The repeated modifications to how private data is handled has made Facebook seem less trustworthy and credible. In addition, the lack of tools for managing what we have historically posted and shared is disappointing–not having the ability to search for and manage legacy content we’ve shared (e.g., comments on friends walls) is especially bad for younger Facebook users who don’t fully understand the implications of permanently sharing nearly everything with the world.

I love staying in touch with all of my friends and family, but Facebook just isn’t Facebook anymore.

Leo Laporte, a tech guru who I admire, deleted his account live on episode 42 of his show This Week in Google–mainly because he also is concerned and tired of the repeated privacy modifications.

Jason Calacanis, CEO of Mahalo.com, wrote a post titled The Big Game, Zuckerberg and Overplaying your Hand. In the post Jason lays out a timeline of actions Facebook has taken to hurt partners, developers, and encroach upon the privacy of Facebook users.

In Price of Facebook Privacy? Start Clicking, Nick Bilton writing for the New York Times, describes how Facebook has chosen to share user’s personal data with third party sites and how confusing management of Facebook privacy settings is. In short, Facebook users are now automatically opted-in to sharing personal data with third parties. Applications that Facebook users install are no longer required to dump personal data after 24 hours.

Bilton’s article included an infographic titled Facebook Privacy: A Bewildering Tangle of Options which illustrates the 50 settings and 170 options the average Facebook user must navigate to manage their privacy as well as changes to the Facebook Privacy Statement since 2005. Bilton spoke with and quoted Facebook representatives who said:

“There are always trade-offs between providing comprehensive and precise granular controls and offering simple tools that may be broad and blunt,” said Elliot Schrage, vice president for public policy at Facebook. “We have tried to offer the most comprehensive and detailed controls and comprehensive and detailed information about them.”

The New York Times published a post to their Bits Blog titled Facebook Executive Answers Reader Questions. In this post, Schrage replies to the user question “Why simply set everything for opt-in rather than opt-out?”

Everything is opt-in on Facebook. Participating in the service is a choice. We want people to continue to choose Facebook every day. Adding information — uploading photos or posting status updates or “like” a Page — are also all opt-in. Please don’t share if you’re not comfortable.

Leo Laport discussed this response during episode 43 of This Week in Google and I agree with Leo’s overall assessment: by using Facebook we were opting in to share personal information with friends and family whom we specifically choose and/or confirmed relationships with. We did not join Facebook to have our personal information made public for Facebook to use as they deemed necessary. Even if you take the effort to “lock-down” your privacy settings, friends who have not done the same will likely unintentionally share information about you as they use Facebook and Web sites connected to Facebook.

Businesses and organizations also are having difficulty managing their corporate identities on Facebook. As part of my social media consulting work I have contacted Facebook multiple times to request that administration rights for Facebook Pages representing organizations, that were created without authorization by fans, be transfer to proper representatives. Facebook’s policy clearly indicates that fans should create groups and only official/authorized corporate representatives should create pages (which are intended to be official platforms for musicians, public figures, and organizations). Facebook sent curt support request replies indicating that they would not transfer administrative rights away from original Facebook Page creators. I learned from a colleague at another organization that Facebook will assist businesses to consolidate/transfer Facebook Page rights when they purchase Facebook advertising services. So, if you spend $50,000/month on Facebook ads, then you can have your organizations page. Nice guys. Really nice.

The ability to manage our personal information has been reduced and continues to be encroached. Facebook is putting spin on unethical corporate behavior and hoping that we will all continue to offer up personal data for them to leverage for profit.

I decided to spend a day moving links and comments from my Facebook profile to my personal blog. I intend to leave my Facebook account open, so that people can still find me, and so that I am able to manage my personal identity on Facebook. But, I have stripped personal information from the account, and left a note for where my friends can now find me (i.e., by visiting my blog).

Facebook, I really really liked you. But, I don’t think we can be friends anymore.

