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This chic and stylish restaurant intoxicates local and international foodies with upmarket cuisine in a relaxed and social environment.
Housed inside the renowned Radisson Blu Gautrain Hotel in the heart of Sandton, diners peruse the menu laced with exciting combinations fresh yet uncomplicated.
The speciality Lobster cappuccino immerses the palate in taste explosions while the hanger steak satisfies with full bodied flavour boasting popularity as the new up and coming cut of beef.
The menu delivers a gastronomic journey staring with green asparagus sabayon,
cepe mushroom and sundried tomato salsa for starter. The popular hanger steak from the grill weighs in at 260gr dressed in a variety of sauces, of which the cracked black pepper sauce with brandy and thyme hits the spot.
Enjoy with a serving of French fries dusted with seasoning salt and cocotte of seasonal vegetables. Desert calls for a chocolate Southern Comfort mousse flanked with wild berry ice cream and crème de cassis coulis.
(Central One) Restaurant and Bar indulges with sophisticated and electric dining in the Radisson Blue Hotel at the corner of Rivonia Road & West Street in Sandton.
@ 3Fig is a private dinner club set in the residence of an up market guesthouse in Newlands. The interior and delectable four-course dinner sets the stage for a night of indulgence, conversation and personal attention.
Arrive between 19h15 and 19h45 for drinks and canapés before the evening commences with great food and fine wine. As gourmet chef Neill Anthony takes the helm (flamboyantly showing his skills attained working in the kitchen of Gordon Ramsay) wander through the kitchen and watch the magic unfold.
The weekly menu is complimented by wine pairing expert David Wibberley (The founder of borde (aux) room) allowing each dish to perfectly compliment each glass of wine.
Summer evenings embrace dining alfresco on the covered patio and cooler nights seek warmth in the cosy library.
Soak up the trendy and hip atmosphere over a glass of wine or enjoy a culinary delight from the innovative menu before attending a show at the new Teatro @ Monte
Offering lunch and dinner including a tasters menu, diners enjoy time honoured cuisine that tickles the palate with tantalising starters, salads and succulent steaks. The desert menu entices with four traditional favourites.
The décor invites relaxation and intimacy with surprising nooks and crannies and alfresco seating warmed by a Tuscan village ambiance. Intimate dining in the private dining area provides a grand stand of the spectacular piazza musical fountain.
@ Monte Winebar and Restaurant is conveniently located in the hustle and bustle of Monte Casino Boulevard in Fourways, Johannesburg.
Appetising and appealing brimming with inspirational signature dishes, diners discover personal attention and a large selection of culinary delights that cater for all occasions.
Enjoy an unforgettable dining experience in elegance and style. Inspired by fresh ingredients and contemporary food trends, the dishes remain simple and fresh, yet appetising and inspirational.
From fresh continental breakfasts, daily buffets and a la carte dinner menu, delectable dishes grace the palate complimented by a diversity of flavours.
Start the day with silky eggs Benedict or a delicious deli style lunch that remain light, healthy and wholesome. Dinner boasts succulent dishes such as the beef fillet and fresh line fish alongside other gourmet delights.
10 2nd Avenue Houghton Estate inspires an unforgettable dining experience that embraces fresh and whole contemporary food trends.
Serving breakfast or lunch options, 35 on Rose makes an ideal location for intimate or alfresco dining.
The interior leans towards sophisticated elegance while the terrace offers abundant alfresco seating on the sheltered courtyard soothed by a tranquil water feature.
The a la carte menu offers breakfast choices ranging from smoked salmon and scrambled eggs to the more traditional breakfast.
Lunch options proffer gourmet sandwiches ranging from pannini, tramezzini or foccacia layered with salami, mozzarella and pesto for a real Italian sandwich, or try the Cape Malay.
Wood burning pizzas prove very popular with various toppings such as chicken, brie, cranberry and avocado which come highly recommended.
Heartier dishes such as the veal dishes exude Italian specialty as does the grilled baby beef with porcini mushrooms, Cajun fresh line fish, tender lamb shank, or crumbled veal chops.
For starters try the seafood soup or the deep-fried boccinci with sun-dried tomato tapenade.
Genuine Italian desserts come in the form of Italian chocolate brownie made with Italian panettone cake and served with expresso ice cream.
Everything from good food to the love of art beacons those who visit 38 Special in City Bowl.
Housed in one of the oldest building in the CBD, diners enjoy the laid back and relaxed setting savouring culinary masterpieces and exploring resident artwork on display.
The character still exudes and holds true boasting original facades and wooden flooring, lovingly decorated to compliment the international menu.
38 Special holds something special for those who visit, a truly memorable dining experience.
Nurtured through painstaking restoration in a building dating back to 1902, the character breathers throughout the space, leading into several inter leading rooms, heightened by high ceilings and parquet flooring to create a statement that exudes elegant grandeur.
The jaw dropping surrounds and sophisticated menu is aimed at the more refined palate offering choices such as cheese soufflé served with herbs and mustard cream, Duck served with a traditional orange sauce.
The restaurant shares space with a bookshop and art gallery showcasing the most exquisite art.
Browse masterpieces before indulging in fine cuisine at 6 Spin Street and experience fine dining at its best.
Within the impressive Michelangelo Towers in the bustling CBD of Sandton is 8 @ The Towers.
This diverse and high profile restaurant excludes no one and caters for everyone. Whether you want an early breakfast to get your day off to the right start or a sumptuous late night treat, 8@ The Towers accommodates.
Decadent furnishings and a menu that leaves you wanting for nothing make this restaurant an all-round winner and somewhere you'll want to keep coming back to again and again.
This authentic Ethiopian restaurant serves traditional cuisine that bursts with flavour. Enjoy a large injera with pea stew, potato, spinach, cabbage and more. This dish can be enjoyed vegetarian, or with meat, cooked or uncooked. Other dishes include chicken stew (doro wot), mildly spicy prime rib (key wot), mahiberawi and more. There are many traditional Ethiopian drinks on the menu like black beer and traditional home-made honey beer, but a good wine list is also available.
This is truly one of the best Lebanese Restaurants in town. Abdel Wahab's reputation is solid in the eyes of locals and tourists alike. Great food, a great atmosphere and great shisha is available here at reasonable prices.
Ever since its opening in Zamalek this Ramadan, Abdel Wahab has created quite the buzz around Cairo purely through word of mouth. This very successful Lebanese restaurant chain has branches in Dubai and Bahrain among others, and promises authentic Lebanese cuisine in a charmingly traditional setting.
Although there's no clear sign marking the restaurant's entrance on Abou El Feda Street, the fluorescent green numbers 33 hang over the entrance: to your left is Ramadan shisha place Tofaha, to your right is Abdel Wahab.
Traditional Ethiopian dishes are the order of the day at Addis in Cape.
Brilliant service enhances the experience with staff that will gladly explain the menu and guide your selection if required. The decor is as authentic as the food with traditional Ethiopian furnishings and colour palettes.
A must-try experience, Addis in Cape is a culinary trip through Ethiopia you won't soon forget!
Open plan dining invites the art of culinary creations into the dining experience through visual interaction and the lingering aroma of decadent traditional cuisine.
Boasting 100% artificial free ingredients, hormone free meat, decadent imported real Swiss cheese and freshly baked Swiss bread, diners are ensured of an authentic dining experience.
The menu seduces with gnocchi, wiener schnitzel, zuercher geschnetzeltes, Italan pizza and sushi.
Enjoy freshly made south dough pizza using organic flour for a taste of genuine Italy or frolic in the light and refreshing taste of sushi – the African Swiss way!
Run by husband and wife, Albiz(z)ia exudes an unique ambiance and interior, bordering in eclectic and cheeky.
Bright colours splash the mood with colour and walls laden with postcards balance vases and exquisite light fittings to create all in one splendid surrounds.
Then menu is minimalist offering only four starters, two mains and two deserts, changing weekly and seasonally.
Discover this hidden gem and simply your dining experience at Albiz(z)ia in Cullinan.
Located in Bedfordview, Allora Ristorante Classico embraces the concept of Traditional Italian village dining, with the lingering aromas of wood fired pizzas, warm décor and soothing central fountain.
White table cloths contrast the warm mosaic brickwork and village elegance with an upmarket feel.
The menu seduces with simplicity and flavour, marrying rustic flavours with modern culinary creations brimming with colour and taste.
Allora Ristorante Classico invites dining for any occasion spread with creative cuisine and sophisticated ambiance.
Having spent their entire working lives in the food and hospitality industry - both locally and internationally - new owners, Kurt and Petra Schramm, have all the right qualifications to firmly place Alpenstube on the destination restaurant map in the picturesque surrounds of Hout Bay. Much needed improvements include a new front patio, a revamped outside bar and beer garden, and a fireplace for the cold winters.
Alpenstube offers a very versatile indoor-outdoor dining experience where you can relax and savour an imported German draught beer in the garden, have coffee and homemade pastries on the front patio, and enjoy a leisurely lunch or intimate dinner in the cosy interior. Aside from its large following of locals who carry them through the winter months, Alpenstube is fortunate to have many overseas visitors – German, Dutch and English - who, like the swallows, return year after year to their favourite Hout Bay haunt.
Now open at lunch time, the well-priced menu features traditional specialties such as Geschnetzeltes, thinly sliced port fillet in a creamy mushroom sauce, alongside light meals such as the Chef's Burger, seasonal salads and a couple of soups. Master Chef Kurt has thoughtfully included several menu items specifically for children so that Alpenstube can be enjoyed by the whole family.
The signature dish must surely be the traditional Eisbein, but please call in advance to check availability. Other dinner recommendations are the grilled Fillet Steak, as well as Schnitzels to suit all tastes – pork, veal and chicken. You will also find fresh fish on the menu when available from the harbor. The pastries, desserts and cakes are all homemade, so why not indulge in whatever takes your fancy.


