "Apocalipsă și Eros"(versuri) – Ed. Hoffman, 2019

10.  "Confessione di una ninfa" (traducerea romanului "Spovedania unei nimfe" de către scriitorul Francesco Altieri) – Ed. Collana Galeon, Milano, 2019.

11.   "Altarul interzis"(roman) – Ed. Eikon, 2021

12.   "Ultima împărtășanie a Regelui Lear" (versuri) – Ed. Eikon, 2021

Selectiv, câteva referințe critice;

Modernitatea scrisului lui Ion Țoanță nu este o poză, ci o formă de expresie proprie, puternică, originală, palpitând de sinceritatea mărturisirii, purificatoare și regeneratoare, a sinelui și a zbaterilor acestuia. Aș crede însă că la temelia scrisului poetului nostru se află și o bogată zestre livrescă: vreo aluzie, vreo notă răzleață, câte un accent, câte o sintagmă trimit cu gândul la Homer, Villon, Bacovia, Arghezi, Botta, Sorescu, Modest Morariu, Petre Stoica, Șerban Foarță și alții, atunci când filiera nu este de-a dreptul explicită, precum  în Ana: "În miez de noapte/ punctat de-a cocoșilor necântare,/ vine un meșter,/ trist și obosit de-atâta nedormire,/ șoptind cu implorări amare/ «taci, Ană, dă-i zidului 'nălțare! »". Fiind un om de carte, cu lecturi asumate și integrate, Ion Țoanță își omagiază astfel, discret, antecesorii și le zâmbește complice cititorilor săi. Nu mai puțin însă, el se distanțează voit, cu bravura unui Icar, de lecturile tinereților sale și-și apără propriul crez.

Belșug ideatic, inspirație din adânc, fantezie, originalitate, iată însemnele de noblețe ale acestei cărți de poezie, ("încă una", dar ce aparte!), binevenită să îmbogățească panteonul rostirii frumoase.

"Sub pana neobosită a lui Ion Țoanță, volumele se succed rapid. Mereu fidel sieși, poetul își reia temele predilecte, Eros, Thanatos, dezastrul social, regnul opacității, dezamăgirile cotidiene. Dar imaginile sunt mereu împrospătate sub impulsul simțirii, privirii, meditării, într-o viguroasă și personală traiectorie ascendentă. Și iată că acest recent volum coagulează poeziile de cea mai profundă și trainică inspirație, cea născută din falnicele fluturări de aripi îngerești, aceste semne pe care poetul ni le împărtășește, spre alinare și bună speranță. Fie ca noul opus mirabile să-și afle drum neted și urcuș ușor!"

Prof. Dr. Gabriela Creția

Aici văd eu imperativul apariției cărții de poezie "Ispitei se dedă poetul" a lui Ion Țoanță. A trăi în normalitatea cotidiană este una; a simți poezia diferitelor momente ale vieții este altceva, "mult mai înalt", vorba lui Nichita Stănescu. Ion Țoanță povestește " despre frumusețea ierbii/ și splendoarea/ fânului cosit" , îi apreciază pe cei ce " a șteaptă toamna/ ca s ă - i sărute florile" , înțelege că " Dincolo de iubire sunt copacii" . Concentrând ideea brută în picături multicolore, înveșmântând-o, deci, în straiele versului, autorul își disipează, pe de altă parte, eu -l ce poate sublima momentele pe care oricine le-ar trăi nepăsător, în cuvinte mult prea convingătoare pentru a fi ignorate(…)

"Spuneam (și mențin) că poetul Ion Țoanță atinge cu aceeași ușurință tematica socială, tematica iubirii sau cea religioasă, supunând cititorul unor registre diverse care constituie, de fapt, plăcerea lecturării lui. El reprezintă, fără doar și poate, o voce care nu poate fi ignorată, care s-a impus datorită calității literare din volumele editate, deci nu avem de-a face cu un autor fugitiv, ci cu unul ce privește cu seriozitate arta scrisului. A nu ține cont de prezența sa în lirica actuală ar însemna să nu fim conectați la mersul literaturii. Și asta ne-ar descalifica din start pe noi, cei care trăim printre cărți."

