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Free the Key
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|Remove the brass disk
|Level 8 - Demanding
|Puzzle Master
|Other Wire / Metal Puzzles, Oskar van Deventer
|4 in
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Made with a combination of aluminum (Key) and brass (Disk). The goal is to remove the disk by rotating it and matching it with the notches from the key. First made in wood, this new metal version is much more resistant and can withstand almost anything. Created by the prolific puzzle designer Oskar van Deventer, from The Netherlands, who is also the inventor of many Hanayama Cast puzzles. Free the Key is from our own brand of PuzzleMaster Metal Puzzles.
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Club competitions
National team competitions
19-13, 19-16, 29-19, 26-14
Tsmoki Minsk put their domestic troubles to one side to pour on the misery for struggling Pizza Express Apollon with a 93-62 victory.
Minsk have got off to a poor start in the Belarusian League, but not as bad as the visitors from Apollon who remain winless at home and abroad, and they took advantage to record a moral-boosting win.
Minsk ran up the score in the final minutes, going on a 16-4 spurt to close the game and build their confidence.
The game had long been decided, with Minsk leading 38-29 at half-time and then using an 8-2 run to go 55-40 up midway through the third period on Dzianis Korshuk's three-pointer.
A 10-2 run had them up 67-48 going into the final period and it only got worse for Apollon down the stretch as Minsk never eased off, JaJuan Smith capping the victory with two three-pointers in the final 40 seconds.
Those shots made Smith the top scorer in the game with 22 as he overtook team-mate Aliaksandr Kudrautsau, who finished with 20.
Aliaksei Lashkevich also finished in double figures with 12 while Aliaksei Trastsinetski added 10.
The performance of Brandon Brown was one of the few bright spots for Apollon as he poured in 24 points and collected 13 rebounds.
Daryl Dorsey also scored in double figures with 10 points.
Apollon head coach Akis Konstantinou
"My team played very bad today. Especially in defence and rebounding. Every team playing this way will lose. So result is correct."
Apollon player Jason Detrick
"We lost first part of the game. Our opponent played very well as a team, move ball fast and lead a game. In the second part we tried to change this situation but it was too late."
Tsmoki-Minsk player Aliaksei Lashkevich
"We started our preparation to the season too late and today was the first time we played completely like our coach wants. So it was a very different game. Our team will improve."
Tsmoki head coach Andrey Krivonos
"It was a good game for everybody. We started to play more interesting and we won. So, I think now our team can find its game and the result will be better."
Ja Juan Smith
Brandon Brown

subset: commoncrawl


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Learning Assessment
- What is the purpose of this guide?
The purpose of this guide is to help academic units develop and/or improve the process of assessing student learning.
Why is assessment of student learning important?In effect there are two reasons assessment of student learning is important.
Assessment is needed for improvement. Improvement, with its internal focus provides
- opportunities for the academic community to engage in self-reflection of its learning goals, to determine the degree to which these goals correspond to student and societal needs, and to evaluate if students' activities, products, or performances coincide with the academic community's expectations;
- offers information to students about the knowledge, skills, and other attributes they can expect to possess after successfully completing coursework and academic programs.
- establishes ways for academic units to understand the dimensions of student learning when seeking to improve student achievement and the educational process.
Assessment is needed for accountability. Accountability, with its external focus, provides
- evidence of student achievement to accreditation groups, state legislators, and other stakeholders in education. Kent State University's accreditation process, the Academic Quality Improvement Project (AQIP), holds the institution responsible for evidence, among other efforts, of the continuous improvement of student learning.
How do we define the process of academic process?
The process of assessment, as it is understood in this guide, recommends that academic units
- undertake activities to clarify the needs of their students and faculty, relevant administrators, community persons, and others involved with the outcomes of student learning,
- enable the unit to decide what academic goals they value and thus what they expect students to learn,
- determine and implement the best approaches to methods and measures that will evaluate the degree to which student learning outcomes meet these expectations, and finally
- agree on ways to use this evidence to support improved student learning as well as an improved process for its assessment.
A comprehensive definition of assessment that portrays this process was proposed to the American Association for Higher Learning by Thomas Angelo, AAHE Bulletin, November 1995, p.7. The arrowed statements by ACAA following each component of the definition specify, broadly, actions to be taken.
"Assessment is an ongoing process aimed at understanding and improving student learning. It involves
- making our expectations explicit and public;
- All academic units should articulate clearly their learning goals as measurable objectives of their programs and ultimately of their courses, involving and sharing the development of these objectives with students, administrators, and other publics.
- All academic units should articulate clearly their learning goals as measurable objectives of their programs and ultimately of their courses, involving and sharing the development of these objectives with students, administrators, and other publics.
- setting appropriate criteria and high standards for learning quality;
- Standards of excellence are required when establishing learning expectations and the criteria for evaluating learning outcomes to assure the assessment process has as its primary goal the continuous improvement of the quality of student achievement.
- Standards of excellence are required when establishing learning expectations and the criteria for evaluating learning outcomes to assure the assessment process has as its primary goal the continuous improvement of the quality of student achievement.
- systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards;
- Faculty members in academic units should use valid and reliable ways to assess student learning, employ multiple measures on a regular basis, and ascertain the degree to which learning outcomes coincide with objectives and standards agreed on by the unit.
- Faculty members in academic units should use valid and reliable ways to assess student learning, employ multiple measures on a regular basis, and ascertain the degree to which learning outcomes coincide with objectives and standards agreed on by the unit.
- and using the resulting information to document, explain, and improve performance."
- These results, then, provide the evidence to document and support explanations of student performance. Using these results, the unit has an opportunity to re-examine objectives, methods and measures as feedback to help students to improve their learning.
- These results, then, provide the evidence to document and support explanations of student performance. Using these results, the unit has an opportunity to re-examine objectives, methods and measures as feedback to help students to improve their learning.
What are the six steps to guide an assessment process?
1. Identify in broad terms what educational goals are valued
2. Articulate multiple measurable objectives for each goal
3. Select appropriate approaches to assess how well students are meeting the articulated objectives
4. Select appropriate measures that can be administered, analyzed, and interpreted for evidence of student learning outcomes
5. Communicate assessment findings to those involved in the process of assessment
6. Use feedback to make changes and inform curricular decisions and reevaluate the assessment process with the intent to continuously improve the quality of student learning.
These six steps can be applied to different levels or areas of student learning such as that of a program (e.g. graduate program or a program designed for a Learning Community), a major field of study (e.g. music), or a course (e.g. English 10001). The steps are useful for programs in academic units that are degree granting as well as for the wide range of programs and processes that influence learning, such as distance learning, library resources or liberal education courses.
Who is responsible for developing an assessment process for academic units?
- Every academic unit will determine for itself the process most effective for the assessment of student learning in their programs.
- Faculty are in the best position to determine educational values, to define measurable objectives to assess, to select methods and measures, and use findings to improve student learning outcomes.
- Faculty need to assure that the educational requirements of others, such as students, employers, or other knowledgeable persons, are considered in developing this process.
- This effort is a university wide one and should be consistent with our institutional mission and strategic directions
What is the role of Advisory Committee for Academic Assessment?
The Office of the Provost appointed the Advisory Committee for Academic Assessment (ACAA) in Spring 2000 for the purpose of
- collaborating with the Office of Academic Assessment to support and coordinate a process to assess student academic achievement.
- serving as one resource to academic units for the continuous improvement of the quality of education at Kent State University.
