text:
In late 1938, the Engineering and Research Corporation (ERCO) searched unsuccessfully for a suitable engine for its new "safe" airplane, the Ercoupe. ERCO hired Harold E. Morehouse, former engineer in charge of small engine design at Continental Motors, to design a new engine. He came up with the inverted, in-line I-L 116, which provided good pilot visibility and enhanced aircraft streamlining.
ERCO installed the I-L 116 in the prototype Ercoupe Model 310 in 1939. The engine performed well, but ERCO discontinued it when Continental introduced the A65 engine in 1940, which generated comparable horsepower at half the cost. ERCO manufactured parts for six I-L 116s but built only three. This one is believed to be the last remaining example.
Gift of Norman F. Carden III, Executive Director, Ercoupe Owner's Club
Type:reciprocating, inverted in-line, 4 cylinders, air cooled
Power rating:48.5 kW (65 hp) at 3,500 rpm
Displacement:1.9 L (116 cu in)
Weight:71.7 kg (158 lb)
Manufacturer:Engineering and Research Corp., Riverdale, Md.
Gift of Norman F. Carden III, Executive Director, Ercoupe Owner's Club.
Physical Description:
Weight: 71.7 kg (158 lb)


text:
I wanted to open up a new topic for this one, there have been several great books recently arguing for a fully mythical Jesus. The new book "Jesus Potter Harry Christ" compares Jesus to Harry Potter in order to identify the mythic elements of the gospels. Although several books and some media attention has focused on the Christian controversy and response to the Harry Potter series, this book is revolutionary in suggesting that Jesus (as presented in the gospels) is, like Harry Potter, a collection of epic world literature embodied in one literary figure.
You can grab a free review copy on the website http://www.jesuspotterharrychrist.com
Here are some of the reviews:
"Particularly absorbing and highly topical: namely, the idea that nothing substantially separates Jesus of Nazareth from Harry Potter except that most human beings believe in the historical reality of the former. As part of the continuing debate over the nature of Christ, not only among Christians but between them and today's wave of atheist thinkers, Jesus Potter, Harry Christ is timely. Linking this analysis, moreover, to J. K. Rowling's globally popular character further heightens its relevancy." Jeff Crouse, Ph.D – Parmenides
"This is probably the first time a book encapsulates the works of contemporary mythicists such as G.A. Wells, Timothy Freke, Tom Harpur, Acharya S., Earl Doherty, and Robert Price. Whether one has a basic inkling or a profound knowledge of the syncretic casserole that spawned the world's largest religion, Jesus Potter Harry Christ is a valuable compendium. Murphy bares a scalpel intellect in his first scholarly venture, dissecting the figure of Jesus Christ while peeling open the wonderful tales the other rising-dying godmen that once upon a time captivated pagan audiences across western civilization. Murphy never explicitly denies the historicity of Jesus Christ, but indicates that he has been basically swallowed whole by imagination and legendry. Miguel Conner, Aeon Byte Gnostic Radio
"Controversial, and full of fascinating, insufficiently disseminated information." —Heresy Corner
"This is a truly grand expose of the Christ mythology, and done in such a refreshing and unique manner. Who would've thought to come up with the idea of comparing the two characters, first of all, then execute the narrative so perfectly, so that it clearly demonstrates the similarities of these not so 'historical' characters? Well, Derek Murphy did! And that's why I have no hesitation in recommending this scholarly, yet entertaining, book." CJ Werleman, author of "God Hates You. Hate Him Back."
"The initial discussion of Jesus Potter Harry Christ – focusing on J.K. Rowling's Harry Potter books, the commonalities between Jesus and Harry Potter as literary figures, ancient and current controversies, and pagan gods and goddesses in mythological traditions – sets the stage for Murphy's comprehensive, fluid and riveting history of how and why Christianity rose and continued to develop through to the second Council of Nicaea (787 AD). From Heraclitus to Plato, pagan and Jewish mythologies, readers are finally directed straight to the Apostle Paul and the instruction of his mysteries to congregations that laid the foundations of the early Christian world. Murphy's book is too broad to capture in a single review, but suffice it to say that a changed worldview can be effected for laypeople and biblical commentators who are interested in deepening their awareness of the connections between pagan, Jewish, and Christian history." Clarice O'Callaghan – The Jesus Mysteries Yahoo forum.
"My initial response to reading the title was that this was a joke of some sort. But I encourage anyone interested in the gospels and Jesus as literature to read the content below and see that it does seek to be a serious contribution to an understanding of the literary and mythical character of Jesus. Neither is this a slur against Christianity. The author rightly explains that the fictional nature of characters does not detract from the positive influence that character can have on those who love them. The author also answers pertinent questions about his rationale for writing such a book, the status, history and grounds of Jesus-mythicism. I particularly like the main idea of this book: Our question then is not whether Jesus Christ existed, but whether the literary character recorded in the New Testament was primarily inspired by a historical figure or previous literary traditions and characters." Neil Godfrey – vridar.wordpress.com/

subset: commoncrawl


text:
Lately, more and more games with group activities have been trying to hand out rewards based on the individual's contribution to group's success. The latest example is rewards for defeating rifts in RIFT. The problem with all these systems is that contribution is very hard to measure automatically. It's bounded by role, by level, and by strategy. Trying to say that Joe contributed more than Randolph, and thus deserves more reward, is a very hard problem.
It's even harder once players start trying to game the system. For example, RIFT apparently used the rate at which you used abilities to determine contribution. Which sounds pretty reasonable at first. If you constantly attacking, or constantly healing, you're probably contributing a lot. But players then started spamming buffs, or spamming abilities like "Track Minerals" to get to the top of the contribution meter. Obviously, Trion will fix this, but it illustrates how hard measuring contribution is.
I wonder if the better tactic would be to change the question. Instead of How much did the player contribute?, maybe the game should just ask: Did the player contribute? Instead of trying to quantify contribution, just make the question binary. And then just more or less equally reward everyone who did contribute.
I think the binary question is much easier to answer. For a game without defense, I would just use the damage done, healing or damage taken meters. If you are above a certain threshold of the top value on at least one meter, you probably did contribute to the group's success. It would be a low threshold, like say 20%. If you did more than 20% of the top damage dealer, you'd count as a contributing dps.
That's enough to give you a shot at the rewards, in my opinion. It may not be perfectly fair, but it's "fair enough", and all the other systems seem be able to be exploited more easily.
Now defense is much harder to measure. Let's say you're defending the mine in Arathi Basin, and no enemies attack you. You're still contributing to the group's success, but you don't show up on any of the meters. Maybe one solution would have the defending point give out a buff in a certain radius, and then have a meter count the time spent with that buff. A "time defending" meter. And then use the same threshold system as for the other meters.
So to conclude, quantifying contribution automatically is hard and vulnerable to exploitation. Reducing the question to a binary "Did the player contribute?" might be easier and fair enough to satisfy the player base.
Wednesday, March 30, 2011
Automatically Measuring Contribution
Lately, more and more games with group activities have been trying to hand out rewards based on the individual's contribution to group's success. The latest example is rewards for defeating rifts in RIFT. The problem with all these systems is that contribution is very hard to measure automatically. It's bounded by role, by level, and by strategy. Trying to say that Joe contributed more than Randolph, and thus deserves more reward, is a very hard problem.
12 comments:
- Nils said...
One of the most powerful tools are the players. For example, you could have them make groups.
Players would use the human brain and its extraordinarily evoled justice-mechanism to answer the question of who has contributed how much ans deserves what reward.
Of course, we know the problems with that approach, too. :)
- 11:40 PM, March 30, 2011
- Hobart said...
I think there are too many variables to measuring contribution to have it done by algorythms. What if
-a player sucks at his task but tries never the less? Say "you didn't contribute (=you suck)" to his face? VERY discouraging..
-a player defends a point of strategic value that the game company didn't think of (not defend the flag itself but a bottleneck path nearby)
-you are a healer but can't contribute effectively because you are in constant stunlock situations
Whenever contribution is measured automatically, there are bots and players exploiting the system. It always ends up unfair. Also, you are killing all "Think out of the box" strategies (which you kind of like, no?)
- 11:46 PM, March 30, 2011
- Kring said...
Most raids in WoW use DKP or /random to distribute the loot, even random /trade raids. The /random system does not consider contribution and gives everyone an equal shot who was present. And DKP only consideres your time investment but not your actual contribution.
Rewarding real contribution is not important, otherwise the player would have invented it long time ago.
- 1:42 AM, March 31, 2011
- Anonymous said...