Ștefan Doru Dăncuș

"Ion Țoanță este un blagian ponderat care în același timp ține cont de toate determinările și de așteptările cititorului de astăzi. Lucrul acesta mi se pare important pentru că poezia nu este numai un discurs atemporal, poetul, mai ales după '90, se deschide către realitatea socio-culturală în care trăiește(…)

Unul dintre defectele lirismului începător este sentimentalismul fără cenzură ironică, iar una dintre hibele poeziei deja omologate e tocmai ironismul. Sînt ca două faze ori vîrste ale versului, prin care se trece, cînd se trece spre altceva.

La Ion Țoanță, ele apar deodată, pentru a se supraveghea reciproc și a face, alternative, fie o poezie de intensitate emoțională și afectivă- fie una cerebrală, reflexive de o amară luciditate analitică. Surpriza este de a vedea nu doar un poet deja format, ci și unul alternînd subtil registrele, recognoscibil și totuși diferit de la o pagină la alta. Citiți-l.

Daniel Cristea-Enache

"Ion Țoanță traduce, cu inspirație, cu perseverență, culoarea albastră în cuvinte. Și nu e "albastru de Voroneț", ci albastru din sânge, particula aceea care face ca dragostea să comunice, nemijlocit, cu cerul. Ion Țoanță e, din câte am citit pe rânduri și printre rânduri, un îndrăgostit pentru totdeauna și care se bucură să spună, prin poezie, acest lucru."

"Ion Țoanță este un povestaș curajos care traduce viața și concupiscențele ei într-o carte plină de ispite epice și etice. "Păcatul" iubirii este mărturisit în momente dramatice, atunci cînd cunoști cu adevărat prețul vieții și al morții".

Adrian Alui Gheorghe

"Ion Țoanță redescoperă nucleul poeziei, despodobit de cuvinte multe în fraze stufoase, despodobire efectuată de poetul însuși, spre a nu lăsa această ingrată operație în sarcina cititorului. De obicei, autorului îi ajung 15-20 de cuvinte, ordonate în versuri suple, pentru a transmite o revelație despre Dumnezeu, Iisus, Maria, îngerii păzitori... Să lăsăm stufoșenia în seama teologilor și predicatorilor din toate cultele creștine, pare a spune Ion Țoanță cu îndreptățire."

Dumitru Augustin Doman

"Ion Țoanță propune un discurs liric în care comunicarea se realizează printr-o umanitate persuasivă. Metabolizează cultura cinematografică și literară în așa fel încât oferă, în comunitate, tonusul paradigmei culturale formatoare".(...)

"Din metoda optezecistă putem lua procesul verbal ca tipologie de filmologie minimalistă, trecută însă prin liricizarea competențelor lingvistice ale oralității, în așa fel încât dorința romancierului este: nu de a distruge păcătosul, ci de a-l converti cumva sau de a lăsa finalul deschis. Ion Țoanță în romanul "Altarul interzis" transferând și dezvoltând sensuri, de subcuvânt sau din cuvânt, cu lecturi diferite din Băieșu,Velea și Breban".

"Volumul Ultima împărtășanie a regelui Lear este o manifestare optzecistă, la nivel de retorică, cu ironia după Socrate în prim plan, cu segmente reale de cotidian ajunse poeticitate, printr-un talent livresc și cultivat. Mici bijuterii, fermecătoare, strâng în sinteză idei decelabile la fiecare pas, otioase, tratate însă printr-un ludic întremator. Câte un complex tematic cu structuri de adâncime devine text si metatext, cu polivalente necesare, pentru memoria afectivă și cognitivă".

Prof. Dr. Ion Predescu

"Ion Țoanță este unul dintre numeroșii scriitori din ultimele decenii care au făcut trecerea de la poezie la roman. După vreo șapte volume de versuri elegiace de-a lungul ultimului deceniu, în 2019 a surprins cu romanul Spovedaniei unei nimfe (Eikon 2019), Romanul de față, Altarul interzis (Eikon 2021) trebuie citit în continuarea acestuia, împreună cu  care formează un diptic. (...)

