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Know what device every visitor is using to visit your website.
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Take your website to a whole new level.
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51Degrees provides deeper insights into user preferences and device-specific behaviour, for mobile network operators and their suppliers.
Enhance your analytics, maximise your network and improve your customer services and targeting with TAC data from 51Degrees.
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Discover how your customers are viewing your website - what device, what screen size…
Learn how your website performs and discover great insights into how customers behave based on their device.
Richer content, better user experience, increased engagement.
Identify the connection speed and quality of every website visitor.
Deliver a better user experience on your website, by tailoring your content based on your customer's connection.
Great user experience, reduced shopping cart abandonment, better performance.
51Degrees legal terms and conditions.
The ability to quickly segment audiences, target appropriately and optimise ad creative based on accurate analytics is vital for Adtech companies.
51Degrees' Device Intelligence can help you do this with it's patented technology, unrivaled accuracy and industry leading speed.
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Responsive web design is not a one size fits all solution.
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Leading digital agencies need to keep up to date with the latest trends and tool sets to ensure your clients get the best results can be a challenge when you are busy managing the day to day demand from clients.
Using 51Degrees you can adapt online content to maximise the potential of online conversions and steer the end user purchase path.
Plugin us into yours and your clients' web platforms and see a more granular level of detail about the devices used for clients site.
Your platform is dependent on accurate device data to support improving client-side performance by optimizing user experiences server-side
51Degrees provides the fastest and most accurate device information, including 217 device properties such as retail price, vendor, device age, screen size and more to allow more granular analytics and better content optimization
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Browse the full list of properties available in 51Degrees device detection solutions. Find out what values are supported in the Lite, Premium and Enterprise data sets, including full descriptions and advice on how they can be used.
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Mobile device emulators for Windows based operating systems recommended by 51Degrees.
Published on Thursday, March 26, 2015
51Degrees and The Away Foundations' digital globe gained a lot of interest at Mobile World Congress 2015. The Institution of Engineering and Technology (IET) interviewed James to understand more about the background to the project, technology involved and future plans.
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Categories: Opinion
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Tony Kushner
Tony Kushner (kŏŏsh´nər), 1956–, American playwright, b. New York City. Educated at Columbia and New York Univ., he was a little-known off-Broadway playwright with several interesting works, e.g., Yes, Yes, No, No (1985) and A Bright Room Called Day (1987), to his credit when his Angels in America (1991–92) burst on the theatrical scene. This two-part, seven-hour, Pulitzer Prize– and Tony-winning drama of life in the age of AIDS mingles the political, personal, and universal in its treatment of such apparently disparate elements as gay and straight relationships, the Mormon faith, Roy Cohn, Ethel Rosenberg (see Rosenberg Case), disease, love, and death. The play was adapted into an Emmy-winning television drama (2002), directed by Mike Nichols. Hailed as a major talent, Kushner has been praised for his intelligence, wit, and humanity. Since Angels he has written Slavs! (1994), an ironic political fantasia; Homebody/Kabul (2001), a linguistically rich drama centered about an imaginary and a real Afghanistan; Caroline, or Change (2004), a semiautobiographical musical that focuses on issues of race and class, and The Intelligent Homosexual's Guide to Capitalism and Socialism with a Key to the Scriptures (2011), a family drama that explores, among other things, reactions to the collapse of faith in outdated belief systems and morality codes.
Inspired by a 1942 Czech opera performed by children at the Theresienstadt concentration camp, Kushner supplied the text for the children's book Brundibar and the libretto for the opera (both: 2003) based on it; Maurice Sendak illustrated the book and designed the opera production. The two also collaborated on a version of Martinů's 1937 opera Comedy on the Bridge. Kushner has also made contemporary translations of two plays by Bertolt Brecht, Good Person of Setzuan (1994) and Mother Courage and Her Children (2006).
See R. Vorlicky, ed., Tony Kushner in Conversation (1998); studies by P. Brask, ed. (1995), D. R. Geis and S. F. Kruger, ed. (1997), J. Fisher (2001), and H. Bloom, ed. (2005).

subset: commoncrawl


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Articles, Reviews, Recipes, Videos & More
Bonus content on guillotine design from Criminal Minds.
What is scientific fact and what is Hollywood fantasy? Some of the most thrilling weapons action sequences from movies and TV are put to the test.
Terry plays "Blondie" in the old west from behind the scenes of a western film set.
No horses were harmed in the filming of this gun test.
Firing off horseback for film! And it's limitations…
Testing the efficacy of defending yourself with a bow and arrow. Guess what? It works!
More footage from our underwater gun testing.
Interview with special effects master, Ritchie Helmer.
Interview with the legendary Bill Duke from Rambo.
A teaser from our out of this world, Star Trek episode.
Terry goes nuts with a mini gun. Need we say more?


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Dogma Mobile Spa offers pet grooming in the Lake Magdalene area. Our team of professionals is the best in pampering your pet. We want your dog to not only look their best but feel their best. Dogma has a genuine love for dogs. This is why we cater to each dog's individual needs. Your dog is our dog at Dogma the best dog grooming service.
At Dogma Mobile Grooming Spa we travel throughout the Lake Magdalene area. We provide the most modern haircuts for your dog. Our skilled dog grooming services feature several years of experience in grooming dogs. We know that the best way to care for your dog is to keep them groomed on a regular basis. Regular grooming keeps your dog clean, healthy and happy.
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Oldsmobile Forums
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1991-1996 Oldsmobile Ninety Eight Regency
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Reviews of all Oldsmobile models right here in one place.
Oldsmobile Forum: 1991-1996 Oldsmobile Ninety Eight Regency
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January 28th, 2005
Join Date: Apr 2004
Location: HOUSTON,TEXAS
Posts: 1,931
Oldsmobile redesigned the Ninety Eight for 1991. This edition, redesigned for 1991 rode on the same front-drive chassis as the 1985-90 models, but had a look that was like the many historical Ninety Eights before it. It was made contemporary. One thing Oldsmobile was known for was timeless styling. It reminds me a lot of the 1963-1968 and 1980-1984 Oldsmobile Ninety Eights. It grew 9.5 inches of overall length. The trunk grew in size. It is larger than most cars on the market today. Ninety Eights came as a 6-passenger 4-door sedan in either luxurious Regency Elite trim or sportier Touring Sedan version. The powertrain consisted of GM's 3.8-liter V6 engine. There were upgrades over the design time frame that are visible and some that are not.
Year-to-Year Changes
1992 Oldsmobile Ninety Eight: For 1992, the Ninety Eight gains a new base-model Regency, followed by the Regency Elite and deluxe Touring Sedan. Optional for the Touring Sedan now is a new 205-horsepower supercharged version of GM's 3.8-liter engine. Traction control is an available option on all three models.
1993 Oldsmobile Ninety Eight: Torque on the standard 3.8-liter V6 engine rises slightly to 225 pound-feet at 3200 rpm. Also, the grille and headlamp bezels on the Touring Sedan are now body-colored, with exterior moldings changing from gray to black. The Regency Elite gains an overhead storage console.
1994 Oldsmobile Ninety Eight: The Ninety Eight returns for 1994 with a redesigned instrument panel that includes a new passenger-side airbag. The supercharged 3.8-liter V6 gains 20 horsepower and 15 pound-feet of torque as a result of improvements to the supercharger and the induction system and becomes available on all models. Other changes include a new grille and headlamps, an additional inch of front seat travel, and standard automatic power door locks.
1995 Oldsmobile Ninety Eight: Last year the Touring Sedan bit the dust; this year the base Regency model goes away. The remaining Regency Elite is provided with very few stand-alone options. On the plus side, Oldsmobile makes major improvements under the hood. The new Series II 3800 V6, with its 205 horsepower and 230 pound-feet of torque now becomes the new base engine.
1996 Oldsmobile Ninety Eight: Preceding the Ninety Eight into retirement was the supercharged 3800 V6, which is no longer an option for the Ninety Eight. Olds incorporated nearly all of the car's features and options into its 1997 Eighty Eight "Regency" model.
PROS: The interior room, the trunk space, the gas mileage, the features, the quality, and the classy look it carries. The technology which is still ahead of many cars on the market. The digital gauges (optional 1991-1994), standard on Regency Elite Series II 1995-1996, the trunk pull down feature, the informative instrumentation panel, the ride, the look and feel of the seats. Oldsmobile offered some nice color combinations.The Ninety Eight offered what Cadillac and Lincoln offered for a a lot less. It is a strong value. The only thing that seperates them is a V8 engine. The 3800 V6 is a strong reliable engine. I like Oldsmobiles approach to luxury as it was more understated and not in your face. I found some of the routine maintenance pretty easy. It is easy to find parts and get the car repaired at reasonable or low prices.