It should be noted that Rift patched in a change to the contribution. Mainly they removed it. You now get loot based on how many stages you were there for.
- 4:16 AM, March 31, 2011
- Babel said...
I must have missed that in the patch notes, though there has to be something more than that. If I went to a rift and did nothing I wouldn't get anything. I'd hate to see players just hanging outside of rifts to ge the rewards and only having 1-2 people attacking while a large group is afk.
- 6:27 AM, March 31, 2011
- Brunnstag said...
Honestly, I think having computer try to measure all these different variables will never work appropriately. There's just always going to be someone who does something in such a way that the algorithms will miss.
Thankfully I've never had to run in a raid where I felt other people were not contributing. If your there and your trying, your still contributing something! The fact that your output is not as some of the others is sometimes even an indication that you need the gear more than some of the other players!
- 9:34 AM, March 31, 2011
- Hobart said...
"Rewarding real contribution is not important, otherwise the player would have invented it long time ago."
Try joining a /trade group and not do your job, see how much loot there is to grab :)
Usually the common understanding in a raid is "unless you fuck up badly, you have an equal chance for loot" which means everybody is measuring your contribution and deciding you are either able or not. This happens all the time, its just not set in stone (which is good because that would lead to exploitation).
- 3:20 PM, March 31, 2011
- Kring said...
> Usually the common understanding
> in a raid is "unless you fuck up
> badly, you have an equal chance
> for loot"
That's basically what I've meant. A possible solution would be:
less than 10k dps: no loot
10k - 11k: /random 70
11k - 12k: /random 80
12k - 13k: /random 90
13k+: /random 100
Stuff like that would be really easy to implement and I've never seen or heart of a raid that does that (besides the "no loot below x dps" rule).
- 3:33 PM, March 31, 2011
- Chris said...
Good post and quite interesting, but please stop calling the game "Rifts." That's not a name, it's a feature. The game is called "RIFT" -- capitalized because that's how it's marketed. It would cut down on confusing when referring to rifts in RIFT.
- 9:51 PM, March 31, 2011
- Rohan said...
That's a good call, Chris. Will edit the post.
- 10:29 PM, March 31, 2011
- Hobart said...
"That's basically what I've meant. A possible solution would be:
less than 10k dps: no loot"
A shadowpriest on dispel duty, a rogue on interrupt duty, an equally skilled player with slighly less gear all those players would "conribute less" according to your rules.
A high DPS moron standing in the fire eating away the healers mana is fine?
Just looking at a single aspect of your playing won't suffice. There is so much to factor in, you can't make up a simple score.
- 3:31 AM, April 01, 2011
- Kring said...
> There is so much to factor in, you
> can't make up a simple score.
Sure. But that's also true for the stupid Gearscore add-on and it was used widely in WotLK.
My argument was that players invented Gearscore. But they still distribute loot without factoring in contribution.
To me that means that people are fine with not considering contribution when distributing loot. Otherwise such an add-on would exist (and would probably be as broken as Gearscore) but it would be used nevertheless. Such an add-on is not used and therefore it's stupid for a company to fix something that's not broken.
- 4:55 AM, April 01, 2011


text:
Walmart plans to hire more than 100,000 veterans over the next five years in an effort to provide jobs for soldiers recently discharged from active duty.
Beginning May 27, the corporation will give veterans honorably discharged within the last year priority job application status for positions open in stores, at distribution centers and at Walmart main offices.
Bill Simon, Walmart U.S. president and CEO, made the announcement this month and said that "hiring a veteran can be one of the best business decisions you make" because they have a record of performance under pressure, are "team players" and "quick learners."
No positions will be created within Walmart and the majority of job openings will be in retail stores. Those jobs may include part-time store positions or an assistant manager trainee.
Two local veterans believe it's a good move by Walmart and perhaps will lead the way for other corporations to follow.
"I think it's a very good thing. We need to help the veterans. These kids coming back now, they've gone through a heck of a lot and now it's time for us to pay them back a little bit, in my opinion," said Bill Bowen, a member of American Legion Post 23 in Gastonia.
Bowen said he sometimes meets young, recently-discharged veterans who are unemployed. Plans like the one Walmart is introducing will help because veterans have a lot to offer, he said.
"We do have contact with them on occasion and we refer them as much as we can and when we hear of job opportunities," Bowen said. "I think it's a great step for Walmart to take."
Apply online
Veterans wishing to apply for jobs online at walmartcareerswithamission.com can indicate their veteran status. They will be asked to demonstrate qualifications, complete required pre-employment drug screenings and background checks and then be "first in line" for available job openings in their area.
Applicants are asked to be open to re-location if jobs aren't available locally.
Joe Harris, 78, is commander of American Legion Post 23 and a retired U.S. Army master sergeant. A lot of his friends serving in the armed forces overseas come home and find it tough to find jobs.
"It hurts their morale. It would hurt mine, if I was in their case. I know it hurts theirs," he said. "They've been over there and got shot at and all kinds of things and they come back and there's no jobs and it hurts."
Harris believes the main problem is a lack of available jobs in general and thinks that Walmart's new plan will be beneficial to veterans.
"They need to be helped and I think it's wonderful that Walmart is going to do it," he said.
Gazette reporter Wade Allen can be reached at 704-869-1828; twitter.com/gazettewade.


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Home Rising, Gerald
Rising, Gerald
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|Collection Title:
UB Oral Histories
|Collection ID:
|Departmental Affiliation:
University Libraries. University Archives
State University of New York at Buffalo
|Item ID:
|Person Interviewed:
|Rising, Gerald
|Capuana, Josephine A.
|Date of Interview:
|October 10, 1991
|An interview with Dr. Gerry Rising who was involved with the beginning of the development of the Honors Program in 1980.
University at Buffalo--Honors Program
University at Buffalo--Faculty Senate
Sound recording
|DCMI Type:
|Link to PDF of documentation:
|Interview with Dr. Gerald Rising Program University Honors Date of Interview: October 10, 1991 Interviewer: Josephine A. Capuana Side One SUNY at Buffalo Capuana: This is an interview I am going to be conducting with Dr .Gerry Rising who was involved with the beginning of the development of the Honors Program in 1980. Okay. I want to thank you very much for agreeing to this interview. It will help me quite a bit, and when I get down the road to writing my dissertation. The first question I have for you is: Can you give me some idea of how you became involved with the development of the current Honors Program at UB? Rising: It will take me a while to recall. I suspect that it came from being a member of the Faculty Senate Executive Committee at that time. So we were aware this was being set up, and then I think I was asked to participate in the original formation committee and that may have been named by the Faculty Senate Executive Committee. I don't recall the details of that very well because there was some informality as I recall about the beginning, the beginning activities. It derived from President Ketter's initiative and Barbara Howell was one of the 1 Capuana: Rising: Capuana: Rising: central figures, and I guess they knew of my interest because I had already started the program for the gifted students at that time, for gifted high school students. So I think I was involved because of that. Okay. What was your understanding of why Ketter wanted to establish the Honors Program? Do you remember? Well, I can't recall his, for him, his entire motivation~ and it's really very sad that he's not still here to speak for himself. But I think it was an institutional concern. I think he saw this as an avenue to raise student quality in an institution by sponsoring especially bright students and bringing them into the various programs. I'm sure there was a service aspect of it, but I believe that Ketter's motivation was much more of an institutional character. Can you tell me something about the original committee that you were on, that Barbara Howell chaired? Do you remember much about the people there and their concerns and how they approached this job? I can't recall the committee members. I've been on enough committees around here except of course for some of the key people like Barbara herself. In fact, were you involved at that time from the beginning? Capuana: No. 2 Rising: Capuana: All right. But I can recall the fact that there were ver_y, very different visions of Honors students and as so often happens, faculty members tend to write their own best characteristics onto what they expect from Honors students and eliminate all their own negative characteristics. Ah, so there were ... the expectation and I'm afraid it still carries over, (tape stopped, microphone fell) the expectations; these are students who are going to get straight A 1 s, for whom the work will be, the standard work will not be especially challenging, that they're really remarkably unusual students in terms of the sort of standard measures. There was, I want to be careful because there was some understanding, even from the very beginning, that there would be differences especially in the arts kind of area. I think there's always that sense that 'oh, this person may be a brilliant musician, but not necessarily be good in math and science. But that understanding never seemed to carry over in the students in the standard kind of areas. If they were good in nxn they would necessarily be good in 11Y11 or even not nx" in their studies. Now, there were different strengths on the committee. Uhm, by strengths I mean people who spoke out, and I think I probably was one who spoke out a good deal. But I think the sort of solid basis that was given to the committee was Barbara Howell and one or two others who became central figures in the work as it went forward. Did you enjoy the committee? 