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Evolution Mobile Bar
It's a bar that folds up into a handy briefcase!
Whisky Stones made of Vermont Soapstone. The Whisky stones will chill but not dilute your most cherished Whisky or Scotch. Whisky Stones are non-porous and will not change the flavor of your Whisky.Tags: home, gifts, wine, food, kitchen, accessories, style, glass, entertainingAdded 7 Years Ago from Fitzsu
aluminum cube has a different size measuring well on each side - the six most commonly used drink measures. just measure and then pour from the corner. Six Jiggers in one!Tags: home, gifts, kitchen, cooking, utensils, storage, entertaining, containers, aluminumAdded 8 Years Ago from Unica Home
How fun are these? Someone is getting them for christmas, I just know it!Added 8 Years Ago from MoMA Store

subset: commoncrawl


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September 2010
My name is Kevin McCance and this is my junior year at Kenston High School. I signed up for Web Design because I wanted to make some sick pages for the website.
Presently, my computer background consists of playing around on the computer. I hope to contribute to the KHS Website working on creating pages and taking pictures. Besides Website Design and Maintenance, I am taking AP European, Business Management, and Precalculus this semester.
When I am not in the classroom, I like to hang out with friends and enjoy life. My favorite TV show is The Chappelle Show. My favorite radio station is 107.9. My all-time favorite movies are The Big Lebowski, Reefer Madness, and Tommy Boy. And my favorite musician is Wiz Khalifa.
I hope you enjoy the 2010-2011 version of the KHS Website.
Kevin McCance
"My word is my pride, the wisdom is weak, and that's word from the wise." ~ Lil Wayne


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London: Four British men have admitted involvement in an Al-Qaeda inspired plot to bomb the London Stock Exchange.
The men were among nine defendants to be tried in London over various terror offenses. All had initially pleaded not guilty to all the charges against them.
But on Wednesday four of the defendants pleaded guilty at Woolwich Crown Court to involvement in the plot, and five others to lesser charges. They will be sentenced next week.
Prosecutors have said the men, arrested in December 2010, had planned to blow up several prominent buildings.


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Consumers want a consistent, comfortable brand experience, whether they are checking out at your retail counter, looking at a sales promotion on a digital sign, or using a kiosk to find product information. One way to ensure that level of consistency is to deploy an end-to-end retail solution designed with manageability and networking interoperability in mind, making it easier to present uniform brand messaging that builds sales.
This is possible using readily available, off-the-shelf components and systems that are integrated into Intel's intelligent Device Management solution. In addition to effective brand promotion, this solution makes it more cost effective to manage devices and collect anonymous data using the powerful data collection and audience measurement tools provided by the Intel® Audience Impression Metrics Suite (Intel® AIM Suite). Intel AIM Suite helps retailers improve brand engagement by providing customer demographics information, such as age range and gender, while maintaining high standards of privacy and security.


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Meet and Communicate with Fun Singles Near You on JDate
Register now to search thousands of members and post your FREE profile!
See who's on JDate:
I'm a graduate student in my first year doing a PhD in international relations. I live in Connecticut, but I'm planning to spend a lot ...
eos6502442 is a 27yr-old single man in New Haven, ConnecticutView Profile
I am double majoring in Pol. Science and Spanish. I love everything about the Spanish culture especially the women. I'm a computer wi...
DavidandGoliath is a 31yr-old single man in New Haven, ConnecticutView Profile


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May 30 2016 Latest news:
There are more than 4,000 visually impaired individuals (VIPs) living in west Suffolk and most (around 85 percent) are over 65
years old. Longevity, unhealthy lifestyles and other factors mean that more and
more of us will experience significant sight impairment than ever
The association has one simple aim – to help
individuals maintain their independence in the face of the many challenges posed
by sight loss. A team of part-time professional staff, together with more than 150
dedicated volunteers, provide a range of services offering information,
emotional support, benefits advice, practical aids to daily living and social
inclusion throughout West Suffolk. We have ten
social clubs across the region who arrange coffee mornings, talks, days out and
The WSVAB is a local charity for local people, funded
by donations from the public and through grants. We are not part of any large
national sight loss charity.
West Suffolk Voluntary Association for the Blind
Disability Resource Centre
4 Bunting Road
Bury St Edmunds
01284 748800


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Business Case for Diversity, My Foot
May 27, 2016
|To what extent does this employee… Not at all To a great extent
|1. Remain flexible when dealing with coworkers
|1 2 3 4 5
|2. Demonstrate a willingness to listen to others
|1 2 3 4 5
The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion. Also remember that state laws may differ from the federal law.
If you have any questions or concerns about Workforce.com, please email email@example.com or call 312-676-9900.
The Workforce fax number is 312-676-9901.
Sign up for Dear Workforce e-newsletters!


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Please do not report this comment as being abusive if you simply disagree with the
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Interesting that he didn't join aprilia WSBK but went MOTO2 instead.
Should of joined Gresini or TECH3 if he has MOTOGP aspirations.


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Images: Charlie Wilson drops a bomb on service members
Photo by Sgt. John Stimac
Charlie Wilson of the Charlie Wilson Band performs for service members Feb. 24 at the Sustainer Theater at Joint Base Balad, Iraq. Wilson, a Tulsa, Okla., native, who now lives in Los Angeles, performed in Iraq for the second consecutive year, wrapping up this tour Feb. 25.
This work, Charlie Wilson drops a bomb on service members, by SGT John Stimac, identified by DVIDS, is free of known copyright restrictions under U.S. copyright law.
Date Taken:02.24.2010
Date Posted:02.27.2010 03:54
Photo ID:255224
Size:470.71 KB
Location:BALAD, IQ
Associated News
Charlie Wilson drops a bomb on service members


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Roasted Tomatillo and Pineapple Salsa is a Sweet and Spicy Treat
"I'm solar powered," my grandmother recently said to me in the deepest, darkest part of the Winter That Just Would Not End. I couldn't have agreed more, I thrive on sunshine! That day, the sun had poked through for the first time in weeks and we were all in a better mood. That night, I couldn't handle sitting cooped up at our table for dinner one more time, so we made our way to the patio of a Mexican restaurant and enjoyed what will be the first of many outdoor dinners this season.
Our complimentary chips and salsa included a tomatillo and pineapple variety that I hadn't tried before. One bite was all I needed to try and commandeer that part of the sampler. My husband told me I could make it better. Challenge accepted.
By the way – challenge won!
Read Full Post >


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Dogswell Shape Up Chicken & Oats Dry Dog Food is made from a premium recipe including whole grains, fresh chicken and vegetables and fruits. By feeding your dog the suggested portion of Dogswell Shape Up Chicken & Oats Dry Dog Food you will aid in the acheivement of a slim and trim physique.
Dogswell Shape Up Chicken & Oats Dry Dog Food Features and Benefits:
* Fresh chicken is the #1 ingredient
* Balanced carbohydrates
* Low in fat and calories
* Antioxidant rich ingredients
* No added hormones
* No gluten, wheat or corn
* No artificial colors, flavors or preservatives.
Chicken, Brown Rice, Chicken Meal, Barley, Oats, Rice, Natural Flavors, Alfalfa, Oat Fiber, Dicalcium Phosphate, Sweet Potato, Flaxseed, Tomato Pomace, L-Carnitine, Potassium Chloride, Peas, Dried Kelp, Chicory Extract, Apples, Blueberries, Carrots, Vitamin E Supplement, Taurine, Saccharomyces Cerevisiae, Enterococcus Faecium, Lactobacillus Acidophilus, Aspergillus Niger, Choline Chloride, Zinc Proteinate, Vitamin A Acetate, Vitamin D3 Supplement, Niacin, Iron Proteinate, Pantothenic Acid, Thiamine Mononitrate, Pyridoxine Hydrochloride, Riboflavin Supplement, Copper Proteinate, Turmeric, Ginger Root Extract, Dandelion Extract, Manganese Proteinate, Folic Acid, Calcium Iodate, Cobalt Proteinate, Biotin, Vitamin B12 Supplement, Mixed Tocopherols (Natural Preservative), Sodium Selenite, Rosemary Extract.Our Price: $37.21