As the story unfolds you will experience youth from the perspective of children growing up in a culture of poverty, religious intolerance, and gangs. Slumdog presents a somewhat tragic tale of two brothers and a girl who survive a religious massacre, hunger and poverty, the uncertainty of who to trust, and the bias of a socially stratified society. Despite hardship and the loss of family we see the strength of human connections through friendship and love. In the end happiness is proven to be grounded in loyalty to your family and an unbreakable bond of friendship and love.

I found the visuals of the tent cities in India and children rumaging through mountains of trash in a landfill juxtaposed to a city skyline populated by skyscrapers filled with condos and apartments for the wealthy to be compelling. I considered how Americans argue over seats in a movie theater or impatiently honk the horns of their shiny sport utility vehicle. Even though the story of Slumdog Millionaire is designed to entertain, I could not help but think how different and isolated our life experience can be. Pair this perspective with the role envisioned for America by President Obama in his inaugural speech: we can no longer stand idly by and watch what unfolds on the global stage.

I love movies that make me think. Slumdog Millionaire had a great story, memorable characters, and multiple thought provoking messages. It is one of the best movies I have seen in the past six months.

There was also a photo exhibit from Mali. Students there had been given instruction regarding photography composition and story telling. The photos were really beautiful and included descriptions written by the young photographers. I liked the honest and simple approach of the photo captions. It felt like I was seeing the world from the perspective of a young person. I saw their day-to-day life, their family, heros and friends. Many of the photos showed the connection these young budding phtoographers had with their parents, grandparents, aunts and uncles.

Really cool stuff. I’m going to have to go back soon and check out the rest of the museum — I only had time to check out part of the first floor! I’ve heard that there is also a cool art museum on campus.

Semisonic – Closing Time

I love the tune, but one of the strongest statements for me is the lyric “Closing time – every new beginning comes from some other beginning’s end… “.

Phish – Back on the Train

Phish has always been capable of generating an amazing groove. They are a very talented band. This particular song is one that I can rock out to every day. I also really like the opening verse:

When I jumped off, I had a bucket full of thoughts
When I first jumped off, I held that bucket in my hand
Ideas that would take me all around the world
I stood and watched the smoke behind the mountain curl
It took me a long time to get back on the train

Bob Schneider – Cap’n Kirk

Bob is another very talented musician. He has produced several fun themed albums focusing on various music styles including swing, r&b, acoustic, etc. This particular song, aside from having really fun animation (note the song came out shortly after JibJab re-popularized this Monty Pythonish animation style), has a great theme throughout about getting the most out of life. The first two opening verses are:

I want to be like Captain Kirk
get up everyday and love to go to work
Don’t want to be like Mr. Spock
want to kick out the jams and rock the block

I just want to feel good
I don’t want to hurt nobody
I just want to get a good time out of my life

I wanted to keep a list of a few of my favorite free OS X applications on my blog — so that when I perform system maintenance or OS reinstalls in the near and distant future it will be easy for me to download and install software that I have come to use on a daily basis.

So, without further ado, here are a few of my favorite free OS X applications. Links to the developer’s Web site are included. A description of the application from the developer’s site is also provided as a general overview of what the application does.