3 Rising: Capuana: Rising: Capuana: Rising: Capuana: Rising: I don't enjoy committees as a general rule. (laughter) That's an interesting question. But there was very much a sense of purpose in this and the idea of let~s get this thing going, let's get it going quickly, let~s not delay, let's get some students in here, we may very well make some mistakes in our initial attempts but let~s get going, and once we make the mistakes we~n correct our direction and get this program in operation. The one charact@f. this committee that I think is very {5 important to understa d"t at everyone on the committee was very strongly committed to an honors program. So that it was not one of those committees that you end up having to battle for the direction that you want to go in. It was the details, the selection procedures, things like that that we wrestled over, and I think all were very uncomfortable with. You were here in the '70's, right? I came here in 1965 or 6 so Okay. ... I've been here a long time. Do you remember Vico College? Or any of the colleges? Oh, I remember the colleges, of course, but no, I don't. I was 4 Capuana: Rising: Capuana: Rising: Capuana: Rising: associated with the Math Sciences College, but not Vice. The reason I ask that is that they made an attempt early on to establish a classical college that would have an honors component to it, and I was just wondering if you had had or anyone had brought .... No, I had had no knowledge of that .... that's history that I didn't know about at all. Okay. I mean we knew a great deal about individual colleges that were in trouble and things of that sort, but. .. but not about that particular one. How did the committee deal with the concerns of an Honors Program being an elitist program at a large public university? I ... I think the committee simply set that issue aside. T~ my best recollection. If it came up, my sense of the response w~at any university program is an elitist program almost by definition. We 1re selecting students to come in the program and we are elitist in our selection of students for majors so that this is simply another 'business as usual' kind of selection of top students. Plus· the fact that there were departmental honors programs that were ongoing at that, already at that time, so that it was not something that was entirely new to the university. And as you pointed out to me, there 5 Capuana: Rising: were, there was some longer past history that I wasn 1t aware of. When I was talking with Barbara last week, I asked her some questions about how the committee decided on the selection formula for these students and she said that I should ask you about that. How did you devise the formula that we basically still use for admitting students into the Honors Program? What were your concerns? Why did you feel this was the best way to do it? Barbara is picking on me here. (laughter) Because I have never thought it's been the best way to do it. And I have perhaps more reservations, you know I have a mathematical background and was for some years a member of a major statistics committee. I have some publications in that area. And that has made me more uncomfortable with mechanical selection procedures than less. I think our basic motivation, however, was, we needed an objective device for saying 'yes' to person X and 'no' to person Y. This is exactly the same problem that we addressed in the selection for the gifted program. And it turns out, people accept that. If on the other hand, we had had an interview process that was subjective in character, people have much more difficulty with that. Don 1t misunderstand, the interview process may, you could argue that it's a better process, but it doesn't make it any easier to defend with people who are upset because they didn't make it. So we adopted, as a sort of lesser of evils, the process of simply taking these numbers and averaging them and coming out with a score and 6 Capuana: Rising: going down through that list to a cut off level and taking students. In fact, I haven't kept up with it recently, Josie. Therets been concerns all along about some of the things counting twice in that process and things of that sort. For example, when you take class standing and school averages, there's a sense in which those two things are ... rely on each other. But, ah, it's simply a kind of a measure that's tough for us to defend internally, but turns out to be reasonably easy to defend with the public who are simply, well, I don 1t even want to say that they are uninformed about this, but even when they are informed, they are willing to accept numbers as a kind of, even as a kind of a lottery. I mean, we know that the last student that we take and the next 30 probably students that we don't take are absolutely equivalent. So we, we ... no matter what we do, wetre stuck with that kind of a decision. But when it's got a number associated with it, it's the kind of thing that people are used to accepting and it was that on that very prosaic kind of a basis that we adopted this sort of cut throat, add up the scores and that makes the decision. Was this similar to the formula that the University was using at that time for admitting students, or did you just .... ? Gee, that's interesting. I think it may. I think there were representatives from the Admissions Office on the committee as I recall, because they would be very much involved in the process of getting students. And it certainly, there are some similarities. But 7 Capuana: Rising: Capuana: Rising: whether it's actually the same kind of data or not, I don't know. So you just drew on your past experience, particularly maybe your work with the gifted math program to develop this formula for admission? Well, again, this is reconstructing history, and I may reconstruct it entirely incorrectly. But my recollection is that we had a number of things, a whole list of attributes that we thought were important to look at, and when it came to finding ways of looking at those attributes, we just found ourselves, it was impossible for us to get at those kinds of things, and we ended up retreating to this kind of a process. It wasn't that we weren't concerned about those other things, but... And in fact, now that I recall, there was_ a member from the law school, a member of the committee from the law school, whom I ... Marjorie Girth It might have been Marjorie Girth. Yes, that would be ... who I think spoke eloquently to their own selection process which does involve personal interviews. But, once again, I think some of the hesitation about that was that. .. that's an especially serious opening to concerns about rejecting minorities or rejecting 1ft particular classes of students, very possibly without any kind of ill will but just because of the way we're used to. We're used to talking to people who are just like us, and that~s a kind of concern that I 8 Capuana: Rising: Capuana: Rising: Capuana: Rising: Capuana: Rising: Capuana: Rising: believe was raised in that kind of context. So basically then the committee just accepted what the formula that you had come up with?' (laugh) They. . . or was there a lot of discussion? I am not at all convinced that .! came up with this formula. In fact, my best belief is that the person who really .came up with the formula was Bernie ... Gelbaum? Bernie Gelbaum from the Math department. I'll blame it on Bernie. (laughter) They've given you the onus ... If they come around here, it may come back to me. Okay. Do you know how the Honors seminar requirement came about? (hesitate) sigh 9 Capuana: Rising: Capuana: Rising: I know you taught the first seminar. That's correct. And I want to talk to you about that a little bit later. But do you know how the seminar requirement came into being?. Again, let me try to reconstruct in my own mind. My sense is that we were very concerned, even though the mentor program was established as part of this; we were very concerned that the students would come in here and then just be regular students. They'd get some money and so on, and be scholarship students. But we didn't want the Honors Program to be a simple admissions processing p-rogram. We wanted a cohesive program that kept these students together, that made them into a cohort of very bright and very active students who would gain more hopefully from that cohesiveness than from the money that paid off some of their bills. So I believe the idea of the seminar was there from the very beginning. And I don't think that was at all a throw in at the end. We saw that as a unifying kind of activity that would support this . And remember, in the beginning, we were talking about a small number of students. Like so many things in the University. I think faculty members when there are things that cost money, tend to think small. We think, there aren't any ... thereLs no money around. I mean we have so much trouble getting paper for our duplicating machines that we think, there's no source of money to do 'X', 10 Capuana: Rising: Capuana: Rising: Capuana: Rising: whatever 'X' is. And I think we were thrilled with the idea of bringing in a dozen or so students, and I think if you were to say in ten years we'll have so many more students the way we do now, we wouldn 1t have believed it. So we had a small group so we could provide a single seminar to these people and some oth ... , and by the way, I certainly don't mean to imply that that was the only activity. But these were activities that would bring them together. The idea of their living close to each other in the dormitories, the idea that there would be supportive individual kinds of activities as they went along was also in the books right from the very beginning. So that was actually discussed in the initial committee? Yes. Because Barbara didn't remember some of that, and I. .. I thinkit was there before it went on to the second kind of committee. Okay. You had the privilege to teach the first course, the first seminar. How did you decide on the topic? Josie, let me back up just a little bit and say why I did it in the first place. I mean it wasn't exactly that the committee selected me as that I volunteered because we seemed to be floundering on who was going 11 to do this. And it was clearly a task that was gonna be taken on overload, and I just thought we were gonna end up wrestling for months on it. And I did have, now coming back to your question, I didhave in mind as it happened a particular topic that I though would work very well with these, with these students. This is beforehand, remember, and I think it did work .r. easonably well . e A book had just been published called Golfdel, Escher, and Bach, no 'and', Goddel, Escher, Bach. It had won the Pulitzer Prize. The author is Douglas Hoffstetter, a very young man, and it was, it is a quite remarkable book. It was a book about science, about music, and also about literature. And it seemed to me that that combination made it perfect for a group of students who would be coming from , from very different areas. I felt. I had read much of the book, and I felt it was something that I could handle in terms of ideas on some levels and that I hoped that it would make the students think on those levels but also some others where they were more competent than I. I mean musicians, for example, I have no competence whatsoever in music, and they could bring some understanding to that. I'm certainly not very competent in the biological sciences, and students in those fields could bring some of their understanding to bear, as they did in the seminar. By the way, just one note, and this is going to be an ~...,{, uncomfortable note because !)