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We're celebrating American Library Association's Banned Books Week (September 22-28, 2013) by inviting you to read books that have been deemed "pornographic," "racist," "obscene," and even "un-American."
The display shelves on the 1st floor of your Library are now home to 28 books wrapped in brown paper, with title and author information hidden. On each wrapper, you'll find the various charges that have been leveled against that particular book (e.g., "graphic imagery" or "drug use"). What do they have in common? All of these books have been challenged or banned in US libraries or school systems in the past few years. As a point of contrast to these allegations, on the spines of the wrapped books, Library staff have written the praise each has received. You may be surprised to see how many of these controversial books or their authors have won Pulitzers, Nobels, or other prestigious awards, or have been #1 bestsellers!
The books are wrapped in paper to highlight the "dangerous" content some feel they contain, and these wrappers will stay on the books until they're checked out. We encourage you to take a chance and check out something that will both entertain and challenge you as you come to your own conclusions.
Why celebrate banned books? Libraries serve to connect users to information–not to restrict users' access to it. As Library professionals, we cannot deny users the right to receive the information they desire because a third party may find it morally objectionable. We uphold the First Amendment's guarantee of freedom of speech, and the corollary right to freely receive information. Some people want to restrict your right to read whatever you want, but librarians are there to stand up for your to be informed and entertained.
You can learn more about Banned Books Week at http://www.bannedbooksweek.org, and by following the #BannedBooksWeek hashtag on Twitter. Check out how libraries around the world are taking a stand for your right to read by highlighting their controversial books.
In my previous post, I described the procedure for downloading EBSCOhost e-books to your computer for offline reading. In this post I will describe how you can transfer a downloaded book to a mobile device–a smartphone, tablet computer, or dedicated e-book reader.
Before proceeding, make sure that you have successfully completed all the steps described in my previous post and listed here:
Adobe Digital Editions negotiates copy protection for EBSCOhost e-books on your computer or your mobile device. In order to successfully transfer an EBSCOhost e-book to a mobile device that device must either natively communicate with Adobe Digital Editions when attached to your computer, or allow the installation of an application that can communicate with Adobe Digital Editions on its behalf. Dedicated e-book readers such as the Barnes & Noble Nook, Sony Reader, or Kobo eReader support Adobe Digital Editions natively. Unfortunately, Amazon E-Ink Kindles do not currently provide support for Adobe Digital Editions. Many smartphones and tablets, including Apple iOS devices (iPhone, iPod touch, iPad) and Android devices (including Amazon Kindle Fire tablets with some special tweaking), work with Adobe Digital Editions through a third-party application that can be installed on the device. I will describe the transfer procedure on a Barnes & Noble Nook and an Apple iPod touch. The specific procedure for your device may differ from these, but the following instructions will give you a good idea for what is involved. Please contact a librarian if you would like assistance, or if you run into any difficulty.
Launch Adobe Digital Editions on your computer then attach your e-reader device to your computer with the supplied USB cable. Adobe Digital Editions should automatically detect a compatible e-reader. You will be prompted to authorize the use of the device with Adobe Digital Editions (which may include entering your Adobe ID). In this screenshot notice "NOOK" is detected under Devices in the left column:
To install an e-book to the device simply select the desired title from the Bookshelf in the right column and drag it onto the device icon as shown here:
Adobe Digital Editions will notify you when the e-book installation is complete. Eject the device from your computer. Browse and launch the e-book from the device's book Library. Start reading!
As with EBSCOhost e-books originally downloaded to your computer, when the checkout period expires you will no longer be able to open the book on your device. At this point, you may choose to delete the expired file from your device's book Library. Re-attach the device to your computer, launch Adobe Digital Editions, highlight "NOOK" under Devices in the left column, select the expired title from the Bookshelf in the right column, Control-Click the book icon and select "Remove from Library" from the drop down menu.
Unlike the previous procedure where a compatible dedicated e-reader (like the Barnes & Noble Nook Simple Touch) is immediately recognizable by Adobe Digital Editions when connected to your computer, transferring EBSCOhost e-books to a smartphone or tablet requires a separate application capable of communicating with Adobe Digital Editions and serving as a book reader. You also need a transfer method that the reader application can understand.
As with downloading EBSCOhost e-books to your computer, the procedure for preparing your mobile device for transferring e-books is a bit complicated. However, you shouldn't have too much trouble if you follow these instructions closely. The first three steps only have to be done one time. Feel free to contact a librarian if you would like assistance, or if you run into any difficulty. (Note: Amazon's Kindle Fire is an Android-based tablet. However, installation of applications on this device is a bit more complicated than most. Special instructions are at the bottom.)
You need a fairly easy and straightforward way to transfer a downloaded EBSCOhost e-book in Adobe Digital Editions on your computer to your mobile device. Dropbox is a handy cloud storage service that can be used to facilitate this transfer. Go to http://www.dropbox.com to create a free account. (The free account comes with 2 gigabytes of storage–more than enough for routine e-book file transfers.) Write down your Dropbox email address and password.
You can use the Dropbox web interface on your computer to facilitate file uploads to your account, or you can download a dedicated desktop application (for Windows or Mac). However, it is strongly recommended that you download and install the mobile version of the Dropbox application to your mobile device (choose the appropriate version here). You only have to do this step once.
The process for transferring EBSCOhost e-books to a compatible Apple iOS or Google Android device requires that you first download and install an application that can be authorized to communicate with Adobe Digital Editions and function as a book reader. Bluefire Reader is a free application that is excellent for these purposes. You can use Bluefire Reader to open PDF and EPUB files on your mobile device. Download and install the Apple iOS or Google Android version as appropriate. You only have to do this step once.
I am using Bluefire Reader on an Apple iPod touch here. Launch Bluefire Reader on your device and select "Info" from the application menu. Tap the "Authorize" button in the Enable Adobe eBooks box. This will bring up a screen for entering your Adobe ID account information. Tap "Authorize."
Your device is now authorized to open and read e-books downloaded to Adobe Digital Editions on your computer. You only have to do this step once.
You now have everything in place to transfer and read EBSCOhost e-books on your mobile device. Let's transfer an e-book now!
a) Go back to your computer. I downloaded a new e-book from EBSCOhost into Adobe Digital Editions following the instructions in Step 4 from my previous post. The process went much smoother the second time around!
b) Although the e-book loads into Adobe Digital Editions, the e-book file is actually stored in another folder on you computer. On a Windows PC browse to this folder is called "My Digital Editions," which is located in your "My Documents" folder. Notice the e-book file titled "The Autobiography of Charles Darwin" (Note: Although the file is a PDF, it will not open as normal in Adobe Reader because it is copy-protected. Adobe Digital Editions registered with your Adobe ID enables you to open this copy-protected file.):
On an Apple Mac computer, the same file is found in the "Digital Editions" folder in your user "Documents" folder:
c) Sign into your Dropbox account. For this demonstration I am using the web interface at http://www.dropbox.com. When you sign in the first time you will see three folders.
d) For this demonstration I am going to upload the e-book file into the "Public" folder in my Dropbox. Double-click the "Public" folder to open it. Click on the "Upload" button (it is the document icon with the blue arrow pointing up to the far left of the "Search Dropbox" search box). This brings up the "Upload to 'Public'" dialog box.
e) Click the blue "Choose files" button. Browse to the "My Digital Editions" (Windows) or "Digital Editions" (Mac) folder and locate the e-book file you would like to upload as described above. Highlight the file and click "Open". (If the upload appears stalled, click the "basic uploader" link and try again.) The file is processed and uploaded into (in this case) your "Public" folder. When the upload is complete you will receive this message:
Clear the dialog box by clicking "Done".
f) You should now see the uploaded file in your Dropbox "Public" folder.
Since Dropbox stores your uploaded documents to the "cloud," you can access them on any computer or device with an internet connection. This is how you will now access this e-book file and transfer it onto your mobile device.
a) If you haven't already done so, download the appropriate Dropbox application version for your mobile device (e.g., Apple iOS or Google Android).
b) Launch Dropbox and sign into your account. You must have an active connection to the internet in order to access your Dropbox.
c) Notice the same folders in your mobile Dropbox as in the desktop or browser-based version on your computer. Remember that you uploaded your e-book to the "Public" folder. Tap "Public" to open this folder. There is your e-book!
d) Tap on the e-book file to download it to your device. Notice that this is a PDF file.
e) The e-book file download to your device appears to be complete. But notice that you don't see anything other than the title on the screen. This is because the file is copy-protected and can only be opened by an application authorized to view Adobe Digital Editions copy-protected files. This is where Bluefire Reader comes into play. Tap the download button on the lower right of the screen (the icon with an arrow pointing down into a tray). This brings up a dialog that includes an "Open In…" button. Tap this button. You are now presented with one or more applications that may be able to open this file. Tap the "Open in Bluefire" button.
f) Tapping the "Open in Bluefire" button launches the the Bluefire Reader application. Notice your e-book, The Autobiography of Charles Darwin in the Library list. Tap on this title to open the book. Start reading!
As with EBSCOhost e-books originally downloaded to your computer, when the checkout period expires you will no longer be able to open the book on your device. At this point, you may choose to delete the expired file from the Library list in Bluefire Reader using the application's Edit > Delete feature.
I mentioned above that Amazon's E-Ink Kindles currently do not support e-books copy-protected using Adobe Digital Editions. Consequently, it is not possible to read e-books downloaded from EBSCOhost on your E-Ink Kindle.
Amazon's Kindle Fire tablets run a version of the Google Android operating system. Consequently, it is possible to install Android versions of both the Bluefire Reader application and the Dropbox mobile app on your Kindle Fire. However, getting these applications on your device requires a little extra tweaking. Follow these steps to prepare your Kindle Fire (part of these steps come courtesy of the Bluefire Reader blog):
a) Tap "Settings" on your Kindle Fire (it's the icon that looks like a gear)
b) Tap "More"
c) Scroll down until you see "Device"
d) In the Device tab, set "Allow installation of Applications" to ON, and tap OK when you see the Warning prompt
e) Using the web browser on your Kindle Fire, go to http://www.bluefirereader.com/files/ and tap on BluefireReader.apk to download the Bluefire Reader application. Tap on this file to install the application on your Kindle Fire.
f) Using the web browser on your Kindle Fire, go to http://www.dropbox.com/android and download the Dropbox Android application. This app should be labeled Dropbox.apk. Tap on this file to install the application on your Kindle Fire.
g) Return to the instructions to continue with the e-book transfer procedure.
The Library owns and subscribes to thousands of academic e-books from EBSCO Publishing. These e-books are readily accessible to authorized users from our EBSCOhost eBooks Collections database (select it from the "Resources" dropdown menu on the Library website). They are also indexed in the Milligan Library Catalog, and may surface among other search results in MCSearch.
The EBSCOhost platform includes a built-in viewer for reading e-books online using any modern web browser (e.g., Mozilla Firefox, Google Chrome, Apple Safari, or Microsoft Internet Explorer). However, many of EBSCO's e-books can also be downloaded to your computer to be read at leisure offline. Downloadable titles are marked with this message:
The following instructions will guide you through the process of downloading EBSCOhost e-books to your computer. The procedure is a little challenging because it requires that you create two authorization accounts and download a piece of software. However, you shouldn't have too much trouble if you follow these instructions closely. The first 3 steps only have to be done one time. Feel free to contact a librarian if you would like assistance, or if you run into any difficulty.
You will need an Adobe ID to authorize your access to the e-books you download from EBSCOhost into Adobe Digital Editions, or to transfer e-books to a mobile device (more on this in a later post). You only have to do this step once.
Download the Adobe Digital Editions application from Adobe's website (Mac OS or Windows versions available). You will need this (free) application to view the e-books you download from EBSCO (via MCSearch, or directly from our EBSCOhost eBook Collections). The process will be smoother if you already have this software on your computer before you attempt the first e-book download. You only have to do this step once.
Launch the Installer and follow the instruction prompts to complete the installation. Once the installation is complete launch Adobe Digital Editions. You will be prompted to enter your Adobe ID and password to authorize your computer. This will also prepare your computer to recognize Adobe Digital Editions as the default application for opening EBSCO e-books. Here is a screenshot of the open application.
As indicated above, if you are a currently registered Milligan College student, faculty, or staff member you do not need to create an account to view an EBSCOhost e-book. Simply click the "eBook Full Text" link to launch the e-book viewer in your web browser.
However, if you want to download an EBSCOhost e-book to your computer for later offline reading in Adobe Digital Editions you will need to create a "My EBSCOhost" account. You only have to do this step once.
You now have everything you need to download and read EBSCOhost e-books on your computer. Let's download an e-book now!
NOTE: These instructions apply only to e-books in the EBSCOhost eBook Collection (Milligan College Library also provides e-books from other publishers. Those e-books cannot be downloaded to your computer using these instructions).
a) Launch EBSCOhost eBook Collection from the "Resources" dropdown menu on the Milligan College Library website at http://library.milligan.edu. Search for an e-book. EBSCOhost e-books are also included in relevant MCSearch search results.
b) If the record for the e-book you have selected includes a "Download (Offline)" link the book can be downloaded to your computer for offline viewing. Click the "Download (Offline)" link.
c) You will be prompted to sign-in using your My EBSCOhost account. Click the "Sign In Now" link.
