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Susan M. Williams
The University of Texas at Austin
At the beginning of first grade, most children are entering the initial stage of reading development during which they acquire basic decoding knowledge. Until they become fluent, they must rely on more able readers, such as parents or teachers, to listen to them read and provide assistance when they falter. Technology such as talking books with synthetic or digitized speech can also provide support by reading large blocks of text aloud and giving oral pronunciation and definitions of unfamiliar words. However, talking books provide only passive support. Students must monitor their own decoding and comprehension and request assistance when needed.
Recent research in speech recognition technology has made it possible to develop computer-based reading coaches that listen to students, assess their performance, and provide immediate customized feedback (Mostow & Aist, 1999; Nix, Fairweather, & Adams, 1998). This active support allows students with less knowledge and fewer learning strategies to read independently.
This paper provides an overview of speech recognition technology and how it is being used by computer-based reading coaches to assess the performance of beginning readers. I begin by outlining research related to the importance of frequent practice with feedback for beginning readers. Next, I describe Watch Me! Read, an example of a computer-based reading coach. I then provide an overview of speech recognition technology and how it is adapted for use with children and beginning readers. Finally, I discuss issues and possibilities for using speech recognition as an assessment tool.
Research has shown a positive correlation between frequent reading and reading achievement: Frequent reading improves the speed at which words are recognized which, in turn, leads to fewer disruptions in the comprehension process (Perfetti, 1985). Extensive reading leads to enhanced phonemic awareness (Stanovich, 1986). Extensive reading promotes the acquisition of new vocabulary and grammatical constructions (Stanovich & Cunningham, 1982). Children who read more frequently have higher test scores (Cipielewski & Stanovich, 1992; Greany & Hegarty, 1987).
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Page 40 Chapter 4 Speech Recognition Technology and the Assessment of Beginning Readers Susan M. Williams The University of Texas at Austin At the beginning of first grade, most children are entering the initial stage of reading development during which they acquire basic decoding knowledge. Until they become fluent, they must rely on more able readers, such as parents or teachers, to listen to them read and provide assistance when they falter. Technology such as talking books with synthetic or digitized speech can also provide support by reading large blocks of text aloud and giving oral pronunciation and definitions of unfamiliar words. However, talking books provide only passive support. Students must monitor their own decoding and comprehension and request assistance when needed. Recent research in speech recognition technology has made it possible to develop computer-based reading coaches that listen to students, assess their performance, and provide immediate customized feedback (Mostow & Aist, 1999; Nix, Fairweather, & Adams, 1998). This active support allows students with less knowledge and fewer learning strategies to read independently. This paper provides an overview of speech recognition technology and how it is being used by computer-based reading coaches to assess the performance of beginning readers. I begin by outlining research related to the importance of frequent practice with feedback for beginning readers. Next, I describe Watch Me! Read, an example of a computer-based reading coach. I then provide an overview of speech recognition technology and how it is adapted for use with children and beginning readers. Finally, I discuss issues and possibilities for using speech recognition as an assessment tool. THE IMPORTANCE OF FREQUENT READING PRACTICE Research has shown a positive correlation between frequent reading and reading achievement: Frequent reading improves the speed at which words are recognized which, in turn, leads to fewer disruptions in the comprehension process (Perfetti, 1985). Extensive reading leads to enhanced phonemic awareness (Stanovich, 1986). Extensive reading promotes the acquisition of new vocabulary and grammatical constructions (Stanovich & Cunningham, 1982). Children who read more frequently have higher test scores (Cipielewski & Stanovich, 1992; Greany & Hegarty, 1987).
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Page 41 Furthermore, the relationship between frequent reading and reading achievement is reciprocal (Stanovich, 1986), i.e., frequent reading leads to higher achievement which leads to more frequent reading. This means that the gap between more and less frequent readers will grow over time. Stanovich (1986) dubbed this phenomenon the "Matthew effect" as a reference to the biblical passage about the rich getting richer and the poor getting poorer (Matt. 13:12). This research on frequent reading is consistent with cognitive theories suggesting that regular extensive practice in a skill promotes proficiency (Anderson, 1995; Ericsson & Smith, 1991). Practice at earlier stages of learning is thought to be more beneficial. As a learner increases in skill, additional practice is likely to bring diminishing returns (Anderson, 1995). Thus, additional reading practice in the early grades when many children are learning to read could be especially important. It is noteworthy that most studies of the effects of frequent reading have been done with older children, presumably because younger children are not yet fluent readers. Because of the Matthew effect, the potential value of frequent reading for younger children could be even greater than the results of these studies suggest. Translating these findings into classroom practice is not straightforward (Byrnes, 2000). While the research seems to suggest that providing more time for reading, especially in the early grades, would lead to increased reading achievement, there is also evidence that certain conditions of practice may be more effective in promoting achievement. For example, at early stages of acquisition, learners often need expert advice to help them understand how they are doing. Formative assessment (and instruction based on that assessment) is especially important for struggling readers who benefit more from scaffolded tutoring than from attempts to read literature on their own (Juel, 1996). Guthrie (1980) also makes a distinction between the time allocated for reading and the time that students are actually engaged in this task. Teachers differ in their instruction and classroom management strategies and in their ability to keep children "on task." Independent reading attempts by unsuccessful beginning readers can lead to frustration and lack of engagement (Williams, 2000). Thus, allocating time for independent reading is not enough to improve reading performance, especially for beginning and less successful readers. These readers also require feedback and instruction to make the additional time beneficial. Finding time to provide individual feedback during children's reading practice is difficult for teachers who often have 20 or more students in their class in the early grades. Thus, class size is likely to be a constraint on students' opportunities for the type of reading practice that might be most beneficial. It is possible that new developments in speech recognition technology could increase opportunities for individual reading practice with feedback, as well as collecting assessment data to inform instructional decision making. In the next section of this paper, I describe Watch Me! Read, a computer-based reading environment developed by IBM's T.J. Watson Research Center and currently being tested in the Houston Independent School District as part of IBM's Reinventing Education program.
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Page 42 WATCH ME! READ Commercially available reading software often seems somewhat alien to the actual process of learning to read. Such software must resort to clever schemes to compensate for its inability to react directly to youngsters as they read aloud. One common strategy calls upon the child to perform tasks that presume to exercise the same skills that reading requires, with directions like "Find the word on the screen that rhymes with this picture." These types of activities fail to give children much of a sense of the experience of reading—not surprising, given their orientation toward isolated word recognition and their reliance on picture interpretation. They also fail to provide students and teachers with valid, meaningful assessment information because they bear little similarity to the cognitive demands of "real" reading. Watch Me! Read (WM!R) software is designed to give a young child a sense of being a reader (Nix et al., 1998). Specifically, the designers' goals are to provide reading practice, comprehension awareness, and a sense of reading as communication. The software uses speech recognition to assess a child's performance and provide individualized feedback. It works in much the same way as an adult who listens to the child, provides help with the pronunciation of words when the child falters, and asks questions to probe the child's understanding of what he or she is reading. In the WM!R environment, books appear on the computer screen much as they do in traditional form, i.e., text and illustrations are displayed on two facing "pages" of a graphic book ( Figure 4-1). A small, animated Panda acts as a guide, walking across the surface of the book, pointing to the current reading location, and providing feedback and encouragement. Students are asked to read the text one phrase at a time. For students who are just beginning to read, the Panda reads each phrase first and then students read only the last word when the phrase is repeated. At the most advanced level, students read the entire phrase without assistance. The phrase being read is marked in color: The text read by the Panda is blue; the text read by the student is red. If a student does not know a word, he or she can click on the word and hear the Panda pronounce it. The student's voice is recorded as he or she reads the book. This recording is used later in the performance section of the program. ~ enlarge ~ Figure 4-1 Reading view of Watch Me! Read showing a book written and illustrated by a student SOURCE: Williams, Nix, & Fairweather, 2000, p. 116 At the beginning of each page, the student can choose to hear an overview of what he or she is about to read. At the end of each page, the Panda asks a comprehension or prediction question based on the contents of the page. These questions are customized for each book. The student uses a graphical "boom box" tool displayed at the bottom of the page to record the
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Page 43 answers. The student can listen to his or her answer and re-record it if desired. WM!R does not provide immediate feedback for answers to comprehension questions, but the teacher can review recorded answers at a later time. After the student finishes reading, WM!R presents a performance of the book with the words highlighted as they are read in the student's voice. If a camera is attached to the computer, the student can create a video introduction to the performance. Information collected about the interaction includes a recording of the student's reading of the book, answers to comprehension questions, and an assessment of his or her word recognition performance. A discussion of this information and how it might be used is included in the final section of this paper. OVERVIEW OF SPEECH RECOGNITION TECHNOLOGY In order to better evaluate the potential of speech recognition technology for the assessment of beginning readers, it is helpful to have at least a rudimentary understanding of how this technology works. What follows is a highly simplified description of a very complex process. This explanation is intended to highlight how speech recognition systems deal with variations among speakers and domain vocabulary that have an impact on the reliability of the technology. Computers use speech recognition 1 technology to capture human speech and translate it to a written format. This translation process is based on two underlying models: an acoustic model containing representations of the phonemes in English and a language model representing typical sequences of words for a specific target population or domain. The acoustic model is created by an analysis of actual human speech. A set of words is chosen that contains all the phonemes in the English language. During data collection a recording is made of a person saying each of these words. Next, an acoustic model of each phoneme is created from all words having this phoneme, e.g., the tee sound in "tree" is created from all tee sounds in all words having such a sound (e.g., toad, tree, sit). 2 To represent the natural variability in human speech, samples are collected from a large number of speakers and then blended to form a single acoustic model. These blends enable the system to recognize speakers with a wide variety of regional and second language accents. Word forms, representations of the actual vocabulary for an application, are constructed by concatenating the appropriate phonemes from the acoustic model. Thus, a word that was not one of the words spoken during data collection should still be recognizable because a new word form can be created from phonemes in the original sample. Multiple word forms are another way to represent naturally occurring variability. For example, in some dialects the word "get" might be pronounced "git." Acoustic models can be constructed that include both "get" and "git"
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Page 44 in order to recognize this difference in pronunciation and still support a translation that accurately captures the intended meaning. Until recently, research on speech recognition for children used standard acoustic models based on a blend of adult voices. In order to improve the accuracy of recognition for children, researchers at IBM's T.J. Watson Research Center have created a children's acoustic model based on data collected from 800 children interviewed at multiple locations across the United States. When a user speaks a word, the speech recognition system converts the recorded word to sets of phonemic representations and searches the system's stored word forms for a "close enough" match. The smaller the set of word forms, the faster and more accurate the matching process. Applications that must recognize large numbers of words (100,000 in IBM's ViaVoice product) also benefit from the addition of a language model to speed up the recognition process and improve accuracy. Language models are constructed by scanning millions of lines of running text and calculating the statistical probabilities of three-word transitions. For example, a speech recognition system for a business application might be based on samples from business letters, Wall Street Journal articles, etc. When a person dictates a business letter, the speech recognition system takes the phonemic representation of the words the person says and, instead of trying to match them to the 100,000 word forms, trims the search as it progresses by excluding paths of lower probability. The probability of the next word depends on the history of the words that have been spoken so far. Speech recognition technology is used in two modes: command and dictation. Command mode uses only the acoustic model along with a limited set of word forms. The captured speech is typically used to trigger an action such as dialing a phone or launching a computer application. Software such as Watch Me! Read falls into this category because the passages presented to the reader represent a limited vocabulary that is known in advance. In dictation applications, the captured speech data are transcribed and stored as a text file, edited by the user, and used like any other word-processing file. The vocabulary to be recognized for dictation is comprehensive; in order to translate speech efficiently and accurately, both an acoustic and a language model are used. (See previous section.) Dictation applications are popular with adult users; however, they are beyond the scope of this short paper, which focuses only on reading (command) applications. GENERAL DESIGN ISSUES AND OPPORTUNITIES FOR RESEARCH Tradeoffs are made in the design of any system. In the case of speech recognition technology, the tradeoffs are typically a balance among accuracy of recognition, speed of recognition, and ease of use. While computing power and research may eventually lessen the impact of these design decisions, they highlight important considerations for those thinking about the use of this technology with children or for assessment. Here is a partial list of issues relevant to reading applications.
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Page 45 Speaking Rate In order to achieve an acceptable accuracy in recognition, some existing systems only recognize discrete speech, i.e., a user must pause slightly between words. Research on continuous speech has recently created systems that allow users to speak naturally. Without continuous speech recognition, children must learn to speak slowly and deliberately so that their reading can be reliably assessed. The speech of children who are learning to read contains numerous pauses, repetitions, omissions, and partial words as they sound out unfamiliar words. While a human tutor may be able to follow this process and identify a child's current position in the text, this tracking is difficult for a computer system. Interfaces are needed that aid in this tracking without slowing the reader. If the computer loses its place, the feedback provided will be incorrect. Speaker Dependency Some speech recognition systems improve accuracy by having users train the computer system to understand individual variations in their speech. To do this, a user reads prescribed passages into the computer so that the system can personalize its acoustic model. But this training is time-consuming, and the logistics of implementing this in a classroom would be difficult. In addition, alternative training procedures would have to be created for children who cannot read. Microphones and Headsets Recognition is improved by the use of high-quality microphones. To facilitate proper placement and optimum distance from the user's mouth, microphones are often incorporated into a headset. These microphones are delicate, expensive instruments. Headsets have not been developed in a size appropriate for children and sturdy enough for the wear and tear of the classroom. Some research has been done with microphones strategically placed around the room, but this has not been tested in classrooms. ASSESSMENT AND SPEECH RECOGNITION Reading environments such as Watch Me! Read are based on oral reading as a measure of students' competence. Oral reading assessments such as running records (Clay, 1993), informal reading inventories (IRI) (Farr & Carey, 1986), and miscue analysis (Goodman, 1982) take into consideration contextual factors such as passage length and complexity and the reader's reliance on pictures and prior knowledge. They provide rich, detailed data about students' performance in the context of real reading. This information is related to students' fluency, oral reading accuracy, and decoding, as well as strategies such as rereading and self-correction. WM!R's assessment is based on fluency and accurate word identification. The system tracks the child's progress as it compares its model of each word in the text with the word spoken by the child. The data the system provides for the teacher include a copy of the text that was read, a recording of each word spoken by the child, and an indication of whether or not the word
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Page 46 spoken was accepted as a match for the comparison text. If a word is accepted as a match, the system provides positive oral feedback and moves onto the next word/phrase. If the word does not appear to be a match, the system asks the student to repeat the word. If a second attempt also does not match, the system supplies the correct pronunciation. Failed matches receive feedback such as "I did not hear you." Failed matches are not labeled as errors because the technology is not capable of making this judgment with accuracy. WM!R does not attempt to interpret data in order to assign a score or reading level. Instead it provides the detailed data to the teacher for his or her interpretation. The decision not to summarize the data is based in part on the reliability of speech recognition. While the average accuracy of recognition for the WM!R system is above 95 percent, some children are not as easily recognized as others because of characteristics of their speech, reading rate, regional or second language accents, etc. Equally important, contextual factors such as background noise and microphone adjustments can vary from session to session, even for the same reader. Summarizing data across one or more sessions can mask this variation and make the assessment appear more reliable. A second reason for not summarizing the data stems from the belief that fluent reading sometimes means that a reader makes meaningful substitutions. Goodman (1982) called such substitutions miscues rather than errors because meaning may be maintained even when the text is not read as written. 3 Thus, valid inferences about whether or not a mismatch represents an error or an appropriate substitution need to be made by the teacher. From a practical point of view, the amount of data produced by WM!R can be overwhelming to monitor on a regular basis. Listening to students' oral reading, whether live or recorded, requires a great amount of time. The designers of WM!R are currently exploring the generation of alert messages to the teacher to identify children who might be having difficulty. These alerts are triggered by a "matching" rate that falls below a prescribed threshold. Additionally, the system identifies potential problem words and creates a list of practice words for students to study. These reporting strategies allow efficient use of the feedback while leaving the final interpretation of the data up to the teacher. The data provided by WM!R also offer interesting instructional possibilities. First, students can review their own reading performance by listening to their recorded voice as text is highlighted word-by-word on the screen. This can encourage and enable self-assessment. Second, student and teacher could review the recorded reading together and discuss appropriate and inappropriate substitutions and other strategies. 4 These types of reflective activities would be impossible without the assistance of technology to create a representation pairing each word in the text with the child's attempt to read it. 3 It is possible to represent common miscues as additional word forms; however, it is not possible to include all substitutions. 4 Thanks to my colleague, David Schwarzer, for this suggestion.
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Page 47 EVALUATIONOF WM!R Preliminary studies suggest that WM!R can enhance literacy instruction by supporting independent reading practice (Williams, 2000). In these studies, first graders using WM!R as a part of their regular instruction read similar stories without assistance and with WM!R. While using WM!R, all the students were significantly more engaged in the reading task, even those who did not need the support that it provided. When they were asked to reread or retell the stories, their word recognition and retelling scores were significantly higher after they had used WM!R. Interviews with classroom teachers provided further insight into the benefits of WM!R. Teachers reported that the main benefit for their students was regular reading practice with individualized feedback. Other benefits of WM!R practice varied according to the reading level of the student and the way the student used the software. For beginning readers who had not yet learned to sound out words for themselves, the software greatly increased the likelihood that they could get prompt help with words they did not recognize. The software also helped new readers mark the word they were currently reading and track their progress across the page. For more advanced readers, teachers reported that the software provided structure. Without WM!R, these students were likely to rush through books without getting the details of what they were reading or taking time to monitor their own comprehension. The pacing provided by the software helped them attend to details, and the comprehension questions at the end of the page encouraged them to reflect on the book's meaning. When asked about their advanced students, all the teachers said that these students were very interested in using the program and were benefiting from it. Special needs students also benefited from WM!R. One teacher described a hearing-impaired student who was not fitted for a hearing aid until spring of the school year. WM!R was his best opportunity for getting feedback on his pronunciation because the volume could be adjusted so that he could hear well. Students who exhibited symptoms of attention deficit disorder were more engaged in reading practice with WM!R than with reading on paper. All teachers mentioned Limited English Proficiency students as benefiting from the program. In the Houston Independent School District, classes for bilingual students are conducted mostly in Spanish, and Spanish is the primary language in their homes and communities. Thus, these students have few opportunities to work on their developing English skills, and they can be very insecure about trying to say the words out loud. Using WM!R allows these students to hear their own voice and compare their pronunciation with that of the system. It is interesting that not a single teacher mentioned problems with speech recognition as a barrier to use of the software by their students. When teachers were asked about failures (false positives or false negatives) in the speech recognition, they indicated that the positive aspects of WM!R far outweighed occasional problems with recognition.
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Page 48 CONCLUSION AND CAUTIONS Preliminary research indicates that speech recognition technology has developed to the point that it is useful as a scaffold for early reading because of the feedback it provides and the engagement in reading that it encourages. The potential benefits of WM!R for students depend on many factors, such as the design of the technology itself, the interaction of the technology with students and classroom instruction (Williams, Nix, & Fairweather, 2000), etc. Tools such as WM!R provide reading practice but not reading instruction. They monitor word recognition but not comprehension. Therefore, the teacher must ensure that students have the instruction they need in order to make the best use possible of time spent with WM!R. The benefits of frequent reading also depend on the availability of extensive reading material at appropriate reading levels. Although WM!R includes an authoring tool to enter new books into the system easily, getting permission to use trade books is almost impossible. Writing and illustrating engaging books at appropriate levels require skills and time that many teachers do not have. Speech recognition technology requires top-of-the-line hardware. Most school systems that purchase powerful hardware focus on supplying older students. Thus, it may be difficult to get enough high-performance hardware into 1st and 2nd grade classrooms to make a difference in practice time. It is important to be cautious about relying on data provided by speech recognition technology as a summative assessment. These data must be considered in context to be useful for making instructional decisions. Despite these issues, the promise of this technology is very real and very exciting: It can be a valuable aid in supporting practice for beginning readers and providing assessment information for their teachers. REFERENCES Anderson, J.R. ( 1995 ). Learning and memory: An integrated approach . New York : Wiley . Byrnes, J.P. ( 2000 ). Using instructional time effectively. In L. Baker, M.J. Dreher, J.T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation ( pp. 188-208 ). New York : Guilford Press . Cipielewski, J., & Stanovich, K.E. ( 1992 ). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology , 54 , 74-89 . Clay, M. ( 1993 ). An observation survey of early literacy achievement . Portsmouth, NH : Heinemann . Ericsson, & Smith, J. ( 1991 ). Toward a general theory of expertise: Prospects and limits . Cambridge, UK : Cambridge University Press .
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Page 49 Farr, R., & Carey, R. ( 1986 ). Reading: What can be measured? Newark, DE : International Reading Association . Goodman, K.S. ( 1982 ). A linguistic study of cues and miscues in reading. In F.V. Gollasch (Ed.), Language and literacy—The selected writings of Kenneth S. Goodman: Vol. 1. Process, theory, and research ( pp. 115-120 ). Boston : Routledge & Kegan Paul . Greany, V., & Hegarty, M. ( 1987 ). Correlates of leisure time reading. Reading Research Quarterly , 15 , 337-357 . Guthrie, J.T. ( 1980 ). Time in reading programs. The Reading Teacher , 34 , 500-502 . Juel, C. ( 1996 ). What makes literacy tutoring effective? Reading Research Quarterly , 31 , 268-289 . Mostow, J., & Aist, G. ( 1999 ). Giving help and praise in a reading tutor with imperfect listening—because automated speech recognition means never being able to say you're certain. CALICO Journal , 16(3), 407-424 . Nix, D., Fairweather, P., & Adams, W. ( 1998 ). Speech recognition, children and reading. Human factors in computing systems . New York : Association for Computing Machinery . Perfetti, C.A. ( 1985 ). Reading ability. New York : Oxford University Press . Stanovich, K.E. ( 1986 ). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly , 21 , 360-407 . Stanovich, K.E., & Cunningham, A.E. ( 1992 ). Studying the consequences of literacy within a literate society. The cognitive correlates of print exposure. Memory and Cognition , 21 , 51-68 . Williams, S.M. ( 2000 ). What children learn from using Watch Me! Read. A report prepared for IBM. Williams, S.M., Nix, D., & Fairweather, P. ( 2000 ). Using speech recognition technology to enhance literacy instruction for emerging readers. Proceedings of the InternationalConference for the Learning Sciences. Ann Arbor, MI .