\forgotten his name. I co-taught that course. The then-head of the College of Mathematical Sciences. Oh, just as I say that I remember, Dick Orr, was interested in this book also and so he sat in on all the classes and took responsibility for 12 Capuana: Rising: certain parts of that course as well. Oh, I wasn Lt aware of that. Thank you. How did the students react to the topic? Did they seem to enjoy it? It was very much a mix. And let me say, make a personal comment. I think I have a good sense of myself and I'm, I think I'm a very good lecturer to very large classes and I've had success here in teaching math and computer science and some of those subjects. I am not very adept, and I know a great many people who are much more adept in small seminar kinds of settings. And I think the reason is that I'm much more of a talker than an elicitor in terms of discussion. But we did have quite good discussions. Interestingly in one case, and I'm not even sure that I recall the nature of the discussion, one student became very uncomfortable with the discussion and may, well, she left the program shortly after that. And for a long time afterwards, I wondered if our group had driven her away from the University, and I have no idea. But there were ups and downs, but I think the students got something out of it. They wrote weekly papers, which were very interesting and represented very serious responses to the contents, so I think it was a success. I certainly think, my recollection is it was taught as a one credit course in the beginning so there was a very real understanding that it was not equal to the rest of their important central concerns. And I tried to keep the course confined into that one credit. 13 Capuana: Rising: We met, interestingly enough? on Sunday evenings. A concern of yours, Josie, I know is always to try to find a time for these freshman seminars- that don't conflict. Well, it turned out that Sunday evenings (laugh) didn't. conflict. And of course, that gave us an open university to choose classrooms. And there were difficulties associated with that as there are associated with any time, but I think that worked out reasonably well. And you would be better advised very possibly, to talk to the students about whether the seminar was a success . And I think now with years having past, you'd probably get a good response to that question. I think when you ask students immediately after doing something, they .. it's difficult for them to respond. But very clearly, the book carried the seminar. It had a lot of meat in it, and it opened up a lot of interesting questions for the students to address. In addition to the obvious academic benefits from the seminar, do you see any other additional benefits that came from grouping these students together? Interestingly enough, I, although I used to see the students around the campus occasionally after that, I lost touch with all but a few of them. Some of them I tried to help in academic kinds of situations later so that I did keep some kind of touch. So it's hard for me to speak to that question. I think the seminar forced them into a situation where they interacted socially as well as academically. They generally did not meet with each other in other classes very 14 Capuana: Rising: Capuana: Rising: often. Or if they were in classes, they were fairly large classes. Here they were together as an organized group on a regular basis. And I think that was a useful opportunity for them. Pm not sure that I recall, but it, didn't the seminar run both semesters? Yes, I believe it did. So it was a full year seminar. So they had this ongoing construct of being together. Now, I'm sure there were some negatives. I didn't get any negatives from the students, and you might very well get them, or have gotten them, except that, very mechanical kinds of things. Like off campus students coming back on a Sunday evening was much more of a problem than students who were in residence on the campus. And if I can recall, I think that one or two lived at some distance from the campus . You mentioned a little earlier when you were talking about the committee and looking at what faculty would like to see their students be and what they actually are. How did these students meet your preconceived notions? Did they hold up to what you thought honor students should be or did you even have an idea of what these students should be like? Oh, sure. I did. And as far as I was concerned, they measured up very, very well. Remember, again, I'd been working with the high school gifted students, and I'd had association with honor students 15 in other context for a number of years. So these students were very much what I expected. They were ... one aspect of which was, I expected them to be very, very different in terms of things even like maturity. Some of the students were very little formed, I guess is the way. They were just still in that sort of plastic form that you think of as high school sophomores with very little contact with the outside world. Bright but no real sophistication. That by the way was one of the hardest things about the seminar that I found was to try to make those kinds of students comfortable and not constantly threatened by the other students who in some case~-;fou know, lower division college sophistication even by very bright students is still not very high level sophistication. And it often takes the form as it did in this class with oh, two or three very good students but who were very verbal but not at all necessarily brighter than the rest of the class. So, yes, I, they were very much what I expected, and I am sure if you look into their continuing history, you will find that a great many of them went on to be very successful. There were one or two odd balls, I think is the reasonable description. At least one of whom I believe left the University soon after, predictably. By the way, this is not the student who dropped out after the discussion. But they just had different world perceptions, and a standard lockstep education was definitely not one of them. And I felt they made very nice contributions to the seminar, but I thought, 10h, dear, this student, the student's reaction to standard kinds of tasks is exactly the kind of thing that will make the University continue to be uncomfortable. 11 And, 16 Capuana: Rising: Capuana: Rising: 486 Rising: indeed~ I would, I would be very interested in seeing what he's done with his life, because he has so much ability, it would, it would be ... Well, you know, my thinking is in very standard avenues and this student very possibly became something very nice, but, but he certainly didn't fit the University kind of ... A real non-conformist? Uhm, .. . . . or just very free wheeling? Yes, yes, and very individualistic. He didn't mix in any way with the other students. And I'm not even sure that he meant it, but he seemed to give off a... I think the rest of the students took the signs that he gave as offputing. That if you'd ask them, I expect they'd have said he didn't like them. Now I knew that wasn't ... That was just the sort of personality that he had. You know it's like going into a New York City (end of side one of tape) ... who was familiar with that type of youngster can deal with, without any negative feelings, but I think he would end up getting signals back from the other. And you know, if you're an abrasive personality, that doesn 1t necessarily make you very thick skinned. You can be just as thin skinned as the next person, and I suspect 17 Capuana: Rising: that he'll have that to wrestle with for a long time and possibly through his whole life. Early on, the committee set a grade point average of 3. Z that the students had to meet in order to stay in the program. Can you give me a little bit of background on how that was decided?, A. And B, What happened when it was changed to a 3. 5 . In going back through the materials that I have in the office, I believe there is a two-page letter or memo from you expressing your major concerns about that change in the middle of the semester. Well, that's wonderful. (laugh) I'm glad I have something to defend myself because it was over my dead body that these ... and now, if you're saying 3. 5, that 1s even worse. I just feel that grades ... first. First of all, they're very different across the campus. The average grade in department X will be 3. 5 already. The average grade in department Y will be 2. 3. The student majoring in department X has got a clear advantage over the student majoring in department y. The other thing, and I hope my letter expressed it, was the fact that the students felt terribly threatened by this. I think it cuts down their willingness to experiment, their willingness to take courses outside of their very narrow major. I continue to have these concerns. Look, we teachers are terrible handlers of grades, easily manipulated. A student comes in and says 'Gee, I don't think that's a fair grade.' I would guess that the average response across the campus would be 'Well, what do you think you should get?', and then 18 he'd change the grade to that. That may be laying a criticism on my colleagues that isn't warranted, but! am very much threatened in that kind of way when a student asks those kinds of questions. And ein math, you know, we g•t all these numbers, we can say "Well, we averaged these numbers', so there's some responses of that sort. But it1s still is not an easy kind of thing to handle. So I was very much opposed to it and I fought to have it, my recollection is at least 3. 0 and I may have even have argued for lower than that with a possibility of having it go up over the years in school. But, again, I ... it was very much a concern of mine. Now, in fairness, obviously there's another side, 'cause I didn1t win. I mean, I made my point as forcefully as I possibly could, and as obnoxiously as I possibly could manage and lost. So people felt that it was, it was appropriate. Indeed, we're ... it's not just a handout. To give very substantial support to students lilm this, we have this wonderful opportunity and they do have a responsibility for repaying. I just wish there was another way of measuring the fact that they're repaying us. And, Josie, I am certain that you end up having to address that kind of problem over and over again in your dealings with these students. Because they get into situations where, for one reason or another, they're in trouble and the grade point average gets threatened by stupid things. Now, let me insert the story of the one student who came to me. It may even have been toward the end of the first year. He was in a physics course, and they failed him in his lab. And they failed 19 Capuana: Rising: him because they had this strict rule that he had to have this paper in by thus and so. There was an error made in the communication. He turned the paper in not even a day late, five minutes late or something like that. And they just would not give. And even though I interceded, he ended up having to take over a whole lab course the following year. Now this youngster had an F on his report card and it was a terrible kind of situation. I don1t recall. .. you know, he was such a bright kid, that I think that the rest of his grades got him through okay. But those kinds of things are, turn up often enough, as I expect you k6ftt it's a very tough kind of thing to manage. And again, I continue to wish that we had some alternate way of handling that. Were you the lone voice in the desert on that committee or were there other people there who were supportive of your view? Uhm, I may have been. And again, I think my response came as a great surprise to the rest of the people. I think the rest of the people on the committee had this attitude that 'my goodness, we're talking about 4. 