d) Enter your User Name and Password from your My EBSCOhost account (see Step 3) and click the "Login" button. (If you are using a personal computer you may choose to have your web browser "remember" your credentials so you don't have to re-type this information in the future.)
e) Once you are logged into My EBSCOhost, a "Download This eBook" screen for the e-book you have selected will pop up. If the e-book is available for checkout, select the Checkout Period and click the "Checkout & Download" button. Notice the download screen informs you that you need to have Adobe Digital Editions on your computer in order to view the downloaded book (see Step 1).
f) If the download is successful you will see this screen:
g) Once the e-book file is downloaded you should see a screen prompting you to choose how you will open the e-book file. If you have Adobe Digital Editions pre-loaded on your computer the "Open with Adobe Digital Editions (Default)" option will be pre-selected.
h) If you downloaded the e-book file on an Apple Mac, locate the .ACSM file (stands for Adobe Content Server Message file) where you customarily download files (e.g., the "Downloads" folder), Control-Click on the file, select "Open With" from the contextual menu and select "Adobe Digital Editions (Default)."
i) Adobe Digital Editions should launch and you will see the e-book loading into the application. When complete, the book is immediately available for viewing! Notice the navigation tools on the top menu, and the table of contents pane on the left.
j) Click on the "Library" button in the upper left of the top menu to view all the books you have downloaded. Adobe Digital Editions will track the checkout period remaining on each book in your Library. When the checkout period is expired you will no longer be able to open the book. At this point, you may decide to delete the file from your Library. Control-Click the book icon and select "Remove from Library" from the drop down menu.
In a subsequent post I will show you how to transfer an EBSCOhost e-book from your computer to a mobile device (smartphone or tablet) or dedicated e-reader.
The P.H. Welshimer Memorial Library is pleased to introduce MCSearch to the Milligan College community. What is MCSearch? We think our tagline says it all: "One search box–for the good stuff."
One search box. Students are familiar with Google and other popular web search engines. They like the ease and convenience of being able to type a few keywords into a search box and get tons of results. But how relevant, reliable, or current is this information for academic research purposes? This is a serious question. Students need to acquire skills for evaluating information accessed from the open web. (The Library provides instruction to students in information literacy skills like information resource evaluation.) However, given a choice between digging hard for the best available information resources or the convenience of a Google search, students are often satisfied with "good enough."
What if there was a tool available that provided the ease and convenience of a Google search, but the information resources searched and results returned were those provided by the Library? Students could get to the stuff that was truly good instead of just good enough. This is exactly what MCSearch does.
The good stuff. Every year the Library spends tens of thousands of dollars to provide Milligan College students and faculty with high quality information resources to support their coursework and research. Books, media, print and electronic journals and magazines, e-books, subject-based print and electronic reference works (encyclopedias and dictionaries), and numerous subject-based and multidisciplinary databases for accessing journal articles online. We also provide an array of tools such as online library catalogs, journal finders, link resolvers, and database interfaces to help students and faculty search these resources. We make this investment because, frankly (and contrary to much conventional current day "wisdom"), you can't get everything you need on the open web. Academic information resources are costly to produce, publish and distribute. Although there is a slowly growing open access movement in academic communication online, generally speaking, the good stuff isn't free.
One search box, again. The "killer feature" that makes a search engine like Google so powerful and compelling is that a single query is applied simultaneously across a multitude of sites and resources on the World Wide Web. Can you imagine having to browse or search each site on the web individually to try to find information you were looking for? I'm showing my age here, but I first got online in 1994, almost 5 years before the Google search engine started attracting attention on the Web. I still remember when Yahoo! was literally just a running list of websites. But enough about that. My point is that search engines have profoundly altered the way we search for information. What if it were possible to apply some of this kind of power when searching the Library's information resources–a single query applied simultaneously to the Library catalog and databases, rather than searching each of these sources individually? This is exactly what MCSearch does.
The emphasis is on discovery. As the Library evaluated the various print and electronic information resources it provides to students and faculty, it occurred to us that in many ways we have enough stuff. What we felt we needed was a way to make the stuff we have more discoverable. MCSearch is not about "dumbing down" the research process, or pandering to the bad study habits of lazy students. Using a search engine effectively still requires skill and discernment. But because MCSearch applies a search query across a range of Library resources and formats at once, it can bring to the surface information a student may not have otherwise discovered through conventional means. This brings a delightful element of serendipity to the research process.
Filter on the way out. Because general or broad keyword searches tend to return too many results that are not necessarily relevant, conventional catalog and database searching with limited features encourages the user to formulate precise search queries in advance to get the best results. MCSearch also allows the user to apply limiters to search queries in advance to narrow search results. However, a particularly powerful capability of MCSearch is the ability to filter results after the search is completed. MCSearch includes the ability to easily refine or "facet" results by various criteria (date, format, subject, provider, etc.). This capability removes the "problem" of too many results, while still providing the opportunity to discover valuable resources from unexpected sources.
Try it out now! We will be providing more usage assistance in subsequent posts and instruction sessions. But right now I would like to encourage you to just take some time to play around with MCSearch and get familiar with its capabilities. Feel free to contact us with any questions, and we especially welcome your feedback.
This post was originally published to my now mothballed blog, Voyage of the Paradigm Ship on February 28, 2009. The "open letter" transcribed below was sent to the faculty over 6 years ago. The message about information literacy is still relevant, though I am pleased to report that in the intervening years we have witnessed far greater collaborative interaction between faculty and librarians. And as far as the library as place is concerned, rather than a "student expectation that technology will at last make the trip [between the classroom and library] entirely unnecessary," we have actually witnessed exponential growth in student use of the library for study and learning. Fascinating!
I was doing a little house cleaning in my email folders the other day, and I came across the following "open letter" I sent to the faculty back on April 27, 2005. I was still Reference Librarian at the time, and just two months into the job. I believe this was my first formal communication with faculty regarding information literacy and the changing nature of libraries and information resources. I hit upon the idea of the classroom and the library as separate "domains" that risked an ever widening "distance" for students. I used this metaphor as the basis of an appeal for greater intentional collaboration with faculty in order to bridge the gap. (The mug shot was original.)
As an extension of my role as Reference Librarian, I want to make myself available to you as a resource—and potentially more than a resource—for bibliographic instruction and information literacy in your courses. Allow me to share some of my thinking and interests in this area.
It is conventional (for my generation, and for many generations prior) to think of the library as a place where information resources are stored. Users go to the library to access these resources on an as-needed basis. For students, the need is typically oriented toward completing class assignments. Bibliographic instruction in this vein seeks to inform students
1) about the relevant (subject and course-related) resources that are available in the library
2) how to go about accessing relevant resources in the library, and
3) how to productively use these accessed resources in support of the learning process.
This is an important exercise. However, viewing the library as a place—an information "warehouse"—may contribute to more than just the sense of physical distance required to traverse there from the classroom. A potentially problematic metaphorical distance may also be building up. The greater this perceived distance, the harder it is for students to see the intimate relationship between classroom and library in the learning process.
The sheer volume, availability, and mobility of knowledge and information resources in non-print and electronic formats is certainly one aspect contributing to the increased sense of distance. Imagine all this information, just a few keystrokes away, and all conveniently accessed from the comfort of home or dorm room! Some lament this as the death of the book and the demise of the library as we (my generation, and for many generations prior) have always known it. I am less pessimistic (though I recognize that changes are inevitable). Besides, having access to an ocean of unmediated information is not necessarily helpful. (In fact, it can be exceedingly frustrating!) Access to information never directly translates into the acquisition of knowledge. But the new(er) reality does suggest to me that a broadening understanding of what the library is and how the library functions in the learning process is needed. In many ways, it must be admitted that the sense of distance was there even before the introduction of electronic information resources. Students, to varying degrees, have always complained about having to make the trip from classroom to the library for information needed to complete their assignments. It's just that we can see the distance more clearly with this increasing (if still largely imagined) student expectation that technology will at last make the trip entirely unnecessary.
Physical distance exists as a result of practical considerations of space. (We need a place where we can store and organize books on shelves so we can retrieve them later as needed.) But metaphorical distance doesn't take up space. The "ah-ha" for me considering this technological capacity to electronically disassemble information content from information format is not that I should lament the death of the book (which I do not believe) but that I should be provoked to focus even more attention on the nature of information itself. Yes, new information formats require the learning of new skills (e.g., database searching, electronic document delivery, etc.). This is an important part of bibliographic instruction today. But bibliographic instruction in the vein of my present thought broadens beyond a discussion of the format of information resources or where they can be found, to include a discussion about how to think about and use the information contained in whatever format, wherever it is found. This is where bibliographic instruction extends toward information literacy.
I have an interest in narrowing the sense of distance for students, not by lamenting a lost past or resisting an uncertain future for the library, but by proposing a stronger on-going relationship between myself as librarian and you as a faculty member. I fully appreciate and respect that the classroom is your domain, and you have the responsibility to guard it well for the tasks of teaching and learning. But I also believe the library needs to be conceptualized (by both librarians and faculty) as more than just a domain of support to the classroom in the learning process. After all, it is the separation of domains that creates the sense of distance. I believe the distance can be narrowed by inviting the library into the classroom. Information literacy aims for the library to be more integrated with the classroom in the learning process. It proposes a more active role for librarians to respond to partnering opportunities with faculty so that students will more readily sense the intimate relationship, and come to place a higher value on the gift of knowledge as a result. I welcome and look forward to the opportunity to talk with you further about bibliographic instruction and information literacy prospects in your classroom as you begin to plan your courses for Fall Semester 2005.
This post originally appeared on my now inactive blog, Voyage of the Paradigm Ship, January 19, 2009.
The following is a two-part email I sent to my good friend and colleague (he is chair of the faculty Library Committee) on March 27 and 29, 2006, after he sent me an editorial written by Edward Tenner in The New York Times, entitled "Searching for Dummies" (March 26, 2006). My friend is a history professor and an avid bibliophile. Though he has largely "come around" to my way of thinking regarding the benefits of electronic delivery of journal literature, he is far more resistive when it comes to surrendering the marvelous technology expressed as the printed book. He knows he has been socialized into this preference, but insists that a full embrace of computer and electronic information resource technology is damaging his students' capacity to think through complex ideas in a sustained and deep way. I retort that our task should not be rejection of the technology but the instruction into its proper use, and building an awareness (understanding) both of its advantages/limitations and its impact (both good and ill) on human culture and knowledge. In my argument I drew an analogy from another ancient technology—writing itself.
Greetings. Further to our on-going conversation (print vs. electronic information resources), here is an interesting excerpt from Plato's Phaedrus, where Socrates tells a story of the Egyptian god Theuth, the inventor of, among other things, writing. I have not read the full piece, but it is interesting here to see Plato's critique of the losses sustained by writing (and reading) as a new technology over oral culture and true memory.
At the Egyptian city of Naucratis, there was a famous old god, whose name was Theuth; the bird which is called the Ibis is sacred to him, and he was the inventor of many arts, such as arithmetic and calculation and geometry and astronomy and draughts and dice, but his great discovery was the use of letters [grammata=writing]. Now in those days the god Thamus was the king of the whole country of Egypt; and he dwelt in that great city of Upper Egypt which the Hellenes call Egyptian Thebes, and the god himself is called by them Ammon. Theuth came to him and showed his inventions [technas, "arts"], desiring that the other Egyptians might be allowed to have the benefit of them. Thamus enquired about their several uses, and as Theuth enumerated them, Thamus praised some of them and censured others, as he approved or disapproved of them. It would take a long time to repeat all that Thamus said to Theuth in praise or blame of the various arts [technai]. But when they came to letters [grammata], Theuth said, "This invention, O King, will make the Egyptians wiser and give them better memories; I have discovered a remedy [pharmakon: potion, medicine, drug] both for the memory and for wisdom." Thamus replied: "O most ingenious [technikotate] Theuth, the parent or inventor of an art is not always the best judge of the utility or inutility of his own inventions to the users of them. And in this instance, you who are the father of letters, from a paternal love of your own children have been led to attribute to them a power opposite to that which they in fact possess. For this discovery of yours will create forgetfulness in the minds of those who learn to use it; they will not exercise their memories, but, trusting in external, foreign marks [graphes], they will not bring things to remembrance from within themselves. You have discovered a remedy [pharmakon] not for memory, but for reminding. You offer your students the appearance of wisdom, not true wisdom. They will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality."