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It rained Saturday, but not on the parade of revelers at Muldoon's in Newport Beach.
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Once and for all: The leftist origins of National Socialism
The debate about where Nazism should be placed on the political spectrum has enjoyed a renaissance of late. The answer is so obvious that we really needn't have bothered- 28 February 2013
Nazis of the Left and other corrections
Nazis, with their statist economic policies and penchant for nationalisation, bear almost no resemblance to modern right-wingers. So why is Hitler still considered to be of the far right?- 7 February 2013
Europe's new fascists are closet liberals
Today's far Right and its mix of social liberalism and economic populism makes it more empathetic to the demands of the old fashioned Left. Europe's fascists aren't fascists at all: they're liberals on steroids- 18 November 2011
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East Oxford StreetJanuary 2012
Short term interventions was a proposal put forward as an initiative of the BuildUp programme at the University of Westminster and Westminster City Council.
This initiative would channel the energy of Oxford Street's rebuilding process by recasting construction sites as canvasses for innovative public art and architecture. The aim would be to use standard construction barriers and blank building elevations that look onto Oxford Street as backdrops to embrace the ongoing nature of its redevelopment with an original and uplifting design, with the assistance of public and private developers/sponsors to produce this giant installation.
The project would alter the public's perception of the ubiquitous construction site, drawing the observer in and offering a view into an unexpected world and creating a balance between man-made structures and nature.
The project proposed working with QR-code patterns to give people the chance to learn more about the different activities and events offered during the Olympics. The vision would also include re-building barriers out of plywood and aluminium, choosing traditional construction materials and transforming them into a public art piece that would challenge the conventional experience of navigating a construction site.