- assisting in the development of materials such as this guide, workshops, and surveys to assist academic units in their preparation, implementation, and review of assessment plans.
This guide is a resource in support of assessment as are workshops and other events sponsored by ACAA.
Step One: Identify Goals
A goal is a statement expressing what ideals are to be achieved. Goal statements tend to be broadly philosophical, global, timeless and not readily amenable to measurement. They capture the knowledge, skills, and values that students should acquire in a program by a course.
This first step in identifying goals requires faculty and others to reflect on questions such as the following:
- what is the mission of this unit that guides and encapsulates the essence of learning - the knowledge, the skills, the values or attitudes to be achieved by students?
- are these goals compatible with the mission of the university and its strategic plan?
The characteristics of goal statements should be the same whether the focus is at the level of the undergraduate major or minor, a specialized program, the graduate program, courses, or an entire unit. Several examples of broadly stated, philosophical, and hopeful goal statements follow.
- "The mission of the School of Architecture and Environmental Design is to encourage development of inquiring, responsible persons who will dedicate themselves to the improvement of the quality of life, the enhancement of the physical environment and the protection of the public welfare as related to architecture and urban design. The values to be developed are spiritual as well as physical, social as well as economic, and aesthetic as well as technical." (Extrapolated from the Undergraduate Catalog, 2001-2002, pg. 243)
- "The mission of the English Department is to foster literacy in the broadest sense through appreciation of the written word." (From the Academic Program Review: Self-Study Report, the B.A. in English, Literature and Creative Writing Options, 1995)
- "The goal of the School of Art is to provide graduates with the ability to develop works of art that express ideas and personal feelings as well as analyze and interpret works of art made by others." (Submitted as an example for this guide by a faculty member of the School of Art, 2001)
Learning goals allow us to share with others the ideals of student learning we hope to achieve and to indicate the consistency of these goals with the mission of the university and its strategic planning. The above goal statements reflect the characteristics of such aims: they are general, they are ideals hoped for, they are not time-bound, and, unfortunately, they are not amenable, as stated, to being measured.
Herein lies the rub. Because the intent of academic assessment is to support continuous improvement of student learning, we must derive from these goals elements that can be measured. If this does not occur, we cannot evaluate how well students are learning what we expect of them. For this reason, the second task in the assessment planning requires the redefinition of goal statements as measurable objectives.
Step Two: Identify Objectives
The task at step two is to redefine broad, global goal statements by specifying them in terms that allow for evaluation of how well students are meeting these learning goals.
List the student learning objectives for this major (course). Learning objectives should specify the activities, products, or performances to be measured and evaluated and the criteria they must meet for success. Learning objectives state what students will know, understand, and be able to do when they complete this major (course).
Defining objectives requires faculty and others to reflect on the questions below:
- how can the learning goals be stated as an activity, product, or performance that can be measured?
- what will students know, understand, and be able to do when they complete studies within this academic unit?
- will the specified learning objectives provide direction for educational activities in the unit and inform students about the expectations of the faculty?
An example of the transformation of learning goal statements to learning objectives can be demonstrated using the examples of learning goals presented in Step One.
Goal: To develop "responsible persons who will dedicate themselves to the . . . enhancement of the physical environment.
Learning Objective: Students will be able by their junior or senior years to critique various ethical and legal policies that impact the physical environment and defend, in both verbal and written work, their choices as to those that benefit this environment.
Goal: "To foster literacy through the appreciation of the written word."
Learning Objective 1: Students will be able to master interpretive and analytical skills in writing about literature.
Learning Objective 2: Students will be able to critique and revise their own material.
Goal: "To design and develop works of art that express ideas and personal feelings" . . .
Learning Objective: Students will provide a body of their artwork, accompanied with narrative, that demonstrates independent artistic development and self-reflection.
Restating learning objectives with as much specificity as possible by defining the criteria by which knowledge, performance, or values will be evaluated assures objectivity and makes required standards apparent. For example, in the second objective for English above, the faculty need to make explicit the level of performance students would attain for acceptable or unacceptable work. These revisions of objectives occur with discussion of what approaches or methods will be used as well as how objectives will be measured . . . the next steps in this process of assessment
Step Three: Specify Approaches
Approaches define the procedures by which information is gathered; whereas, measures (in Step Four) are the specific instruments used to provide data. Some typical approaches (methods) used to gather information on student learning include portfolios, capstone courses, standardized achievement tests, external reviews, internship performances, focus groups, and so on. Multiple approaches (methods) and administration times are essential to ensure that students who may perform poorly with one method or at one time have other opportunities to demonstrate their learning.
More than one approach should be used to evaluate an objective. A valuable way to avoid the possible bias of using one method is to employ alternative methods at different points in time. For example, with regard to the learning objective for the School of Art on page 6, an approach might be student portfolios examined by external reviewers to judge if the artwork meets the criteria specified. An additional method is a student survey at graduation to evaluate to what degree students feel competent to perform the specified elements or criteria that reflect artistic development and self-reflection.
When selecting approaches to use, the following are some questions that need careful consideration.
- How many faculty are willing to participate in the methods selected?
- Will all students in a program or course be evaluated or a sample of students?
- How much time is involved? Determine how this will affect faculty, staff, and student work.
- How much useable information already exists and is available to the unit?
- What are any cost constraints? Are there university resources that can be used for support?
- Will a study at one point in time (cross-sectional method) provide the information needed or will following individual students or groups of students over several points in time (longitudinal method) be a more useful approach?
- Does the unit prefer to use methods that rely primarily on numerical analysis (quantitative method) or on observations (qualitative method)?
Multiple approaches and times are essential to ensure that students who may perform poorly with one approach or at one time have an opportunity to demonstrate learning through multiple approaches and measures.
Step Four: Specify Measures
The task at this step is to identify and use measures appropriate for assessing the level at which students have achieved desired learning objectives. Needed now is agreement among faculty as to what evidence will assure that students are achieving the skills, knowledge, and values important to the academic unit. This moves the assessment process from a focus on intended results expressed as learning objectives to the level of achieved results.
Many measures can evaluate the objectives for learning, but it is important not to depend on a single measure to provide data about what and how well students are learning. Doing so can result in misinformation. Just as students learn in different ways, students respond differently with various evaluation tools. Using varied measures over time, including performance measures, more accurately affirms change and growth in learning. This allows greater confidence when recommending changes in the learning and assessment processes. Multiple measures to evaluate the learning objective for the School of Architecture (page 6) are offered below as examples of several ways to provide data about the level of student learning, each related to the same learning objective.
Capstone Experience Evaluation measures through explicitly defined criteria the competency level at which students have mastered the knowledge, skills, and values that define the major. To evaluate the level at which students have mastered one facet of this course, responsibility for enhancing the physical environment, seniors would write a paper. Faculty would establish a scoring guide of the essential elements used to judge this work. The elements might include knowledge of environmental policies, their historical development, their level of environmental impact, and students' understanding and valuation of policies that benefit or threaten the environment. Each criterion/element would have a subscale defined possibly as percentages or in specific terms that are agreed to measure the competency of student work.
Internally Developed Tests are established by consensus of members of the faculty to measure, as above, the level of knowledge students have about legal and ethical policies regarding the physical environment, how they would use policies to enhance the environment, and their personal values regarding this issue. To ensure questions focus on the objectives of the program, elements should be evaluated that nearly all faculty in the program agree should be known, applied, and show commitment to the learning objective.
