EDUC 6810 Final Project

Final Project: Storyboard

Link to Final Project Storyboard

Brainstorming My Media Literacy Autobiography

1  What are your earliest recollections of watching television, going to the movies or listening to the radio?


I remember watching Nick Jr. as a child. There was a character named Face (literally just two eyes, a nose, and a mouth on a colorful background) that would appear before and after each show, as a sort of segway into the next show.

2  What commercials or advertisements do still remember from your childhood?


Mostly advertisements for toys and food products.

3  Do you remember desperately wanting to buy something as a child based on an advertisement? What was it? Why did you want it?


Yes! My grandma tells the story of my sister and I, when we were very young, watching television and anytime a commercial for a toy would come on we would say in unison, "I'm gonna get that!"

4  What are your earliest recollections of using social media?


I had a LiveJournal account when I was in 8th grade, which was in 2004. I created a MySpace page when I was a junior in high school, in 2007.

5  Describe a negative experience with social media?


Having to go through and delete old pictures after breaking up with an ex boyfriend. No fun for anybody.

6  Describe a positive experience with social media?


Sharing pictures of my son with friends and family members who we don't see often.

7  Describe your current media viewing habits (binge watching Netflix shows on iPad).


Netflix, games, Facebook, Instagram, etc. On my MacBook, iPhone, and iPad.

8  Do you have a favorite commercial or advertisement?


I loved the AT&T commercials in which a man would sit at a table with a few young children and ask them an open-ended question to spark discussion. They always came up with the most adorable things to say.

9  Have you bought something recently because of an advertisement?


I purchased many things on Black Friday due to viewing ads and finding good deals.

10           What have you read or heard recently on the radio, TV or Internet that has caused you to have a strong reaction? Describe and explain.


Ignorant political propaganda always causes a strong negative reaction with me. I've seen and heard way too much of it lately.

11           When do you think you became media literate? Give an example.


I think I am still becoming media literate. This course has helped immensely.

12           Do you consider yourself digitally literate? Explain.


Same answer as above.

13           Find 3-5 quotes from the course reading that cause you to have a strong reaction. Reread your reaction. Do you still find these quotes powerful? Why? Why not?


Yes, they still evoke the same reaction when I reread them.

14           What course reading or video impacted your thinking the most about the importance of developing the digital and critical media in school?


Viewing the many personal, emotional digital stories over the course of the semester has taught me the importance of telling your own story, and that is something I want to instill in my students.

15           What approach to media literacy to you most closely align: 



This is the one that I relate to most-

•   A ''media literacy'' movement, in contrast, attempts to teach students to read, analyze, and decode media texts in a fashion parallel to the advancement of print literacy. Media arts education, in turn, teaches students to appreciate the aesthetic qualities of media and to use various media technologies as instruments of self-expression and creation.

After you answer the questions review your answers and then answer these questions:

1  What role has media played in your life?


It has gone from something that served merely as a form of entertainment to something that has the power to be life-changing.

2  Has your relationship with media changed over time?



Learning to decode messages hidden in media has changed the way I view and digest all media influences.

3  Has your understanding of what it means to be literate in the 21st century  changed or evolved because of this course? How?



Absolutely. I've learned that it's not enough to just know how to access the Internet. You have to know where and how to look, and what to look for.

4  What, if anything, do you notice about your own experiences with media that can help inform your future teaching practices?


I think that my ideas on how to use technology in the classroom were very narrow-minded, partly because I simply wasn't aware of all of the resources available to take advantage of. My ideas for putting technology to use as a teacher have greatly expanded this semester.

5  Why is it important to incorporate media literacy into your current or future teaching practices?



It is important because my job as an educator is to prepare my students for the future, and to ignore the importance of being media literate would be a failing on my part.

6  How will you incorporate media literacy into your future teaching practices?



I will use many of the ideas introduced to me in this course this semester, and build upon those with new ideas of my own.

My Digital Story

Per the instructor's suggestions, I chose not to make any changes to my digital story, even though it was longer than recommended. I believe that my story challenges stereotypes, because I believe many people expect that furthering one's education will come easily to students who have done well in high school, and that's not always the case. College is a very different environment than what most 18-year-olds have been accustomed to their entire lives. Also, I believe my story can provide support and guidance for those who may find themselves in a similar situation, yet aren't sure who they can go to for help.