CONS: No V8 option(Oldsmobile had considered it in 1994-1995 time frame using the 4.9 liter V8 Cadillac had stopped using) , Oldsmobile and GM did not promote the last generation like it should have. No rear sear headrests, GM killling Oldsmobile and dropping the Ninety Eight. The dropping of the Touring Sedan model after 1993. This car is very reliable and so often overlooked. The paint quality of early 1990's GM cars. The paint peeled and faded bad on the 1994.
Oldsmobile Ninety Eight 4-door sedan
Wheelbase, in. 110.8
Overall Length, in. 205.7
Overall Width, in. 74.6
Overall Height, in. 54.8
Curb Weight, lbs. 3412
Cargo Volume, cu. ft. 20.2
Standard Payload, lbs. --
Fuel Capacity, gals. 18.0
Seating Capacity 6
Front Head Room, in. 38.7
Max. Front Leg Room, in. 42.5
Rear Head Room, in. 37.7
Min. Rear Leg Room, in. 40.7
NHTSA Crash Test Results
1993 Ninety Eight 4-door sedan
Crash Test Driver 5
Crash Test Passenger --
The National Highway Traffic Safety Administration (NHTSA) tests a vehicle's crashworthiness in front- and side-impact collisions and rates its resistance to rollovers. Their test results suggest the chance of serious injury, while rollover resistance ratings are based on how top heavy the vehicle is and indicate the chance for rollover when the vehicle leaves the roadway. Front crash test numbers indicate: 5 = 10% or less; 4 = 10-20%; 3 = 20-35%; 2 = 35-45%; 1 = More than 45%. Side impact numbers indicate: 5 = 5% or less; 4 = 6-10%; 3 = 11-20%; 2 = 21-25%; 1 = More than 26%. Rollover resistance numbers indicate: 5 = Less than 10%; 4 = 10-20%; 3 = 20-30%; 2 = 30-40%; 1 = More than 40%.
Powertrain Options and Availability
The powertrain for the Oldsmobile Ninety Eight consists of GM's 3.8-liter V6 engine. Revised for the 1991 model year, it provided 170 horsepower at 4800 rpm and 220 pounds-feet of torque at 3200 rpm. Power was increased further in 1995 with the addition of the 205 horsepower Series II 3800 version of GM's corporate V6 engine. The torque rating is 230 pound-feet at 3200 rpm. An optional supercharged engine was provided between 1992 and 1995, with horsepower outputs ranging from 205 to 225 horsepower and torque ranging from 260 pound-feet to 275 pound-feet of torque. However, with the new Aurora as Oldsmobile's flagship model the supercharged engine was dropped for 1996. All engines are paired with an electronically controlled, 4-speed overdrive automatic transmission.
Trouble Spots lists the many commonly occurring problems for a particular vehicle. In some cases we also give possible manufacturer-suggested solutions. In many instances these trouble spots are Technical Service Bulletins posted by the manufacturer, however we have our own expert looking at additional vehicle problems.
Trouble Spots
Automatic transmission: 4T60E transmissions may drop out of drive while cruising, shift erratically, have no third or fourth gear, or no second and third gear because of a bad ground connection for the shift solenoids. (1991-94)
*** My 1994 had a replacement GM transmission.
Cruise control: If the cruise control doesn't stay engaged, or drops out of cruise, the brake switch can usually be adjusted to fix the problem. (1991-95)
Engine knock and oil leak: 3.8-liter engines are prone to excessive oil consumption often accompanied by spark knock due to failure of the valve-stem seals. (1993-95)
Engine noise: Bearing knock was common on many 3.8-liter engines due to too much clearance on the number-one main bearing. (1992-94)
Engine noise: A rattling noise from the engine that lasts less than a minute when the car is started after sitting is often caused by automatic-transmission pump starvation or a sticking pressure-regulator valve. According to GM, no damage occurs and it does not have a fix for the problem. (1991-95)
Steering noise: The upper-bearing mount in the steering column can get loose and cause a clicking, requiring a new bearing spring and turn-signal cancel cam. (1994-96)
Transaxle leak: The right front-axle seal at the automatic transaxle is prone to leak and GM issued a revised seal to correct the problem. (1992-94)
**** I have owned two Ninety Eights. I had a 1994 and drive a 1995.
The 1995 has been an excellent car. It is built a whole lot better and drives and feels better than the 1994. You can feel and see the difference.
The 1994 was not that reliable as it was flood damaged. Be on the look out for what you buy. Do your home work and check the vehicle history. I fixed a lot of that car, so I know pretty much these price quotes for parts is true.
This table lists costs of likely repairs for comparison with other vehicles. The dollar amount includes the cost of the part(s) and labor (based on $50 per hour) for the typical repair without extras or add-ons. Like the pricing information, replacement costs can vary widely depending on region. Expect charges at a new-car dealership to be slightly higher.
Average Replacement Cost
A/C Compressor $500
Alternator $280
Automatic Transmission or Transaxle $970
Brakes $230
Constant Velocity Joints $725
Exhaust System $530
Radiator $360
Shocks and/or Struts $1,355 (TRUE)
Timing Chain or Belt $260
NHTSA Recall History
1991: Console-mounted shift lever may disengage, causing loss of gearshift operation. 1991: Parking-brake lever assembly may release when applied; parking brake may then not hold the vehicle. 1992-93: Transmission-cooler line in cars with certain powertrains, sold in specified states, can separate at low temperature. 1994-95: Headlight-switch spring can fail and prevent latching of headlamp in "On" position. 1995: Current leakage can cause loss of headlights and parking lights; or lights may turn on while car is parked. 1996: Backfire during engine starting can cause breakage of upper intake manifold, and result in nonstart condition and possible fire. 1996: Damaged capacitor may cause failure of "Key in the Ignition" warning chime and driver seatbelt-unbuckled warning chime and indicator lamp; other functions also may be impaired.
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April 6th, 2009
Kid Ninety Eight
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Join Date: Mar 2009
Location: Iowa
Posts: 27
I have owned a 1984 Delta 88, a '66 Chevelle, and a '92 Explorer in the past. I got my 1996 Ninety Eight in January of '07, and it by far is the best dang car I have ever driven! I love the power and reliablility of the famous 3.8, even though it had to have the entire intake assembly replaced the day after I bought it. However, I think GM hit a home run when designing and producing the 1991-1996 Ninety Eights.
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Root beer as a braising liquid gives your soup or stew a unique flavor boost that makes you tastae it and say "Hmmm . . . what IS that?"
I laughed out loud when I saw this photo! Can you see my hubby/blog photographer reflected in the spoon? He was standing on top of the island in my kitchen taking this photo and, well, I'm sure he forgot about the reflection effect!
Anyway, Valerie Phillips, a friend of mine and fabulous cook/food writer, has a new book out – Soup's On! – and this being soup weather, I want to make at least a dozen of her soups. Her recipes are so creative and so easy to put together. Since we are in for more frigid weather, I plan on making gallons more soup in the weeks to come! This is my spin on her Root Beer Braised Stew.
I used Henry Weinhard's – it has always been one of our favorites with a strong vanilla flavor.
— posted by Donna


text:
Undergraduate Catalog
University General Education Curriculum
Philosophy and Goals of General Education
General Education is the component of the undergraduate curriculum devoted to those areas of knowledge, methods of inquiry, and ideas that the University and scholarly community believe are common to well-educated persons. General Education provides a foundation for future learning.
The generally well-educated student will demonstrate:
- broad knowledge and understanding of the natural sciences, social sciences, and humanities;
- an ability to analyze, think critically, and form reasoned conclusions;
- competence in communicating his or her views and ideas clearly and cogently;
- an understanding of the methods by which people pursue knowledge;
- an understanding of the differences and relative power among peoples, both in the United States and across the globe; and
- knowledge of the principle of wellness for living a healthy and fit life, both physically and mentally.
I. Communication Skills
Communication is the art of expressing and exchanging meaning among people. At the University, meaning or knowledge is developed as teachers and students share insights, exchange ideas, and debate positions. Reading, speaking, research, and writing all play important roles in this construction and extension of knowledge.
College Writing
The writing course sequence enables students to use language actively in diverse ways and settings to gain and share knowledge about their experiences and concepts. They also reflect on that language use by examining their processes of writing and reading in order to understand both the texts they create and the texts they encounter.