0 students here. How could they drift down to 3. 2? There won1t be anybody below 3.9, so what are you making such a big issue of here?' And that extended to people that I wouldn't have expected_, fhe people in the hard sciences where the grade averages are so much lower. I mean, there was no (coffee cup dropped} understanding of my point of view whatsoever in the committee. And then, you know J ,Look, although it remains my point of view, I 20 Capuana: Rising: Capuana: certainly think there is some kind of monitoring that's appropriate . And again, when you start looking at other kinds, how do you make it fair, how do you make it equatable. Numbers are the things that turn out to be more easily managed. Barbara mentioned to me that the change was processed through Carlotta Bocca because she thought that at that time the general SUNY Honors Program was going to come along and they were going to require a 3. 5 average and that, therefore, we should have ours set there. Do you have any recollection of that? None, no. I think by that time I was no longer on the committee. I don't know exactly how that came out. There was sort of a twostage, one committee led into the other and I don't know, recall whether it was. I or how it was. It may very well have been that I felt I shouldn't be on that committee because I was playing this role as seminar instructor. But I was not on the continuing committee, and that's where that sort of thing would have come up. I did continue to ~ be the person~ used to be called in when the averages were calculated because I had a little hand calculator program that we used to use at that time. But that was my only connection really with the program after teaching that first seminar. Okay, so you weren't on the second part of the Honors Council that evolved from that, which oversees the program. 21 Rising: Capuana: Rising: Capuana: Rising: No, no, I wasn't. You've taught for us now several times, honors seminars. Your · impression of the students that you have. Do they hold up as favorably as the first group that you had? Do you see them any different? Look, it would be very difficult. to see them in the same way as the first group because I had them longer. It was a group that was almost testing the system and some things like that so I don't see them in the same way. Clearly they're bright youngsters, and it's fun to associate with them and to teach them. The current class that I'm teaching is an especially nice group of youngsters. I'm really charmed by them, they ... But you know how it is for teachers. Memory plays odd tricks on you so the longer ago it was , the better the students were. You forget all the foibles and you remember all the good things. But I still sort of have a feeling that those original twelve students were somewhat, somewhat better but certainly not, certainly only a matter of minor degree in superiority. And I see it in each semester. I've seen a couple of students in the classes who are, who could measure against anybody at all. Did the original committee that you were on, did they examine any other honors programs before formulating this one? Oh, my recollection is that there was a great deal of information 22 Capuana: Rising: gathering. I can remember receiving reports on honors programs in various schools. I don 1t know .... So the answer, of course, is yes . We wanted to do something reasonable. I believe that there was some survey of the honors programs within the University at that time also to see what was being done. Interestingly in the actual development, I don't think those things were awfully useful. We had to come up with a program that represented ourselves and that would, that would work for our students and our faculty and the kinds of availability and the limited resources, again, that we thought we had in the beginning. And I suspect that we'd have come out with almost exactly what we did, whether we had looked at other schools or not. Did Bob Ketter give you free reign? Was there any interference on his part? My recollection is absolutely none. Full support. He met with us as I recall in the first or second meeting, and that was exactly his commentary. That he wanted us to do a good job with this but that kt-4' he would ~hands off except to give us support when he was called on. And I don't recall, Barbara would be better able to recall than I, that there was even a representative from the administration on the original committee. I think it was our committee, and to run with it given the kind of support that was indicated. And I can only say this, maybe even hopefully, but my best recollection is that the funding for the program was stretched considerably from the initial offer of support. I think Bob went to bat for the program with the 23 Capuana: Rising: trustees and with the Research Foundation and, or the UB Foundation and people like that to get extra money for adding a couple of students who were brought in and so on. As people outside the committee found out other faculty members or students what was being devised here or developed, did you ever get any comments from people, pros- or cons about establishing an honors program here? No. You know, that's interesting. I, and that may just be me. I recall very little discussion with other faculty members about the honors program. And, pro or con. I mean, they went about things business as usual. In fact, I think a great, a very substantial proportion of our colleagues didn't then know about it, and I wonder if to some extent that doesn't continue to today. I think you could talk to some members of our faculty and they would say, "Oh, is there a (laugh) ... is there a program of this sort?n But take the opposite side of that. The program I'm sure is well known in the schools. I think the, as nearly as I can determine, the high schools see it increasingly as a wonderful opportunity for bright students. And even the word of mouth that comes from people who are in it, they spread that word through the community. And we have always gotten some superb students here at the University. Now remember, I see that in a little different way. I have the program for gifted high school students, and although it's specifically mathematics, I think we get many of the students in the 24 Capuana: Rising: Capuana: Rising: top two or three percent of the high schools of the region. And I think because the program has attracted a number of them to come to this institution, wh ~:)o anywhere, wh~~ot the ability and who .. /' are accepted at schoo s like Harvard and other Ivy League schools, big ten schools, the fine west coast schools, and end up choosing to come to this university. I think the program has done perhaps more than Bob Ketter visualized it doing in the, when it was started. And did that right from the very beginning. So, it certainly has served its institutional purpose and is one of the, probably the greatest successes, academic successes, of Bob Ketter's tenure as President of the University. Do you feel that this program.... Two things, your thoughts on the expansion of the program. It certainly is much different today than it was ten years ago; and do you see it having had any impact on the general undergraduate population here? Those are two tough questions. Partly because I am just not well informed. For example, I don't know how many students are taken in the program .... A hundred a year now. A hundred a year. I didn 1t even know that the transfer part had come in. Now) Pm very pleased with that by the way. I'm also pleased that it's been enlarged. I mean, you can always face the 25 problem that, well, you're deluting and so on. But, I think there are a lot of very deserving students out there, and if we can enlarge it, I think, more power to us. Because it has been so successful. The ... and I don't think it1s going to turn away some simply because it's larger. I suspect that the difficulty in the enlargement is on your side and that is in providing the sort of cohesive kinds of things to the program. I mean, clearly, you can1t have everybody in the same seminar the way we did then that first year when you have many more students. And that may or may not be an appropriate thing. Again, I think that the nice thing about that first seminar, and it didn't come from me it came from the book, was the fact that it was a book that drew upon everybody's strengths in different parts and expanded those strengths into other areas for the students. Now the seminars, the students can choose particular kinds of things. Hopefully they'll go in new directions to expand their horizons. (spoon dropped into coffee cup) But very often the directions can tie into their professional interest once again, and fit that way. Despite the problems, I certainly support the expansion of the program, and I am delighted with anything that gives support and encouragement to students. I suppose that one of the difficulties is the standard one. It's the difficulty, for example that comes up with the Magnet schools when you have a city. The Magnet schools are great; what about the rest of the city? And you can say that about the 26 class. These people are nurtured, why aren't we nurturing the others? But I think that's part of the answer to the other question. And that answer is that as you nurture part of the population, there certainly is a carryover to the rest. I can remember some of the discussions even on that original committee, by faculty members saying 'Well, they didnJt know whether this mentor program was going to work because they had never had very many students come to their offices. Their office door was always open, they had many office hours, but no students came.' And I think that's a general problem in the University. If you want students to come, you've gotta say, 1 Come in here and see me 1 • After they get in there the first time and realize that that's something that's important and that's expected of them, they may do that more on their own as they go along. But students need direction at the beginning. They're not going to go into the spider's den (laugh) or whatever it is. And my hope is that that sort of thing is being done by the mentors, and once they see. You know, 27 Capuana: Rising: Capuana: Rising: there's very much a reinforcing aspect of talking with students. And once they get that kind of reinforcement, I think faculty members- will begin to reach out to other students. And I use that as only as one example of the kinds of things that can come out of this sort of program. So I think it's been a benefit institutionally as well as within the Honors Program itself. I think it's had some carryover effects of that sort. I can bring no evidence to bear on that. But there have been expanding numbers of people involved in the program and that certainly has meant that it's spread its net wider among faculty as well as among students. You mentioned earlier that at that time you were on the Faculty Senate Executive Committee? Right. Was there any concern provided from that committee in the development of this honors program? Well, Barbara Howell was on the Faculty Senate Executive Committee 28 Capuana: Rising: at that time also. And Barbara is such a highly respected person in this institution that that was a very great assistance to the Honors Program in the beginning. For example, if I had been the sort of moving force in the Honors Program.