Surveys garnered often from alumni, employers, and students indirectly measure through self-report the competency of student learning at various times during their academic career or after completion of their studies. The School might choose a survey of graduates three years out to evaluate what responsibilities they are taking with regard to enhancing the environment, the degree to which the believe their studies fostered the direction they have taken, and the value of this objective to their job opportunities or community service.
Some questions that need to be considered when selecting measures include the following.
- What schedule can be established to ensure an ongoing process of evaluation of objectives?
- Will an externally developed test measure the specific goals and objectives of interest?
- Are there faculty who can prepare internally developed tests or performance measures that are valid and reliable?
- How can students be motivated to do their best on any measures assessing learning?
Step Five: Evaluate and Share Results
The task at this step is three-fold. First is to collect the information from measures that have been chosen to provide evidence of how close students' actual learning comes to meeting the expected outcomes faculty and others have for a course, a major, or a program. Second is to evaluate what is found. Third is to share the findings.
Some questions that need consideration when planning this step follow.
In connection with the collection of measures
- Are faculty or other knowledgeable personnel available to supervise the collection of information intended to measure student learning?
- Is space available to maintain information securely so as to assure confidentiality?
- If measures are to be repeated on a regular basis, or longitudinal studies are to be done, is staff available to assemble the information in a useable fashion? Are there software programs available that can assist in the storage of data such as is to be used?
- Are students made aware of faculty advocacy of the assessment process and the agreed on measures to assess their learning? Faculty attitude and contribution are known to have an effect on student participation and motivation.
In connection with the interpretation of measures,
- Are faculty available to score, analyze, and interpret the findings of the measures to be used? If not, are there university or college resources available to assist in these tasks?
- If externally developed (standardized) tests are used, is there assurance that the interpretations from these tests will provide the information required?
In connection with the communication of results,
- Who will have access to the findings from any studies of student learning?
- Who are the audiences to whom the findings will be reported? How will communications differ for different audiences, e.g. for annual reports to the faculty, to the college, to ACAA, to students or for marketing purposes?
- Who will have responsibility for writing reports?
- How will the unit assure a timely and accurate flow of information to those who will use this information? How will findings be used and by whom?
Sharing results leads to the reevaluation of the assessment process to improve student learning.
Step Six: Make Changes
Academic assessment is an ongoing process that requires continuous reevaluation as to whether teaching and learning processes achieve the goals and objectives defined by faculty in the academic unit. When students succeed in achieving those goals and objectives, one might assume that the teaching and learning processes are functioning well. When students do not achieve those goals and objectives, changes should be made in teaching and learning processes. Reevaluation after changes are made will suggest if those changes were helpful to student learning. In this way, assessment creates a continuous cycle through these six steps in the assessment program and teaching/learning processes.
In making changes, faculty should consider the following two questions:
What elements of the teaching/learning processes should be added, deleted, or changed to improve student success?
Did the assessment plan for the academic unit produce results that have face validity? If not, why not?
Making changes to enhance student success requires reflection and thoughtful analysis foreshadowed in the actions suggested in the section on "How do we define the process of academic assessment?"
- for academic units "to agree on ways to use this evidence to support improved student learning as well as an improved process for assessment", and
- to make use of findings to "provide the evidence to document and support explanations of student performance" and as "an opportunity to re-examine objectives, methods and measures as feedback to help students to improve their learning."
Some believe when the words 'improvement" or "enhancement" are used that something is wrong. That is not the case. Most faculty, for example, are accustomed to reviewing and looking to improve what occurs during class time, at the end of a course, or in committees that discuss curriculum, pedagogy, and other educational matters. The intent of step six is the same -- to plan, often with others, new ways to accomplish their goals for students.
Some questions that need consideration at this juncture follow.
- Do the objectives and findings define as well as answer the questions that are important to understanding and enhancing student learning?
- Are faculty and students motivated to participate in the assessment process? If not, why not?
- Has thought been given to the use of benchmarks based on comparable student groups?
- Are there resources available to assist in areas of assessment that are found problematic?
- Is there adequate support from the university to allow for continuous implementation and evaluation of the assessment plan?
In order to develop this guide, it was necessary to define and explain terms as they seemed appropriate for the purposes of this guide. ACAA recognizes that some terms are understood in ways different from that used here, concepts such as assessment, methods, measures, goals, objectives, and values to cite a few. In an effort to be helpful, not arbitrary, the following explanations of terms as used in this guide are offered.
Approaches are the procedures used to gather the information needed to assess how well students have met the learning objectives. They are the course of action through which evidence about courses, programs, majors and the like will be gathered. To provide quality information, multiple approaches should be used.
Assessment refers to a continuous process instituted to understand and improve student learning. While academic units may find alternative pathways to arrive at this goal, this process needs to begin with articulation of educational goals for all programs and courses. These goals should be expressed as measurable objectives followed by the selection of reliable and valid methods and measures. After collecting, interpreting, and sharing findings, the aim is to use these learning outcomes to better understand how and what students learn, how well students are meeting expected objectives, as well as to develop strategies to improve the teaching and learning processes.
Benchmark is the actual measurement of group performance against an established standard or performance, often external.
Criterion is the standard of performance established as the passing score for a performance or other measures such as a test. The performance is compared to an expected level of mastery in an area rather than to other students' scores.
Cross-Sectional Studies provide information about a group of students at one point in time.
Evaluate and Evaluation are terms used in this guide to indicate the interpreting of findings and are used as synonymous to the term assess and assessment. ACAA is aware that many make a distinction between evaluation and assessment with the difference that assessment is a process predicated on knowledge of intended goals or objectives while, in contrast, evaluation is a process concerned with outcomes without prior concern or knowledge about goals. That distinction is not used in the guide.
Goals are statements about the general academic aims or ideals to which an educational unit aspires. Goal statements allow us to share with others our hopes in regard to the learning achievements of our students. Further, goals at the unit level should align with the mission of the university. Goal statements are not amenable, as stated, to measurement.
Longitudinal studies provide information from the same group of students at several different points in time.
Measures are the specific instruments or performances used to provide data about learning. They are the tools that are to provide information as to the level of achieved results or outcomes. To avoid systematic bias in findings, multiple measures are required.
Methods - see approaches.
Objectives are the redefinition of learning goals in a way that permits their measurement. Objectives express the intended results or outcomes of student learning and clearly specify the criteria by which student knowledge, performance, or values will be evaluated.
Process is a method generally involving steps or operations that are ordered and/or interdependent.
Qualitative and Quantitative Research describe two research methods. Both are valuable as a means to assess student learning outcomes. In a practical and somewhat philosophical sense the difference is that quantitative research tries to make use of objective measures to test hypotheses and to allow for controlling and predicting learning. Qualitative research makes use of more subjective observations of learning.
Reliability is the extent to which studies or findings can be replicated.
Sampling consists of obtaining information from a portion of a larger group or population. When the selection of a sample is randomly chosen there is greater likelihood that the findings from the sample will be representative of the larger group.
Validity depends on demonstrating that a measure actually measures what it is purported to measure.
There are many sources of information and assistance available to help with the tasks suggested in this guide. A full listing of these with brief comments as to their purpose will be available at the ACAA website. This page suggests a limited number of resources that may be valuable to be aware of immediately.
The Advisory Committee for Academic Assessment, the Office of Research Planning and Institutional Effectiveness, and the Faculty Professional Development Center are all resources on campus that can assist in certain areas of academic assessment planning.