Courses in the writing sequence will teach students to:
- make writing choices within the rhetorical contexts of academic writing, with attention to the particular audiences, subjects, and purposes of writing;
- understand and incorporate into their own writing each stage of the writing process: exploration, invention, drafting, revising, editing;
- improve their ability to analyze on multiple levels the texts that they read, and to recognize and synthesize connections among texts;
- discover a variety of argumentative strategies in academic writing and incorporate those strategies in the development of several essays;
- explore in depth at least one significant subject of academic interest by extensive reading, peer discussion, and the use and citation of research materials; and
- demonstrate control over the conventions of edited American English.
Public Speaking
The oral communication course develops students' awareness of the communication process; focuses on the skills of invention, organization, and expression; promotes understanding of, and adaptation to, a variety of communication contexts; and emphasizes critical skills in listening, reading, thinking, and speaking.
The communication course will teach students to:
- create effective speeches through careful selection of topics and analysis of audience needs, situational factors, and speaker purposes;
- gather, evaluate, organize, and outline supportive materials into persuasive and informative messages that reflect an understanding of the appropriate use of evidence, reasoning, and language;
- deliver effective speeches that demonstrate proficiency in articulation, nonverbal behaviors, and visual aids that reinforce the message and promote clarity and interest; and
- become more discriminating consumers of messages through critical listening.
II. Natural Sciences and Mathematics
Part A—Mathematics Competency
Competency in baccalaureate-level Mathematics enables students to successfully engage in the mathematical thinking encountered in undergraduate studies and in daily living. Central to this competency is the ability to solve problems, to use mathematical modeling, and to evaluate mathematical calculations and reasoning. Students are expected to express and interpret mathematical information in written and oral forms and to use technology (calculators, computers, etc.) appropriately.
Mathematics competency courses will teach students to:
- use basic Mathematics in problem solving and modeling strategies as needed for college coursework and for living in today's and tomorrow's world;
- clearly express mathematical ideas and calculations in writing; and
- make valid inferences from mathematical formulas, graphs, tables, and data.
Part B — General Education
Studying the Natural Sciences and Mathematics enables students to understand the physical and natural world and the scientific and mathematical concepts, theories, and principles that explain the world. That is, students broaden and deepen their understanding of the diversity and interrelatedness of human knowledge in the sciences and Mathematics and are better able to explain the similarities and differences that exist among the sciences. By studying the methods of inquiry practiced by scientists in the search for answers to yesterday's and today's issues and problems, they experience both the power and limitations of this knowledge while growing in their appreciation of the scientific perspective and its impact on their lives and society.
General Education courses in the Natural Sciences and Mathematics will allow students to:
- demonstrate understanding of basic terms, concepts, principles, processes, and systems in the Natural Sciences and Mathematics;
- draw conclusions and/or identify relationships by synthesizing from relevant information;
- demonstrate the ability to apply appropriate investigative methodologies in laboratory courses; and
- demonstrate the ability to use and understand scientific and mathematical terminology in writing assignments and/or classroom discussion.
III. Social Sciences
In their Social Science coursework, students explore aspects of their own cultures and beliefs and the cultures and beliefs of others within a context of empirical research findings and theoretical speculation.
They examine anthropological, economic, geographical, political, psychological, and/or sociological aspects of individuals and groups in various cultures and the social problems that these individuals and groups attempt to overcome.
They apply a variety of methodologies (e.g., laboratory experiments, case studies, naturalistic observations) to studies of individual and group behavior.
General Education courses in the Social Sciences will allow students to:
- gain insight into the diversity of human motivations and institutional forces that influence social behavior;
- recognize multiple methods and modes of inquiry used in the Social Sciences and their appropriate application;
- develop analytical and critical thinking skills as applied to the study of the Social Sciences; and
- communicate ideas and explain concepts and analyses using the language of the
- Social Sciences.
IV. Humanities and Fine Arts
In studying the Humanities and Fine Arts, students learn to explore issues fundamental to human identity, as these are expressed in the artistic, cultural, and intellectual traditions of the world's civilizations. Courses in the Humanities and Fine Arts reveal ways to give meaning to human experience through the study of fine arts, philosophical thought, literature and film, interpretations of history, rituals and belief systems of religion, communication, and foreign languages. After studying the Humanities and Fine Arts, students will have the tools and knowledge to respond more knowledgeably and actively to those humanistic and artistic works and traditions created by people of various societies and times.
General Education courses in the Humanities and Fine Arts will allow students to:
- learn to perceive accurately, describe carefully, and analyze systematically various humanistic expressions and works such as literary, philosophical, and historical texts; artistic forms and musical works; and ritual, drama, and other forms of symbolic action and speech;
- learn the significant concepts and issues that continue to structure and guide study in the Humanities disciplines;
- learn to identify, analyze, and interpret the historical, social, or cultural contexts for these humanistic works and expressions;
- examine and come to understand human values as they are represented, reasoned about, and justified through various humanistic works and traditions; and
- develop reading, critical reasoning, and communication skills important for understanding and effectively communicating ideas and perspectives regarding humanistic works and traditions.
V. Multicultural Studies
Through Multicultural and Cross-Cultural Study, students will develop an understanding of diversity in the United States and of the larger world as a complex network of interdependent societies, cultures, histories, and world views. The courses offered challenge narrow conceptions of Self and Other by fostering in students an appreciation for cultural diversity, as well as the critical ability to discern the impact of large-scale cultural and historical forces on their lives. Students may choose among courses focusing on contemporary national and world politics (which could include such issues as conflict and cooperation, economy, the environment, and so on); the comparative study of cultures, societies, politics, and/or belief systems within and beyond the United States; and the dilemmas for the global majority—the three-quarters of the world's population who live where they may have to strive for national identity as well as economic and political development.
All courses in this area, whether focused on the United States or the world, encourage a better understanding of the dimensions of experience and belief that distinguish cultures and societies from one another as well as the commonalities that knit together all people. Understanding various dimensions of human experience helps break down barriers among groups and stimulates dialogue about solutions to many complex social problems. Through Multicultural and Cross-Cultural Studies, students will recognize the historical, political, and cultural forces that foster inequality and injustice, while becoming aware of strategies of change that improve the quality of life for all people. The courses, therefore, stress the necessity of enhancing international and multicultural understanding and communication.
General Education courses in Multicultural Studies will allow students to:
- develop an informed perspective on (1) traditionally underrepresented groups in the U.S., and/or (2) world societies, which would include knowledge of one or more of the following: culture, history, and social institutions;
- learn the significant conditions and contributions of (1) traditionally underrepresented groups in the U.S., and/or (2) different world societies;
- become aware of significant ways that the fact of underrepresented groups and/or multiple world societies affects decisions about human rights, social justice, and equality; and
- understand multiple approaches to issues of social justice.
VI. Human Well-Being
In studying Human Well-Being, students will come to understand and develop healthy lifestyles and practices. The educational experiences in this area will enable students to examine issues and form reasoned conclusions about factors affecting personal wellness.
General Education courses in Human Well-Being will allow students to:
- identify information and practices that will promote personal wellness;
- acquire practical knowledge that can be applied toward living a healthy and fit life;
- explain the factors that affect the quality of a healthy leisure lifestyle; and
- relate the effects of personal choices to the principle of wellness for living a healthy and fit life, both physically and mentally.
University General Education Requirements
Candidates for a baccalaureate degree at Western Illinois University are required to complete the General Education Curriculum approved by the University faculty. General Education courses should ordinarily be taken during the freshman and sophomore years, and the entire 43 semester hours should be completed no later than the last semester of the junior year. Individual colleges and departments may require additional courses, and students should refer to the section of the catalog for the college in which they are enrolled for requirements beyond the University General Education Curriculum.
The following restrictions apply:
- No courses numbered 275, 298, 450, 475, and 498 are acceptable for credit in the General Education Curriculum;
- Students may not use any one course to satisfy two General Education distribution requirements;
- Students may not count more than two courses from the discipline in which they major toward satisfaction of the General Education requirements;
- No courses under the Pass/Fail option may apply to the General Education requirements.
General Education Categories:
I. Communication Skills. 9 s.h.
- A. ENG 180—College Writing I (3)
- B. ENG 280—College Writing II (3)
- C. COMM 241—Introduction to Public Speaking (3) OR
- COMM 242—Fundamentals of Public Speaking (3)
College Writing
All students enrolled in the University must demonstrate their ability to write and speak clearly, accurately, and effectively. Entering students' writing skills are assessed upon initial registration. Students placed in ENG 100 must complete that course with a grade of C or better before enrolling in ENG 180. Further, all General Education courses contribute to students' writing competency by including written assignments in the course requirements.
ENG 180 must be taken either semester of the freshman year. Students who fail to receive a grade of C or better must repeat the course.
ENG 280 is to be taken after 24 hours earned and before 60 hours earned. ENG 180 is a prerequisite. Students who fail to receive a grade of C or better in 280 must repeat the course.