• 7zX – “7zX is a file archiver with high compression ratio. Compression ratio results are very dependent upon the data used for the tests.Usually 7zX compresses to 7z format 30-70% better than to zip format, and 2-10% better than most of other zip compatible programs.7zX currently supports tar, zip, gzip, bzip2, UNIX compress, 7z, s7z and various kinds of segmented archives.”
• Adium – “A free instant messaging application for Mac OS X that can connect to AIM, MSN, Jabber, Yahoo, and more.”
• AntiRSI – “a program for Mac OS X that helps prevent RSI (repetitive strain injury) and other computer related stress. It does so by forcing you to take regular breaks, yet without getting in the way. It also detects natural breaks so it won’t force too many breaks on you.”
• Apimac Timer – “a complete and professional stopwatch, alarm clock, countdown and clock utility for Mac OS X. “
• Blender – “is a free open source 3D content creation suite, available for all major operating systems”
• Carbon Copy Cloner – “Clone, synchronize, backup. Schedule and forget it.”
• Celestia – “a free space simulation that lets you explore our universe in three dimensions.”
• Changes Meter – “Do you need to check a web page or a local file frequently, looking for changes in them? You know it’s boring, error prone and a real waste of precious time.Several web sites offer RSS feeds, but they do not necessarily cover the type of information you are looking for and there aren’t many tools to check local files. Changes Meter does this exact job and it will notify you with a colorful, useful and unobtrusive pie chart icon on the menu bar.”
• Coconut Identity Card – “a small app that reads out where and when your Mac and your iPod were built by Apple.”
• Cyberduck – “an open source FTP, SFTP, WebDAV and Amazon S3 browser.”
• Disk Inventory X – “a disk usage utility that shows the sizes of files and folders in a special graphical way called treemaps.”
• DotMatrix – “easily make pop-art using your web or iSight camera”
• Electric Sheep – “Electric Sheep is a free, open source screen saver created by Scott Draves. It’s run by thousands of people all over the world, and can be installed on any ordinary PC or Mac. When these computers “sleep”, the screen saver comes on and the computers communicate with each other by the internet to share the work of creating morphing abstract animations known as “sheep”. The result is a collective “android dream”, an homage to Philip K. Dick’s novel Do Androids Dream of Electric Sheep?.”
• FileSync – a free utility for copying files in multiple folders/locations to an external or network drive.
• GrandPerspective – “a small utility application for Mac OS X that graphically shows the disk usage within a file system.”
• GridWars – “an extremely fun shoot-em-up game developed by Marco Incitti “
• Halo Demo – “an online multiplayer demo of the first person shooter many consider to be the best. Hours of fun can be had by playing the demo and mastering the Blood Gulch map.”
• HandBrake – “an open-source, GPL-licensed, multiplatform, multithreaded DVD to MPEG-4 converter.”
• HexEdit – “a hexadecimal file editor for the Macintosh. The most widely used editor of its kind on the platform, HexEdit can handle file sizes of up to four gigabytes with ease, yet has memory requirements of less than a megabyte (with colour turned off). It can also compare files for similarities or differences.”
• Integrity – “an powerful utility for finding broken links on large Web sites.”
• Paparaazi! – “a small utility for Mac OS X that makes screenshots of webpages.”
• Plasma Pong – “a really impressive real-time fluid dynamics version of Pong created by Steve Taylor. Sadly, it is no longer available online.”
• Quicksilver – “A unified, extensible interface for working with applications, contacts, music, and other data.”
• Rember – “a front-end GUI to the ‘memtest’ command line memory testing program. This application will allow the user to select the number of test loops, as well as the amount of memory to test. There is a ‘Log’ tab that will allow the user to monitor memory testing. The user can toggle a ‘verbose’ switch to limit the amount of output.The user can choose to quit Finder and other applications.Defective memory can cause computers to malfunction, crash, and behave in a variety of ways which can sometimes baffle end users and computer technicians alike. Apple provides hardware test CDs with most of their products, and there are some third-party utilties for Mac OS X which perform memory testing. In my experience, these tools have not always been able to quickly and efficiently diagnose memory problems. Rember has been designed to simplify the testing, and diagnosis of these problems.This software is free, and is covered under the GNU GPL. Please read accompanying “COPYING” file for more info.”
• Permanent Eraser – “provides an even stronger level of security by implementing the Gutmann Method. This utility overwrites your data thirty-five times, scrambles the original file name, and truncates the file size to nothing before Permanent Eraser finally unlinks it from the system. Once your data has been erased, it can no longer be read through traditional means. “
• Pixer – “a little application that helps you to scale (or rotate, add pad and, crop) PNG, JPG, Tiff, PSD , BMP or PICT images in batch.”
• SiteSucker – “a Macintosh application that automatically downloads Web sites from the Internet. It does this by copying the site’s Web pages, images, backgrounds, movies, and other files to your local hard drive. Just enter a URL (Uniform Resource Locator), press return, and SiteSucker can download an entire Web site.”
• TextWrangler – “is a powerful general purpose text editor, and Unix and server administrator’s tool”
• Think -a small application that lets you focus on one application at a time using an illumination panel and backdrop.
• ThinkingRock – “a platform independent Java application for Getting Things Done (GTD) – the action management methodology and best-selling book by David Allen.”
• Time Tracker – “Track the time you spend on projects with this simple and easy-to-use application. Divide your work into projects, and split each into individual tasks.”
• viJournal – “designed as an analogue of the good old-fashioned page-a-day bound diary – the kind you buy in a stationer’s. You write your entries under dated headers and save them collectively by month and year.”