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Recently we have been getting a lot of questions from subscribers about keepers. Often times the question is something like "should I keep player X at $12 or player Y at $3?†Another is whether one should keep Albert Pujols or a similarly high-priced player at $38 in an "only" league.
These questions all come down to two things: the owner is either risk-averse or does not understand opportunity cost.
Understanding opportunity cost is by far the most important skill for the keeper league player. If you do not understand how to navigate the river of keepers on the raft of opportunity cost you will not be able to sustain a string of successful seasons in any keeper league that has reasonably good players in it.
Here is the best general rule: when making tough decisions always come down on the side of having more money at the draft. If you are in the type of league that allows you to over-auction into your reserve roster so much the better; in that case you should do every trade you can to free up money and not worry too much about the players going back and forth.
Inflation—Every keeper league has draft inflation. The league that allows you to over-auction into the reserve roster minimizes inflation. But let's understand what we are talking about. Draft inflation is not the case of people overpaying for players.
When we discuss draft inflation we are talking about the fact that more value is being retained on roster than the cost of those players. If a league has $500 of value being kept but the total cost of that $500 is only $200 then you have draft inflation. The cost to obtain players in the draft goes up because more of the value is kept but the cost of that value is not proportionate.
Having more money at the draft is important to any team with aspirations at winning. If you believe your team to be a contender in a keeper league then every close decision is made with having more money at the draft as the prime concern. Just as a personal example, my team in my high-stakes keeper league has a few $1 and $2 players that can be extended (names are omitted to protect the innocent). We are extending none, because we are contenders looking to repeat as champions.
Risk Aversion—Inherent in the questions is the fact that the owner fears that he will not be able to extract the same value during the auction.
But it is not value we are after but profit, unless your keeper roster is so strong that you only need to get fair value from dollars at the auction. This happens on occasion. If you have a very strong keeper roster at a very low cost, then you should keep other pricey players that may not return profit. As long as they rate to earn their salary and nothing more they become keepable.
But most times this is not the case. If it is not, your goal is to extract as much profit as possible. You do not do this by keeping Albert Pujols at $38. You can, with virtual certainty get more profit from that $38 in the auction than you can by keeping him. And if you cannot, perhaps your fantasy baseball auction skill needs some help (which we are happy to provide by the way).
Opportunity cost—You are not just paying $38 for Pujols. You are losing a chance at far greater profit. How much?
Let's assume that he will produce a $40 season. So you profit $2, or 5%. Not too shabby in reality. Instead now let's buy four $10 players, and assign values to them:
Player 1—cost $10 production $16
Player 2—cost $10, production $0
Player 2—cost $10, production $12
Player 4—cost $10, production $7
This seems like a reasonable range of outcomes on the low side. Here you have spent $40 and gained $35 for a loss of $5. Terrible results to be sure.
What if we spend $40 on a $20 player and four flyers at $5, and we will assume the $20 player returns fair value. In this example the four flyers return the following:
Player 1—cost $5, production $2
Player 2—cost $5, production $20
Player 3—cost $5, production $7
Player 4—cost $5, production $1
Is this reasonable? Of course it is, at least if you take our advice. Hitting a home run like this happens for good players virtually every year, and often more than once in a year. Now you have spent $40 and profited $10.
Assuming these rough calculations are true you only need to hit that home run one time in five to make it better to save the money. If you are risk-averse then you won't want to take that chance, costing yourself dearly in the long run. If you do not think you can accomplish this, then try this relatively common scenario: spend that $5 on four backup closers and see how often you hit that home run; I will bet it is more than one in five.Â
Every auction, no matter how many keepers there are, presents opportunities for huge profit. You just have to be there to take advantage. You can't do that if you are keeping $40 players.
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Taylor Swift's Birthday Is Today, She Is 23 Years Old
December 13, 2012 9:41 AM
Dave & Veronica Read More
Jimmy Carter, our Entertainment reporter called from Nashville to give us the latest news coming out of Hollywood and Nashville, these are some of the hottest stories about your favorite celebs and artists.
Taylor Swift is 23 years old today, she has 6 grammy, and even has her own hanger at the airport in Nashville.
Jimmy tells us about all of her accomplishments that she has had by the age of 23.