Students may also receive credit for all or part of the writing requirement by (1) passing the appropriate proficiency examination, (2) completing the stated requirements of GH 101, or (3) completing a comparable course or courses at another university with a grade of C or better.
Public Speaking
Students may also receive credit for the oral communication requirement by (1) completing the accelerated section 50 of COMM 241 with a grade of B or above, (2) completing the Honors section 25 of COMM 241, or (3) satisfactorily completing a comparable course at another college/university.
II. Natural Sciences and Mathematics. 10 s.h.
Students must fulfill the competency requirement of Part A and the General Education requirement of Part B of the Natural Sciences and Mathematics category.
Part A—Competency
A.ll students enrolled in the University must demonstrate their ability to use general baccalaureate-level skills in Mathematics by one of the following means:
- Receive University credit for MATH 100—Core Competency in Mathematics;
- Receive a satisfactory score on an assessment examination instrument designated by the Department of Mathematics; or
- Receive University credit for a Mathematics course which lists MATH 100 as a prerequisite.
Entering students' Mathematics skills are assessed upon initial registration. All freshmen who are placed in MATH 099 are required to pass the course before the start of the second semester of their second year. Transfer students who are placed in MATH 099 are required to pass it during their first year at WIU.
Part B—General Education
Students must complete 10 s.h. from the courses listed below. At least one laboratory course must be included. Students may take no more than two courses from any one grouping below.
BIOL 100—Biological Concepts (4)
BIOL 101—Biological World (4)
BIOL 181 (or GEOL 181)—Integrated Science I (4)
BIOL 204—Human Biology (4)
BOT 200—Introduction to Plant Biology (4)
ZOOL 200—Introduction to Animal Biology (4)
CHEM 101—General Chemistry I (4)
CHEM 102—General Chemistry II (4)
CHEM 150—Contemporary Chemistry (4)
CHEM 201—Inorganic Chemistry I (4)
CHEM 202—Inorganic Chemistry II (4)
Computer Sciences
CS 114—Introduction to Computer Science (3)
CS 214—Principles of Computer Science (3)
GEOG 108—Digital Earth (4)
GEOG 120—Introduction to Weather and Climate (4)
GEOG 121—Planet Earth: Surface Processes and Interactions (4)
GEOG 182 (or PHYS 182)—Integrated Science II (4)
GEOL 110—Introduction to the Earth (4)
GEOL 112—History of the Earth (4)
GEOL 113—Energy and Earth Resources (3)
GEOL 115—Oceanography (3)
GEOL 181 (or BIOL 181)—Integrated Science I (4)
General Honors
GH 1.03—Freshman Science and Mathematics Tutorial (2–4)
GH 1.04—Freshman Science and Mathematics Tutorial with Lab (3–4)
GH 2.03—Sophomore Science and Mathematics Tutorial (2–4)
GH 2.04—Sophomore Science and Mathematics Tutorial with Lab (3–4)
GH 3.03—Advanced Science and Mathematics Seminar (2–4)
MATH 101—Concepts of Mathematics (3)
MATH 102—Mathematics for General Education (3)
MATH 123—Modeling with Mathematical Functions (3)
MATH 133—Calculus with Analytic Geometry I (4)
MATH 134—Calculus with Analytic Geometry II (4)
MATH 137—Applied Calculus I (3)
MATH 138—Applied Calculus II (3)
MATH 139—Applied Linear Algebra and Finite Mathematics (3)
STAT 171—General Elementary Statistics (3)
PHYS 100—Physics for Society (4)
PHYS 101—Introduction to Astronomy (3)
PHYS 114—Applied Physics (4)
PHYS 115—Applied Physics (4)
PHYS 150—Energy and the Environment (4)
PHYS 182 (or GEOG 182)—Integrated Science II (4)
PHYS 211—University Physics I (4)
III. Social Sciences. 9 s.h.
Students must take at least three courses in the Social Sciences. Students may take no more than two courses from any one grouping below.
*ANTH 110—Introduction to Cultural Anthropology (3)
ANTH 111—Introduction to Physical Anthropology and Archaeology (3)
COMM 235—Communicating in Small Groups (3)
ECON 100—Introduction to Economics (3)
ECON 231—Principles of Macroeconomics (3)
ECON 232—Principles of Microeconomics (3)
General Honors
GH 102—Freshman Social Sciences Tutorial (2–3)
GH 2.02—Sophomore Social Sciences Tutorial (2–3)
GH 302—Advanced Social Sciences Seminar (2–3)
GEOG 100—Introduction to Human Geography (3)
*GEOG 110—World Regional Geography (3)
GEOG 251—Principles of Urban and Regional Planning (3)
Political Science
POLS 101—Introduction to Political Science (3)
POLS 122—American Government and Politics (3)
POLS 200—Introduction to Political Thought (3)
POLS 228—Fundamentals of International Relations (3)
POLS 267—Introduction to Comparative Government and Politics (3)
PSY 100—Introductory Psychology (3)
PSY 221—Psychology of Child Development (3)
PSY 250—Human Social Behavior (3)
PSY 251—Personality and Adjustment (3)
SOC 100—Introduction to Sociology (3)
SOC 200—Contemporary Social Problems (3)
SOC 250—American Institutions (3)
SOC 272—Individual and Society (3)
*SOC 285 (or WS 285)—Women: A Global Perspective (3)
Women's Studies
*WS 285 (or SOC 285)—Women: A Global Perspective (3)
*Dual-category course. Students may only count a dual-category course to satisfy the requirements in one General Education category.
IV. Humanities and Fine Arts. 9 s.h.
Students must take at least three courses in the Humanities and Fine Arts. One course must come from Area 1: Humanities, and one course must come from Area 2: Fine Arts. Students are then free to choose either a Humanities or Fine Arts Course to fulfill the required nine hours in Humanities/Fine Arts. Students many take no more than two courses from any one grouping below.
African American Studies
*AAS 281—Literature of the Black World (3)
*AAS 283—African American Folklore (3)
BC 290 (or ENG 290)—Introduction to Film (3)
COMM 130—Introduction to Human Communication (3)
COMM 254—Great Speeches (3)
ENG 195—Introduction to Literature (3)
ENG 200—Introduction to Poetry (3)
ENG 201—Introduction to Fiction (3)
ENG 202—Introduction to Drama (3)
ENG 205—Introduction to Shakespeare (3)
ENG 206—Issues in U.S. Literature (3)
ENG 285—Introduction to Creative Writing (3)
ENG 290 (or BC 290)—Introduction to Film (3)
ENG 300—Short Story (3)
Foreign Languages and Literatures
CHIN 121—Elementary Chinese I (4)
CHIN 122—Elementary Chinese II (4)
CHIN 223—Intermediate Chinese I (3)
CHIN 224—Intermediate Chinese II (3)
FL 1.01—Introductory Seminar in World Languages and Cultures (3)
FR 121—Elementary French I (4)
FR 122—Elementary French II (4)
FR 223—Intermediate French I (3)
FR 224—Intermediate French II (3)
GER 121—Elementary German I (4)
GER 122—Elementary German II (4)
GER 223—Intermediate German I (3)
GER 224—Intermediate German II (3)
JPN 121—Elementary Japanese I (4)
JPN 122—Elementary Japanese II (4)
JPN 223—Intermediate Japanese I (3)
JPN 224—Intermediate Japanese II (3)
PORT 121—Elementary Portuguese I (4)
PORT 122—Elementary Portuguese II (4)
SPAN 121—Elementary Spanish I (4)
SPAN 122—Elementary Spanish II (4)
SPAN 223—Intermediate Spanish I (3)
SPAN 224—Intermediate Spanish II (3)
General Honors
GH 1.01—Freshman Humanities Tutorial (2–3)
GH 2.01—Sophomore Humanities Tutorial (2–3)
GH 3.01—Advanced Humanities Seminar (2–3)
HIST 105—American History to 1877 (3)
HIST 106—American History since 1877 (3)
*HIST 115—World History to 1500 (3)
*HIST 116—World History since 1500 (3)
HIST 211—Technology and Science in World History (3)
*HIST 244—History of the Middle East (3)
*HIST 245—History of Asia (3)
PHIL 105—Philosophical Explorations (3)
PHIL 120—Contemporary Moral Problems (3)
PHIL 140—Logic and Reasoning (3)
PHIL 205—Philosophy, Law and Society (3)
Religious Studies
REL 101—Exploring Religion (3)
*REL 110—Introduction to Eastern Religions (3)
*REL 111—Introduction to Western Religions (3)
REL 203—The Christians (3)
REL 207—The Bible (3)
Women's Studies
WS 265—Women and Creativity (3)
African American Studies
*AAS 282—African American Theatre (3)
ARTH 180—An Introduction to Art (3)
ARTH 282—History of Art: Ancient through Medieval (3)
ARTH 283—History of Art: Renaissance to 1900 (3)
*ARTH 284—History of Non-Western Art (3)
A.RTS 181—Introduction to Studio Art (3)
MUS 190—What to Listen for in Music (3)
*MUS 195—American Popular Music (3)
THEA 101—Play Analysis (3)
THEA 110—Introduction to the Theatre (3)
THEA 172—Acting I (3)
*Dual-category course. Students may only count a dual-category course to satisfy the requirements in one General Education category.