This is all very ironic in view of our conversation. We long ago adopted the writing technology of Theuth. We frankly no longer know what we lost through its adoption, since we have lived under its ideological assumptions for so long. Neil Postman, in his book Technolopy: The Surrender of Culture to Technology (Vintage, 1992) alludes to this story in rightly claiming the non-neutral and ideological function of every technology and technological adoption.
I have contended in our conversation that print books are every bit as much a technological invention of information transmission, and laden with ideology, as any book in electronic format. Postman urges caution, in deference to your concerns. I am not insensitive to these, of course. I am no heedless technophile any more than you are a heedless technophobe. My real point is offered by Postman where he writes: "[Thamus] would allow, I imagine, that a technology may be barred entry to a culture…But…once a technology is admitted, it plays out its hand; it does what it is designed to do. Our task is to understand what that design is—that is to say, when we admit a new technology to the culture, we must do so with our eyes wide open." (p. 7, emphasis added)
For good or ill, electronic information technology has been admitted into our culture. Since this technology has become proliferated into every facet of our students' lives, it no longer makes sense to bar it here at Milligan College Library as some well-meaning bulwark against the flood. That is the surest recipe for irrelevance. Yes, we can and should keep the books around and in plain sight as an act of ideological subversion. But I believe our mandate now is to fight, not by insisting that our students use the books, but by building understanding instead of heedlessness. This is the instructional role of a comprehensive program of information literacy. Data is not information; information is not knowledge; and knowledge is not yet wisdom. Wisdom comes through passionate, responsible (ethical), critical (discerning) and mature use of information, and the organization of information that forms into structures of knowledge. This, it seems to me, has always been our task. Only now we can't take anything for granted.
* * *
Plato, by having Socrates tell this story, is engaging in a form of rhetoric. Everything here is inescapably in written form! But for Plato this is also a concession and (what we are calling "ironic" in our current conversation) really a paradox. Plato writes to critique writing! But not all writing, as not all speech, is of equal value. For Plato, writing that preserves the living dialogical (mind-to-mind conversational) nature of true human (philosophical) knowledge, and which asks more questions than it answers, is the best. Incidentally, much of Plato's writing is construed as dialogue between great philosophical minds. But he would say that even his writing is a concession, if only because of the inherent limitations of written communication. [See Robin Waterfield's excellent commentary on this in the section of his Introduction to Plato's Phaedrus (Oxford World's Classics, 2002) entitled, "Dialectic and the Weakness of Writing," pages xxxvii-xlii.]
My original allusion to this story, and giving it out as ironic, is a technical (pun intended!) misuse of Plato's intention. But my warrant for it (as also picked-up by Neil Postman) is that Theuth is said to have invented writing. As such, writing is unmistakably recognized as a technology. As a tool, technology requires instruction for its proper use, and (because it is not value neutral) requires an awareness (understanding) of its advantages/limitations and its impact (both good and ill) on human culture and knowledge.
I think this is really the point of Plato's critique. I imagine Plato would prefer not to use writing in human discourse because of its inherent limitations. But paradoxically, he has no choice to use writing if he wants his ideas disseminated and preserved (for reminding, not for true memory, as Thamus notes!). So, given the inherent limitations of writing, he must instruct his readers (in the guise of the highly-esteemed Socrates) into an awareness through critique of how this technology functions, and what is the most profitable writing form—the form that best preserves dialogical nature of human knowledge.
By analogy, you (and I) have come to view the writing of and reading from printed books as the best form for preserving and engaging the accumulated ideas of human knowledge. (You may quibble on my wording, but the basic gist is there, right?) We honestly believe and assume that a living conversation is still preserved within those pages for fresh engagement. We are no longer troubled by Plato's concerns because we have come to view the book as a most acceptable means of disseminating and preserving ideas. To us, it is no longer a mere concession. Rather, it has been (for the last several thousands of years) the primary technology for this very purpose. Praise be to Theuth for his miraculous invention!
But now, after a very lengthy and productive stint with the printed form of the book, along comes a new technology that proposes a new form—an electronic/digital form. [I'm still in analogy mode here.] How do we react to this? Well, we may sense that this new technology will, to quote Thamus, "create forgetfulness in the minds of those who learn to use it; they will not exercise their memories, but, trusting in external, foreign [virtual!] marks, they will not bring things to remembrance from within themselves." We offer appropriate critique. To use this new technology implies a concession (but not the same level of paradox, since it still involves the use of writing [with multimedia capabilities thrown-in]). The preferred use or non-use of this technology does not (yet?) place a person in a "I have no choice" position as it did for Plato. But the use of this technology does involve certain advantages and certain limitations. And so, the use of this technology requires instruction for its proper use, and (because it is not value neutral) requires an awareness (understanding) of its advantages/limitations and its impact (both good and ill) on human culture and knowledge.
So, I would argue that Plato makes my case—though not because he is forced (paradoxically/ironically) to use writing even while critiquing it. The analogy is not in equating the move from printed book to digital book with Plato's paradoxical move from using a pure form of human knowledge transmission (oral communication) and preservation (memory) to a compromised form through writing and (mere) reminding. The analogy, rather, is that given the invention of the electronic/digital form of the book and its inevitable/increasing use, we now need to instruct in its proper use and build an awareness of its advantages/limitations and its cultural impact. Thamus critiqued writing at its invention (in the ancient time of the myth). Plato critiques it (as it were) after long use. Thamus could warn the god of the dire unintended consequences of its use. Plato can allude to those warnings in order to offer contemporary instruction, even as he himself uses the technology!
I would say Plato was doing a form of information literacy. And so the New York Times Op-Ed piece [Edward Tenner, "Searching for Dummies," March 26, 2006]. Information literacy is a "fighting back" strategy to the (dire?) unintended consequences of the miraculous invention called the Internet … and information resource access via electronic databases. Information literacy is instruction in the proper use and awareness-building of this new technology. What do you think?
Ever since Google introduced its single search box on an uncluttered screen, database vendors (and other search engines) have struggled to keep up. In the years since, databases have moved more and more to a Google-like interface. The problem is that these interfaces LOOK more like Google, but they don't SEARCH like Google. Users are frequently frustrated by very poor results when they try a Google-like search in a database.
I will give some suggestions on how to improve database searches. But first, a little discussion about how people typically search in Google. One common Google technique is to just type in what you want as a natural language search: How has Facebook changed college students' attitudes about privacy? This yields 254,000 results. Natural language searches will yield zero results in almost every database to which Milligan or any other library subscribes. Probably the most common search technique (and the one I use in Google) is the string of keywords technique: Facebook college students' privacy. 40 million results. Yet this search in most databases will, again, yield zero or very low results.
Some of you may be thinking: Why should I even bother with databases, since Google already has so much information on this topic? The long answer warrants a separate blog post. The short answer is that many Google results would not be considered academic sources, and would not meet the criteria of most college research papers. Academic databases contain academic resources that are needed to write academic papers. While there are academic sources in Google, it is often difficult to identify them among all the other results in a typical Google search.
While database searching can be very sophisticated and complex, it doesn't have to be. A few simple techniques can vastly improve almost all searches.
Search Tip #1 Add the word AND in between all your search concepts. AND is a Boolean operator, a special command to the computer. It tells the computer to find results with all of your search terms. Facebook AND college students AND privacy in a database will give you much better results than a natural language or phrase search. Note that I put the AND between concepts, not between each word. Since I want the concept of "college students", I did not put the AND between college and students. You really don't need to understand the why of it to use it, but if you are interested in knowing more, check out:
Search Tip #2 If your search results are low and you think you have good search terms and you would like to get more results, try truncation. Truncation is shortening a word to its stem, so that the computer will find all possible endings for the word. The standard symbol for truncation is an *, which works in almost all Milligan databases. If I change my search to Facebook AND college students AND priva*, the computer will now find results with both private and privacy. The second link above has an excellent tutorial on truncation.
If you would like to learn more about searching in databases or need help finding what you want in a database, talk to me, Mary Jackson, as I'm the most excited about this topic. But any member of the library staff would be happy to help you.
Welcome to Milligan Library Life, the new name for the Milligan College Library blog. The name change is the result of a decision to differentiate the way we use various communication and social networking media in the Library.
In addition to a website, the Library maintains a Facebook page, a Twitter feed, targeted email, and this WordPress blog. Up to now, we have tended to view these various mediums as multiple ways of getting a single message out to our user community–namely, letting you know what's happening in the Library. The more channels of communication we utilize, the greater our exposure. Right?
This is true to a point. But as we live with these online mediums we realize that maybe we have more than one message to share–or at least, we may have more than one way to share our message. Now that Facebook has become nearly ubiquitous in the Milligan College community (as it has practically everywhere else), we have decided to push most of the Library's news and event-type posts in that direction. We have also found it convenient to utilize Twitter as a quick way to post schedule and informational alerts to Facebook and the Twitter widget on our website home page.
What do we do with the blog? The blog format is not really appropriate for short bursts of news information. We discovered that what looks perfectly appropriate on the Facebook wall appears as a cluttered mess in a blog. The blog format lends itself to longer form articles–and invites reading at a more engaged and leisurely pace.
Of course it takes more time to write in a form that invites reading at a leisurely pace. Do we have the time? Do we have anything worth saying using this format? Would anyone be interested in reading it?
These are legitimate questions. But rather than give up on the blog I encouraged the Library staff to experiment with me with this other form of communication in the way it works best. Enter Milligan Library Life. We are fairly competent and interesting folk who make it our business to stay informed about the rapidly evolving information environment impacting all our lives. I think it would be valuable to have us report and reflect periodically on such things as trends in library and information resource technologies, copyright and intellectual property issues, concerns about online freedom and privacy, etc. We could also tell you about developments in the Library or Archives, offer tutorials for using information resources more effectively, tell you about new books and media added to the Library, or review an interesting book we read or a movie we watched.
So here we go. We won't have any set publication schedule, but we would hope to have at least one or two new posts per week. I will be functioning as the editor, with other Library staff participating as contributing editors, writing on items of interest from their particular areas of expertise. If you are inclined, we would also welcome your comments as a way of generating a conversation. I think it will be fun!
Gary F. Daught, Director of Library Services
The May 1 issue of Library Journal features an article by Barbara Fister on the future of academic libraries entitled "Academic libraries, a view from the administration building." The article features input from Mark Matson, Milligan's Vice President for Academic Affairs and Dean, who is an enthusiastic supporter of our library and its approach to information literacy and the digital environment. From the article:
"When asked about how their libraries support teaching and learning, administrators seemed knowledgeable about the library's role. 'There is a total focus on information literacy—in classes, helping faculty, teaching students,' according to Mark Matson, VP for academic affairs at Milligan College in northeastern Tennessee. 'This focus has had a radical change across campus. And the use of our library has simply skyrocketed the last three years.'"
"While I agree that over time print collections might decrease, […] the digital collections will continue to increase at phenomenal rates. And with this shift, the role of librarians to help other patrons negotiate this world will be critical. In fact, I see skilled modern librarians as being even more important in the future, provided they are partners with faculty in designing courses."
The article is an excellent read, and anyone concerned about the future of academic libraries should take a look!
The Milligan College Library in general, and our Million Pennies Campaign in particular, is also the subject of an editorial entitled "Wii don't need no education" in the Milligan Stampede, the college's student newspaper. Check out the article and let us know what you think.
And of course, keep those pennies coming!
Mary Jackson, Reference and Instruction Librarian, will be offering several citation workshops in the next few weeks.
An overview of how to do citations according to the APA style. You are welcome to bring your lunch to this workshop.
Monday, September 14 11:45-12:15
Tuesday, September 22 12:00-12:30
Sunday, September 27 7:30-8:00 p.m.
A workshop discussing the changes to APA citations based on the new edition of the style manual. It is expected that attendees will have a basic understanding of APA 5th edition.
Sunday, September 20 7:30-8:00 p.m.
A workshop discussing the changes to MLA citation based on the new edition of the handbook.
Sunday, September 20 8:00-8:30 p.m.
All workshops will meet in the Hopwood Room in the Library basement. For more information, please contact Mary Jackson at email@example.com.