"Everyone around you has a story the world needs to hear"

My reaction to the video-

StoryCorps is a phenomal idea, and I'm so glad it exists. Josh and Sara (mother and son duo) told a very real, touching, and heartwarming story simply by having a conversation with one another. And the love between Danny and Annie was palpable as their story was played, and it made my heart melt. I can only imagine all of the other meaningful stories that have come from this project.


"For example, a national homework assignment where every high school student studying U.S. History across the country records an interview with an elder over Thanksgiving, so that in one single weekend an entire generation of American lives and experiences are captured."

My first thought is that this would be incredibly difficult to organize (that's the realist in me coming out). But, even if this was nothing more than a project you assigned your U.S. History class(es) in your own school, think of all the incredible stories and experiences you could capture that may otherwise remain untold. I am definitely keeping this one in my arsenal.


I can't adequately express just how much I loved Dave Isay's closing remarks-

"Together we can create an archive of the wisdom of humanity. And maybe in doing so, we'll learn to listen a little more, and shout a little less. Maybe these conversations will remind us what's really important. And maybe, just maybe, it will help us recognize that simple truth, that every life, that every single life, matters equally and infinitely."

Chapter 9: Infusing Digital and Media Literacy Across the Curriculum

"Digital and media literacy education can explicitly address both the moments of transcendence that can occur when we are moved deeply by a film, a book, a video game, an ad, or a song, as well as those mediated experiences that disturb and trouble us, like YouTube fight videos, Holocaust denial sites, or political ads that exploit people's fears. The themes and issues found in popular culture represent both the abundant trivialities and the deeply meaningful aspects of our life experiences as human beings."

This quote was eye-opening for me. Thinking back on my educational career, there weren't many things that I have done in school that have impacted me in an emotional way, until I got to college. One thing that stands out to me though is reading the book "Night" by Elie Wiesel in my 10th grade English class. Every day we had a class discussion on the chapter we had read the night before. I looked forward to those discussions every day, and that book impacted me in a way that has stayed with me 10 years later.

"When students have opportunities to actively participate in dialogue in the classroom, their writing improves. That's because classroom discussion is a vital part of the brainstorming and prewriting process."

To me, everything is better in a student-centered classroom setting. Student-led discussions have the most meaningful outcomes.

"As I developed the plan, I was concerned about designing the debate so that high school students could be able to argue a variety of positions. Wouldn't every kid naturally want unfiltered Internet access at school? When I shared my concerns with my then 17-year-old daughter, Rachel, she said, 'Mom, I'm so glad our school doesn't allow us to use Facebook in school. I am totally in favor of Internet filtering in school. Without it, I would never be able to get any homework done.' I was so surprised, you could have knocked me over with a feather!"

This just goes to show that people, and especially kids, strive to learn. It's ingrained in them, even the ones who are susceptible to distractions. Minimizing distractions is beneficial to everyone.

My Digital Story

Storyboard for Digital Story

My Storyboard

Brainstorming My Digital Story

1. Positive scene from childhood-

One event from my childhood that really stands out as being exceptionally memorable is the first time I visited Washington, D. C. My family didn't have a lot of money, and we didn't take many trips or vacations. So when I was tested for the gifted program when I was in 3rd grade, and then found out that the gifted class would be taking a trip to our nation's capitol toward the end of the school year, I was ecstatic. I loved history from an early age. One of my favorite pastimes was reading through my collection of flash cards and books all about American presidents and other notable figures, wars and battles, famous historical sights and landmarks. There wasn't any place in the country I would have rather visited as a 9-year-old than Washington, D. C. (except maybe Disney World). It was an amazing trip. I saw the Washington Monument, the Lincoln Memorial, the Jefferson Memorial, the U. S. Capitol, Arlington National Cemetery (I even got to witness the Changing of the Guard at the Tomb of the Unknown Soldier), and the list goes on. I have been back to the District of Columbia 3 more times since my first trip, but none was as memorable as seeing those sights for the first time.