V. Multicultural Studies 3 s.h.
Students must select 3 s.h. from the courses listed:
AAS 100—Survey of African American Studies I (3)
AAS 145—Famous People of African Descent (3)
*AAS 281—Literature of the Black World (3)
*AAS 282—African American Theatre (3)
*AAS 283—African American Folklore (3)
AAS 313—African American History, 1400–1877 (3)
AAS 314—African American History, 1877–Present (3)
AAS 349—Africa since 1800 (3)
*ANTH 110—Introduction to Cultural Anthropology (3)
ANTH 249—Native North American Cultures (3)
ANTH 395—Gender, Race, and the Environment (3)
*ARTH 284—History of Non-Western Art (3)
ATM 375—Diversity of Dress (3)
BAT 300—Global Study (1–3)
BC 328—Mass Media and Minorities (3)
ECON 350—Economics of Poverty and Discrimination (3
ECON 351—Global Economic Poverty Issues (3)
ENG 301—Women and Literature (3)
ENG 348—Ethnic Literatures of the United States (3)
ENG 358—Studies in Non-Western Literature (3)
FL 3. 50—Introduction to Contemporary Critical Theory (3)*
GEOG 110—World Regional Geography (3)
GER 337—The Holocaust (3)
GH 2.07—Sophomore Multicultural Tutorial (2–3)
HE 325—Multicultural Health Issues (3)
*HIST 115—World History to 1500 (3)
*HIST 116—World History since 1500 (3)
*HIST 244—History of the Middle East (3)
*HIST 245—History of Asia (3)
HIST 302—American Indian History, Pre-Contact to the Present (3)
HIST 311—History of Flight Culture (3)
HIST 313—African American History, 1400–1877 (3)
HIST 314—African American History, 1877–Present (3)
HIST 317—Women in American History (3)
HIST 318—Women and Gender in European History (3)
HIST 337—The Holocaust (3)
HIST 340—Latin America to 1860 (3)
HIST 341—Latin America since 1860 (3)
HIST 342—Women and Gender in Asian History (3)
HIST 344—Modern Middle East (3)
HIST 349—Africa since 1800 (3)
INAG 310—International Agriculture in Developing Countries (3)
IS 325—Global Social Networks (3)
LAS 210—Group Diversity (3)
*MUS 195—American Popular Music (3)
MUS 196—Music in the Rock Era (3)
MUS 394—Music in World Cultures (3)
MUS 397—Jazz Survey (3)
NUTR 300—Food and Culture (3)
PHIL 220—Feminism and Ethics (3)
POLS 329—Latin American Politics (3)
POLS 335—Women and Politics (3)
PSY 357—Women and Work (3)
*REL 110—Introduction to Eastern Religions (3)
*REL 111—Introduction to Western Religions (3)
REL 303—Women in Religion (3)
REL 365—Islam (3)
*SOC 285—Women: A Global Perspective (3)
SOC 300—Minority Peoples (3)
SOC 360—Gender and Society (3)
THEA 201—Multiculturalism in Theatre (3)
WS 190—Introduction to Women's Studies (3)
WS 220—Feminism and Ethics (3)
*WS 285—Women: A Global Perspective (3)
WS 301—Women and Literature (3)
WS 303—Women in Religion (3)
WS 317—Women in American History (3)
WS 318—Women and Gender in European History (3)
WS 335—Women and Politics (3)
WS 342—Women and Gender in Asian History (3)
WS 357—Women and Work (3)
WS 360—Gender and Society (3)
WS 370—Women in Popular Culture (3)
WS 395—Gender, Race, and the Environment (3)
*Dual-category course. Students may only count a dual-category course to satisfy the requirements in one General Education category.
VI. Human Well-Being 3 s.h.
Students may select any combination of courses from at least two of the following groupings:
Family and Consumer Sciences
FCS 121—Introduction to Life Span Development (3)
FIN 101—Financial Health (2)
Health Sciences
HE 120—Personal Health Promotion (2)
HE 121—Human Sexuality (2)
HE 123—Drug Use and Abuse (2)
KIN 102—Swimming (1)
KIN 118—Aerobic Dancercise (1)
KIN 121—Badminton (1)
KIN 128—Tennis (1)
KIN 131—Aerobic Conditioning (1)
KIN 140—Personal Fitness Program (1)
KIN 147—Weight Training (1)
KIN 149—Stress Management and Relaxation Techniques (1)
KIN 151—Basketball (1)
KIN 158—Volleyball (1)
NUTR 109—Introduction to Nutrition (3)
Recreation, Park and Tourism Administration
RPTA 110—Concepts of Leisure (3)
RPTA 112—Recreation for Life (2)
UNIV 100—Personal Growth and Well


text:
Tuesday, October 1, 2013
Ancestry.com LLC acquires Find a Grave
On the last day of September, Ancestry.com made the following announcement -
PROVO, Utah, Sept. 30, 2013 -- Ancestry.com LLC announced today it has acquired Find A Grave, Inc., the leading online cemetery database.
With over 100 million memorials and 75 million photos, Find A Grave has amassed an unparalleled collection of burial information. Over the past 18 years, it has grown to become an invaluable resource for genealogists, history buffs and cemetery preservationists. Find A Grave will become a wholly owned subsidiary of Ancestry.com, and will continue to be managed by its founder, Jim Tipton.
"Find A Grave is an amazing phenomenon supported by a passionate and engaged community of volunteers around the world," said Tim Sullivan, CEO of Ancestry.com. "We at Ancestry.com are so excited...honored really...to take on the responsibility of supporting this community. We will maintain Find A Grave as a free website, will retain its existing policies and mode of operation, and look forward to working with Jim Tipton and the entire Find A Grave team to accelerate the development of tools designed to make it even easier for the Find A Grave community to fulfill its original mission to capture every tombstone on Earth."
Ancestry.com plans to bolster the resources dedicated to Find A Grave to launch a new mobile app, improve customer support, introduce an enhanced edit system for submitting updates to memorials, foreign-language support, and other site improvements.
"Ancestry.com has been a long-time supporter of Find A Grave. They have been linking and driving traffic to the site for several years," said Jim Tipton, founder of Find A Grave. "Burial information is a wonderful source for people researching their family history and I look forward to working with Ancestry.com to help continue our growth and accelerate the pace of improvements."
The terms of the transaction were not disclosed.
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text:
I see it all the time in articles by analysts, such as on Fangraphs. UZR/150 means nothing if you don't regress the actual UZR. If you must quote UZR per 150, at least wait until the player has at least 150 games or so. Otherwise just tell us his UZR and how many defensive games he played.
colin pointed this out in his excellent UZR primer.


text:
1. Vital Records
Ezekiel was born January 17, 1822 in Gloucester County, New Jersey1. The Abel Chew family Bible listed his birth year as 18232.
1.1. Birth Certificate
The State of New Jersey did not require birth certificates at the time of his birth. The State Archives has birth records from 1848.
1.1.1. Birth Notice in Newspaper
If Ezekiel's birth was recorded in a local newspaper, it has been lost to time.
1.1.2. Bible Record
The family Bible record of his son, Abel, was transcribed in a message board2
1.2.1 Marriage Notice in Newspaper
Ezekiel married December 29, 1842 in New Jersey1 (probably Gloucester Co.) to Caroline Bishop Woolston. Caroline was born February 6, 1826 in Vincentown, Burlington County, New Jersey. They had 14 children in New Jersey and Ohio. Caroline died February 27, 1879 in Rossburg, Darke County, Ohio.
Ezekiel married secondly December 23, 1880 in Darke County, Ohio3 to Laura V. (Skeggs) Hubler. They had two children. Laura was born circa 1853 in Maryland and died in Salamonia, Jay County, Indiana.
Ezekiel married thirdly between 1883 and 1888 to Mary Jane (Riddle) Adams Keiser, probably in St. Joseph County, Indiana. Mary was born December 28, 1845 in St. Joseph County, Indiana. They had one child. Mary died in 1921.
1.2.2. Anniversary Notice
Ezekiel and Caroline's 25th wedding anniversary would have been December 29, 1867. Will need to search contemporary newspaper accounts to see if there was any mention of anniversary celebrations.