text:
Hi All,
I am getting below error while running a BI report from OTM UI, my query is fetching 35k+ records.
Below is the error which I am getting
weblogic.socket.MaxMessageSizeExceededException: Incoming message of size: '10000080' bytes exceeds the configured maximum of: '10000000' bytes for protocol: 't3'
Any inputs to this error.
Thanks a lot in advance.


text:
Faced with the worst electoral debacle, a drastic revamp of the headed by President Sonia Gandhi and son Rahul, AICC appears to be on the cards, which is expected to witness a generational change that will seek to make the Congress fighting fit.
The remarks of party general secretary (Organisation) Janardan Dwivedi favouring that leaders beyond 70 years keep off from active posts in the party are being seen as indication of things to come.
"The writing on the wall is clear. After such a debacle, a party can come back only after fighting on the street for which youngsters are needed. It is the young, which has to fight the electoral battle," another senior party functionary speaking at the condition of anonymity said.
Even on the organisation front, the party leader, who has a long experience of working in the government as well in the organisation, recalled that most of the AICC secretaries appointed by Rahul Gandhi last year are below 45 years.
When told that there could be leaders, who are above 65 or 70 years but could have the mental ability and physical strength to perform, the leader said that if a bar has to be set, it has be based on the "chronicle age" and not "mental age" on which opinions would be subjective.
"The sooner it is understood, it is better. The elders should make way for the young leaders. You have to pay attention to the age factor in electoral politics. I am of the opinion that the age consideration should be there," he said but caveated his response by saying these are his "personal views".
The remarks are significant as a number of senior AICC functionaries have either crossed 70 years or approaching it. Party Treasurer Motilal Vora is 85, Ambika Sonia 71, Madhusudan Mistry 69, Digvijay Singh 67, Ghulam Nabi Azad 65, C P Joshi 64 and Mohan Prakash 64. Besides, A K Antony is 73 years old, P Chidambaram is 68 and Sheila Dikshit is 76.
Dwivedi had, however, maintained that there are some posts, which could be exception to the age bar. "Sheila Dikshit represents both culture and temperament of Delhi," a leader speaking on the condition of anonymity said.
It may be recalled that when Joshi was the PCC chief of Rajasthan, he had put a bar of 70 years on those contesting elections. Speaking at the 2010 Burari