The Office of Academic Assessment has a small library focused on academic assessment, with books, articles, and journals as well as various sourcebooks regarding methods and measures.
From a multitude of internet resources, a few that may be valuable sources to begin with follow.
North Carolina State University - University Planning and Analysis
California Academic Press - Student Outcomes Assessment: Opportunities and Strategies
American Association for Higher Education
The Higher Learning Commission


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film director
Born: 9/29/1913
Birthplace: New York City
film producer and director whose socially aware films covered such topics as race, juvenile delinquency, and Nazi war crimes and earned him the title "message filmmaker." He remains one of Hollywood's most respected auteurs. His credits include The Defiant Ones (1958), Judgment at Nuremberg (1961), and Guess Who's Coming to Dinner (1967).Died: Los Angeles, 2/19/2001
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Vespa's very sporty three wheeled scooter
Article Summary
May 18, 2006 Piaggio launched the first Vespa model in 1946, creating an iconic presence in the personal transport revolution that evolved in the following decades. Sixty years on, the Italian company has come up with another revolutionary product: the PIAGGIO MP3, a three-wheeler with two independent tilting front wheels that operate in a "carving" motion. The PIAGGIO MP3 provides safety, road grip and stability levels that no two-wheeler can match, with lean angles of 40 degrees or more possible from novice riders. Available in 125 and 250 forms initially, we're licking our lips at the prospect of the 500 version. Extensive image library.
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Full Spinning Rides
Josh Taylor: Interval EZ Ride, 32 min. Josh Taylor: Interval EZ Ride, 50 min. Aimee Nicotera: Interval EZ Ride, 30 min.
Copyright 2015 Mad Dogg Athletics®. All rights reserved. Spin®, Spinner®, Spinning®, Spin Fitness®, Spinpower®, the Spinning logo ®, Peak Pilates®, CrossCore®, Bodyblade®, Ugi®, Resist-A-Ball®,
and KettleBell Concepts™ are registered trademarks that are owned or used under exclusive license by Mad Dogg Athletics, Inc.
Mad Dogg Athletics will be closed on Thursday, November 27 and Friday, November 29, 2014 in honor of the Thanksgiving holiday. Any orders placed after Wednesday 12pm will be processed on Monday December 1, 2014.
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Sounds fun but I'll be out of town playing. Tulsa.
Sounds fun but I'll be out of town playing. Tulsa.
let me know for sure if your doing it and ill try to get some out of towners and me and my partner will be there.
If any amatuer needs a partner i am more than willing to play. I really dont care who it si either, i just wanna play and have a little fun.
Adam Cummings
Be careful what you say. You may get me volunteering to be your partner. I need a partner as well.
If I can get Dave Greenwell to call me back about giving me lessons, I guarantee that I will be at least a mid to high intermediate by May. My understanding is that he can work miracles and I need one.
Jason Van Over
I'd come down to it. I have never played CV but Sammy talks about it all the time
Brad Anderson
It's way more about having a good time than anything. That's one of the main goals, anyhow. I'm sure there will be a few guys show without a partner with hopes of linking up with someone before the players meeting.
Hey Adam give Ryan a call!!!! You might need a back up since he likes to quit in the middle of tournaments!!!!
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|Introduction | Canon EF-S 18-135mm f3.5-f5.6 IS STM lens performance | Canon EF-S 18-135mm f3.5-f5.6 IS STM versus competition | Conclusion
So despite a few optical niggles than can be correct in software we've seen the Canon EF-S 18-135mm f3.5-f5.6 IS STM is excellent for a Super Zoom, but how does it compare to its predecessor?
Well the results are very close with the new lens achieving a DxOMark Score of 12 compared to 11 on the old lens and in effect they offer the same optical quality. All Lens Metric Scores with the exception of Distortion have been improved very slightly but a less than 10% improvement on the DxOMark Scores means in reality no discernable improvement has been made. With the new STM version Canon has made tiny improvements to what was already a very good lens.
Ideally all in one lenses such as these will deliver at all settings but in reality zooms inherently have strong and weak points and it's helpful to know what they are. In terms of image sharpness the new version performs marginally better at 18mm f/3.5, but from f/4 – f/22 at 18mm there's nothing in it. At longer focal lengths such as 85 - 135mm performance at the maximum aperture of f/5.6 shows the old lens is sharper at the centre but the new lens is more consistent across the frame with improved edge sharpness.
There's little to discern between the two lenses in terms of vignetting although, as we often see with Super Zooms, improvement at one end of the focal range is to the detriment of the other end. For example the new lens sees marginal improvement at 18mm using apertures ranging between f/5.6 – f/22. At wider apertures of f/3.5 – f/5.6 however the old lens performs better with fairly heavy shading encroaching into the frame on the Canon EF-S 18-135mm f3.5-f5.6 IS STM, something low-light photography enthusiasts should bear in mind.
With a DxOMark Chromatic Aberration score of 10um compared to 9um the STM version fares slightly worse overall, but again the difference is marginal. At 18mm results are almost identical but zoomed in between 24 – 135mm the new lens isn't as good towards the edges.
If you're in the market for an APS-C DSLR and a general-purpose lens then should either of the consumer Super Zooms from Nikon or Canon sway your decision?
Tested on the flagship APS-C DSLRs from Canon and Nikon, the 7D and D7000, these two Super Zooms achieve remarkably similar results. Overall we can say they're the same optically although the Nikon version hits a DxOMark Score of 13 just nudging out the Canon with 12. Examining the Scores further you'll notice the lenses boast similar scores for Sharpness, Vignetting, and Chromatic Aberration with the Canon having a marginally better Transmission & Distortion score but there's not much in it.
Although the overall score for sharpness is similar each lens has its own strengths and weaknesses. With the aperture wide open at all focal lengths the Canon has the advantage with a more homogeneous performance across the frame compared to the Nikon, which, although sometimes sharper toward the centre, isn't as strong at the edges.
As indicated by the DxOMark Overall Chromatic Aberration Score both lenses surpass expectation in this regard. There is some default on the Canon, notably around 35mm with correction towards the edges necessary but at 18mm the Canon is more consistent across the frame. The Nikon tends to do better in the centre although it's fair to say the Nikon controls Chromatic Aberration more consistently at different focal lengths with less peaks and troughs than the Canon.
To provide photographers with a broader perspective about mobiles, lenses and cameras, here are links to articles, reviews, and analyses of photographic equipment produced by DxOMark, renown websites, magazines or blogs.


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I use spinning-drive storage media ...
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- Don't complain about lack of options. You've got to pick a few when you do multiple choice. Those are the breaks.
- Feel free to suggest poll ideas if you're feeling creative. I'd strongly suggest reading the past polls first.
- This whole thing is wildly inaccurate. Rounding errors, ballot stuffers, dynamic IPs, firewalls. If you're using these numbers to do anything important, you're insane.
I use spinning-drive storage media ...
Not mature enough yet (Score:2, Interesting)Solid state is all right in certain circumstances, but I always treat it as a suspect drive about to fail. I'm loathe to put anything of value on one, but they can be great as drives dedicated to caching... well, anything that uses caching. They're perfect for that. Anything else, no thanks. And the price per unit storage could stand to come down a bit, too. It's a lot better than a few years ago, but still not reasonable in most cases.