1.2.3. Divorce Decree
There is no indication that Ezekiel was ever divorced. He was twice widowed.
1.3. Death Certificate
Ezekiel died August 27, 1888 in St. Joseph County, Indiana4. I do not yet have a copy of his death certificate. Will add this to my list of "to-do" items for my next research trip.
1.3.1. Obituary in Newspaper
Ezekiel's death was mentioned in the September 1, 1888 edition of the South Bend, Indiana Weekly Tribune4. I will need to search newspaper accounts other mentions of his death.
1.3.2. Funeral Home Records
Will need to search the local historical society to see if they have copies of the funeral home records to see if I can learn anything more about the arrangements for Ezekiel's funeral. Will add this to my "to-do" list.
1.3.3. Tombstone Photograph
Ezekiel's tombstone in the Lakeville Cemetery, St. Joseph County, Indiana has been photographed. A link to his memorial page at FindAGrave website is located here.
2. Census Records
2.1. Federal Census Records
2.1.1. 1880 Federal Census
On June 12, 1880, Ezekiel was enumerated in the Frederic Whitacre household in Mississinewa Township, Darke County, Ohio5, as E.C. Chew, age 57, boarder. His occupation was listed as physician. He was born in New Jersey, and both of his parents were born in New Jersey.
2.1.2. 1870 Federal Census
On July 8, 1870, Ezekiel was enumerated as head of household in New Madison, Twin Township, Darke County, Ohio6, as Ezekiel Chew, age 47, born in New Jersey. His occupation was listed as physician. The value of his real estate was $1200 and the value of his personal estate was $800. He was a U.S. citizen.
2.1.3. 1860 Federal Census
On August 2, 1860, Ezekiel was enumerated as head of housheold in Neave Township, Darke County, Ohio7, as Zechel Chew, age 65, born in New Jersey. His occupation was listed as doctor. The value of his personal estate was $100.
2.1.4. 1850 Federal Census
On September 2, 1850, Ezekiel was enumerated as head of household in Jackson Township, Montgomery County, Ohio8, as Ezekiel Chew, age 27, born in New Jersey. His occupation was listed as doctor. The value of his personal estate was illegible.
2.1.5. 1840 Federal Census
Ezekiel is likely the white male, aged 15-19 in the household of Nathaniel Chew in Haddonfield, Newton Township, Gloucester County, New Jersey. This household fits with what I know of his family. Note there are 3 Nathaniel Chews in the 1840 census of Gloucester, plus one Nathaniel W Chew and one Nathaniel C Chew.
2.1.6. 1830 Federal Census
Ezekiel is likely the white male, aged 5-10 in the household of Nathaniel Chew Junior in Greenwich Township, Gloucester County, New Jersey. There were two other Nathaniel Chews in Gloucester County in 1830, one was a Tanner and the other was Esquire, which was likely Ezekiel's grandfather.
2.2. State Census Records
Ohio state census records are not known to exist.
2.3. Agricultural Census Records
I have not yet investigated these types of census records to see what light they might shed on the Chew family.
3. Military Records
3.1. Draft Registration
I have not located an records indicating military service for Ezekiel.
3.2. Pension Records
Not applicable.
3.3. Service Records
Not applicable.
4. Land Records
4.1. Deed Records
Deed records need to be thoroughly searched in Montgomery and Darke Counties, Ohio and Jay and St. Joseph Counties, Indiana to see what records might mention Ezekiel. Will add this to my list of "to-do" items for my next research trip.
4.2. Plat map / county map
Plat maps in Darke County, Ohio and Jay County, Indiana need to searched to see what information might be relevant to my search for Ezekiel.
5. Supplemental Records
Supplemental records available for research on Ezekiel include city/county directories, court records and will and probate records. Will add these to my list of "to-do" items for my next research trip.
On May 1863, Ezekiel was listed in Madison Township, Jay County, Indiana as E.C. Chew, lawyer, class B, license $10.00 on the tax assessment list9.
On June 24, 1863, Ezekiel was listed in Madison Township, Jay County, Indiana as E.C. Chew, lawyer, class B, license $10.00 on the tax assessment9.
On January 25, 1864, Ezekiel was listed in Lancaster, Madison County, Jay County, Indiana as E.C. Chew, physician, class B, license $10.00 on the tax assessment9.
Sources :
1. Chew, Robert L., "Genealogy of the Chew Family", Gloucester County (NJ) Historical Society, Woodbury, NJ, 1982, page 261.
2. Chew Family History & Message Board / Re: Abel Woolston Chew Bible, Ancestry.com online (http:://boards.ancestry.com/surnames.chew/184.108.40.206.80/mb.ashx], accessed 19 November 2010.
3. "Ohio, County Marriages, 1789-1994," index and images, FamilySearch (https://familysearch.org/pal:/MM9.1.1/X8KJ-7BC : accessed 27 Apr 2014), Ezekiel C. Chew and Laura H. Hubler, 23 Dec 1880; citing Darke, Ohio, United States, reference v e p 405 n 1311; FHL microfilm 1030773.
4. South Bend, Indiana Weekly Tribune, September 1, 1888, Obituary of Mr. Chew.
5. 1880 U.S. census, Darke County, Ohio, Mississenawa Township, enumeration district 65, SD 2, page 1D, dwelling 101, family 101; digital images, Ancestry.com (www.ancestry.com : accessed 7 May 2014); National Archives, Washington, D.C.
6. Ezekiel Chew household, 1870 U.S. census, population schedule, New Madison, Twin Township, Darke County, Ohio, dwelling 128, family 127; National Archives micropublication M593, roll 1194.
7. Ezekiel Chew household, 1860 U.S. census, Darke County, Ohio, population schedule, Neave Township, page 164, dwelling 1166, family 1128.
8. Ezekiel Chew household, 1850 U.S. census, population schedule, Jackson Township, Montgomery County, Ohio, dwelling 901, family 901; National Archives micropublication M432, roll 714.
9. Ancestry.com. U.S. IRS Tax Assessment Lists, 1862-1918 [database on-line]. Provo, UT, USA : Ancestry.com Operations Inc., 2008. Original data : National Archives (NARA) microfilm series : M603, M754-M771, M773-M777, M779-M780, M782, M784, M787-M789, M791-M793, M795, M1631, M1775-M1776, T227, T1208-T1209.
This post was developed as part of the series relating to Building My 2011 Research Template, an attempt to systematically document and source the details of my ancestors' lives. Comments regarding this template and the conclusions drawn in this article are welcomed.


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A couple weeks ago, Marissa Mayer surprised a lot of people in the industry when the company she runs now, Yahoo, announced plans to outsource some of its ad sales to the company that made her famous and she quit in July, Google.
In a note on its corporate blog, Yahoo said it had signed "a global, non-exclusive agreement with Google to display ads on various Yahoo! properties and certain co-branded sites using Google's AdSense for Content and Google's AdMob services."
The news was surprising for a couple reasons.
- When Mayer quit Google in July for the job at Yahoo, she didn't do it in the friendliest way. A source tells us she gave Google only 30 minutes notice. Then, a couple months later, she poached another Google executive, Henrique De Castro, and made him her number two.
- Shortly after Mayer arrived at Yahoo, she squashed a similar deal that her predecessor, interim Yahoo CEO Ross Levinsohn, had in the works.
So, what gives? Why did Mayer do the deal now? What does it mean?
We asked several people in the industry – all of whom happen to be ex-Yahoos, some of whom work at companies that do business with Yahoo.
Here's what they had to say.
Ex-Yahoo #1:
"Marissa certainly wants to move the search deal from Microsoft to Google… Maybe this is the first of a few chess moves."
Ex-Yahoo #2:
That deal has been in the works forever. [Former interim CEO] Ross [Levinsohn] and [former Yahoo corporate development executive Jim] Heckman were pushing for that big time.
The deal addresses two key issues:
Bid density. The hope is that this deal creates a really stable price floor raising rates across the board. Because [Yahoo's display advertising exchange, Right Media] has been under-invested in on many levels, the amount of demand is significantly less than the amount of supply, so economical principals dictate that as such, prices will fall. This deal may impact pricing and yield management that impacts all campaigns all the way through the sales org by creating a new equilibrium point.
If you look at Yahoos financials, their display ad business which is the main one they control (not search) is continuing to decline. Sales leadership is weak and good sales execs continue to leave. This deal signals the fact that they do NOT have a good handle on how to run their own business.
Make no mistake, it's a bandaid. It doesn't address their fundamental issues it just masks the symptoms for a while.