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Back in the days of Jan Ullrich, about this time of year, he'd show up to races a bit overweight and the sausage and pastry jokes would start. This sausage rug would make a good "got fat in the winter" gag gift and reminded me of simpler times, when the cycling headlines were about Jan's belly and not el dope.
A 1986 Buick Regal designed by artist Michel de Broin who removed the engine, suspension, transmission and electrical system and replaced them with pedals and gears … later the driver was ticketed for operating an unsafe vehicle.
Hat tip to Kristen.
Lance Armstrong unveiled his bike shop today and it's focused on commuting, including
Showers and a locker room will allow commuters who don't have facilities at their offices to ride downtown, store their bikes at the shop, bathe and catch a ride on a pedicab or walk the rest of the way to work.
Lance said in the Austin360 article that he wants Mellow Johnny's to be, "the coolest bike shop in the world … it's all about bike culture and he wants to see Austin evolve into a place like Portland, Ore."
Word. I didn't expect a commuter shop, when I posted about his new shop earlier this week. And when we're in town for SXSW and our BBQ, I'll try to get more details.
While not a political blog, here at Hugga HQ, the Barack Obama Is Your New Bicycle site is worth noting.
Barak Obama reminded me it was Valentine's Day. Barak Obama pumped up your tires before a big race. Barak Obama pinned your race number for you. Barak Obama paced you all the way to work.
Photographer Yohei Morita stopped by my shop last week and dropped off a copy of COG magazine, a magazine devoted to the machines and culture of fixed gear, with a authentic Japanese influence. The current issue featured an article about pro keirin racers and the online edition features a collection of Tokyo messenger portraits.
I swear to God I remember seeing some of these riders last summer when I was in Tokyo. My friends lived in Akasaka, so I'd get food and groceries from Roppongi which was rife with messengers.