Re:Not mature enough yet (Score:5, Interesting)
Solid state is all right in certain circumstances, but I always treat it as a suspect drive about to fail.
Me, I treat all media as about to fail. Professionally, I've spent many a happy year backing up from one media type to another just in case I was right. Once or twice I have been.
Me: all your hard drive is about to fail.
You: I know, they are always about to fail.
Me: No I mean your drives and optical discs are all about to burn in a fire.
You: How is this different than any other time?
Really? I think what you mean is that you treat all media as if it *could* fail at any time, and hopefully not simultaneously. If I treated all media as if it was about to fail, I would spend all my time driving to Fry's to buy more hard drives until I ran out of money.
It is always good to test media and test restores as well.
For example, I thought a program (Paperbak) that printed out binary files with ECC would be the answer because paper tends to be a resilient medium. Boy, was I wrong. I never could get scans to ever work with that program, no matter what DPI and ECC combinations I used.
I think there is still a niche for a program that can print out binary files with ECC. It is always good to use different medium types anyway, because invariably, one will fail.
It w
There's no such thing as 'reliable tape' and there never has been. There's a reason so many companies have moved to disk based backups. Tape drives fail in ways that aren't detectable until you need to read that tape in another drive. The only reason tape was such a dominant backup medium for so long was cost.
Storage media have lifespans.
Try putting one of my Apple II+ floppies in a floppy drive - if you have one that can read it.
Or my old decks of System/36 punch cards.
Actually, the latter are still readable.
Yes all media will fail eventually. This is different than all media will fail imminently.
Dunno about my ][e floppies since I don't have anything that read those, but my C64 floppies seem to be fine after about 25-30 years. But then again, density is so low you can almost see the sectors themselves.
> Me, I treat all media as about to fail.
That's a whole lot easier when you haven't 10x more for the media.
SSD is very useful, but because it can't be recovered like a spinning disk with a clean room, there has to be more of a focus on backups.
What might be ideal would be a hard disk controller card that can do RAID 1, but asynchronously. This way, the writes hit the SSD and go on, while being buffered to the HDD to write when it gets around to it. Of course, there would have to be something for consistency (a large battery backed up RAM buffer that will block the I/O on the SSD when it fills up), but this mig
You should treat EVERY drive as suspect and about to fail. Whether it spins or is solid state.
The failure rate of SSDs is a third of that of HDDs and HDDs can also fail catastrophically. It surprises me that anyone would run a PC without an SSD as their OS driver, the speed difference is night and day.
Spinning Storage Media: (Score:5, Funny)
I think this is when I forget to take the notes to myself out of my pants pocket before washing them.
Data permanence is a bit lacking.
Why do you have to wash the notes you write to yourself? Are they dirty notes?
Re:Spinning Storage Media: (Score:5, Funny)
Just cleaning out
I disassembled one that quit working and had to resolder the flash chip due to stress cracking. I did fix that. Then I reinforced the USB connector with solder and metal filled epoxy (inert). Then I cast fumed silica bearing epoxy around it in a custom mold. With a silicone rubber cap it will survive 8 hours in salt water at 3x seawater salt concentration. It also survived 8 hours in soda. It survived a 4 story drop to concrete. I ran over it with my car. It is still working after a year.
Anything can fail so redundancy is key. Luckily, storage gets cheaper as my needs get greater. I now have most of my stuff on a pair of manually-mirrored 4 TB drives, recently purchased for $160 each. (Yeah, I'm a little compulsive about ripping media. But always carrying a phone that shoots multi-MB pictures and 1080 video eats space fast, too.)
The only solid-state storage I have is in mobile devices. (And I still have my old disk-based iPod, dag nabbit.)
Anything can fail so redundancy is key. Luckily, storage gets cheaper as my needs get greater. I now have most of my stuff on a pair of manually-mirrored 4 TB drives, recently purchased for $160 each. (Yeah, I'm a little compulsive about ripping media. But always carrying a phone that shoots multi-MB pictures and 1080 video eats space fast, too.)
The only solid-state storage I have is in mobile devices. (And I still have my old disk-based iPod, dag nabbit.)
Same here. I have two 4TB drives for images and then several drives of smaller size, maybe 14TB total. Then I have several usb sticks, some sdcards, ipods, and all those combined are maybe around 100GB. Solid state is for temporary use, until it's transferred to my laptop.
"More" as in "I have more data on it"? Or "More" as in "I use that storage medium more often"? Nowadays, most people use SSDs more often than spinning disks, on their tablets/smartphones; but they're more likely to have much more data on spinning media.
I have a rather substantial video game collection, as well as smaller but still non-trivial music and video collections. Storing it all on SSDs would cost me somewhere between two and three thousand dollars. And so I keep very few games on them - only those that really suffer from loading times (Skyrim, Far Cry 3/Blood Dragon, Civ 5, BF2 and UT3). Everything else is going on spinning rust, along with my user folders.
Both of my main computers (primary desktop and laptop) have an SSD for the OS and for most programs (180GB and 120GB, respectively). They are coupled with high-speed hard drives for games and media storage (2TB and 750GB, respectively, although the desktop has another 2TB in various smaller drives).
I'm not sure how to measure which is "used more". By capacity, it's clearly hard drives. However, by I/O usage, the SSDs might win out.
Would I one day like to use pure solid-state? I think so. Adding the SSDs is the single biggest performance improvement I've ever done, and the power and noise decrease is nice. But I don't see it being cost-effective for me for at least another three or four years.
I moved all of my media (photos, video, files...) over to an NFS array (RAIDz2), and back that up to an ioSafe SoloPro. I boot and install apps on SSD.
Similar here. I found the performance of the RAIDz array smoothed out with a SSD ZIL drive. (Not the cache, the write-ahead log. The cache increased best-case performance, ZIL helped worst-case.) Most of even my tablet/laptop usage pulls data off the server, but the SSD boot drive on the desktop was a massive speedup, even if I mount the user data via NFS.
I wish I could afford to put all my data on SSDs.
As I cannot afford that, / is on a SSD and
I would use a hybrid setup (where the SSD would just be a large cache for the HDD) if Ubuntu/Mint had an idiot-proof way of setting that up that would persist the next time I installed a new OS.
Like most, I boot from an SSD but use HDDs for storage and backups. Since my HDDs rarely spin up, are they in use? They're actively storing my data, but almost never perform any I/O. If just storing data counts as use, I have lots of old hard drives in my closet that I use the hell out of.
but I've got a few USB sticks lying about.
I've moved my computer entirely to SSD, and it's backed up nightly to my headless file server (6 HDD RAID 6 on an Ubuntu Server).
To me its the best of both worlds. I keep all my media on the my server, and only keep my programs and games on my computer. Infact I run PLEX and Transmission torrent server off Ubuntu. If I want to download a torrent, I dump the
They looks like a nice upgrade to a classic harddrive, not much more expensive with build-in 8GB flash cash for hot data. Seagate makes em in 500, 750 and 1000GB. Would be interesting to know if that cache would last long enough and if the drive still works if it fails. If 2x yes then that would be a darn good solution. I also saw a 60GB cache module somewhere. It can be used like a normal ssd, but when you hookup a harddrive to it, it acts as a cache to the hd. Can't find the link back anymore.
I've been thinking about getting one of those, but a mere 8GB cache seems inadequate. Does anyone with experience of these care to comment?