2. Negative scene from childhood-

When I was 6 years old, my mom was killed in a car accident caused by a drunk driver. It happened while she was on her way to work on a Tuesday morning. Luckily there were no other people involved in the accident, other than my mother and the drunk driver who hit her head-on. As far as I know, he was not injured. I don't remember the court proceedings, but I've been told that he received the lightest sentence, which was a $25,000 fine. My sister, brother, and I received money in stipends on our 18th-21st birthdays. This event had a significant impact on my life for the obvious reasons; Because of this tragic accident, my siblings and I had to grow up without our mother. But I believe it also affected my life in other ways. When I was in high school and my friends started experimenting with alcohol, I wanted no part of it. I had seen the way it could destroy lives. This experience helped me to be stronger than the peer pressure I faced.

3. Event from teenage years-

When I was 14 years old, my dad was diagnosed with osteosarcoma, a form of bone cancer. I watched him suffer through aggressive chemotherapy treatments, plasma transfusions, and surgery to remove his right hip bone. It was a life-changing experience for me to see my father, who had always been the picture of strength and toughness in my eyes, have moments of weakness and vulnerability. Through it all, though, I never lost faith that my dad would win his battle with cancer. After the surgery to remove his hip, the cancer was gone, and his scans have all been clear for the last 10 years.

4. Important memory from adult years-

I feel that there's nothing that has occurred in my life, and especially my adult years, that has had a more significant impact than the birth of my son, Connor. My 9 lb., 1 oz. baby boy was born on January 9, 2014. Having a child changed my life in many ways. My sole focus has turned from myself to my son, and bettering my life so that he can have as many opportunities as possible.

5. Turning point-

As a high school graduate I thought I had everything figured out. School always came easily to me and I never really had to try very hard or study. I expected college to be the same way, but I was sadly mistaken. I was unprepared for what I would face as a college freshman, and for the first time in my life I found myself doing poorly in school. There came a time when I was considering dropping out, but what kept me from doing so was the reminder that the only thing I had ever wanted to do with my life and my future was become a teacher. I wanted that more than anything else. I knew that to achieve that goal, I had to figure out how to succeed in college; there was no other option. From that point on, I became a completely different student. I had to repeat my entire freshman year, but I persevered and graduated with my B.A. in secondary education in December 2013.

Chapter 8: What In The World: Teaching With Current Events

Sarah Stuteville's TED Ed video was very motivating. There's something inspirational about throwing caution to the wind and chasing your dreams, even if (or maybe especially if) that takes you to the most remote corners of the world, facing imminent and very real danger. But my favorite thing about the Common Language Project is that they are telling the stories of those who otherwise wouldn't have a voice or a platform from which to share their testimonies.

What is newsworthy? News is not cut and dry. News can be anything that informs people of an event in a way that grabs and holds the attention of the reader or viewer. According to Chapter 8 in the course text, news has many purposes--to inform, to persuade, and to entertain. Stories that make a difference are newsworthy.

As teachers, it is our job to instill in our students a love of stories, regardless of the content area we may find ourselves teaching. Literature and storytelling encompasses all subjects and disciplines. It is also important for us to teach our students that the most important story they will ever tell is their own. I believe this is especially pertinent where we live and teach. In an area like Appalachia, where students may feel underappreciated and at times forgotten by the rest of the world, it can be empowering for them to understand that they have important stories to share.  Student motivation is always highest when the student is personally invested in the assignment, and nothing is more personal than a student telling the story of his or her origins or first-hand experiences. There is also nothing more powerful.

Sharing stories is an excellent way for students to be immersed in authentic learning as well as place-based learning. Projects like the digital storytelling project we completed this semester not only connect the world of education with real-world issues, but also with the area where the storyteller grew up, which often serves as the setting for the story.

The Seven Elements of Digital Storytelling

The five digital stories I viewed were-

"Resaved"
"The Good Fight"
"Roots"
"My Champion"
"Distance"




"Resaved" by Marie Lovejoy is my favorite of the digital stories I watched. It is a story of newfound independence by a young woman, who in turn misses being able to be dependent on her father after he is no longer there. It is told in first person, from the narrator, Marie's, perspective.

"Shortly after college, I drained my meager bank account to purchase a 1974 three-quarter ton, long-bed Chevy pick-up." This is the dramatic question. It draws you in and makes you want to know more. Why did she need a pick-up truck? Where was she going, what was she taking with her?

This digital story hit me hard with "all the feels". I did not expect to cry while watching any of these videos, but nevertheless I found myself with eyes full of tears by the end. It is an emotional tale of naivety combined with the fierce desire for independence; doubt from her parents, but unwavering support when she needed it most; and the kind of overwhelming, heart-wrenching sadness that can only come from the regret of not being able to say goodbye one last time.