"M-am gândit, citind acest roman, că este probabil că romanul social va avea un reviriment după lunga perioadă de supremație cvasi-totală a "ego-ficțiunii". Vedem, cel puțin din succesul unor traduceri, că un asemenea tip de roman are cititori împătimiți. Și literatura noastră are, fără discuție nevoie de un asemenea tip de roman. Cum invocă în trecere naratorul, există "un segment al intelectualității tăcute. Tăcută, deci complice". Un prim pas ar fi ruperea tăcerii...."

Prof. Christian Crăciun

"Dacă sinele nu poate găsi în timp decât imaginea sa - nu și cauza sa - atunci cine oare, dacă nu un poet de talia lui Ion Țoanță, ar fi îndreptățit să tălmăcească corelația metafizică a vieții invocând profunzimea religiozității?"(...)

"Ion Țoanță deține abilitatea condeierului desăvârșit, reușind să își pună personajul în situația de a nu avea ceva de ordin general, scotocind prin exuberanța posibilului, obsesia acumulărilor, dar mai ales prin coliziunea interioară cu tragicul".

Cristian Neagu

(...)scrierea lui Ion Țoanță reprezintă o apologie a frumuseții, a bunătății și a adevărului care se nasc numai prin efortul suferinței de a fi oameni și a de a asista la spectacolul alterității noastre, a confruntării permanente cu sinele și cu ceilalți. Interogațiile retorice creează un spațiu dilematic pentru cititor, care e pus, astfel, în fața propriei conștiințe, căreia îi furnizează "food for thought". Cu siguranță, bun cunoscător al literelor și al filozofiei, scriitorul ne provoacă neîncetat la o regândire a propriilor concepții, a propriilor certitudini, voind dinadins să ne pună la încercare încrederea în noi înșine, deși ne avertizează, în multe contexte, că lumea în care trăim e una a relativităților, în care moartea e singurul fenomen ineluctabil, și, prin urmare, absolut.

Prof. Andra Tischer

"...mulțumesc(autorului) că mi-a dăruit șansa de a mă bucura meditînd în Altarul Interzis (precum Regele David cînd a intrat în Templu de Shabbat și a dat hrană oamenilor săi...

(...)eu consider acest roman practic independent de romanul anterior, Spovedania unei Nimfe. E altceva și e de sine stătător. E o combinație destul de bine echilibrată între confesiunea (autorului) de creștin dostoievskian a la Alioșa Karamazov și viața sa lehămesită de tsunamiul socio-politic ce mătură lumea actuală. Aș zice astfel: un eseu-roman ce aduce aminte de Solarisul și Nostalghia lui Tarkovski".

Leonard Oprea, scriitor

Poezia lui Ion Țoanță ne amintește în acest punct de poezia dimoviană, unde oniricul ia locul realității. Existența este golită de sensurile realității imediate și se prelungește într-un vis enigmatic. Decorul cotidian este descompus în fărâme de vise, unde imposibilul devine posibil.      Titlul volumului, Templul Devenirii Noastre, este constituit dintr-o metaforă care deconspiră intenția autorului, și anume, posibila metamorfozare a omului prin intermediul iubirii. Crezul artistic al poetului derivă din intenția acestuia, fiind în legătură directă cu viziunea asupra existenței.  Dacă vreți, acest volum poate fi interpretat ca un mit personal al autorului, unde legenda vieții personale este transpusă pe un fond artistic șlefuit în dalta gândirii nobile. Citind poemele acestui volum de versuri, intrăm într-o geografie spirituală diafană, senzuală, mistică. Acest spațiu spiritual definește concepția despre lume și viață a autorului însuși, versurile fiind așadar, o incursiune autentică în subteranele sufletului omenesc.

Prof. dr. Rădulescu Mihaela

Poet de o mare sensibilitate sufletească, uneori prea critic pentru a putea fi criticat de alți  încondeiați", membru de onoare al Asociației Culturale "Lumina", Ion Țoanță rămâne, pentru Comunitatea Românilor din Torino, poetul așteptării noului și frumosului în tot ceea ce înseamnă viața și speranța. Este poetul vieții pe care toți o așteptăm s-o avem măcar prin cuvântul Maestrului!"