I've been thinking about getting one of those, but a mere 8GB cache seems inadequate. Does anyone with experience of these care to comment
I replaced the drive in my 5-year old laptop a few months ago with such a drive from Seagate. The hybrid was only about 15% more than a conventional drive of the same capacity. Doubling my disk space in the upgrade was nice. Going from a 5400 rpm to a 7200 rpm drive (at less power draw) was also very nice. Having the large flash cache has helped just about everythin
I have a seagate momentus XT 500GB which I think has a 4GB cache. I've been using it for a year or two, and just noticed that smartctl says:
184 End-to-End_Error 0x0032 092 092 099 Old_age Always FAILING_NOW 8
so I guess it's worn out already and not using the cache anymore, assuming i'm reading that correctly.
--If I were you, I'd contact support and see if you can RMA it if that message really means that it's failing already; it should still be under warranty.
Depends on how it's used. Ideally, you want the read cache to be managed by your OS and in RAM, but it's quite rare in consumer uses to write more than a few hundred MB in a burst. Spinning disks suck at this if they're random reads, but a few GBs of non-volatile storage that you can use to buffer writes can give a big performance win. The drive can report that it's committed the data to persistent storage immediately and the data can be reordered into a pattern that minimises seeks (by the controller th
When I have a hard drive fail, I will think about replacing it with SSD. But I'm not going to spend money on them just to have bragging rights about boot time.
One of my customers just bought a new custom built server, with HDDs for the data storage, mirrored 2TB drives. The OS drive is two 120GB SSD drives. Two months after buying it, one of the SSDs died, and messed up the image of the other preventing it from booting. Had to get the replacement drive from the guy who built it and reload Windows Server fr
It's not just boot time - all applications load "instantly", your IDE will start faster and searching through source code is much quicker on SSD, to name a few benefits.
Most of us who use SSDs are willing to sacrifice reliability and storage space for speed. I have 3 SSD's in two laptops and one desktop machine and so far none failed, but I am prepared for any one of them to fail at any time. If it does, I'll readily buy a new one a replace it - because I feel their cost is justified by their speed. All
I disagree. I prefer my distortion to come from mp3 artifacts, even if they don't spin.
Have three desktop machines at home (Win 7, Win 8, Debian Linux) and all three have a single SSD and nothing else. Two are Corsair Force drives and the newest is a Samsung 840 Pro. Lightning fast - I'd never go back to HDDs.
I think that SDDs being more failure prone is debatable these days. Some of the earlier ones were pretty unreliable, and I'd avoid OCZ like the plague, but other than that I don't think their failure rates are any worse than normal HDDs (which aren't exactly pillars of reliability to beg
I have a much larger percentage of my data on traditional HDDs, but my SSD has my most frequently accessed files, OS, and applications, so probably gets the highest proportion of reads/writes. So depending on the metric it could go either way.
I have Windows 8 on an SSD with sata III and my PC boots to the login screen before my monitor finishes turning on.
All of my computers boot and have their frequently used programs stored on SSDs, for maximum responsiveness. However all of my media is stored on a my server in an array of spinning WD Red drives (10TB, yeah baby!). With gigabit ethernet, I have no problems streaming the media as needed.
Each type of storage has it's strong and weak points... the key is to use them appropriately.
I think most people are still using hard disks for large-scale primary storage for one reason: they're cheap. I can get a two terabyte Serial ATA Rev. 3.0 (600 MB/second data transfer rate) for just over US$100. Two terabytes of SSD storage would cost 12 to 20 times more expensive--yikes!
Washing machines and driers? They spin...
I've got 32 gigs each in my phone and tablet. And a variety of SD cards in various cameras. My gaming rig and two laptops have hybrid drives with 8 gigs of SSD each and various amounts of spinning storage. My media array has 14 2tb drives, none hybrids. My DVRs have 8tb of spinning drives. My old netbook has a 500 gig spinner. So I picked the first choice because, even if I include all of my flash media, solid state storage makes up a tiny percentage of my storage.
But, what little solid state storage
SSD has matured when we're asking ourselves what we use spinning media for. the day has arrived
Me Linux Isos be needin' the vast capacity affored by ye spinnin' drives. Far better dubloon/GB ratio. That said, I be sailin' the seven seas o' tha intertron on me SSD. Arg.


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OXFORD, Ohio – Showing a lot of heart and determination, the Miami University volleyball team was able to earn a gritty, 3-2 (31-29, 25-22, 19-25, 16-25, 15-10), victory over Eastern Michigan Thursday evening. The RedHawks improve to 10-9 overall and 2-5 in the Mid-American Conference. The Eagles fall to 11-11 overall and 1-6 in the MAC.
Senior libero Madison Hardy had a tremendous match defensively, finishing with a career-high 39 digs. That included 10 digs in the fifth and final set. She finished only six digs shy of the school record, which is 45 digs set by Jenny Schwarber against Bowling Green on Nov. 13, 1992. As a team, the RedHawks recorded 128 digs, only five short of the school record of 133, set against Central Michigan on Nov. 3, 1990.
Sophomore outside hitter Annie Reiswig led four players in double figures with a career-high 18 kills. Freshman setter Krista Brakauskas recorded a double-double with 48 assists and 21 digs. Both of those were easily career highs as well.
Tied at six in set one, an 8-3 run put EMU in control at 14-9. Brakauskas recorded a pair of kills to help cut the deficit to three at 16-19. After the Eagles scored, a kill and a block from sophomore middle hitter Jenny Ingle, followed by a kill from freshman outside hitter Maris Below pulled Miami to within one. Trailing 21-23, back-to-back kills from Below and freshman middle hitter Paige Hill, followed by an Eastern Michigan attack error gave the RedHawks set point. EMU fought it off and scored the next point as well to achieve a set point of its own. Miami was able to fight off four straight set points, until an EMU service error tied the score at 29. From there, junior outside hitter/setter Meg Riley recorded two straight service aces to give the 'Hawks a come from behind, 31-29, win.
Two kills from Riley, along with a pair of blocks helped stake Miami to a 9-5 advantage to begin set two. The Eagles fought back to tie the score at 13. Two kills apiece from Riley and Hill helped push the lead back to three at 17-14. Eastern Michigan scored the next three in a row to tie the score once more, but Reiswig would take over. She recorded three kills to put the RedHawks in front for good. In front, 23-22, Riley finished off the 25-22 victory with back-to-back kills off of Brakauskas' assist.
The Eagles jumped to an 11-3 lead to begin set three. Trailing 5-12, Reiswig attempted to get Miami back in the set with three straight kills in a row. Eastern Michigan answered with a 10-6 run to go in front, 22-14. Riley recorded three more kills, but the deficit proved to be too much as EMU earned a 25-19 win.
Set four proved to be a similar story as Eastern Michigan used an early attack to go in front 12-7. Miami was able to get as close as three at 12-15, but EMU went on a 10-4 run to take a 25-16 win and send the match to a fifth and deciding set.
After the Eagles scored the first point, a kill from Hill, a service ace by Brakauskas and a kill by Reiswig gave Miami a 3-1 lead in set five. In front, 4-3, a kill from Below and a block by Ingle made it 6-3. With the score 9-6, Reiswig put down a kill to put the 'Hawks up by four. EMU answered with a 3-1 run to cut the lead to two at 9-11. An EMU attack error, followed by a block from Below and Hill made it 13-9 and forced an Eagle timeout. Out of the break, Hill and Riley teamed up for a block to make it 14-9 and force EMU to take another timeout. The Eagles answered with the next point, but Below put down one final kill to finish off a 15-10 victory and give Miami a five-set win.