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There are 98 results - Show results on a map Print this page
Showing 31 - 40 of 98
Enjoying stunning panoramic outlooks across the Sandbanks Peninsula and Poole Harbour, The Harbour Heights is an unassuming yet stylish and innovative boutique hotel. Attention to detail is very appar...More about Harbour Heights Hotel
High quality, budget accommodation ideal for both families and business travellers. Spacious, en suite bedrooms feature tea and coffee making facilities, and Freeview TV in most hotels. Internet acces...More about Premier Inn Bournemouth/Ferndown
Conveniently located on the West Cliff, close to the BIC, beaches and town centre, this privately-owned hotel offers well equipped, neatly decorated rooms, some with balconies. The hotel boasts a very...More about BEST WESTERN The Connaught Hotel
A friendly welcome is assured at Bure Farmhouse, an Edwardian family home offering individually decorated, comfortable bedrooms with plenty of useful extras. Hearty breakfasts are served farmhouse-sty...More about Bure Farmhouse
Located in a quiet road within walking distance of the West Cliff and shops, this hotel appeals to the budget leisure market. The four-course menus offer plenty of choice and entertainment is featured...More about Devon Towers Hotel
High quality, budget accommodation ideal for both families and business travellers. Spacious, en suite bedrooms feature tea and coffee making facilities, and Freeview TV in most hotels. Internet acces...More about Premier Inn Christchurch West
Avon Breeze is situated on the edge of the New Forest, a few minutes' level walk to the harbour, beach and local pubs. This contemporary home offers two comfortable en suite rooms as well as the use o...More about Avon Breeze
This impressive double-fronted Edwardian house stands in attractive gardens on the edge of town and enjoys views of the New Forest. Bedrooms are comfortably appointed with one especially good for fami...More about Heather House
Set on the delightful Sandbanks Peninsula, this well-loved hotel has direct access to the seven-mile blue flag beach and has stunning views across Poole Harbour and the sea. Most of the spacious bedro...More about The Sandbanks
Currently the rating for this establishment is not confirmed. This may be due to a change of ownership or because it has only recently joined the AA rating scheme.�� ...More about Lamb Inn


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WordPress Websites
WordPress websites are the best choice for most individuals, small businesses and non-profits. First and foremost, WordPress saves you money. WordPress itself is a free to download and use so there is no purchase cost nor any annual license fees. Upgrades are free, too. WordPress is the easiest CMS to learn to it delivers true "self serve" to even novice users. Self service means no monthly payments to a "web guy" to do simple things like add content to a website.
Super SEO Friendly!
Google and other search engines love WordPress Websites! The URL structure is very search engine friendly and there are some super-easy-to-use plugins that help make it even more so. The ability to create custom page titles, meta descriptions and image meta tags allows users to simply achieve on-page optimized content.
WordPress Websites are Ubiquitous!
Everybody uses WordPress websites today. The WordPress platform is the basis for over 72 million sites worldwide. Over 100,000 new WordPress websites are added daily. That means that there are lots and lots of website developers out there building WordPress sites so if you ever start to hate your "web guy" there's a great chance you can find multiple alternatives to pick from. And, unlike fully custom PHP sites, the structure of WordPress websites allows one developer to pick up where the previous one left off. You are not going to have to pay for a site rebuild if you change developers.
Abra Cadabra – Your website is Mobile Ready!
Need a mobile ready website for your business? Does your Google Analytics data show that you are getting lots of traffic from iPads and you know your site looks lousy on an iPad? Good news! You no longer have to build a second or third site specifically targeted at those other devices. WordPress websites built on fully responsive themes will automatically identify the device being used and adjust the content layout accordingly.
Fresh Content, Anytime and Anyplace
As users get the hang of their WordPress websites, they start to make more frequent changes to their sites. No longer are they waiting for their "web guy" to get to it. They can do it themselves. WordPress websites are accessible from any computer in the world with internet access and a browser. Additional software is not required. If you can surf the web, you can edit your site. Fresh content gives your users the best experience possible and because of that, Google LOVES fresh content. The fastest way to move your website up the search engine results is to constantly add high quality fresh content.
Publication Scheduling
Do you only have one hour per week that you need to fit all of your site updates, blogging and social media work into? That is no problem at all! WordPress websites allow you to create posts today and schedule their publication for anytime in the future. Do you want your blog posts on your Facebook page? No problem! WordPress websites provide publish once, publish everywhere ability. You can integrate WordPress websites with social media pages and automatically post to Facebook, Twitter, etc. every time a new post goes live, even if you're not sitting in front of a computer at that moment.


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Recent talk of proposed firearms regulations has sent many people stocking up on guns and ammunition. That also means an increase in people who want to learn how to use those weapons, including here in the River Region.
On a normal day, the Montgomery County Sheriff's Office firearms familiarization course draws about ten people.On Saturday, that number almost doubled to eighteen.
That included people like Jeannie Lanier,.who says her husband bought her a gun for Christmas. "He likes it that i'm able to protect myself, too, you can't be too careful these days," said Lanier.
Some people taking the course say...recent mass shootings...have made them take protection more seriously. "A lot of people are just buying handguns just for protection because they're seeing that society is getting a lot more dangerous," said Rich Takacs, who was taking the class.
Others say they're worried about proposed bans on assault weapons and high-capacity clips. "The focus has been on our rights to be able to own a gun and perhaps that has been the reason, and just for protection," said Amy Dean, who was taking the class.
"That's definitely encouraging people to go our and buy what they can right now with the ban or proposals of bans on stuff, that's definitely part of it," said Takacs.
Deputies give tips on everything from protecting your home to loading and firing your gun. Many gun owners in the River Region say the extra knowledge makes a big difference. "You don't want everyone having a gun and not knowing how to use it so I think more and more people if they have it, they wanna make sure it's secure in a safe place and know how to properly use it," said Tijuana Tetter, who was taking the class for the first time.
The Montgomery County Sheriff's Office holds the familiarization course several times a year. It's free to everyone who lives in the county.
For more information, visit the website.


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Liberty's Pride
Active within 317 Days
I am from Yoder, CO and I've been a Club Horse member for 12 months and 1 day
Nicknames: Libby, Libzer
Age: 5 years old
Gender: Mare
Breed: American Quarter Horse
Height: 14hh
Color: Bay
Type of Riding: Trail, soon want to do barrels, and competitive trail.
My Horse's Achievements: Recently trained undersaddle
My Horse's Favorite Treat: Carrot's, Alfalfa treats, and Bread.
My Horse's Favorite Things To Do: Ride, work, and spend time with me lol no I'm not kidding she waits at the roundpen or by the tack room.
Pet Peeves: Doesn't really have any
My Horse's motto:
See all awards »
Dream Catchers Equine Rescue here in Colorado I adopted her from there when she was a yearling..
I've had 736 friends visit me.
I'm the 42,734th member on HorseChannel.com.
63 friends have voted for me since I joined Club Horse!
Come visit me, Spangle: Thank you for Dec. HOTM!!!, Zilker & Rose.
Come visit me, Prince, Pippin (Remembering Melian) & Eddie.
Come visit me, Kootenai *Vote Deacon #237272 Jan 2015 HOTM!*.
Come visit me, Lovely Rosie & Sir Captain.
Come visit me, ~Mia~.
Come visit me, Briar Rose, Sterling, Sebastian & Rowdy.
Come visit me, Ole Red.
Ronnie Lee, Charlotte, NC.
Come visit me, Titan.
Come visit me, **Copper** Congrats Spangle December HOTM** & **Flicka** Congrats Spangle December HOTM**.
Come visit me, Digit.
Come visit me, Quilla, Spirit & Royal.
Come visit me, Trudy & Chip.
Come visit me, Wonder.
Come visit me, ZOVEK, LA CEBOLLA, EL ROJO, LA INDIA, LA VIBORA, EL GUAPO & LA JENNYFER.
Come visit me, Jasper, Thunder & Chip.
Come visit me, The Mark of Freedom & Heza Foxy HP Bubba.
Hapless, Calgary, AB.
Come visit me, FANCY Walk N That Way: MerRy CHRISTmas everyone & Fancy's 2012 HC Members Veterans Day Trail Ride!.
Come visit me, Hollys Peppy Twostep & Jasper.
Come visit me, Mystic ~ Voting for Deacon #237272 Jan HOTM, Cisco: Filthy horse thinks it's funny!, Meg ~ Voting for Deacon #2372725 for Jan '15 HOTM & Nugget ~ Voting for Deacon #237272 for Jan HOTM.
Come visit me, DEXTERS BLAZIN SLICEOFLIFE.
Come visit me, Kissed by the Sun & Whisper.
Come visit me, Darby *Please vote Deacon January HOTM* & Dolly.
Come visit me, ♥ Whiskey vote Deacon 237272 Jan 2015 HOTM! & ♥Deacon vote "ME" 237272 Jan 2015 HOTM!.
Come visit me, ~Sierra~, *Misty*, Cheyenne, Dakota, Cherokee & ~Scout~RIP~.
Come visit me, Allie & BJ and his mom,Gracie.
Come visit me, Nuttin But Good. TKS Whiskey & Deacon 10,000!, R.I.P. Hi Tech Image, #13800 Thanks Bella Boo/DC & MWS Zippn By Indy, Tkx Mom, Paige, HT for #18000!.
Come visit me, Sterl May, Angel Sassy Mac Mar 8/95-Aug 8/07 & Royal Mes.
Come visit me, Joey & DreamCatchers Equine Rescue.
Come visit me, Leos Triple Kidd - HOTD june 8th 2013.
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Session 4
This week's case studies on Google and Volkswagen both brought up interesting points about the challenges that are inherent to technology and information system initiatives. Volkswagen's attempt to create a new prioritization process was met with some backlash, as various departments felt neglected and underfunded. Employees' misguided frustration prompted them to view IT as an obstacle that prevented them from doing their jobs rather than a necessary tool that benefitted the company. This attitude presented a problem for Uwe Matulovic, the CIO of Volkswagen America, who needed the employees to understand and appreciate the system, including its shortcomings, in order for it to be successfully implemented.
In Google's case, the company had diversified its business model and introduced a plethora of products beyond web searching. Despite continuous success in these various ventures, Google must carefully consider its next steps and decide whether to expand into new territories or to re-focus on its core competencies of superior search solutions and targeted advertising.
Both scenarios stress the importance of continued support for IT within an organization. Volkswagen would not be in its current situation if an effective IT infrastructure had been introduced, integrated, and developed over time. Instead, the company is attempting to fix an inadequate system well after the fact. Google, on the other hand, is constantly updating its technology and infrastructure in order to support its numerous businesses. A sustained focus on technology is critical to the company's success.