-1 ou know, I come from a fringe faculty('Education, and I'm sure there would have been many more, many more questions. But Barbara is so highly regarded in the school, and rightly, I mean absolutely rightly, that I think there was a great deal of trust assigned to her. It was a wonderful choice to make her and I know Barbara personally from those associations, so I speak to her, but there were several others on the committee who had that kind of regard of the faculty. So there was very little meddling. You know, perhaps that was the place there may have been grumbling about ... 'Ah, you give assistance to these dozen students, weA'" g1o/ t these thousands of students, why aren't we helping them all?' And you know that argument is so hard to support. If we took those same dollars and gave it to all the students, everybody would get ten cents. I mean, what good is that? I mean, that's the difficulty with the anti -elitist argument. Was there ever a time when you thought the program wouldn't go or wouldn't come about? Perhaps at the very beginning. I just couldn't believe that there was money around (laughter) to support this. And in fact, I was concerned. I don't know that I even talked about it because I felt I just wanted to support this program wholeheartedly. But therets 29 Capuana: Rising: always that concern in the University that we1re great starters and very poor follow throughers. That oh, we'd run this thing for a year or two and then it would peter out or a new president wouldn't support it; it would go away. So I had that kind of concern. It was the same concern that I had to make as a promise to myself when I started the high school program. And it's a very reasonable question. And when we started that program, it came from a great many parents. They had been involved in such and such a program at the University and it went for six months and then all of sudden it wasn't continued. I didn't realize that there was as much of that and as much of that negative response from the community that derives from that kind-of thing as there was at that time. So, yes. But that was the only reservation I, or concern, and it certainly wasn•@out because the program expanded rather than even remaining at its original size. Okay. Well, I appreciate you giving me your time this morning to do this. It certainly has helped me make things a little more clear because I was not involved with the program at that point in time. Well, you know, I'm getting to the age where memory is a, is a problem, (laughter) so I hope that I've given you reasonable kinds of answers. Interestingly, I have found very little modification in my views over the period. I don't mean where we1re talldng about ten, twelve years perhaps, but very little modification in my views about gifted students over that period of time. And I think that the 30 Capuana: Honors Program has honored my views along with others on the faculty. So I think you've, you and others have done very well in continuing it. Well, thank you very much. I appreciate all of this. 31
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thumb|Mando Diao live Budapest 2012 Mando Diao is a rock and pop band from Borlange, Sweden. The band got their breakthrough with the release of the album Hurricane Bar. Their main fan base is in Sweden, Germany, Austria, Switzerland and Japan. Band members are Gustaf Noren (vocals, guitar), Bjorn Dixgard (vocals, guitar) and Carl-Johan Fogelklou (bass). Supporting musicians in the studio and at liveacts since 2011 are Daniel Haglund (keyboard) and Patrik Heinkipieti (drums).
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Lacey, before and after receiving treatment at the ASPCA Animal Hospital
When ASPCA Special Agent Ann Kelly brought hound mix puppies Cagney and Lacey to the ASPCA Animal Hospital on February 17, the two were so skinny that their bones were visible from across the room.
The dogs' owner, Gillian Irving, relinquished them to the ASPCA after Agent Kelly visited her home in the Norwood section of the Bronx. In April, Agent Kelly arrested Irving, who was charged with two counts of misdemeanor animal cruelty. (If convicted, Irving faces up to two years in jail and/or a $2,000 fine.)
Meanwhile, under the care of our veterinary professionals, the frightened dogs put on weight quickly: Cagney went from 16.4 to 27.1 pounds, and Lacey from 15.2 to 26.9, in the months leading up to Irving's arrest.
As these shy puppies gained weight, they also made new friends among ASPCA staff and learned that new people weren't so scary after all. At first, the dogs "would cower to the ground when they were removed from their kennels," recalls ASPCA Senior Behavior and Training Manager Victoria Wells. "Once the vets gave the medical okay, they were paired up with each other and more confident dogs for play sessions and walks to expose them to new people and places. They slowly began to overcome their fear."
They even made a special friend in Kim Danley, a licensed veterinary technician. When the dogs were ready to move to foster homes, Danley brought Lacey to the home she shared with her Rottweiler and ASPCA-alumnus cat, while Cagney went to another foster home.
As Danley invested lots of time in teaching Lacey that new people and places were exciting, not scary, Lacey became an irreplaceable member of the family. When Lacey was made available for adoption, Danley decided to make it official. She filled out the paperwork and renamed her Frankie.
Since then, the Danley family has moved to California, where Frankie loves running on the beach, sunbathing on her deck and taking boat rides. Danley reports that "now she's the happiest dog in the world. She and Charlie sleep curled up with each other every night. She's not afraid of a thing."
THANK YOU SO MUCH for caring for these poor babies!
This whole story is wonderful, it seems silly to find fault with any of it, such as renaming. That is a happy dog in the photo. I hope Cagney has a similarly good story before too long, but even now, being able to trust, and feel good is triumphant. My mom did not rename her dog when as a puppy Dolly came to her. It was her third home, and my mom thought that she'd keep the name. She is a Dolly. I took her over three years ago. It is true that they don't care that much about names, just that you want them to be near.
Why do rescue groups do this....separate puppies, sending them to separate foster homes...these two went through enough. They should have found a foster to take both of them to be adopted together...
I am glad to hear that these dogs have been rescued and are so much more happy and healthy. As for the name changing, if some one adopts a pet, normally they do rename them. Dont think it harms the pet any. I have pets, a dog and cats. The oldest cats, now 11 and have had them since they where kittens, have had so many different nicknames, its unreal. I dont think they mind it any, as long as they are well taken care of, that is the main thing that is important. Hope that Cagney gets a wonderful new home too, and that horrible woman who had them at first has to spend some time in the slammer! Maybe she should go with out supper a while to see how she likes it!
We had 3 rescues until just about a week ago when one had to be Euthanized due to cancer and a burst spleen at age 13. Rescues take a bit of time to feel comfortable with their new digs, and their new humans, but once they do, they really don't care what you call them. I agree with an earlier comment, that they will respond to anything based upon your tone of voice and looking at your facial expression and gestures. People shouldn't worry about this trivial stuff. Go out and rescue a pet, give them love, get lots of love and joy in return. Nothing beats getting to share your home with 4 legged family members. They don't need IPhones, or Nikes or concert tickets. They just want you to give them some attention, make sure they get healthy nutritious food, plenty of fresh water, lots of walks outside and rides in your car, and of course ongoing well care from your veterinarian. You love your kids, and you love your pets. They all deserve the best you can give them, even when the best is different things. Your kids have nicknames, your pets can have many nicknames. They certainly aren't hung up about calling them Fred or Champ or YoYo or anything else, as long as you call them!
Dogs can be as smart as a 2-year old child plus they are quick to learn. So renaming Lacey to Frankie won't be as difficult, compared to being abused. It's better for Lacey to forget her past and move on trusting people.
Lovely, sweet pups. Hope the law prosecutes this woman abuser to the fullest sentence they can give her. Also make her pay monetarily for the upkeep and care that those pups have received.
Certainly hope she gets more than a slap on the wrist for being such a horrific person. Pray she DOES NOT have kids !! Thank God the pups were rescued when they were, else they would have surely died. Thanks ASPCA, for your care of animals.
Are people in the Northeast just plain cruel. Sounds like you have more incidents there than anywhere else. These people need to be treated like they treated their animals. Let them know the pain and hunger and cruelty.
What a wonderful ending to these puppies....a whole new life. What a terrible early life they endured. Please, the former owner needs to be punished, and never allowed to have any more of god's little creatures ever again. The look in the eyes of these now happy animals is of security and new found love....My blessing to the rescuers and adoptive parents...


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A to Z list of services
ABC Mobile
iPad, iPhone, Android and other devices – Discover all the apps the ABC has to offer. They load fast and present a much richer experience than the average mobile site, with audio and video content for you to consume while on the move.
Australian Broadcasting Corporation
ABN Lookup for an Australian business number
ABN Lookup is the public view of the Australian Business Register (ABR). It provides access to the publicly available information supplied by businesses when they register for an Australian business number (ABN).