Riley had 16 kills and 11 digs for her 14th double-double of the season. Hill had 13 kills and five blocks (one solo and four assisted), while Below finished with 12 kills and a career-high 21 digs for her own double-double. Senior outside hitter Madison Dodd contributed to the defense with 18 digs, while Ingle finished with six blocks (two solo and four assisted).
Miami finishes its four-match homestand when it takes on Central Michigan Friday at 7 p.m.


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Brian Razzaque "loves Baltimore" and is "committed" to the city, he told the audience at the inaugural Baltimore Startup Grind at Loyola University Maryland on Tuesday night.
The founder of SocialToaster, the social media startup that recruits fans of businesses, publications and services as "ambassadors" for sharing content online in order to increase website traffic, Razzaque was interviewed by Raymond Thek, the new partner in the Baltimore office of Wasabi Ventures, which sponsors the new Startup Grind events. The event was part of Baltimore Innovation Week.
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Saru says the Kings may only sign two foreign players for next year's Super Rugby tournament, the same as the other South African franchises.
The Eastern Cape franchise announced two overseas signings earlier this week in Kiwi utility back Hadleigh Parkes and Argentina scrumhalf Nicolas Vergallo, and were hoping to sign at least another four foreigners to bolster their squad.
However, on Friday, Saru's executive committee ruled that the Kings would have to abide by the same rules as the Bulls, Cheetahs, Sharks and Stormers in 2013.
This comes as a big blow to a new franchise that has only been given one guaranteed year of Super Rugby by Saru. In 2011, the Australian Rugby Union allowed the Melbourne Rebels to select 10 foreigners for their debut season in a bid to make them more competitive and the Kings were hoping that Saru would do something similar.
The Kings will now have to look to target South Africans playing within the country and overseas.


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Tag Archives: Denarius Moore
College Football Week 9 Recap, News, and Notes
The 2010 NCAA football betting campaign wrapped up its ninth week of play on Saturday night. Here at Bang the Book, we've got you covered for all of the most important news and notes from Week 9 college football betting action! Worthy Top Teams: For the first time in four weeks, the top teams in the country did what they had to do and bounced inferior teams,.....


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|The Vans Authentic Navy features a canvas low-profile upper on a vulcanized gum rubber outsole with Vans waffle grip. Metal eyelets for quick lacing.


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Actor Hugh Jackman and wife Deborra-Lee Furness arrive at the Oscars at Hollywood & Highland Center on February 24, 2013 in Hollywood, California. Photo: Getty images
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A suede statement piece will bring a retro warmth to your winter wardrobe.
Ed Sheeran, Arianna Grande and Taylor Swift provide the tunes as models strut their stuff for the annual lingerie parade.
With soft sparkle, luxe fabrics and touch-me accessories, this season's fashion offers hot options for cool-weather glamour.
If Cannes is the year 12 of celebrity red carpet fashion, the amfAR gala is its formal.
Models take to the runway on the opening night of Fashfest held at the National Convention Centre in Civic.
Pear, triangles, rectangles, oh my! As if dressing for just one of horizontal body type was hard enough, most women forget their other; the ...
It's the Oscars of the fashion world. Here's what the A-List wore to the 2015 Met Gala, themed: 'China: Through the Looking Glass.'
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iPad HD or iPad 3 – what will it be calledPosted on March 6th, 2012 No comments
As the excitement for the launch of next generation of iPad hypes. We have a new speculation of what would be the actual name of the new version of iPad. Just a few hours before the official launch we have started getting rumors that iPad3 will not be actually called as iPad 3 but will now be called as iPad HD.
Below is a fresh posting from the blog of computer world. This covers a lot of information and gives us an insight to the launch scheduled for March 7 2012.
So sit back and read. All the information comes from – http://blogs.computerworld.com/19834/the_complete_apple_ipad_3_ipad_hd_pre_launch_guideApple has already shipped 55 million iPads, and this seems set to grow exponentially on the release of the new SKUs. Nearly one-third of mobile Web users told ad network inMobi that they intend purchasing Apple's third-generation iPad. 44 percent of these wouldn't even consider another brand of tablet. (I won't dwell on the competition in this space being toast)."The analysts" already expect Apple to shift its 100 millionth tablet this year. Oh, and it's pretty likely there won't be enough of the new device to go round, as display production has been more of a problem than expected.What's it gonna be called?The jury's out, but the intensity and frequency of most recent speculation makes me think it likely this release will be dubbed the "'iPad HD'. This leaves the door open for Apple to offer versions of its existing iPad 2 (at lower price points) while also providing a faster, more graphically intense iPad HD, twinning this with professional apps, such as, oh, I don't know: Microsoft Office and Final Cut Mobile, perhaps? Oh, and the iPad HD seems set to make an even bigger dent in corporate America.What will we get?The potential features of the device are already much-traveled ground for bloggers, analysts and media outlets large and small. Here's what you can definitely expect:– A faster processor, possibly the A5X, rather than the quad-core A6 chipI'd been expecting.– A better screen. A so-called Retina Display capable of full 1,080HD. Purty. (And offering 2,048 x 1,536 pixels, according to MacRumors).– A super camera: After all, you want a decent-quality HD-savvy 8MP camera if you're going to make nice, crisp HD video on your iPad HD. Does anyone remember Flip?– Graphics to die for. Well maybe not die for. Feel pretty pleased with, I guess. To enjoy, I suppose. But definitely better — thanks to new graphics advances from Imagination.Yeah, but what about 4G?I know most people reading this are in the US, and I recognize that in some small but vocal areas of the US 4G (LTE) networks are already being deployed by some carriers. LTE is also available in some key external markets, but as I've said before, it isn't yet a universal commonplace the world over.A recent 9to5Mac report claimed that Apple intends offering three varieties of the device, suggesting this means LTE-enabled iPads will be made available, but don't buy 4G on strength of that — check the deployment situation in those places you are likely to use your shiny, hopefully rubber-clad new Apple tablet. You may not need it (yet).LTE will be far more widely available at the end of 2012, beginning of 2013. This means that, despite its promise, LTE support shouldn't be seen as a deal-breaker, yet.Will it be thinner, or thicker?I don't know. All the reports I've seen are equivocal. I can imagine the LTE model might demand the iPad be a little thicker (we're talking in millimeters), not just for the LTE radio but also for the additional battery life required to run 4G. This could also mean 4G iPad users may complain of comparatively poor battery life (though only in comparison to non-LTE iPads). Apple may deploy a Thunderbolt connection in this new iPad.Will it support NFC?I don't see huge immediate purpose in such support being enabled at this time. In future I can imagine it, in order that retailers be able to use their iPads to take payments from NFC-enabled devices. Take a look at this solution from Square to get an idea of how this might work. It is possible NFC support will be built-in, though, as the company attempts to seed the market with potential payment terminals pending introduction of the iPhone 5. (Take a look at this info graphic for a few ideas of why NFC may matter).Siri?Siri is in beta. Siri is in beta. Siri is in beta. Just ask Siri — it will tell you (probably, if the servers are available).This means:
I'm expecting wider support for local searches to be introduced, perhaps in conjunction with the iPad launch. I'm also predicting a new version of iTunes will appear magically in the next hours (or at some point prior to when the device hits the shops if there's a slight delay) to support the new iPad and to implement other enhancements in Apple's world-leading intelligent assistant. Drop me a line when it appears.I'd certainly like Siri to be an element to the new release. Though as I often say during those many laugh-a-minute dinner parties I'm so constantly invited to, "If wishes were stars, the night would be brighter than the day".Apple TVAn Apple TV? Probably. An Apple television? Not yet.Also read:Got a story? Drop me a line via Twitter or in comments below and let me know. I'd like it if you chose to follow me on Twitterso I can let you know when these items are published here first on Computerworld.