Prof. Georgeta Gălușcă,  președintele Asociației Culturale Lumina (Torino)

"Ion Țoanță è giornalista, scrittore e soprattutto poeta. Dotato di grande cultura e proprietà di linguaggio, è un uomo che vive intensamente il mondo romeno e ne conosce vizi e virtù. Sa essere romantico e sognatore quando parla di amore, animato da fede profonda quando parla di spiritualità, bucolico quando parla della sua terra ancestrale, ma anche molto duro quando parla della società contemporanea, corrotta e ingiusta, attirandosi anche le ire di qualche notabile locale".

"Ion Țoanță este ziarist, scriitor, dar mai ales poet. Înzestrat cu o imensă cultură și bun cunoscător al limbii române este o persoană care simte profund mediul românesc, cunoscându-i atât virtuțile cât și viciile. Știe să fie romantic și visător când vorbește de dragoste, stăpânit de o credință profundă când vorbește despre spiritualitate, bucolic când vorbește despre ținuturile natale, dar și foarte dur când vorbește despre societatea contemporană coruptă și nedreaptă, atrăgându-și mânia unor notabilități"

Francesco Paganelli,  Vicepresidente Associazione Culturale "Lumina", Torino.

redpajama_set_name: RedPajamaWikipedia


text:
The HawkWed, 5 Jan 2022 1641379146000
Manila, Jan 5 (IANS) The Philippines' Department of Health (DOH) reported 10,775 new Covid-19 infections on Wednesday, pushing the number of confirmed cases in the Southeast Asian country to 2,871,745.
The DOH also reported that 58 more people died from Covid complications, bringing the country's death toll to 51,662. The positivity rate jumped to 31.7 per cent, the highest ever since the outbreak in 2020.
With the most number of new and active cases, Metro Manila continues to be the epicenter of the pandemic and is now at "critical risk," Xinhua reported citing Health Secretary Francisco Duque.
Duque said the number of Covid cases in the capital region has recorded a 1,475-per cent two-week growth rate.
"Metro Manila saw the steepest rise in the number of cases. The capital region is at critical risk case, the highest risk classification," Duque said, adding the two regions adjacent to Metro Manila also registered a 557-per cent two-week growth rate.
Citing the DOH data, Guido David of the OCTA Research Group said that the reproduction number in Metro Manila is about five and the seven-day average positivity rate is "at a critical level of 25 per cent." A high test positivity rate shows a high level of community transmission.
Several cabinet members failed to physically attend a meeting with Philippine President Rodrigo Duterte on Tuesday because of their exposure to the virus. Some offices shut down temporarily due to a steep rise in infections among staff. Many local officials have also tested positive for the virus.
To curb the spread of the virus, the government banned mass gatherings and barred unvaccinated people in Metro Manila from going to public places.
Meanwhile, Duterte has ordered the deployment of police officers in quarantine facilities amid reports that some people are violating isolation protocols to be with families and friends.
The country has grappled with three waves of infections. The DOH reported its highest caseload on Sept. 11, 2021, with 26,303 cases.
The Philippines, which has a population of around 110 million, has tested more than 23.5 million people since the outbreak.
int/sks