Department of Industry and Science
ABS Stats
iPhone, iPod touch and iPad – Offers access to key economic indicators, location aware Census data and the population clock. Links with ABS social media sites and the ABS web site.
Australian Bureau of Statistics
ACCC Shopper
iPhone, iPod touch, iPad and Android – Use ACCC Shopper for advice on your refund, warranty and lay-by rights while shopping.
Australian Competition and Consumer Commission
Access City Hotline [ACT]
Have you ever had difficulty getting into or around buildings, using doors or stairways, negotiating footpaths, roadways, kerbed areas, reading or understanding signs or directions in the ACT? Phone Access City Hotline on 02 6257 3077.
Citizens Advice Bureau [ACT]
Access to Justice
Provides access to information about legal assistance and related services in your local area such as legal aid, community legal centres, family relationship centres, and dispute resolution services.
Attorney-General's Department
Aged care homes finder
Helps you locate Australian Government-funded aged care homes that meet your particular needs. You can search for homes in a particular location and you can specify the level of care needed or any special needs.
Department of Social Services
Allen Adventure
iPad – This fun and interactive app provides an opportunity for parents and educators to talk about social and emotional skills that children need to make friends, to get on with others and to deal with unpleasant or difficult behaviour from other children. Suitable for children from 3 to 8 years of age.
Safe and Supportive School Communities Project
Apply for an Australian business number
An ABN is a unique 11 digit identifying number that businesses use when dealing with other businesses. You can apply for an ABN or access and update your ABN details online.
Australian Taxation Office
Apply online – Visitor visa options
Provides links to three visas that you can apply for online to visit Australia for tourism or business visitor activities: Electronic Travel Authority (ETA) (subclass 601), eVisitor (subclass 651) and e600 Visitor visa (subclass 600).
Department of Immigration and Border Protection
Applying for citizenship
Provides information for people considering applying for Australian citizenship. There are a number of different application options with different eligibility requirements.
Department of Immigration and Border Protection
Incorporates the electronic APS Employment Gazette. Includes APS employment opportunities as well as employment opportunities within the Parliamentary Service.
Australian Public Service Commission
iPhone, iPod and iPad – Information about agricultural and veterinary chemical products made accessible to people on the move.
Australian Pesticides and Veterinary Medicines Authority
ASIC – Lodge company documents online
You can use the ASIC online lodgement service to check and change company details, review annual statements, invoices and other documents, lodge forms and receive email alerts.
Australian Securities and Investments Commission
ASIC – Search the registers for company information
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Australian Securities and Investments Commission
Ask a librarian
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National Library of Australia
ATO app
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Australian Taxation Office
AusTender – The Australian Government Tender System
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Department of Finance
Australia Post mobile
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Australian Postal Corporation
Australia Unlimited
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Australian Trade Commission
Australian Business Licence and Information Service
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Department of Industry and Science
Australian Childhood Immunisation Register
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Department of Human Services
Australian JobSearch
iPhone, iPod, iPad and Android – Provides an easier way for job seekers to find employment and to connect with employment services. The inbuilt GPS lets you use the "near me" searches to find employment vacancies and employment service providers close to you.
Department of Employment
Australian JobSearch
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Department of Employment
Australian Police Child ID
iPhone, iPod touch, iPad and Android – Australian parents and guardians can easily collect and store important information about their child to send to police if their child goes missing.
Australian Federal Police


text:
China Drops 19 on Livingstone in 73-58 Loss to Blue Bears
November 21, 2010
CHARLOTTE, N.C. Pfeiffer University saw an 11-point first half lead quickly evaporate as Livingstone College roared back to take a 73-58 victory in non-conference womens basketball action on Sunday afternoon. The victory for the Blue Bears evens their record to 1-1 on the year while the Lady Falcons fall to 1-3.
After Pfeiffers Brittany Cox drained a three with 6:30 remaining in the first half, Livingstone bolted out on a 13-0 run before a jumper by Kia Rice squared the contest at 31 with 91 seconds remaining. The Blue Bears tallied the next five points before the break for a 36-31 lead at recess. Runs of 9-2 and 12-2 in the second half led to Livingstone grabbing as much as a 20 point lead in the win.
Livingstones Rashida Elbourne poured in a career-high 29 points to lead the Blue Bears. Brittany Wright also chipped in with a 14-point, 13 rebound performance while teammate Montiya Harrison finished one board shy of a double-double adding 10 points. Pfeiffers Domonique China was the only Lady Falcons in double-figures contributing 19 points.
Pfeiffer will now put the four non-conference games in the rearview mirror getting ready for the 2010-2011 Conference Carolinas opener on Tuesday night. The Lady Falcons will travel to Erskine for the league opener tipping off at 5:30 p.m.


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Why are some people and organizations more innovative, more influential, and more profitable than others? Why do some command greater loyalty from customers and employees alike? Even among the successful, why are so few able to repeat their successes over and over? People like Martin Luther King Jr., Steve Jobs, and the Wright Brothers might have little in common, but they all started with why. Their natural ability to start with why enabled them to inspire those around them and to achieve remarkable things. In studying the leaders who've had the greatest influence in the world, Simon Sinek discovered that they all think, act, and communicate in the exact same way—and it's the complete opposite of what everyone else does. Sinek calls this powerful idea The Golden Circle, and it provides a framework upon which organizations can be built, movements can be led, and people can be inspired. And it all starts with WHY. Any organization can explain what it does; some can explain how they do it; but very few can clearly articulate why. WHY is not money or profit—those are always results. Why does your organization exist? Why does it do the things it does? Why do customers really buy from one company or another? Why are people loyal to some leaders, but not others? Starting with WHY works in big business and small business, in the nonprofit world and in politics. Those who start with WHY never manipulate, they inspire. And people follow them not because they have to; they follow because they want to. Drawing on a wide range of real-life stories, Sinek weaves together a clear vision of what it truly takes to lead and inspire. This book is for anyone who wants to inspire others or who wants to find someone to inspire them.
©2009 Simon Sinek (P)2010 Gildan Media Corp
"Start with Why is one of the most useful and powerful books I have read in years. Simple and elegant, it shows us how leaders should lead. Highly recommended!" (William Ury, co-author of Getting to Yes; cofounder of The Program on Negotiation at Harvard Law School)
"Inspire to find why you do what you do"
The book is insightful about what drives customer loyalty and what makes employees dedicated to their work. The only problem is that the book uses some of the same examples over and over, primarily Apple and Martin Luther King. After the first few chapters, it is clear that Apple's core beliefs are about simplicity, design, and technology and pushing the envelop on those frontiers. The products are just results of what they are about. The author also uses Dr. King as an example of his "why" -- belief for equality for all people. The message was clear and it resonated with people. The march was a result of the people demonstrating their belief. If you're interested in the topic, you should first watch Simon Sinek's TED Talk. If you want more details, then read the book. The book doesn't provide any new information, just a lot of examples.
I focus on fiction, sci-fi, fantasy, science, history, politics and read a lot. I try to review everything I read.
"Great ideas"
I really enjoyed this book. I usually don???t go in much for ???business??? books, but the reviews on this one caught my eye. The book is single minded and does not really state the obvious, if you make stuff people don???t want, the why does not really matter and if you have a better mousetrap you don???t have to start with why to make lots of money. Nevertheless the Why does matter. I have thought about and discussed the ideas in this book quite a bit, which is about the best I can hope for in such a book.
"Important Theme - Repetitive Presentation"
I saw Simon's presentation on TED, and I think that the idea of Starting with Why is really good and important, but the book is too long and sometimes repetitive. The TED talk has it all.
"good concepts, lacking examples"
continues to use Apple as a model to support his theory. would have liked to hear a contrasting viewpoint.
"A book for business and life"
Simon Sinek in his easy to listen to and thought provoking book explains how business' who describe or identify themselves by their process' or what it is they do rather then why they do it, find themselves directionless and floundering in their chosen field.
By starting with why they exist, an organisation or individual can focusing on that purpose allowing clarity and congruency within their decision making. People are inspired and motivated by the why; it allows them to identify with the individual or organisation.
Simon presents his thoughts in a logical and easy to follow manner. His voice is enjoyable, and he presents his material passionately and with conviction. I enjoyed his presentation thoroughly and recommend it highly to anyone interested in developing a why to their business or interests in life.
"Insightful & Painful"
Insightfulness: 4/5 stars.
Poor research and full-on-inaccuracies: -2/5 stars.