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Haiku Society of America By-laws
As amended 12/ 5/87, 12/2/ 92, 12/6/96, 12/1/02 and 11/20/03.
Article I: Name, Address and Purpose
1. This Society shall be known as the Haiku Society of America, Inc. (hereinafter "the Society"), incorporated as a not-for-profit corporation under the laws of the State of New York.
2. The organization's official/legal address is:
The Haiku Society of America
and can be changed only by a Certificate of Amendment of Certificate of Incorporation of Haiku Society of America, Inc. under Section 803 of the not-for-Profit Corporation Law.
For all membership correspondence, please write to:
The Haiku Society of America
3. The purpose of the Society is to promote the appreciation and the writing of haiku.
Article II: Membership and Privileges
1. Membership in the Society shall consist of individuals who pay the annual dues established by the Executive Committee, or those designated honorary members.
2. Honorary membership may be recommended by any member and conferred by a majority vote of the Executive Committee.
3. All members shall be entitled to vote, and shall be eligible to serve as officers and on committees.
4. Each member shall receive: A copy of these By-laws; an annual membership list, periodically updated; the Society's general information sheet; notices of meetings; timely announcements of contests; and issues of the Society's periodical publications.
Article III: Officers and Elections
1. The officers shall consist of a president, a first and second vice-president, a secretary, a treasurer, a periodical editor, a newsletter editor, and an electronic media officer (As amended 12/1/2002).
2. Nominations for the following year's officers shall be made by the nominating committee or by any member in person or by mail to the secretary at the third quarterly meeting of the Society. To be placed on the ballot each nominee must have accepted nomination.
3. Ballots shall be mailed at least thirty days prior to the last meeting of the year at which time they will be counted by the secretary who will notify all members at the next general meeting.
4. Officers shall assume office in January for a term of one year, and may run again in succeeding years.
5. The Executive Committee shall consist of the officers.
Article IV: Regional Coordinators
1. If the Executive Committee shall determine that regional coordinators are needed to further the goals of the Society, then the Executive Committee shall create a number of regions not greater than fifty, and establish boundaries of such regions so as to recognize the then existing geographical distribution of members. Number and boundaries of regions may be reviewed annually by the Executive Committee in conjunction with the regional coordinators of affected regions.
2. Candidates for regional coordinators for each region shall be nominated at the same time and in the same manner as officers except that both nominees of and candidates for regional coordinators must reside in their respective regions.
3. Names of candidates for regional coordinators shall be placed on the annual ballot mentioned in Article III, paragraph 4, and identified by region. A member may vote for regional coordinator in only one region, that in which the member resides.
4. The first Executive Committee to preside under these By-laws may, at its discretion, inaugurate the establishment of regional coordinators by means of a special election, provided that all other provisions of this article are adhered to.
Article V: Duties of Officers and Regional Coordinators
1. The president shall assume general supervision of the Society; preside at all regular and Executive Committee meetings; appoint committee members and chairpersons except as otherwise provided for in these By-laws; and assume responsibility for publicity and public relations, for which a special assistant may be named if so required. With the approval of a majority of the Executive Committee, the president may contract for services on behalf of the Society.
2. The first vice-president shall assist the president with the responsibilities described above, which may include coordination of an Annual Conference, and shall perform the duties of the president in the latter's absence. The second vice-president shall assist the president with the responsibilities described above, which shall include coordination of HSA contests. (As amended December 2, 1992.)
3. The secretary shall prepare and keep minutes of the meetings of the Society and of the Executive Committee; maintain an up-to-date membership list; and be responsible for mailings of the Society to the general membership.
4. The treasurer shall receive all of the Society's funds; keep detailed account books; make a report at each meeting of the Society; present an annual report at the third meeting of each year; and prepare all financial reports required by the government. The treasurer shall be responsible for keeping all financial records for the preceding three years, or for such other interval as may be established by applicable government agencies.
5. The editor shall design, edit, and produce the periodical publication of the Society, and may enlist the aid of associate editors.
6. The regional coordinators shall keep the Society's president, secretary and editor informed of activities relevant to the goals of the Society in their respective regions. Regional coordinators are encouraged to conduct such programs and activities as a majority of the members of the Society residing in their regions may desire. Regional coordinators may convene regional meetings at times and places convenient to members living in their regions, provided all Society members residing in the region and the president and secretary of the Society are notified at east thirty days in advance of such meetings. Meetings so convened may be described as "Regional Meetings of the Haiku Society of America, Inc.", but may not conduct business on behalf of the Society as a whole.
Article VI: Dues
1. Dues for the next year shall be determined by the Executive Committee before the calendar year ends, and shall be payable at the beginning of the new year.
Article VII: Committees
1. The Executive Committee, by a simple majority, may establish such standing committees as it deems fit, and elect chairpersons thereof.
2. The president shall have the authority to appoint such ad hoc committees as shall be needed from time to time to conduct the business of the society. The president may appoint chairpersons of these committees, or may allow the members of such committees to elect their own chairpersons from among the appointed committee members. These committees may include, but need not be limited to: nominating committees; contest or prize committees such as the Henderson Award for haiku and the Merit Book Awards; special program committees; and the like. Each ad hoc committee shall be disbanded upon the acceptance of its final report by the Society, such report to be made to the membership at a quarterly or annual meeting.
Article VIII: Meetings
1. The Society shall hold four quarterly meetings each year, the third to be concurrent with the annual meeting. Each meeting shall consist of two parts: a business meeting conducted by the president, and a program open to the general public. A simple majority of members present shall decide questions which come before the Society, except otherwise provided for in these By-laws. A full account of the annual meeting, including the Treasurer's Report, shall be sent to all members.
2. Executive Committee meetings shall be convened by the president or at the request of any officer. Action by the Executive Committee shall require approval by a simple majority of the members of the Executive Committee, whether present or absent.
3. All business meetings of the Society shall be conducted in accordance with Robert's Rules of Order.
Article IX: Amendments
1. Amendments to these By-laws may be proposed by the Executive Committee, by a committee formed for the purpose, or by petition of any ten members, sent to the president. Within three months of receipt, ballots containing the proposed change must be sent to the entire membership, with a deadline of thirty days from mailing for return. The ballots shall be counted at an Executive Committee meeting. Of those responding, a two-thirds vote in favor of an amendment shall ratify it.
2. The complete text of a ratified amendment, or the revised By-laws, must be sent to all members within thirty days of ratification. Unless otherwise provided in the text of the amendment, it shall take effect immediately upon ratification. (As published in Frogpond XI:1, February, 1988. Amendments to Article III:1 and Article V:2 were published in Newsletter of January 25, 1993.)
Amendments to The Haiku Society of America By-laws as ratified December 1, 2002
Amendment 1. Article III, Section 1 is amended as follows: The officers shall consist of a president, a first and second vice-president, a secretary, a treasurer, a periodical editor, and a newsletter editor.
Amendment 2. Article V, Section 6 is amended as follows: The newsletter editor shall design, edit, and produce the Society's newsletter. (Former Section 6 is renumbered 7).
Amendment 3. Article III, Section 1 is amended as follows: The officers shall consist of a president, a first and second vice-president, a secretary, a treasurer, a periodical editor, a newsletter editor, and an electronic media officer.
Amendment 4. Article V, Section 8 is created as follows: The electronic media officer shall design, edit and produce a Society website.
These amendments were ratified by a two-thirds majority of those responding to the amendment proposal, as included on the annual ballot for the election of HSA Officers, December 1, 2002.
Howard Lee Kilby, HSA Secretary
Amendment to The Haiku Society of America By-laws as ratified in 2003
Amendment 5. Article III, Section 4 is amended as follows: The President fills Executive Committee vacancies between annual elections with the consent of a simple majority of the Executive Committee.
Karen Klein, HSA Secretary, reported that this amendment passed with 153 Yea, 1 Nay, 1 Abstain.


text: 100-amp View larger StreetWires AFS Fuses 2-pack (6 sizes available) (100-amp) Item #: 211FAFS100 3 Reviews | 0 questions This item is no longer available to purchase. Original Price: $6.99 Shop all Fuses Need help? 1.888.955.6000 Email Chat Ask an expert advisor No pressure, no commission — just lots of good advice from our highly trained staff.