Though, I do enjoy a good illustration Web site now and again. From Waxy.org (written by Andy Baio) comes a wonderful link to The Superest: a contest by two talented illustrators. The rules: artist one draws a super hero, artist two draws a super hero who’s powers negate that of hero number one…and on it goes. The results are laugh out loud funny. If you don’t get at least even a little chuckle — you might want to check to see if you still have a pulse.

Dabbagh and Bannan-Ritland suggest that a four step process for evaluation be adopted by instructional designers:

“1. Clearly determine the purpose, desired results, and methods of evaluation.

2. Formatively evaluate the design and development prior to launching the online course

3. Revise the online materials according to the results of the formative evaluation

4. Implement the online learning experience and evaluate the results according to the identified goals.” (Dabbagh, Bannan-Ritland, 2005, p.235)

From my experience, effective multimedia development of small scale learning tools, such as the interactive physics lab, can be accomplished using informal evaluation at various stages of production. In most cases the purpose of an interactive multimedia application is to engage the learner while fulfilling instructional objectives.

For the interactive physics lab I described in my last post, I would begin development by creating a design profile with specifics provided by the client/instructor. From the profile a basic prototype would be designed. This prototype might be implemented using pen and paper to simulate the basic interactions a student would encounter. In collaboration with the instructor, we would review this basic model to determine strengths and weaknesses in the design. If we noticed opportunities where the student-simulation interaction could be improved, a list of characteristics and design patterns would be documented.

As development of the module continued we might have peer instructors review the prototype and provide feedback and suggestions on how to improve the project. After another phase of revisions, a preliminary electronic interactive version would be created. This prototype would be demonstrated and used by real students. The developers and instructors would observe the students using the tool to determine levels of engagement with the simulation. The development team could pose informal questions to the learner to gauge if the prototype supported acquisition of the learning objectives. Dependent upon the result of this review, development of the prototype would be continued or taken ‘back to the drawing board’. Features suggested by the student reviewers might be included to increase the potential for higher engagement when the tool is utilized in a real classroom setting.

This type of evaluation cycle would continue until the learning tool was ready for final release. If continued development of the tool after the final release were possible, it would be important to include a feedback mechanism for the instructors and students who used the tool in their studies to interact with the development team. An open communication channel with the end users would provide opportunity to measure the ongoing effectiveness of the tool and consider necessary adjustments.

EDT 6460 – Spring 2007 | Week Ten – Paper Two

Online Educational Technology Application

Interactive physics lab module: “Gravity – Do different objects fall at the same rate?”

Target Audience

The interactive physics lab module is ideal for physics students who seek to form and test hypothesis regarding how gravity influences the motion of objects.

Educational Context, Content and Topical Area

This educational technology application is intended to serve as a supplement to a physics curriculum in elementary or high school settings. The interactive physics lab can be used alongside physics learning topics dealing with motion and forces.