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The Cotton Net Fabric has a stiff feel to it that disappears after washing. This heavy honey comb net fabric is not mercerized but it takes in our Fiber Reactive Dyes beautifully. It has a two way stretch and is a softer, heavier netting than tulle. Nuno Felters are catching on to this as a great base for their felting because of its very open weave, and it is stronger (also heavier, keep in mind) than the light weight silk guazes that are often used.
Fabric Details
- 100% cotton, PFD
- 1.57 oz per square yard, 48" wide
- 225 holes per sq inch
- You can dye this 130+ colors with our Fiber Reactive Dyes
- Suggested uses: Nuno Felting, drapery, porcelain doll making, clothing liner, bonnet, veils, scarves, cotton lace, net bags. Has many costuming and set design possibilities: theater, dance, skating, burning man, you name it. Dye it in a contrasting color and use it as a 2nd layer of cloth. Uses in a multitude of crafting projects!
- We found that this shrinks up to 12% in Length and 10% in Width disclaimer
- Available in cut yardage and in 33 yards packed in a cellophane bag, folded
- Machine wash in any temperature water; To minimize shrink use a delicate cycle and line dry.
Remember, bolts vary! They can be over or under - we charge you for the actual yardage. If you need very specific yardage, order cut yardage.
There are a few things you should know about our fabrics...
Average Customer Review
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wow! this gets soft when washed! quite a bit of shrinkage but them I'm playing with the felting possibilities and expect a lot more shrinkage. Takes color beautifully gives a sturdier sort of result from nuno felting but now I have a substrate I can add my feathers to as the quill ends fit into the net.I'm dyeing to run this and my fleeces through my needle ffelting machine I am eyeing a series of pouches of felt and feathers...with its non-ravel edges I will applique it down to other fabrics. the edge is especially nice cut with a pinked edge.
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No idea how they get it to me so quickly--and that's with crossing the border to Canada. I was a bit hesitant to order because of comments saying it was not soft enough but could get softer after washing. My 10 yards is lovely and soft--even before washing. Holes are larger than on the more expensive cotton net but perfectly acceptable for my purposes. Love the product.
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1 of 1 users found this review helpful.
Other reviewer said it gets softer after wash. I washed it once and it is still very stiff and rough I hope it gets better after more washing because it is too rough against the skin.
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Fantastic after a quick wash! This is just what I needed for the corselets I'm making for gowns-- it's soft and comfortable and quite strong. I'd imagine this would also be excellent for beading.
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1 of 1 users found this review helpful.
Softer than tulle but still a bit stiff. I'm sure I will find a use for the 3 yards I bought to try.
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0 of 2 users found this review helpful.
holes are about 1mm in diameter and run on a horizontal parallel honeycomb grid.. Hand is rough and stiff but if you need this kind of body it will be perfect. It does have drape. Shrinkage rate is about 9 - 12% in both length and width after washing in warm water and hanging to drying. I used it to make a sheer Regency (1805) era evening gown. It suited my needs but the garment seams are a bit scratchy against the skin.
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Really lovely stuff. I don't like nylon tulle so this is a welcome alternative and seems quite sturdy and just right for a wedding veil.
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A lot more crisp than I was imagining it would be. I did think it would be finer. I washed it twice and it still has stiffness to it. It will not be used in my clothing pieces but I bet it would be great for felting and more artistic uses. I would love to experiment more with this fabric.
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Well worth the money.
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It came very quickly which is nice since I am impatient! I was very excited to find cotton net as it is often called for in period patterns and such and I had never seen it available before. I got some to use for 1840's-60's caps and fichus which came out great. I dyed some gray (I meant to dye it black but I think it was just a user error as I have never dyed before). But it is a really pretty gray and I don't think I will have any trouble getting it actually black next time I try. Thanks for a great product!
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Tangy Green Bean and Olive Salad Recipe
- 1 (14 1/2 ounce)cangreen beans, drained
- 1/2largered onion, 1/4 inch slices and separated into rings
- 1cup slicedstuffed green olives, with brine
- lettuce leaves
- Place green beans and onion slices in a deep dish.
- Pour olives and olive brine over all.
- Cover, refrigerate, an marinate at least 3 hours, overnight is better, tossing occasionally.
- Serve on lettuce leaves.
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Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.CourseMK 630 Strategic Marketing Planning and Decision-MakingSemesterF2P 2007 MBFacultyDr. Nicolas KoudouTitleAssociate Professor of Business AdministrationDegrees/CertificatesPhDMBABAOffice LocationDowntown Campus, 911 Main, Suite 900, Kansas City MissouriOffice HoursT &W: 9:30am to 1:00Pm & MR 9:30am to 4:00 pmDaytime Phone816 842-6182 Ext. email@example.com@hotmail.comSemester DatesOctober 22-December 14Class Days----R--Class Time5:30 - 9:50 PMPrerequisitesMK631Credit Hours3Textbook:
1. Strategic Marketing, by Cravens, 8th edition, McGraw-Hill, ISBN-007296634-3
2. Marketing, Annual Editions 07/08, ISBN#007-352836-6 Textbooks can be purchased through the Parkville BookstoreAdditional Resources: McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Course Description: The analysis, planning, implementation, and control of marketing programs designed to achieve the organizational objectives of potential consumers. Decision making in organizations dealing with consumer markets is provided. Important insights from the behavioral sciences are considered in light of decision objectives to develop capability in creation and management of consumer-oriented marketing campaigns. Prerequisite: MK351 or equivalent approved by Program Director.Educational Philosophy:
Facilitator: be able to assist students to develop interest in the subject matter
High Standards: always expect more from students. If students are performing under standards, they will need a particular attention from their faculty to help them raise their level of confidence.
Knowledge of the Subject Matter: an excellent faculty must always be prepared before delivering lectures. This means reading a wide variety of material and use the knowledge acquired to always improve lecture delivery.
Enthusiasm: show passion and enthusiasm about the subject matter to students.
Genuine Concern for Students: care about your students and their class performance.
Intrinsic Satisfaction with Teaching: an excellent faculty should always be exhausted and pleased at the end of his/her class.
My classroom philosophy is strongly centered on mutual respect between Professor and Students. I highly believe that classroom environment should be friendly and enjoyable to enhance attractive learning conditions. Students and Professor should enjoy a cooperative and collaborative relationship based on exchange of information and knowledge that are mutually beneficial. This approach is a remarkable opportunity to help students develop and form their opinions freely in friendly and agreeable atmosphere. In this context, I often think of myself as a mentor, coach, and facilitator, constantly stimulating, challenging and appreciating the achievement of my students. In this role, I am proud and fortunate to be able to contribute to the academic and professional growth of my students. Learning Outcomes: Core Learning OutcomesExplain the role of Marketing in society and in corporate WorldDiscuss market- driven strategies and show how they affect corporate worldDefine and discuss the Michael Porter five-force model to evaluate competition and help corporation develop a competitive advantageExplain the "SWOT" analysis model to understand the marketing environmentWrite a sound and comprehensive business plan.Core Assessment:
Class Assessment:
Two individual case analysis questions and article summaries
Business PlanGrading:
Group written Project 100 26%
Written Assignments (cases and article summaries) 200 (100ea) 53%
Presentations 80 (20ea) 21%
Total 380 100%The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.
MK 630 Strategic Marketing Planning and Decision-Making
Dr. Nicolas Koudou
Associate Professor of Business Administration
Office Location
Downtown Campus, 911 Main, Suite 900, Kansas City Missouri
Office Hours
T &W: 9:30am to 1:00Pm & MR 9:30am to 4:00 pm
Daytime Phone
816 842-6182 Ext. 5528
Semester Dates
October 22-December 14
Class Days
Class Time
Credit Hours
1. Strategic Marketing, by Cravens, 8th edition, McGraw-Hill, ISBN-007296634-3
2. Marketing, Annual Editions 07/08, ISBN#007-352836-6
Textbooks can be purchased through the Parkville Bookstore
Additional Resources:
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy:
Learning Outcomes: Core Learning Outcomes
Class Assessment:
Presentations 80 (20ea) 21%
Total 380 100%
The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.
All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.
Classroom Rules of Conduct: Each student is required to turn in at least two- written case analysis and article summary during the semester. To be acceptable the structured case questions must be answered using the analytical and critical thinking skills and be free of grammatical and spelling mistakes. A failure to follow instructions will end up with a failing grade. Case analysis, article summary and start up Business plan are required for this course.
Course Topic/Dates/Assignments:
Fall 02, 2007
· Syllabus Assessment
· Final Project discussion
· Lecture 1
· Chapters 03 & 05: Teams 1;2
· Read article 07: Annual Editions
· Discussion
· Assignment #1, due
· Chapters 04&06 Teams 1;2
· Discussion
· Read article 04: Annual Editions
Chapters 07 &08 Teams 1; 2
Note: this schedule will be adjusted if necessary without notice
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2007-2008 Graduate Catalog Page 24-26"Academic Honesty is required of all members of a learning community. Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park."
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2007-2008 Graduate Catalog Page 24-26
Attendance Policy:
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Additional Information:
Come up with a start up company. The business plan must contain but not limited to the following:
Executive Summary
Present a brief summary of the main goals and recommendations of the plan for management review, helping top management to find the plan's major point quickly. A table of contents should follow the executive summary.
· In one- to three-page summary, describe the company's products/services, their user benefits, and evidence of their acceptance by customers; management's qualifications and major accomplishments; the amount of and uses for capital required; investor benefits; market size and growth rate; and the identity of the company's market niche.
· For each officer of the company, please provide the following information: name, years of experience in the company's industry, responsibilities/functions of positions with company; salary, bonus, ownership interest in the company; relevant qualities, achievements, track record, and education.
· What are the strengths and weaknesses of the company's management team and its board of directors?
· Explain how the company will add capable members to its management team.
· Explain how will the management team grow and continually improve itself.
Provide an organization chart that reflects the company's management hierarchy.
· Mission
· Goals
· Core competency and Sustainable Competitive Advantage
· Situation Analysis (SWOT)
· Define the approximate size, in units and dollars, of the target market for each of the company's products/services.
· Provide management's estimate of the company's market share and associated industry rank for both the last three years (actual) and the next three years (projected).
· What has been the growth and profitability history of the industry, and what are its future prospects? If the projected growth rate exceeds the historical growth rate, discuss the major factors behind the company's assumptions (e.g., technological breakthroughs, lower production costs that can be passed on to customers).
· In which geographic areas are the company's sales concentrated?
· Please explain why customers have purchased/will purchase the company's products/services. What benefits do your products/services offer to your customers (e.g., quality, service, price, styling, convenience, and improved technology)? What previously unsatisfied customer needs do the company's products/services fulfill?
· How will the company's products/services be marketed (i.e., pricing, promotion, advertising, trade show participation, distribution channels/sales organization, customer service/warranty program, return privileges)?
· Explain the competitive forces that affect your industry and/or market segment (i.e., rivalry among existing firms, threat of new entrants, threat of substitute products, bargaining power of suppliers, bargaining power of customers).
· Define your major competitors' future goals, current strategies, and assumptions about the industry/
· Compare the company's strengths and weaknesses with those of its major competitors.
· Provide an analysis of how the company's management plans to capitalize on competitors' weaknesses and how it will counteract competitors' strengths. Understanding the competitions' strengths and weaknesses, as well as your own, are key to defending your market share, uncovering market opportunities, and developing an effective unique selling proposition.
· Explain how the company differentiates/will differentiate its products/services from the competitions.
· Describe how your company will monitor the competition on the continual basis.
· Customer characteristics (demographic, household composition etc.)
· Define how the company will sell its products/services (e.g., executive selling, in-house sales force, sales representatives, distributors, direct mail, and retailers). Provide economic justification for your choice of selling methods.
Action Programs
· Spells out how your marketing strategies will be turned into specific action programs that answer the following questions: what will be done? When will it be done? Who is responsible for doing it? How much it will cost?
· Detail a supporting budget that is essentially a projected profit-and-loss statement. It must show expected revenues (forecasted number of units sold and the average net price) and expected costs (of production, distribution, and marketing). The difference is the projected profit.
· Outline the control that will be used to monitor progress and allow upper management to review implementation results and spot products/and or services that are not meeting their goals.
Last Updated:10/16/2007 11:28:55 AM


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Custom horsehair vessels made from your horse's mane and tail hair. Your horse's name can be added to the bottom of the vessel. It's a great way to celebrate a horse who is with you now, or a wonderful way to remember those who have passed.
If you don't have a horse, I can supply horse hair, or you can choose from one of the vessels for sale in the gallery.
These are $50.00 dollars plus shipping.
Shipping for California and Oregon is $10, and $12 for the rest of the country. Contact me about international orders.