Marie tells her story exceptionally well. She has great voice control, and her pacing is spot on. She enunciates her words in a way that adds drama and intrigue to her story, and accentuates the emotion her story carries. Her voice flows nicely with the tempo of the music and with the images presented to create a cohesive finished product.

I believe the music Marie selected, which is a folksy tune incorporating guitar and harmonica, definitely adds to the story. It is dramatic at times, which adds effect, but subdued when necessary to complement her voice as opposed to serving as a distraction.

The most powerful part of the story for me is when the screen fades to black, and there is approximately 6 seconds of silence before Marie's voicemail message from her father begins to play. It adds suspense, and the line that Marie utters just before the pause, "And I had only two things to say", leaves you on a cliffhanger that is never resolved. We never do find out exactly what those two things were that Marie longed to say to her father. We can only use context clues from the story to draw our own conclusions.

The Danger of a Single Story / Chapter 6: Reflect: Protection and Empowerment

Reading #1

Three things I learned about storytelling are-

1. It's important to be honest. People will be able to tell if you are fabricating pieces of your story.

2. Stories transcend cultures.

3. The problem with stereotypes is not that they are untrue; it's that they are incomplete.

But the most important thing I learned is that a single story can shape our entire view of a place or culture. Instead we should try to immerse ourselves in a culture before forming opinions.

"Chimamanda Ngozi Adichie: The Danger of a Single Story." TED. TEDGlobal, 1 July 2009. Web. 17 Oct. 2015.


Reading #2

"Next year, there will be a new outrageous fashion fad, sure to attract peer attention, creating new must-have items and generating shock and anxiety among parents, teachers, and members of the community."

• When I read this statement initially, it came across as a campaign slogan for supporters of school uniforms. After all, requiring students to wear identical uniforms would solve all the issues presented in this passage.

"Familiarity breeds liking. There's a kind of pleasure that we experience when familiar brands and products show up in popular media. Teens have pleasurable associations about the many different brands in their lives. The average 10-year-old has memorized the names of 300-400 brands."

• The statistics prove that advertising reaches and affects even the youngest of viewers. Buying and owning the most popular brands, even when it comes to seemingly small items such as snacks and drinks, appeals to the desire people have to fit in and be accepted.

"There's nothing persuasive or coercive about digital and media literacy education--except in one regard: We valorize the importance of questioning assumptions, asking questions, and reflecting on one's own process of interpretation."

• When it comes to critical media literacy, the desired outcome is not that everyone come to the same conclusion. On the contrary, viewers of media may view the same image, ad, or video very differently. The most important thing is that every individual learns to be more inquisitive and more aware of what they are digesting as media consumers.

The Power of Storytelling

I watched the following 5 Reel Works videos-


"A Girl Like Me" by Kiri Davis
      • I chose this video because the description drew me in, and I felt the topic would be of interest to me. The line "...and realizes little has changed since the Civil War era" was striking, and I couldn't wait to watch the video after that.

"Invisible Poverty" by Cleeford Cedant
      • The title intrigued me and made me curious. Upon reading the description, I discovered that I have similar feelings regarding helping the impoverished people living in our country.

"Double Standard" by Tibian Ahmed
      • As someone who loves history, I have always been hyperaware of the fact that we were living and present during one of the most horrific tragedies America has ever faced, the September 11 terrorist attacks, a series of events that would (and will) become a very important part of our history. Because of this, I have always felt a connection to the victims of these attacks. I must admit, though, I've never considered that there were other victims of these events than those who lost their lives and their family members. The title and description of this video caused me to rethink that.

"Run" by Joey
      • When I think of eating disorders, I typically associate them with women. I was interested to hear about one from a male's perspective.

"Swinging for the Fences" by Joey Schweitzer
      • I love stories about sports and personal discovery, so I felt this would be right up my alley.