"Why doesn't Ross Levinsohn just send you the strategic plan that he presented to the board and you'll know what they do next"
Insiders seem to be split on what the deal really means.
But one thing is clear: Yahoo's deal with Microsoft is likely forcing it to accept lower revenue per search than a comparable deal with Google would.
So Mayer would be crazy if she weren't trying to either shift to Google or use Google as leverage to extract a better deal from Microsoft.
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Residents have said there is a lot to like about the master plan for developing the proposed "Theater District" stretching from Federal Square to Salem Square.
The plan, the result of a partnership between the city and the Worcester Business Development Corp., would capitalize on the private nonprofit's success in helping renovate The Hanover Theatre for the Performing Arts and its recent purchase of the old Telegram & Gazette building and its parking lots with frontage on Franklin Street and Federal Street. It's a vision of a mixed-use district with welcoming pedestrian walkways that use already existing alleyways and sidewalks, along with proposals for new walkways, including a "Federal Street extension" that would span a pedestrian walkway from what is now the former T&G parking lot to the front steps of the library.
Though people at a Library District Task Force meeting Wednesday at the Worcester Public Library were generally happy with the plan, they reiterated concerns voiced in past meetings about what they see as one particular error — the replacement of the municipal parking lot next to the library with a hockey arena. They also said they were concerned about gentrification and a lack of public input into the plan up to this point.
Vibrant blocks in Boston, Cleveland and Louisville, Ky., were presented as examples the plan wants to emulate.
But the plan also includes a proposal for a large ice-skating area next to the library. The plan prompted the Library Board of Directors to create a task force, which has stated it doesn't feel an ice arena is the best use of that property.
Library board members said Wednesday they were particularly concerned about how the library would be able to accommodate patrons with drastically less parking. The Federal Street extension pathway would be an option, but board member James Kersten said he was concerned about guaranteeing a rising number of patrons access.
"That would be a privatized lot," Mr. Kersten said. "The city would have no control over rates."
James McKeag, who through Worcester Film Works runs the popular summer movie series on the Common, said he did not see the development of the library parking lot as a priority. With so many vacant storefronts in the area, there are other, smaller details the city could tackle right away, he said. He also said he hoped to see more in the plan about how the new district would connect with the surrounding neighborhood.
Roberta L. Brien, a planner with the WBDC, said the idea of a hockey rink on the parking lot parcel is something that is not typically part of these types of plans, but said the plan is just that — a plan — and the area will not be developed speculatively, where buyers will be found after facilities are constructed.
Ms. Brien talked about some ideas for the former T&G building, which is actually several buildings cobbled together. She said there is talk of building a "black box theater" as part of a partnership with a theater company in Lowell. That theater would occupy part of the old T&G complex, and would face Allen Court.
She also mentioned what she described as one of the worst-kept secrets in the area — that the WBDC is trying to secure tenancy in the old T&G building for Quinsigamond Community College.
In a statement Thursday, QCC spokesman John Martin said the college is interested in expanding in Worcester and the state Division of Capital Asset Management and Maintenance is determining an appropriate location.
Local activist Kevin Ksen asked if any thought was given to the possibility of gentrification if the plan goes through. Some think gentrification in the area could create hurdles to access for library patrons.
Timothy McGourthy, the city's director of economic development, said the area downtown proposed by the WBDC is part of one of the poorest census blocks in the city. That is one of the reasons it is difficult to get retail operations there — because those companies often rely on demographics to locate new stores. Mr. McGourthy also pointed to several residential developments in the downtown area that include affordable housing.
Ms. Brien said gentrification is a problem the WBDC would love to have. She said market rent rates are so close to subsidized rates in the area that the real issue is quality of housing, not cost. She said an area attracting private investment is not a bad thing. The challenge then becomes making sure everyone can live and do business downtown, she said.
Mr. McGourthy stressed that the plan is a draft and that there will still be opportunity for public input. He urged people at the meeting not to look at the uses, but to look at the plan overall. He said the completed master plan will not say to build a skating rink; it will simply point out that the parking lot is underused.
Still, others at the meeting said public input should have been solicited at the start of the process. Nicole Apostola, who, along with Stephen Mita has presented an alternative set of uses for the library parking lot and the surrounding area, said she was concerned with the process. She said other projects in the city sounded good on paper, but have not been realized. She said CitySquare, for example, was promoted as a mixed-use development.
"Right now, there's no mixed use at all," Ms. Apostola said.
She said it is nice to have plans, but in the city, they often turn into something different.


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Sybren Smith brauchte ein neues WordPress-Theme Design und hat einen Wettbewerb auf 99designs gestartet.
Aus 10 Designs von 5 Designern wurde eine Gewinner gewählt.
We are Brandforge. An (online / social media) marketing agency in Amsterdam. We are a small bureau with big and very creative ideas when it comes to marketing on platforms as Facebook, Twitter etc. Viral campaigns, niche marketing and creative/strategic marketing concepts are our core business. Our current website is perespro.nl, we decided to change our name as our work became more marketing and less promotion.
Thats why we came up with the name Brandforge. It reflect our ambition to really build brands and be involved in strategic marketing. That we emphasize 'social media' as our expertise is because we recently had some very successful cases in this field and it matches our personal believe in the web and social platform as THE marketing tools!! It also gives us a niche in which we can say that we are experts!
As we post our successful cases we have a lot of traffic from other experts in the brands. Therefore we have to be very authentic!
We also expect client visitors so it has to be understandable for them too. We want to give them the feeling that we know what we are doing and our website should be a case study for them on how the new web looks and feels like!
Our site should be a showcase of what we work with. We want our site in two languages. English and Dutch. We can do the Dutch translations ourselves ofcourse!
Final deliverable in layered .PSD please!
See the attached file for full briefing! (2 pages)


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Covenant Christian Academy at Gueydan, 4 p.m.
E.D. White Catholic at Donaldsonville, 4 p.m.
E.D. White Catholic at St. James, 4 p.m.
Grand Isle at South Lafourche, 4 p.m.
Nollie Arcement Relays at Central Lafourche.
South Lafourche at Thibodaux, 3 p.m.
Hahnville at Central Lafourche, 3 p.m.
Clippers at Hornets, 7 p.m. (TV: FSNO; Radio: 640-AM, 1490-AM)
Assumption at Ellender, 3:30 p.m.
Terrebonne at H.L. Bourgeois, 3:30 p.m.
Vandebilt Catholic at South Terrebonne, 4 p.m.
St. James at Brusly, 4 p.m.
Thibodaux at Westgate, 6 p.m.
South Lafourche at Central Lafourche, 6 p.m.
New Iberia at South Lafourche, 4 p.m.
Terrebonne at Thibodaux, 4 p.m.
Assumption at Vandebilt Catholic, 4 p.m.
South Terrebonne at Morgan City, 4 p.m.
Central Lafourche at Westgate, 5 p.m.
Covenant Christian Academy at Ascension Christian, 5 p.m.
Country Day at Houma Christian, 5 p.m.
Terrebonne Tournament at Atchafalaya Country Club in Patterson, 3 p.m.
Nicholls at Southeastern Louisiana, 6 p.m. (Radio: 640-AM)
Houston Baptist at Nicholls (DH), 5 p.m.
Today. The Thibodaux Express AAU boys basketball program is seeking head coaches and assistant coaches for the 2013 AAU basketball season. Experience is not necessary, but enthusiasm and dedication are required. If interested, call Brian Rhodes at 438-0953.
Today. The Louisiana Magic girls softball travel organization is looking for a couple 11-12-year-old players to fill out its roster for the upcoming spring/summer season. The players cannot have turned 13 after Jan. 1. For information, contact Deanna Cunningham at 209-7789.
Today. The Cajun Youth Athletic Association is holding registration for its Cal Ripken (9-12 by May 1) and Babe Ruth (13-15 by May 1) local spring/summer baseball season in Houma. The cost is $50 for the Cal Ripken league per season and $60 for the Babe Ruth league per season. For information, contact president Roy Himel at 791-9803, secretary Tracy Bourg at 232-3329, Cal Ripken director Shawn Chaisson at 637-4727 or Babe Ruth director Aaron Dazee at 709-3131.
Saturday. The Second Annual Joe's Septic Contractors Shooting Da Crap clay shooting competition will be held Saturday and will benefit the Give Kids the World charity and the Center For Pediatric Therapy Scholarship Fund. All teams are responsible for providing its own guns (2 3/4, 7 1/2 or 8 inch shot loads), ear and eye protection and golf carts (four-wheelers not allowed). Auction items are also being collected. The event will be held even if it rains and will start at 8 a.m. The cost is $400 per four-man team, $25 for two-man frenzy and $10 for long-bird competition. For information, contact Joe's Septic Contractors at 985-632-5591 or at email@example.com.