Reading this book is like listening to your mechanic say:
"People don't like horse manure, that's why the automobile succeeded in replacing the horse-drawn carriage." and: "Having a car allows you to get places faster. So without a car, you can't get anywhere on time."
And then, the mechanic follows that up with very useful advice on how to maintain your car. You appreciate the useful advice, but you are blown away by some of the other comments. Oh, and the mechanic happens to be the friendliest person you know!
The author comes across as an extremely kindhearted person, and so it pains me to write anything but the loveliest review. However, it also pains me to hear the author say:
"A company is a culture. A group of people brought together around a common set of values and beliefs." Certainly, each person in the group has a reason (a "Why" as the author calls it) for being a part of the group, but those reasons are not necessarily *shared* amongst the group.
The author makes a multitude of social, anthropological, technological and historical claims many of which are, to varying degrees, inaccurate and poorly researched. Other claims simply seem naïve of the author to make (eg. what were the Wright Brothers' and Steve Jobs' *true,* *deep-down internal* thought processes and motivations driving their achievements). And often times, the author exemplifies a misunderstanding of causality (akin to the horse manure/automobile logic above).
Ironically, the skewed-logic and faulty claims are invoked to support what are otherwise insightful conclusions. (eg, it is beneficial to employees/ers to choose their respective association with each other based on a common set of values and beliefs).
If you can make it through the frustrating distractions of repetitiveness and inaccuracies, this book does have useful tidbits.
(he does do a good job with narration)
"Game changing"
I saw Simon first doing a TED talk online. While the book is a bit repetitive, I think it might be by design. This concept is simple but VERY powerful. I constantly found myself talking about the concepts, which is always a good sign that the book is resonating with me. HIGHLY recommend it.
"Fantastic book - so so quality."
As far as the book goes, there's been very few idea books that have kept my attention this well through the whole book. The sound is a little tinny and I couldn't turn it up too much without some distortion and also, when playing it on my iPod, it would freeze whenever switching to a new chapter.
"Why do we have emotions? Market to that"
A retrospective on how we position and sell our thoughts, our passions – both in personal & in business life. Focused on the latter, "Start with Why" strips apart well-known businesses in an attempt to exemplify what works and why in regards to gaining both employee and customer loyalty. Understanding the reasons on why some initiatives are successful and others are not, from tangible as well as intangible, emotional points of view are well explained in Sinek's book. Although repetitive at times, the overall concept with actionable takeaways makes this a recommended read.
"Why Read This Book?"
This book has changed the way I talk about our business. Not only does Simon Sinek have me communicating differently, he's also got me thinking differently. By stripping back the commonality of what and how, understanding and rediscovering the WHY has reinvigorated my passion for what I do. I believe that if you read this book, like me, you'll never look at the world in the same way again. If this review encourages just 1 person to read/listen to this and it has the same positive effect on them that it's had on me then this review will have been worthwhile. That's why I've been tapping away at my keyboard for the last 5 minutes.!
This is definitely one of the best books I have read/heard, period. The core concept that runs through the book is clear from the outset, but Simon Sineks incredible way of allowing the reader/listener to understand the concept is brilliant. I have not stopped talking about this book to everyone I meet, as it rings true not just in the business world, but also in the real world. I found it incredibly inspirational when it comes to being a leader as well as understanding my own life decisions.
It was so good that I have actually purchased the physical book after listening to this audio version.
A Must listen/read!
"Lest we forget"
Let's face it, management theory is for the few not the many. Its all about how we can do what we do better, with more intelligence or emotion or flair. And to me it has its limits. But this book is a real exception. Simon Sinek is not much interested in what we do, or how we do it. He wants us to go back to the "Why". For me, in a significant public sector role in a service which had lost its way, this book accompanied me on a 40 minute drive to work every day, and still does some days. Sinek talks a lot about Apple and other companies which do things differently, and comes back time and time again to the why as the thing that matters, not the what or the how. If you are a half decent manager, particularly in the UK public sector, you probably need no reminders of what and how, but the system conspires to make us lose sight of why. This book readdresses that and is well worth the read/listen.
I found this book immensely inspiring. I am thinking up ways to differentiate myself, form differentiating organisations and inspire others.
The criticism given by others on this book, that the anecdotes and examples become repetitive are valid; and this loses a star. However the book is really good and well worth a read/reread. I will be following up on this with some of these lectures on the "golden circle" which are available on YouTube.
"An absolute essential for everyone"
This is the most powerful audio book I have ever listened to. This will open your mind to the reasons why you do what you do and if you were unclear beforehand this will certainly help connect with your reasons for doing what you do :)
This really is a book to inspire you, Infact the best business related book I have heard.
"A must read for any business owner"
A very informative book on how to build a long term following for your brand. This book takes you away from traditional marketing to help you build core long term company values that are reflected in every step of the decision making process. Highly recommended!!
"The whole book is in the title"
This entire book is in the title - the rest is tediously repetitive anecdotes and padding, mostly about how wonderful Apple is.
Add some meaningful content.
No thanks.
It was nicely read.
I would like a refund.
"Awesome concept"
If your smart enough to grasp the concept in the first chapter the book becomes a little boring. It is sooooo repetitive!! The case studies are bad however I think it could have been 200 pages shorter. Life changing - YES! But I really didn't need to hear why I should find the why more than 100 times. His youtube videos are far more engaging.
Well read
"Excellent - packs a huge punch"
This books starts slowly, I though it was a Gladwell or Pink clone and, quite honestly, I nearly gave up. But I was on a long walk with my dogs and I had an hour of listening to do. Then it starts to heat up in chapter two. Each chapter from then on is clear, crisp and compelling.
The essence of the book, namely 'asking WHY, before jumping into HOW and WHAT' is applicable on an incredibly personal level, as well as applying to business and leadership. The message is authentic and honest. I initially thought 'here we go, another book referring to Apple and SWA' but actually ... this book does a better job than most explaining the success of those companies, despite the flaws of their founders. Excellent piece of research and something I will use
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Mahoro has just 398 days left to live. A military android created by VESPER to combat the alien menace of the Saint, her operational lifecycle is winding down. With just over a year to go, she is given the choice to retire from active service and do anything she wishes in her last days. Her unexpected choice, however, is to serve as maid and bodyguard to a very surprised teenage boy!
But Suguru Misato isn't just any teenager. He's the son of Mahoro's former commander and is already in the crosshairs of the aliens. Mahoro isn't any ordinary combat android either. Using captured Saint technology, her creators may have given her something no android has ever had before: a soul.
Contains episodes 1-12 of Mahoromatic: Automatic Maiden, episodes 1-14 of Mahoromatic: Something More Beautiful, the Summer Special OVA, and episodes 1-2 of Mahoromatic: I'm Home!
Special Features: Clean Opening Animation, Clean Closing Animation.
Spoken Languages: English, Japanese, English subtitles.
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A friendly staff & the scent of fresh-baked cookies welcome you to an outstanding stay at the Holiday Inn Express® Oakwood Village. The hotel is located on I-271 (exit # 23), conveniently accessible to & from Cleveland Hopkins Airport (CLE) and Cleveland Downtown as well as a variety of great attractions.
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From https://projects.propublica.org/docdollars. © Copyright 2013 Pro Publica Inc.
Joseph Pinzone
Top Earner
Story: Who's on Pharma's Top-Paid List?
In October 2010, ProPublica identified 384 healthcare providers who earned more than $100,000 total from one or more of the eight companies that have disclosed payments in 2009 and early 2010. We matched the payee records with licensed doctors and registered nurses in the states listed. When a match could not be found, for example when a recipient was a pharmacist, we used other sources to confirm their identities.
The payments are listed as we compiled them in October 2010 and so the displayed total may not be up-to-date. Do a search to find the recipient's latest payments.
- Some providers earning more than $100,000 may not be included in this list because of variations in how drug companies spelled their names. Also, more than 70 drug companies have yet to publicly report their payments.
- Payments that were designated for groups of doctors, rather than individual doctors, were excluded from our calculation.
- ProPublica checked whether physicians had specialty board certification using the web sites of the American Board of Medical Specialties, the American Medical Association and the American Board of Psychiatry and Neurology. A designation of "not listed" means that we could not find any record of certification.
- We obtained information on government actions, which include sanctions and warnings, from the websites of state medical boards and the U.S. Food and Drug Administration. Some states remove older discipline from their web sites.
Payment Records
The following is the list of records we used to add up the total payments for Joseph Pinzone
|Joseph Pinzone
|Listed Name
|Pinzone, Joseph
|Consultant fee
|Speaker fee