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This Years Top New Gadgets: Live Previews from CES 2011
The annual Consumer Electronics Show is a sort of battle royal of gadgets, with all the top companies jockeying for buzz. Here are the top tablets, cameras, car systems, and robots, live as they are unveiled on the CES show floor. Well be scouring the show floor all week, so check back as we update this list.
By The Editors
Sony Bloggie Duo
This pocket camcorder has front-facing 2-inch screen (in addition to a 2.7-inch rear display), allowing for easy self-shot video confessionals.


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OT: Do you actually buy software?
View Single Post
Ring of Famer
Join Date: Mar 2004
Posts: 12,334
Originally Posted by
That One Guy
Maybe that's the issue. I've tried a few different brands but never much more than Norton's or McAfee. I always figure they should be capable of clearing a virus as well as preventing so when they can't clear, I assume they're as incapable at preventing. Especially in my younger days and as a kid, the computers we had were barely functional so running an AV preventatively seemed like a waste.
So it's a hard question to deal with: Did I not get infected because I have an AV or did I just not come across a virus?
Funny enough, most knowledgeable users consider Norton and McAfee to be two of the worst AV options on the market. They're bloated, have heavy handed update systems, and honestly aren't even updated as quickly as the free alternative. Also, since they're the OEM standard they're also the ones most targeted to beat.
I'm personally partial to AVG. Keep it from installing the secure search ad ons and it's a very unobtrusive, highly effective anti-virus with a sub-5 MB footprint. I've used Avira quite a bit as well though and it is a quality program in it's own right.
AVG plus Malware Bytes (disable run at start-up) and CCleaner basically goes above and beyond the functionality of Norton Systemworks with at worst 10% of the memory footprint, 5% of the CPU clock cycles, and zero money out of pocket.
Originally Posted by
That One Guy
If I steal your car, you no longer have a car. If I steal a car from a dealership, they no longer have a car. I replaced Office Starter (ad-based) with Office 2010 today. What was different in the world? How would the world be different if I hadn't made a thread asking other people about it?
If I couldn't have had office for free, I'd have kept using starter for free. Totally different stealing intellectual property from physical theft.
I would agree, and the penalties shouldn't be the same as larceny in it's original form, but it is still stealing, by even your own description.
What's worse, it's a pointless crime more akin to vandalism since there are high quality options available for free that your support could, in the long run, spur serious competition and innovation within the industry.
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Register for the GRE and learn more about the graduate application process at www.ets.org.
Learn more about Graduate Programs at the University of San Diego at www.sandiego.edu/admissions/graduate/.
The Summer Business Institute is a unique opportunity for students to immerse themselves in a month-long intensive program at the University of San Diego, that focuses on developing business skills needed to succeed in the current marketplace. Build a foundation of Business concepts and practices with our University summer program. This is an exclusively designed intensive summer college program for current college students and recent college graduates to earn a Summer Business Certificate.


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Shutters are a smart investment that virtually pays for itself over time. Shutters from 3 Day Blinds come in wood and polymer that won't warp, fade, crack or peel. Choose painted or stained finishes to complement existing wood furnishings. Our shutters can be customized to fit any size or space such as oblongs, arches and even octagons! Elevate your home's sense of style with an architectural beauty that makes a memorable first impression.
During your free design consultation your Design Consultant will bring and show you our full selection in your home,
so you can see what color and material work best for each application. You can schedule an in-home appointment by calling
800-700-1860 or clickin
Schedule Online.
Available in painted, wood stained and rustic stained finishes, Wood Shutters are made from the highest grade hardwood available. The extra-hard finish significantly extends the longevity and beauty of these classic window treatments.
In addition to being extremely durable, Polymer Shutters look and feel just like Wood Shutters but are water resistant, fire retardant, and non-toxic. Available in a variety of whites and cream colored finishes, the powder coated paint finish will maintain its new appearance without cracking, peeling or yellowing. Polymer Shutters insulate more than two times greater than wood.
Shutters can be mounted to the inside of the window frame. Most people prefer an Inside Mount because it provides a customized, tailored look and leave decorative molding and window sills exposed.
Outside Mount is when a Shutter is mounted to the wall or molding surrounding the window. Outside Mount is ideal if there is not enough mounting depth for your Shutter in the window frame. Other reasons to choose an Outside Mount include making a window appear larger or to conceal any imperfections in the window frame and eliminate light gaps.
Wood and Polymer Shutters are available in 3 ½" and 4 ½" sizes.
A single Shutter panel opens and closes independently.
A Bi-fold Shutter is a pair of Shutter panels which are configured so they fold on top of each other as they are opened. Sliding within a track, the Bi-fold Track System is perfect for sliding glass doors.
A Tri-fold Shutter is when three Shutter panels are configured so they fold on top of each other as they are opened.
A Bypass Shutter is when the panels are made to slide on a track system in front or behind each other. This is perfect for sliding glass doors.
Café Style is when Shutters which cover only the bottom portion of the window or opening.
When Shutter panels are Double Hung, the top and bottom sets of panels are independent in the same window or opening.
The Shutter panel is attached and covers the French Door.
Bright White and Cream are our standard paint finish options.
Hinges matching our standard paint colors.
The Tilt Rod is what connects the louvers in your Shutter allowing you to open and close them.
Available as an option to open and close shutter panels.
This frame is used for standard installation.
This "Z' shaped frame is used to reduce light gaps when there are curved edges or imperfections around the window frame.
In profile this vertical post used to support a Shutter panel looks like a "T".
An extended strip creating an overlap in the vertical sides of the Shutter panel in order to reduce the light gap.
The vertical sides of the Shutter panels join together perfectly flush which eliminates light gap.
This simple mechanism allows your Shutter panel to be secured to the window frame.
Magnetically, this secures your Shutter panel to the window frame.
Used to support and add strength to louvered panels, this is the horizontal panel which divides the top and bottom louvers so they move independently.
Several upgraded painted, stained and rustic stained finishes are available.
Custom matched painted or stained finishes are available on Wood Shutter.
Select one of our decorative frames to go around your window to add a designer look to your Shutters.
This slim line louver is available on both Wood and Polymer Shutters.
With this feature, the function of the Tilt Rod is produced by a specially constructed rear mechanism we call Tilt Magic. This allows for the functionality to open and close the louvers and eliminates the Tilt Rod obstructing your view.
A variety of finishes from Bright Brass to Brushed Chrome are available to choose from to customize your Shutters.
Availability of options and upgrades will vary based on the materials and product operation selected.


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Intel's shape-shifting programmable spheres let you play God
Take the shape-shifting sands of Spider-man's nemesis Sandman, mix him with the computer-controlled solids on Star Trek's Holodeck, and add the moldability of a lump of Play-Doh and you get Programmable Matter, the possibilities of which are beyond even the dreams of its its designers.
Nicknamed "Claytronics" by the geniuses working on it at Intel and Carnegie Mellon University, Programmable Matter is a way of creating physical shapes out of a mass of millions of 200-micrometer-diameter spheres — each about twice the width of a human hair. Every independently-moving sphere includes a tiny chipset, and each sphere, referred to as a "catom," is bound to its neighbors and a controlling processor using electrostatic charges (think a powered version of a balloon rubbed on your hair then stuck to a wall). Physical objects can be created from a vat of these spheres using software, molded by hand like clay, then made solid by adjusting the electrostatic charge.
What can you do with it, other than creating a real-life Golem? Its developers envision such boring applications as medical visualization, 3D design, antennas, shape-shifting handhelds and telepresence. In the real world, imagine a cellphone whose tiny keyboard can be stretched into a more usable size when needed, then scrunched down again so the phone fits in your pocket.
When will this godlike capability be a reality? Researchers are still shrinking down the catoms, so next year is out. But your grandkids may one day take programmable matter for granted as we take Wi-Fi as they prance around their homes on Mars.