The story I connected with the most was "A Girl Like Me". Once I began watching the video, I realized that I have seen it before (in one of Dr. Lindstrom's classes, I believe). It was still just as powerful the second time, however. I like that the girls being interviewed aren't afraid to be candid in approaching topics that are surely a little uncomfortable for them to talk about. It shows courage and strength for girls so young to be so outspoken about racial issues such as hair style and color, skin color, and overall beauty, but also about deeper issues such as heritage and how they were so desperate to know more about theirs, while others only seemed to want them to hide it away. From this story, I learned that there are children who feel that the way they look is "wrong"--and it's not something as trivial as not having the coolest new shoes or brand name clothes. It goes so much deeper. I was shocked and saddened almost to the point of tears as I watched the young girl select the white doll when asked which one was good, and the black doll when asked which was bad. Then, when the interviewer asked her which one looked more like her, my heart wrenched as I watched her uncomfortably shift, ponder, and hesitate before finally, slowly, reluctantly selecting the black doll she had labelled "bad" only seconds before. This story showed me that digital storytelling can be a powerful way for young people, young women in this case, to build self esteem and to raise awareness of social issues and stereotypes. These young ladies set out to prove that some stereotypes are so strong, even the people being stereotyped start to believe these things about themselves; but with strength and courage you can rise up, and prove that the stereotypes portrayed in mainstream media have no substance or truth to them at all. This story definitely showed that these young women are interested and actively engaged in learning more about their own heritage. It was painful to hear them describe what it's like to not know anything more about where they came from than the broadest description of a continent half a world away. It's inspiring though that they are so passionate and invested in learning more about their culture. I believe this certainly supports a healthy respect for diversity in our country.

What Makes a Good Story? / Chapter 5: Composing Across Media

Reading #1

Three things I learned about storytelling are-
1. You have to know your punch line.
2. You have to know your ending.
3. A good story can "cross the barriers of time--past, present, and future".

But the most important thing I learned is that stories bring people together, and allow them to see similarities between them where they may have not thought there could be any.

"What Makes A Good Story?" NPR. 7 June 2013. Web. 9 Oct. 2015.


Reading #2

"Whitehead warned educators about the danger of inert ideas, ideas that are merely received into the mind without being utilized, or tested, or thrown into fresh combinations. He noticed that when romance has been fully activated, ideas come alive for the learner because they are relevant and because the learner can engage with them."

This quote from the passage struck a chord with me because it's something I'm encountering on a daily basis in my current teaching position. As an art teacher, I have many students who are interested in art, and therefore are eager to begin working and diligently complete their projects. You would never know based on their efforts in my class that they are failing, or at the very least doing poorly, in nearly every other class. On the other hand, I have at least one student every day who tells me that he or she will never use art in their everyday lives, and asks instead to go to work on welding or computer programming or something of the like. If only these students could have that same activation of romance in all their classes as they do in their favorite subjects. As teachers, it is our job to try to activate that romance in all of our students, to the best of our ability.

Media Literacy PSA

I chose this topic because I feel that it is extremely important in the "cyber society" we live in today. I currently teach in a high school, and I see daily how important social media and their online lives are to teenagers. It's imperative that they're being taught to behave safely and appropriately when using social networking platforms. I believe I have created a meaningful finished product that uses persuasive techniques such as emotional appeals to draw in parents and teachers, and make them want to know more about how they can help teens navigate an online world that can be scary at times.

Chapter 4: The Power of Representation

"It's worth reflecting on just how deep and profound our dependence on others really is. There are many things that I claim to 'know' that I know only from mediated experience. In fact, most of what I know about the world comes from media sources--from stories people have told me or from reading and viewing."

This quote really jumped out at me, and caused me to reflect on the fact that my entire chosen profession is dependent on mediated experience. As a social studies teacher, nearly all of the content I will be teaching will be knowledge I've acquired from reading, viewing, or other secondary sources. Obviously, there are many events that are covered in history that I was not alive for and therefore could not have experience firsthand.

PSA Storyboard

My PSA appeals to parents and teachers alike to educate their children and students on responsible and safe online behavior, especially in regard to social networking, and also to provide a safe and judgment-free environment for teens to turn to with any problems they may experience in their lives online. I will predominantly use emotional appeals to tug at the heartstrings of readers, which will hopefully serve as a call to action for them.

Chapter 3: Critical Questions, Close Reading

"...The whole class then had a robust discussion about advertising claims and their potentially positive or negative impact on the beauty ideal and self-esteem. They actively debated whether commercials are designed to make people feel inadequate in order for the company to profit. They talked about male and female gender stereotypes in advertising. When the teacher asked students to spend the last 10 minutes of class in an informal writing activity to reflect on key ideas, the room fell quiet as students began to write."