text:
Topic: Louis Oosthuizen
Louis Oosthuizen News
Sports News // 1 month ago
Tiger Woods rallies U.S. team to Presidents Cup victory
Captain Tiger Woods rallied the U.S. golf team to a 16-14 victory over the International team in the Presidents Cup on Sunday in Melbourne.
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The United States team narrowed its deficit against the International squad by one point in the third round of the 2019 Presidents Cup Saturday in Melbourne.
Presidents Cup golf: U.S. gains momentum behind Tiger Woods, Justin Thomas
The International team still led by three after the second round of the 2019 Presidents Cup, but the Americans picked up some late momentum Friday at Royal Melbourne Golf Club in Melbourne.
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The International team is off to its best start in Presidents Cup history after claiming a 4-1 edge over the United States in the opening session Thursday in Melbourne.
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United States captain Tiger Woods picked himself to play alongside Justin Thomas against an International Team duo of Marc Leishman and Joaquin Niemann to tee off at the 2019 Presidents Cup.
Presidents Cup golf: USA's Patrick Reed responds to cheating claim
American golfer Patrick Reed responded to cheating claims from the International Team ahead of the 2019 Presidents Cup, saying he "unintentionally" broke the rules during the Hero World Challenge in the Bahamas.
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Tiger Woods picks himself to play in Presidents Cup
United States captain Tiger Woods selected himself as a member of the star-studded golf team that will take on an International Team at December's Presidents Cup in Australia.
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Justin Thomas is the favorite to win the 2019 Tour Championship and claim the 2019 FedExCup after winning the BMW Championship. Here is how to watch this weekend's season-ending tournament and the other best bets.
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The 2019 British Open tees off Thursday at Royal Portrush in Northern Ireland. Here is how to watch and the betting favorites to win the tournament.
U.S. Open: Gary Woodland wins first major championship
Gary Woodland finished at 13-under par and won the 119th U.S. Open at Pebble Beach to capture his first major championship.
U.S. Open: Gary Woodland enters final round atop leaderboard
Gary Woodland enters the final round of the U.S. Open with a one-shot lead over Justin Rose after Saturday's third round at Pebble Beach, Calif.
U.S. Open: Gary Woodland ends Friday atop leaderboard
Gary Woodland seized control of first place at the U.S. Open and passed Justin Rose with a strong second-round performance at Pebble Beach.
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Justin Rose took advantage of a soft course at Pebble Beach with five birdies for a 6-under 65, grabbing the lead after the first round of the 2019 U.S. Open.
Brooks Koepka jumps Tiger Woods as U.S. Open betting favorite
Tiger Woods was the betting favorite to win the PGA Championship, before missing the third-round cut. He sits behind PGA Championship winner Brooks Koepka as the favorite to win the 2019 U.S. Open.
Masters 2019: Tiger Woods one shot behind five leaders after second round
Tiger Woods remained in contention Friday after a strong second round in the Masters tournament at Augusta National Golf Club.
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It feels nice having a three shot lead after the second round
Oosthuizen leads the Qatar Masters Jan 23, 2009
Lodewicus Theodorus "Louis" Oosthuizen (Afrikaans pronunciation: , which he pronounced for the American audience in this TV ad; born 19 October 1982) is a South African professional golfer, who won the 2010 Open Championship.
Oosthuizen was born in Mossel Bay, South Africa. His early career was supported financially for three years by the foundation of fellow South African Ernie Els. He won numerous amateur titles before turning professional in 2002 at the age of 19.
He has won five professional tournaments on the Sunshine Tour: the 2004 Vodacom Origins of Golf Tour event at Arabella, the 2007 Dimension Data Pro-Am and Platinum Classic, and the Telkom PGA Championship twice, in 2007 and 2008. He played on the European Challenge Tour in 2003 and has been a member of the European Tour since 2004. In 2009, he finished 31st on the Race to Dubai. He has featured in the top 50 of the Official World Golf Rankings.
It uses material from the Wikipedia article "Louis Oosthuizen."


Lockwood De Forest was active/lived in New York, California / India. Lockwood De Forest is known for landscape and coastal view painting, interior design, woodcarving.
Lockwood de Forest, was a turn-of-the-century artist and interior designer. Although best known for his designs of Indian and Middle Eastern furniture, Lockwood de Forest's true passion was painting. Landscapes from Egypt, Syria, Korea, Japan, Alaska, Mexico, Arizona and throughout the United States and Canada can be found among de Forest's nearly 1300 oil sketches and paintings.
He was a member of a New York clan whose family tree blossoms with myriad lawyers and the occasional flamboyant. A distant relative by marriage was the painter Frederic E. Church, and a great-niece was the Warhol superstar Edie Sedgwick. The largely self-taught artist and decorator is particularly remembered for his passion for India ... Displaying 750 of 13668 characters.