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Fondly called 'The Golden City', Jaisalmer is a charming city of Rajasthan. Founded in 1156 A.D by Rawal Jaisal, the city is home to magnificent Jaisalmer Fort, beautiful havelis (mansions), wonderful
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Definitions for representationˌrɛp rɪ zɛnˈteɪ ʃən, -zən-
This page provides all possible meanings and translations of the word representation
Random House Webster's College Dictionary
rep•re•sen•ta•tionˌrɛp rɪ zɛnˈteɪ ʃən, -zən-(n.)
the act of representing, or the state of being represented.
the expression or designation by some term, character, symbol, or the like.
action on behalf of a person or group by an agent or deputy.
the state of being so represented.
a body of representatives, as of a constituency.
Category: Government
presentation to the mind, as of an idea.
a mental image or idea so presented; concept.
the act of rendering something in visible form.
a picture, figure, statue, etc.
the production or a performance of a play.
Often, representations. a statement of things true or alleged.
a protest or remonstrance.
a statement of fact made to induce a party to enter into a contract.
Category: Law
Princeton's WordNet
representation, mental representation, internal representation(noun)
a presentation to the mind in the form of an idea or image
a creation that is a visual or tangible rendering of someone or something
the act of representing; standing in for someone or some group and speaking with authority in their behalf
representation, delegacy, agency(noun)
the state of serving as an official and authorized delegate or agent
a body of legislators that serve in behalf of some constituency
"a Congressional vacancy occurred in the representation from California"
a factual statement made by one party in order to induce another party to enter into a contract
"the sales contract contains several representations by the vendor"
theatrical performance, theatrical, representation, histrionics(noun)
a performance of a play
a statement of facts and reasons made in appealing or protesting
"certain representations were made concerning police brutality"
the right of being represented by delegates who have a voice in some legislative body
an activity that stands as an equivalent of something or results in an equivalent
Kernerman English Learner's Dictionary
representation(noun)ˌrɛp rɪ zɛnˈteɪ ʃən, -zən-
sth that shows or explains what sth is like
representations of Hindu gods; an accurate representation of the crisis
representationˌrɛp rɪ zɛnˈteɪ ʃən, -zən-
the act or process of officially acting or speaking for sb
diplomatic representation
That which represents another.
The lawyers and staff who argue on behalf of another in court.
The ability to elect a representative to speak on one's behalf in government; the role of this representative in government.
A figure, image or idea that substitutes reality.
A theatrical performance.
Webster Dictionary
the act of representing, in any sense of the verb
that which represents
a likeness, a picture, or a model; as, a representation of the human face, or figure, and the like
a dramatic performance; as, a theatrical representation; a representation of Hamlet
a description or statement; as, the representation of an historian, of a witness, or an advocate
the body of those who act as representatives of a community or society; as, the representation of a State in Congress
any collateral statement of fact, made orally or in writing, by which an estimate of the risk is affected, or either party is influenced
the state of being represented
Representation is the use of signs that stand in for and take the place of something else. It is through representation that people organize the world and reality through the act of naming its elements. Signs are arranged in order to form semantic constructions and express relations. For many philosophers, both ancient and modern, man is regarded as the "representational animal" or homo symbolicum, the creature whose distinct character is the creation and the manipulation of signs – things that "stand for" or "take the place of" something else. Representation has been associated with aesthetics and semiotics. Mitchell says "representation is an extremely elastic notion, which extends all the way from a stone representing a man to a novel representing the day in the life of several Dubliners". The term 'representation' carries a range of meanings and interpretations. In literary theory, 'representation' is commonly defined in three ways. ⁕To look like or resemble ⁕To stand in for something or someone ⁕To present a second time to re-present Representation began with early literary theory in the ideas of Plato and Aristotle, and has evolved into a significant component of language, Saussurian and communication studies.
British National Corpus
Spoken Corpus Frequency
Rank popularity for the word 'representation' in Spoken Corpus Frequency: #2776
Written Corpus Frequency
Rank popularity for the word 'representation' in Written Corpus Frequency: #3678
Nouns Frequency
Rank popularity for the word 'representation' in Nouns Frequency: #917
Translations for representation
Kernerman English Multilingual Dictionary
the act of representing or the state of being represented.
- verteenwoordigingAfrikaans
- تَمْثيلArabic
- представянеBulgarian
- representaçãoPortuguese (BR)
- reprezentaceCzech
- die VertretungGerman
- repræsentationDanish
- αντιπροσώπευση, εκπροσώπησηGreek
- representaciónSpanish
- esindamine, esitamineEstonian
- معرفیFarsi
- edustusFinnish
- représentationFrench
- יִיצוּגHebrew
- प्रतिनिधित्वHindi
- zastupanje, predstavljanjeCroatian
- képviseletHungarian
- perwakilanIndonesian
- það að standa fyrir e-ðIcelandic
- rappresentazioneItalian
- 表示Japanese
- 대표Korean
- atstovavimasLithuanian
- pārstāvēšana; pārstāvībaLatvian
- mewakiliMalay
- vertegenwoordiging, weergaveDutch
- representasjon, forestilling, framstillingNorwegian
- reprezentacja, wyrazPolish
- معرفیPersian
- نمايندګى: تصوير: تمثيل: نښه، نشان، علامه: (حق) وكالت كول: غوښتنه: پر وټسټPashto
- representaçãoPortuguese
- reprezentareRomanian
- изображениеRussian
- reprezentáciaSlovak
- predstavljanje, zastopanjeSlovenian
- predstavljanjeSerbian
- representationSwedish
- การเป็นตัวแทนThai
- temsil etme/edilmeTurkish
- 表示Chinese (Trad.)
- зображенняUkrainian
- نماءندگیUrdu
- sự đại diệnVietnamese
- 表示Chinese (Simp.)
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Shanley's lecture on "Personal and Religious Perspectives on American Indian Life" is free and open to the public.
Shanley was born and raised on the Fort Peck Assiniboine and Sioux Reservation. He graduated from Poplar High School and Eastern Montana College (now MSU-Billings) with a bachelor's degree. He has a master's degree in community education from Arizona State University and a doctorate in educational administration from the University of North Dakota in Grand Forks. He also completed the program for Community School Leadership at the National Center for Community Education in Flint, Mich. and was a recipient of a Bush Fellowship at San Diego State University.
He is a veteran of the U.S. Army, spending one year in Vietnam in the Army infantry. After his service, Shanley became an adult education teacher at the United Tribes Education Technical Center (now United Tribes Technical College) in Bismarck, N.D., eventually becoming dean of academic services, also serving as the Johnson O'Malley director for North Dakota. Shanley was the second president at Standing Rock Community College (now Sitting Bull College) in Fort Yates, N.D. In 1980, he became the director of the Southwest Resource and Evaluation Center in Tempe, Ariz., serving Indian education entities and schools in a seven-state area.
In 1984, Shanley returned to the Fort Peck Assiniboine and Sioux Reservation as president of Fort Peck Community College, where he served until retiring on Jan.1 of this year.
Shanley also served as president of the American Indian Higher Education Consortium for four years and was on the group's executive committee for more than 20 years. He was one of the founders of the American Indian College Fund, serving as president for two years. He was on many state and national boards throughout his career and still serves as a governor's appointee to the Humanities Montana Board.
In September 2012, Shanley was awarded the George Autry award for contributions to Rural Community Colleges by the National Rural Community College Alliance.
The annual Berger Memorial Lecture honors the memory of MSU benefactor Phyllis Berger, and is offered each year at MSU by a nationally recognized Native American, Native Alaskan or Native Hawaiian scholar, artist or leader speaking on Native history, cultures or contemporary issues of interest and importance to both Indian and non-Indian people.
For more information, call the Department of Native American Studies at 994-3881.
Walter Fleming (406) 994-3881, email@example.com


text:
Ken Goto – "Extended Vacation Tokyo" Exhibition
San Francisco based photographer Ken Goto will be opening a new exhibition in Tokyo next month. Goto has named the exhibition, Extended Vacation Tokyo, and invited artists to paint over his photographs. In total, there are 20 Japanese and American artists involved in this project, including Aruto … READ MORE
c.e – Cotton Twill Cobra Jacket
Led by famed graphic designer SK8THING, c.e presents this fun button-up Cotton Twill Cobra jacket firmly in-line with the styles quickly gaining cult status across Japan and the rest of the world. As the name suggests, this brown varsity jacket features two printed chest designs stitched into … READ MORE
EMPORIO AUTHENTICO by c.e Pop-up Shop | Tokyo
SK8THING is definitely not planning on slowing down with his newly-established label, c.e. His latest move comes in the form of a pop-up-shop-within-a-pop-up-shop, inside the GYPSY THREE ORCHESTRA pop-up shop. The EMPORIO AUTHENTICO by c.e will be open for merely 10 days, and it will be located … READ MORE
c.e x GYPSY THREE ORCHESTRA – Capsule Collection
GYPSY THREE ORCHESTRA is a Tokyo based creative initiative which aims to introduce various fashion brands and creative individuals through their pop-up shop, G3O Store. Their store will be open for a month from March to coincide with the Fashion Week in Tokyo. One of the products … READ MORE
c.e – Spring/Summer 2012 Collection | Pre-Order
Japanese cult designer SK8THING, along with Toby Feltwell and Hishi, are finally unveiling their upcoming Spring/Summer 2012 collection from c.e. The neo sci-fi themed premier collection can be seen in full on ZOZOTOWN. Each piece features the signature illustration style of SK8THING, influenced by the novels of … READ MORE
Billionaire Girls Club – By Billionaire Boys Club
There will be plenty to celebrate come next year when Billionaire Boys Club launches a full-fledged line for women, aptly named Billionaire Girls Club. When first conceived by Pharrell Williams and A Bathing Ape founder NIGO back in 2005, the goal was to offer Billionaire Boys Club-related … READ MORE
c.e – Spring/Summer 2012 Collection | Preview
The name SK8THING may conjure up different thoughts, however this enigmatic yet rather mysterious Japanese designer is starting a new brand, c.e with his friends Toby Feltwell and Hishi. These three designers were the key element to the Billionaire Boys Club team and of course SK8THING is … READ MORE