Intended Learning Outcomes

Upon completion of the interactive physics lab, students will be able to:

• State if objects fall at different rates
• Explain how the mass of an object relates to its rate of descent
• Discuss the relationship of a hypothesis and an experiment
• Understand the effects of multiple influences on an object
• Understand the value and effects of evaluation for refining hypotheses

Learning Environment and Instructional Strategies

The interactive physics lab is designed to serve as an exploratory learning environment where students are given control of an interactive gravity simulation and are encouraged to form hypotheses, experiment, and discover. Dabbagh and Bannan-Ritland describe an exploratory learning environment as one “based on the theoretical construct of discovery learning, or inquiry-based learning, in which learners are provided with a scientific-like inquiry or an authentic problem in a given content area.” (Dabbagh & Bannan-Ritland, 2005, p. 185)
The instructional strategies employed by the interactive physics lab include:

• Promotion of hypothesis generation – In a previous writing exercise I described how the physics lab module would promote the formation of a hypothesis: “To promote hypothesis generation for Bob’s students [note: Bob is a fictitious instructor utilized to describe how an interactive learning project would be conceived], we will develop a physics simulation where the question ‘do objects of different weight fall at the same rate?’ is presented. The simulation will prompt students to enter their hypothesis or select one hypothesis from multiple options. Students will be put into a virtual lab where they can select two different objects; for example, a bowling ball, sandwich, t-shirt, television, etc. Details regarding the lab environment, such as vacuum and gravity range will be displayed.” (VanPutten, 2007) Dabbagh and Bannan-Ritland cite research done by Bruner, Goodnow & Austin who suggested that “promoting hypothesis generation is an instructional strategy that supports concept acquisition by setting forth tentative hypotheses about the attributes that seem to define a concept, then testing specific instances against these hypotheses.” (Dabbagh & Bannan-Ritland, 2005, p. 212)
• Promotion of exploration – According to Dabbagh and Bannan-Ritland, “exploration encourages students to try out different strategies and hypotheses and observe their effects.” (Dabbagh & Bannan-Ritland, 2005, p. 211) As students progress through the online physics lab, they will be able to modify environment variables such as vacuum and gravity. Next students would try dropping multiple objects to evaluate how modifications to the variables affect the results of the experiment. Finally, students would evaluate their hypotheses in relation to observations from the experiments.

Design and Implementation Plan

During the initial design phase of the interactive physics lab module, developers would work with an instructor to identify and finalize agreed upon learning objectives. Details would be gathered regarding how students would access the learning module. For example, it would be important to know the location where students would be accessing the module in order to determine ideal file sizes for optimal data transfer. The overall size of images and sound files used could be different depending upon whether a student accesses the module from a lab computer at school on a local network or via the Internet from a computer at home. The developers would also gather any necessary scientific background information. For example, the different measures of gravity on earth, the moon, etc. These details will be required when the interactive application is being coded.
The following materials and resources are required for development:

• Project team: Instructional Expert, Instructional Designer, Multimedia Developer, Interface Designer, Database Programmer
• Adobe Flash Professional will be used for development of the application
• Adobe Dreamweaver will be used for development of HTML and PHP documents that support the application
• Adobe Photoshop or Fireworks will be used for image manipulation and optimization
• Adobe Captivate for development of rich media training modules for instructors
• Microsoft Word for authoring of documentation, training, and activity documents
• Stock photographs of objects including televisions, bowling balls, flags, feathers, etc will be required for the interactive objects.
• Stock sound effects will be required to enhance the interface elements (buttons, menus, etc.) and events (objects hitting a ground, ambient and environmental sounds) presented in the application.
• Physics/gravity formulas will be needed for the dynamics used in the simulation
• Web hosting or LAN connected storage for distribution of the module data files
• Flash/PHP compatible database(s) would be required for optional data collection of individual student progress