This excerpt from the chapter caught my attention for two reasons. First, it seems that students in this age group (freshmen in high school, 14 or 15 years old) have a lot to say about issues such as self-esteem and how that can be affected by perceptions of personal appearance, grooming, and what they and others consider beautiful. In my personal opinion, this is the perfect time to use such issues to engage students, because for many it's the first time in their lives that these things have held such value for them. Second, I found myself once again reassured that if students are interested in the topic being discussed, they will be more engaged and more likely to participate in class discussions and assignments.



This commercial for AXE hair products features Eric Decker, a wide receiver for the New York Jets. Other than being a football player in the NFL, Eric Decker is probably best known for his role in the reality show Eric & Jessie: Game On, which he starred in with his wife, country singer Jessie James Decker. To many, Eric Decker is seen as just another famous athlete with a pretty face and good hair, and this ad perpetuates that belief. Decker is portrayed as someone whose unfortunate childhood hairstyles held him back from his full potential to be the "cool guy" we see in this ad today. Now, thanks to AXE hair products, he is able to live a lifestyle complete with flashing lights, upbeat music, and fancy clothing. The purpose of this ad is to show you how you too can achieve cool hair like Decker's (and even get beautiful women to want to do your hair for you) simply by using AXE products. The target audience is men, probably aimed more specifically at young men aged 15-30. Decker's actions in the commercial, such as smiling, winking at the camera, and raking his hands through his hair, are used to make him appear even more attractive and cool. The way he speaks, however, makes him seem daft and unintelligent ("Hey, that was almost a haiku!" *wink*). His use of the phrase "I was hopeless" in reference to his younger self gives the impression that good hair, and more importantly, good looks in general, are of utmost importance in a man's life, and it wasn't until he discovered AXE hair products that he was able to find happiness and contentment in his life.

This photo of Eric Decker and the accompanying caption were included in a slideshow on NewYorkJets.com titled "10 Interesting Facts About Eric Decker". Given what we've seen and discussed so far, it might surprise you to discover that Decker is in fact quite intelligent. Incase the text is too small for you to see clearly, the caption under this photo reads, "Smarter than the Rest: No one could match Eric Decker's 43 on the Wonderlic test in 2010, designed to measure intelligence and problem-solving skills." According to Wikipedia.org, "The Wonderlic Cognitive Ability Test (formerly known as the Wonderlic Personnel Test) is a popular group intelligence test used to assess the aptitude of prospective employees for learning and problem-solving in a range of occupations. It consists of 50 multiple choice questions to be answered in 12 minutes. A score of 20 is intended to indicate average intelligence, corresponding to an IQ of 100." The highest one can score on the test is a 50. Given this information, a score of 43 is extremely impressive. There is an excerpt from Chapter 3 that reads, "Stereotype alert offers a warning when people, events, or characters are presented in ways that are so typical that they seem ordinary or even banal, as when we see politicians represented in ways that make them seem phony, or blondes and athletes that are depicted as dumb." The AXE commercial lends credibility to his stereotype. However, this slide proves that stereotypes hold no merit when it comes to what a person is truly capable of.

Chapter 7 PSA

For my PSA, I have chosen to focus on the topic of students posting and engaging in risky or unhealthy behaviors online. My target audience will be teachers or parents of teenagers.

In researching this topic, I have discovered a few startling facts. According to InternetSafety101.org, In 82% of online sex crimes against minors, the offender used the victim's social networking site to gain information about the victim's likes and dislikes. This is especially scary considering 95% of people age 12-17 are online, and 81% of those teens use some form of social networking. (Pew Research Center)

Just as disturbing are the facts that 12% of teens say they have witnessed cruel behavior "frequently" on social networking sites, and 15% of social media-using teens say they have been the target of online meanness. (Pew Research Center)

Teenagers need to feel safe and confident to be able to talk to a trusted adult, be it a parent, teacher, or some other adult figure in their lives. It’s our jobs as teachers and parents to give them a safe place to come and voice their concerns or fears about their lives online.

"InternetSafety101.org: Statistics." InternetSafety101.org: Statistics. Web. 19 Sept. 2015.

"Teens Fact Sheet." Pew Research Center Internet Science Tech RSS. 21 May 2012. Web. 19 Sept. 2015.