text:
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Make a friend or a loved one smile with this sweet ecard.
Send this cute ecard to wish your sweetheart a wonderful spring.
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A cute ecard to say thanks to someone for making you feel really special!
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Thank the one who has made your day with his/ her wishes.
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text:
Report: Among Florida's Lawmakers, ALEC's Influence Runs DeepFiled under: Home;
July 30, 2012. "ALEC is a corporate‐funded entity that helps corporations get special interest and corporate‐written legislation passed into law. When legislators in multiple states introduce similar or identical bills to boost corporate power and profits … the odds are good that such legislation was written by corporate lobbyists working through ALEC."
Published on July 27, 2012
By Ashley Lopez
Florida Center for Investigative Reporting
A coalition of progressive groups have released a new report documenting the extent of a conservative group's influence over our lawmakers in Tallahassee.
The report chronicles all the ways in which the American Legislative Exchange Council, also known as ALEC, has influenced public policy in the GOP-led Florida Legislature.
Compiled by Progress Florida, Florida Watch, People For the American Way, Center For Media and Democracy and Common Cause, the report comes as state legislators from all over the country — including many from Florida — gather in Salt Lake City to attend the group's annual conference.
ALEC is a corporate‐funded entity that helps corporations get special interest and corporate‐written legislation passed into law. When legislators in multiple states introduce similar or identical bills to boost corporate power and profits, undermine workers' rights, limit corporate accountability for pollution or harm to Americans, privatize public education, or restrict voting rights, the odds are good that such legislation was written by corporate lobbyists working through ALEC.
ALEC's major funders and corporate leaders include Exxon Mobil, Altria, AT&T, GlaxoSmithKline, Johnson & Johnson, Koch Industries, PhRMA, Peabody Energy and State Farm Insurance, among dozens of others. Over 98 percent of ALEC's $7 million in revenue a year comes from corporations, special interests, and sources other than legislative dues (which run $50 per year for legislators).
ALEC is a registered 501(c)(3) nonprofit organization that exists ostensibly to promote "limited government, free markets, federalism, and individual liberty." Founded in 1973, the self‐described association is, in its own words, a "far‐reaching national network of state legislators that … affects all levels of government. No organization in America today can claim as many valuable assets … that have influence on as many key decision‐making centers."
While its difficult to get a complete list of ALEC's members in the Legislature — the group doesn't publicly release a list — the report put together a long list of lawmakers that have at least attended a conference. Some pay dues to the organization.
Here is their list:
Sen. Michael Bennett (R‐21)
Sen. Larcenia J. Bullard (D‐39)
Sen. Lee Constantine (R‐22)
Sen. Nancy C. Detert (R‐23)
Sen. Mike Fasano (R‐11)
Sen. Anitere Flores (R‐38)
Sen. Rene Garcia (R‐40)
Sen. Mike Haridopolos (R‐26)
Sen. Alan Hays (R‐25)
Sen. Dennis Jones (R‐13)
Sen. Garrett Richter (R‐37)
Sen. David Simmons (R‐22)
Sen. Ronda Storms (R‐10)
Rep. Larry Ahern (R‐51)
Rep. Ben Albritton (R‐66)
Rep. Frank Artiles (R‐119)
Rep. Dennis Baxley (R‐24)
Rep. Michael Bileca (R‐117)
Rep. Jeff Brandes (R‐52)
Rep. Jason Brodeur (R‐33)
Rep. Rachel Burgin (R‐56)
Rep. Matt Caldwell (R‐73)
Rep. Dean Cannon (R‐35)
Rep. Richard Corcoran (R‐45)
Rep. Fred Costello (R‐26)
Rep. Steve Crisafulli (R‐32)
Rep. Daniel Davis (R‐13)
Rep. Jose Diaz (R‐115)
Rep. Chris Dorworth (R‐34)
Rep. Brad Drake (R‐5)
Rep. Anitere Flores (R‐114)
Rep. Clay Ford (R‐3)
Rep. James C. Frishe (R‐54)
Rep. Rich Glorioso (R‐62)
Rep. Eduardo Gonzalez (R‐102)
Rep. Denise Grimsley (R‐77)
Rep. Gayle Harrell (R‐81)
Rep. Doug Holder (R‐70)
Rep. Mike Horner (R‐79)
Rep. Matt Hudson (R‐101)
Rep. Clay Ingram (R‐2)
Rep. Paige Kreegel (R‐72)
Rep. John Legg (R‐46)
Rep. Ana Rivas Logan (R‐114)
Rep. Debbie Mayfield (R‐80)
Rep. Charles McBurney (R‐16)
Rep. Peter Nehr (R‐48)
Rep. Bryan Nelson (R‐38)
Rep. Jeanette Nunez (R‐112)
Rep. Jimmy T. Patronis, Jr. (R‐6)
Rep. Ray Pilon (R‐69)
Rep. Scott Plakon (R‐37)
Rep. Stephen L. Precourt (R‐41)
Rep. Lake Ray (R‐17)
Rep. Ron Saunders (D‐120)
Rep. Kelli Stargel (R‐64)
Rep. John Tobia (R‐31)
Rep. Carlos Trujillo (R‐116)
Rep. Will Weatherford (R‐61)
Rep. John Wood (R‐65)
Rep. Dana Young (R‐57)
According to the same report, here are some bills that have been introduced in the Legislature through the years that are pieces of model Legislation from ALEC:
NO SANCTUARY CITIES FOR ILLEGAL IMMIGRANTS ACT, Florida Legislation: SB 1896
FAIR AND LEGAL EMPLOYMENT ACT, Florida Legislation: HB 691 / SB 518
VIRTUAL PUBLIC SCHOOLS ACT, Florida Legislation: SB 1620 / HB 7197
PARENT TRIGGER ACT, Florida Legislation: HB 1191
GREAT TEACHERS AND LEADERS ACT, Florida Legislation: HB 7019
FREEDOM OF CHOICE IN HEALTH CARE ACT, Florida Legislation: SJR 2
HEALTH CARE CHOICE ACT FOR STATES, Florida Legislation: HB 1117
THE CASTLE DOCTRINE ACT, Florida Legislation: SB 436
MODEL LEGISLATION – UNKNOWN, Florida Legislation: HM 685
PROHIBITION OF NEGATIVE CHECK‐OFF ACT, POLITICAL FUNDING REFORM ACT, Florida Legislation: HB 1021
PRIVATE CORRECTIONAL FACILITIES ACT, PRISON INDUSTRIES ACT, Florida Legislation: SB 2038 & Florida Statutes
Many of these bills are now law in Florida.
The "FREEDOM OF CHOICE IN HEALTH CARE ACT" is set to appear on the 2012 ballot in November as a constitutional amendment. It will require a two-thirds popular vote before becoming part of the Florida Constitution.
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January 9, 2014 | 10:25 am
January 9, 2014 By Chris Robé Happy New Year! As you emerge from your eggnog stupor and candy yam bloat, your friendly faculty union prepares the way for a better 2014. We will begin bargaining the 2014 contract sometime in February. As a result, we have posted a 2014 bargaining survey at: http://oldleadernet.aft.org/surveymaker/take/survey.cfm?id=6367d3a6-5056-b94b-1199-18f903ea4cd1. The survey […]
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August 27, 2013. Defending academic freedom, New bargaining agreement, Addressing disparities in faculty salaries, and more!
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Economic Movement Shelved Until 2012
ATLANTA – A highly touted black banking initiative, conceived by nationally syndicated talk show host Warren Ballentine as a powerful community development tool, is being shelved until next year, according to the president of the National Bankers Association. Confusion about the mission, goals and consumer benefits of the People's Economic Movement (PEM) warrant the delay, said Michael Grant, president of the Washington, D.C.-based organization.
"When he (Ballentine) went on CNN stating that the banks would match consumer deposits into a community development fund, some customers felt as though when they deposited $300, they would get $300 added to their accounts," Grant said in an interview with The Atlanta Voice. "No bank can afford to do that."
Repeated attempts to reach Ballentine by email, telephone and via his social networking page went unanswered over the past several weeks.
The program was patterned after a 2010 project at Farmers and Merchants Bank in North Carolina, where for every deposit into a new account, the bank would match the deposits and invest in a community fund. The bank raised $1 million and donated $10,000 of that to North Carolina A&T University.
Ballentine, whose syndicated radio talk show airs daily in 20 top markets – including Atlanta – announced the new partnership with the National Bankers Association in July, touting the banking initiative as a potent community development and economic empowerment tool.
Since then, he has devoted several segments of his show to the project, urging listeners to open accounts in black banks in several of the nation's largest cities – a call that hundreds of listeners appeared to heed.
But as the initiative became more popular throughout the summer, many listeners appeared unclear about how the program would work, Grant said.
Many new customers apparently believed that for every dollar that they deposited into a black bank, that they themselves would receive matching funds in their own accounts instead of accumulating a community fund, Grant said.
Such confusion could not continue, he said.
"I think Warren did an excellent job in announcing our program, but we are going to re-launch the PEM after the beginning of the year," Grant said.
"If that member bank wants to match funds to go to a college in the community or invest in any other way," he said, "we will leave that up to the banks that will participate."
George Andrews, founder and CEO of Atlanta-based Capitol City Bank & Trust Company, said he agrees with the goals of the program, but has seen virtually no new business as a result of the People's Economic Movement.
Still, he likes the concept. He said the dire state of blacks economically makes it pivotal for blacks to reinvest in African-American banks.
"The unemployment rate among African-Americans is somewhere around 17-18 percent, which is nearly double the national average of 9.1 percent," he said, "with African-American males accounting for 40 percent of that number."
The key to new investment, he said, is education – especially for young people.
"When you educate the children on how to manage money well through the student banking initiative," he said, "it becomes a tool to attract the parents."
Atlanta-based Citizens Trust Bank, meanwhile, reportedly saw growth from program, Grant said. A bank spokesman confirmed that fact, but could not provide details. •