Documentation and training materials would be provided electronically to instructors who plan to use the interactive physics lab module. Instructors would be encouraged to view training ‘videos/movies’ produced using Adobe Captivate. The training movies would demonstrate how to access and utilize the physics lab module. Support staff would be available via e-mail or telephone to provide additional support as needed.
The physics lab could be presented before or after students complete lectures or reading that covers basic gravitational history and theory. However, if the lab were presented first, students could explore and experiment in the lab and then participate in a lecture or complete reading exercises. In this scenario, students may be positioned to make more connections with the details contained in the reading because ‘real’ experiences of how gravity works would be fresh in their mind.
The individual steps a student would progress through within the physics lab include:

• Generation of a hypothesis
• Testing/experimentation with falling objects
• Review and refinement of the hypothesis
• Additional testing/experimentation if desired by student or instructor
• Expanding upon the original hypothesis
• Modify gravity and vacuum constraints
• Discussion of results with classmates and instructor

The students would be expected to:

• Understand what a hypothesis is
• Form their own hypothesis
• Conduct multiple experiments, try different settings/conditions
• Be prepared to discuss results, ideas, impressions with their peers

Assessment

Learning could be assessed in multiple ways depending upon the preference of the instructor.
An instructor could review data collected regarding duration of experiments, hypotheses formed and refined, total number of experiments conducted, etc. Access to this data would require implementation of the optional data collection tools.
The instructor could also assess both individuals and the entire class through discussion. During the discussion the instructor would look for evidence that the students are able to demonstrate retention of the learning objectives specified earlier in this document.

Students could be asked to write a reflective essay where they applied knowledge obtained through the physics lab to other real world instances.
A standardized multiple choice or essay based exam could be utilized to measure the effectiveness of the physics lab in supporting the desired learning objectives.

References
Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning Concepts, Strategies, and Application. Upper Saddle River, New Jersey; Columbus, Ohio: Pearson; Merrill; Prentice Hall.
VanPutten, M. (2007, February). Writing Assignment: EDT 6460 – Spring 2007 | Week Eight – Chapter Six. Kalamazoo, Michigan.

Sadly, I never could remember the name of the restaurant (or the name of the dish) and I did not have a receipt since my friends picked up the tab. A few weeks ago I decided to search for the restaurant and the recipe. Using Google Earth I was able to find the restaurant’s location. Next, I turned on the business info overlays (I love Google Earth!). The name of the restaurant was Tarantino’s. Next, I found Tarantino’s web site using Google search. Browsing their online menu, I was able to discover the name of the dish I had so enjoyed: Cioppino. So, back to Google search — I began to search for a recipe for Cioppino. I was thrilled when I found the Cioppino recipe from a 1949 New York Herald Tribune article posted on a listserv. My family and I tried the recipe that weekend. I think the secret to the savory sauce is the white wine, and the combination of fresh seafood/water and the tomato base. I have cleaned up the text and recipe and included the final version below (a photo of the Cioppino we prepared is attached to this message):

From John Mariani’s ENCYCLOPEDIA OF AMERICAN FOOD & DRINK:

cioppino. A fish stew cooked with tomatoes, wine, and spices, and associated at least since the 1930s with San Francisco, where it is still a specialty in many restaurants (1935). The word is Italian, from a Genoese dialect, _ciuppin_, for a fish stew, and the dish seems to have originated with the Italian immigrants of San Francisco, who often used the crabmeat available in the city’s markets. From THIS WEEK magazine, NEW YORK HERALD TRIBUNE, 13 March 1949, pg. 54, col. 2:

HOW AMERICA EATS

by Clementine Paddleford

SAN FRANCISCO: Supper on Fisherman’s Wharf

“Cioppino,” a California creation, is a strange and wonderful mixture of seafare. Here’s how to make it:

SAN FRANCISCO’s blue bay stirred in uneasy ripples. Little fishing boats cast purple shadows as they rocked themselves to sleep there by Fisherman’s Wharf. Gill netters, purse seiners, trollers, crab boats, day’s work done, were bedded down for the night. I sat in a corner of Tarantino’s Restaurant, its outer wall of clear glass, overlooking the harbor, looking into the West, all America at my back. There was Golden Gate Bridge, an arabesque in steel, delicate as spider’s webbing against the coming night. I could see lofty Mt. Tamalpais. “What’s this?” “Your bib, madam,” said the waiter, tying a cloth of white around my neck. In red stitched lettering the bib announced “I’m eating cioppino.” The words were scarcely digested when the stew arrived. The first fragrant fumes wreathed up to make friends with the nose. I poked into the dish with an exploring fork, a strange gathering of seafare–oysters, lobsters, crab, clams. Then the first rapturous taste of the sauce-steeped garlic bread–ummm, delectable sauce! This cioppino, pronounced “cho-PEEN-o,” is a bouillabaisse of sorts, a kissing cousin of the bouillabaisse (Col. 3–ed.) of Mediterranean cities, but this a California creation found nowhere else. Don Sweeney, Jr., and Gene McAteer, the Erin lads who operate Tarantino’s, told me the name is a corruption of the Italian word cuoco, which means “cook.” A fisherman’s concoction made first by the Genoese who man the small fishing boats which chug in and out of the harbor. The dish is made over charcoal braziers, made of whatever the day’s catch supplies. It may be shellfish entirely, or seafood and shellfish, the various kinds washed, cleaned, layered in the pot; then a rich garlicky tomato sauce added and the collection cooked. The fishermen usually leave the shellfish in the shells; restaurants and home cooks more often remove the meat. It’s all a matter of taste.

Add What You Please

VISIT San Francisco and eat cioppino or make it at home using the day’s market catch. Here we give you the recipe exactly as it’s made in the Tarantino kitchen. All but the romance; the sight of drying crab nets, the music of water lapping the gray timbers of the pier, the scent of night fog rolling in from the Pacific to enclose the city of hills in a gray wall. A green salad is just right with this meal-in-a-bowl. Allow at least a half-dozen paper napkins apiece. Those who live inland may not be able to get the full assortment of shellfish mentioned, but never mind, do as Western cooks do–add what you please. As to seafood, boned striped bass and halibut, cut in two-inch (Pg. 55, col. 2–ed.) pieces, are favorites for cioppino. Start the layering with the fish on the bottom, then tuck in the rest, any which way, but layered as to kind.

Tarantino’s Cioppino Sauce

• 4 cloves garlic, minced
• 1 medium onion, finely diced
• 1 green pepper, finely diced
• 1 leek with leaves, finely diced
• 3 green onions, finely diced
• 3 tablespoons oil
• 1 No. 2 can solid-pack tomatoes, chopped fine, with juice
• 1 8-ounce can tomato puree Pinch of thyme
• 1 bay leaf Salt and pepper to taste
• 2 cups white table wine

Sauté garlic, onion, green pepper, leek and green onions in oil until golden.

Add tomatoes, tomato puree, thyme and bay leaf.

Cook slowly two to three hours, covered, stirring frequently.

Add salt and pepper to taste; add wine; cook 10 minutes longer and pour over shellfish.

Shellfish Assortment

• 16 littleneck clams in the shell, uncooked
• 4 medium oysters in the shell, uncooked
• 8 large shrimp, shelled, uncooked
• 2 small lobsters or 1 large, cooked
• 2 medium West Coast crabs or the East Coast hard-shelled crabs, cooked

Allow clams and oysters to stand in fresh water for one hour to remove sand.

Scrub shells thoroughly.

Split lobsters in half in shell.

Split the crabs in half; disjoint the legs.

Place in layers in a deep saucepan.

Cover with sauce; simmer, covered, 15 minutes, adding water if necessary.

Heap into soup plates, garnish with garlic-toast fingers and serve from the kitchen.

See that each bowl has some of each kind of fish and a big helping of the piping sauce.

Yield: 4 portions. Many are the versions of this famous stew. Virtually anything goes if the sauce is good. R. A. Carey, a real-estate broker of San Anselmo, Cal., whose week-end (Col. 3–ed.) hobby is cooking for crowds, told us his way with the dish. He removes the fish from the shell, less messy eating.