- It will be improved in future.
- That it doesn't always deliver.
- That it is constantly learning.


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Melanie Hevel-OlsonTwitter Statistics
@melaniehevel - Tracking since September 26, 2008
Distance Running & Fitness Coach. Originally from Richland, WA. Believer. Ran distance for Eastern Wash. Univ. Love to promote health & fitness. Into genealogy.
Bemidji, MN, United States
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DEEP RUN — David Combs has been a journeyman since graduating from Southern Wayne High School in 2006.
Now the head baseball coach at South Lenoir, the two-sport star feels his journey is over.
Combs, who was officially named the head coach of the Blue Devils on Monday, has taken an interesting and eventful trip from his last day as a student in Dudley to his first day as a South Lenoir physical education teacher last semester.
He has played baseball at two separate colleges and even did a stint in football at one of the nation's top Football Championship Subdivision schools.
Then there were the opportunities to continue his baseball career post college in the independent leagues.
In the end, however, coaching and mentoring kids younger than the 25-year-old Wayne County native was where his future sat.
"I was just ready to get into coaching," the 6-foot, right-handed former reliever for Mount Olive College and Lenoir Community College said.
"It's always been a dream of mine (to be a coach), even when I played in college. I was studying the game just because I knew I wanted to be the coach. This is a great opportunity."
Opportunities in athletics have been abundant for Combs.
After receiving his high school diploma from Southern Wayne, Combs had already made plans to pitch for MOC. But during the Trojans' fall workouts and schedule, something just didn't feel right — he wanted to play football.
Combs played middle linebacker at Southern Wayne and received interest from Appalachian State, the winner of the Division I-AA national championship his senior year. When a spot opened up on the Mountaineers' roster, they gave Combs, who was at MOC at the time, a call, he said.
Wanting to get his football fix, Combs left Mount Olive following the fall semester and traveled to Boone, he said, where he enrolled in spring classes and participated in spring football.
But it took only one semester for him to realize that Boone wasn't where he was supposed to be, either.
"It just wasn't the right fit, I guess," Combs said.
Having enrolled in two four-year schools in the same school year (2006-07), Combs' only choice after leaving ASU was to enroll at a junior college and he chose LCC. Combs had to try out to play baseball and he made the squad.
Like many standout college pitchers, Combs began his career as a catcher. But once Lancers coach Stony Wine saw him pitch — it took only two innings of work in the fall, Combs said — Wine knew he had a diamond in the rough.
A high-80s fastball and a "nasty slider" helped LCC reach the NJCAA Division II World Series in Millington, Tenn., in 2008 — Combs' only season with the Lancers.
They finished runners-up nationally to LSU-Eunice that season.
"He was a guy who solidified our bullpen and won us a lot of games," Wine said. "At a questionable point (during a game), he got in there and kind of held down the fort.
"He was an integral part of our success to making the World Series. He was sometimes untouchable."
After helping LCC reach the pinnacle of the junior college baseball season, Combs went back to Mount Olive — this time as a pitcher — and again helped his team to success.
In his three seasons with the Trojans, they won back-to-back Carolinas Conference titles in 2010 and 2011 and finished third in the NCAA Division II National Championships his senior year.
Had he remained at MOC originally, he would have been a part of its 2008 national championship team. Had he stayed in Boone, he would have been a part of a team that defeated then fifth-ranked Michigan to open the season and won the third of three straight national titles in 2007.
But he doesn't regret his choices at all.
"It's kind of crazy because I could have been a part of those national championships. I'm like (the movie) "Good Luck Chuck" for national championships," Combs said.
"It would have been cool to be a part of those teams, but it just wasn't meant to be. It just wasn't the right fit at the right time."
Combs has now found his fit, conducting offseason workouts with the Blue Devils — official practice begins on Feb. 13 — while fulfilling his dream of becoming a head coach.
Wine feels the first-year coach will do well, just like he did at LCC.
"He could sling it (and) he had a good work ethic," Wine said, referring to Combs' ability to pitch.
"He should do fine. He's got the mentality to communicate well and be a teacher of the game."
Combs says he has no intentions of leaving Deep Run anytime soon.
That's one of the big reasons he was given the job.
"The one thing we were looking for is long term," said SL Athletic Director Lisa Smith, who had to find her second baseball coach in as many years. "One of the things that we did like is that he's from this area and he wants to be here. He's going to be here as long as he's wanted here."
A journey that began almost seven years ago has landed Combs in a tiny community known for its love of the local high school.
It may have taken Combs a while to find his way to Deep Run, but now he believes it can be his home.
"I'm planning on being here for a good while. I don't see any reason why I'd leave," he said. "They have a great staff, great school, a great community.
"There's not going to be a whole lot better of a high school job to be honest."
Ryan Herman can be reached at 252-559-1073 or firstname.lastname@example.com. Follow him on Twitter: @KFPSports.


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Chon Buri
Contact Details
Tel: 66 (0) 2 650 3055-7
website: thai-polo-club.com
fax: 66 (0) 2 254 8355
Category : Horse riding
Submit inquiries and request for more information for this :
Over the past years Thailand has enjoyed a strong growth in equestrian activities, primarily in Bangkok and the beach resort of Pattaya, 150 kms to the East on the Gulf of Thailand and sixty to ninety minutes drive from the Bangkok International Airport.
The number of riders is growing steadily and, the quality of riding has improved tremendously. This was witnessed during the recent South-East-Asian Games held in Thailand during December 2007.
It was not until the late 1990's that Mr. Link and his friends, particularly Mrs. Nunthinee Tanner caught the polo bug and decided to establish their own club in nearby Pattaya. The beautiful countryside surrounding Pattaya encouraged their love for the sport.
Thai Polo & Equestrian Club opened in 2005, set in over 200 hectares the club has two international-standard, full-sized fields, a practice ground, stabling for over 120 horses, paddocks and approximately 80 horses for the use of members. The staff includes an Argentinian manager, veternarian and farrier, together with a number of Thai assistants.
The club, set amid the wooded hills, overlooking the Gulf of Thailand features high quality facilities that have attracted many local and international players. The Thai Polo Open sponsored by Credit Suisse and Mercedes Benz in January 2008 attracted 7 teams including a contingent from the venerable Hamburger Polo Club in Germany.
In 2007 the renowned Australian course designer Wayne Copping was recruited to create an international standard cross country course suitable for the South East Asian Games. According to Mr. Copping the course at Thai Polo Club is one of the best cross country courses in Asia.
During this year an Endurance Course was added and an International Derby facility is under construction. Mr. Link changed the name to Thai Polo & Equestrian Club in order to reflect the growing importance these two facilities have in the overall growth of Equestrian sports in Thailand.
At the end of 2008 the legendary American based polo coach Rege Ludwig will open a polo school at the Thai Polo & Equestrian Club. Clinics will be offered for all skill levels and age groups. Rege Ludwig will spend a couple of months at the club to offer his renowned teachings, both in Thailand and in other countries.
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