Saturday. The Nicholls State University softball team will host a "Junior Colonels Camp" from 10 a.m. to 12:30 p.m. Saturday at the Westside Girls Softball Complex in Houma for kids 14-and-under. The cost is $40 per camper (cash only). Fundamentals and some advanced concepts will be taught. Campers should bring gloves and bats. For information, contact Nicholls softball assistant Jessica Seamon at email@example.com or call 448-4493.
April 2-6. The Fakier Open benefiting the Mary Bird Perkins Cancer Center at Terrebonne General Medical Center presented by Rouses Supermarket will be held at Ellendale Country Club in Houma on April 3-6. The tournament is a part of the Adams Golf Pro Tour Series and is the second stop on the 2013 tour. PGA golfer and 2012 Masters champion Bubba Watson won the event in 2005. There will be a pro-am on April 2 and a free junior clinic will be held for kids 6-16 from 4 p.m. to 5 p.m. on April 5. The event is open to the public. For information, http://agpts.bluegolf.com/bluegolf/agpt13/event/agpt133/index.htm.
April 6. The Assumption High School athletic department is holing a four-man golf scramble on April 6 at Bayouside Golf Course in Napoleonville. The cost is $85 per player or $340 per team. Prizes and a golf trip can be won. Tee times are 8 a.m. amd 1 p.m. Entrance fee includes a t-shirt, meal and soft drink. Players are allowed two mulligans. There will also be a raffle. All money made will go to the Assumption athletic department. For information contact the school at 985-369-2956 or girls basketball coach Julius Aucoin at 513-2691.
April 19-21. Thibodaux High School will hold its annual alumni softball tournament April 19-21 at Hero's Park in Thibodaux, and all Thiboduax High alumni are encouraged to participate. For information, contact Thibodaux athletic director Tony Clark at 447-4071.
May 4. The Terrebonne Parish Sportsman's League has a variety of events upcoming. There will be a children's rodeo at the Point-Aux-Chenes Marina on May 4 and a crawfish boil for members on May 14 at the East Park Recreation Center. The 12th Annual Youth Rodeo is free for kids 4-15, and registration begins at 7 a.m. Each child registered will receiver a T-Shirt and hat and food and drinks will be served. For more information, contact Sportsman's League vice president Jason Magee at 688-3405 or secretary Troy Bonvillain at 804-7504.
June 10. The H.L. Bourgeois High School Third Annual "Renewing the Reservation" Golf Tournament will be June 10 at Ellendale Country Club in Houma. The four-person scramble costs $400 per team. There are morning (7:30 a.m.) and afternoon (1 p.m.) flights. For more information, call 804-1260 or email: email@example.com.


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Vinegar Hill: the long almost-goodbye
"Vinegar Hill closing?"
I gasped, as I listened to the radio. The Hook had reported that the 32-year-old theater was closing after its participation in the Virginia Film Festival. Say it ain't so!
Okay– it isn't so. In an 11th-hour reprieve, the owner of the Visulite Cinemas in Staunton has made arrangements to take over the operation. It will close for improvements to the projection equipment and then reopen on November 14. Whew!
For those of us who know the history of the Vinegar Hill Theatre, this is just another chapter in a "David and Goliath" saga. For those of us who have spent many, many hours of enjoyment there, it's a relief.
In 1975, Ann Porotti and then-husband F. Guthrie "Chief" Gordon approached a former motorcycle dealership on Market Street. Their dream was to show the kind of films they loved— classic American and foreign— that weren't shown in Charlottesville.
They bought the whole building, sectioned off the front part that they needed and sold the garage part in the rear. An architect was hired, the building was transformed, and on Valentine's Day, 1976, it opened. For a small-town cinephile such as me, this was a dream come true.
Remember, this was pre-VCR/DVD; and cable television, still in its infancy, offered little. With the gigantic Paramount having just closed, and with the Jefferson busily reinventing itself as "The Cinema" (or "Skinema" due to its porno penchant), this new theater promised to be an oasis in a desert of dying downtown movie palaces.
For the next eight years, Vinegar Hill presented classic American movies and new foreign films shown in double features; a new pairing was offered three times weekly. They printed a monthly schedule that became so popular that it not only graced thousands of area refrigerators, but also had to be copyrighted to prevent other theaters from copying it outright. Unable to wait until it was delivered by mail, I would regularly stop by to get the newest line-up.
Despite criticism from some moviegoers accustomed to theaters with large screens and seating for over 500, such as the now-closed Barracks and University theaters, Vinegar Hill often sold out all its 219 seats because they offered a journey to films that just weren't available anywhere else locally.
I was able to see Bogart, Bacall, W.C. Fields, Bette Davis, James Dean, Chaplin, and others. While watching this parade of stars, I could enjoy fresh-popped corn (with real butter) and other treats from the most unconventional concession stand around.
I was slowly graduating from the mainstream classics, such as Casablanca and All About Eve, to lesser-known gems like Now, Voyager and The Mask of Dimitrios. I devoured them ravenously and was eager for more.
Then I opened up to (gasp) foreign films. I would begin to enjoy the pleasures of Ealing Studios, the French and Italian cinemas, and directors with names like Truffaut, Fellini, Bunell, Weir, and Wenders. I was sold.
Others weren't so thrilled. Moviegoers expecting mainstream fare on sprawling screens weren't always drawn to Vinegar Hill's smallish screen. And the idea of having to read subtitles of a foreign film while trying to watch it isn't everyone's idea of entertainment. Some people questioned the whole notion of paying to see films they might be able to catch on late-night television.
Other obstacles mounted. Decades ago, one downtown theater owner revamped his fare in a short-lived attempt to directly compete against Vinegar Hill. And in the Downtown Mall's pre-Ice Park era, many saw the district as a deteriorating wasteland.
In dealing with the last issue, Porotti and Gordon opened an Italian Restaurant named Fellini's nearby. Divorce followed soon after, leaving Porotti with the theater and Gordon with Fellini's.
As the movie industry changed during the late 1980s, classics and foreign films started getting priced out of range for such a small theater. Vinegar Hill rolled with the punches and thrived into the mid-1990s by focusing on independent and first-run foreign features.
Nationwide, a growing enthusiasm for indies attracted what would become another challenge: the 1996 arrival of the Regal Cinema Downtown Six Theater. Suddenly, tiny Vinegar Hill found itself competing for art films with the country's second-largest chain.
To compete for the latest films, the theater hired a New York film booker; and, to the chagrin of many fans, the calendar was dropped.
The following year, Porotti and her current husband, David Wyatt, built a small Italian restaurant– originally L'avventura and now called Il Cane Pazzo– on the front of the building.
That the Vinegar Hill Theater is still with us, 32 years later, is an interesting irony, as many large theater chains have gone bankrupt. Vinegar Hill is still vital, in part by meeting the demand for quality cinema in Charlottesville and also by becoming involved in the Virginia Film Festival and the Virginia Film Society.
Is Vinegar Hill Theater out of the woods? Hardly. New owner Adam Greenbaum will have to deal with Netflix and with dazzling home theaters whose screens rival Vinegar Hill's in size– not to mention this crisis-laden economic environment.
Currently, the independent film industry is in a downturn. If fewer indies get made, a new owner might be tempted to opt for the more commercial films. Will the arthouse theater go the way of mom-and-pop stores and neighborhood pharmacies?
The improbable dream of Vinegar Hill has survived this far. Can "David" continue to stand up to the continuing line of "Goliaths"?
Let's not only hope so, let's go to the movies. At Vinegar Hill Theatre, of course.
Local cinephile Carroll Trainum works the counter at BreadWorks and continually cements his position as a member of "The Red Sox Nation" by repeating the phase: "Wait until next year!"


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In El Super Policia 880, a down-on-his-luck cop meets some aliens, who turn him into a super-cop. Soon he's stopping criminals, preventing professors from being zapped with their own super-weapons, and teaching all the other cops to dance.
It all culminates in this fantastic scene, where the aliens bring the cop and his son aboard their mothership — only to reveal their true hideous faces. Cue zany chase-around-the-space-ship scene, with plinky plonky jazz music. Note: Clip is in Spanish with no subtitles.


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What distinguishes information processing with conscious awareness from processing occurring without awareness? And, is there any role for conscious awareness in information processing, or is it just a byproduct, like the steam from the chimney of a train engine, which is significant, but has no functional role?
These questions - which have long puzzled psychologists, philosophers, and neurobiologists - were recently addressed in a study by Hebrew University of Jerusalem researchers and published by the journal Psychological Science.
The study was headed by Prof. Leon Deouell from the Hebrew University's Edmond and Lily Safra Center for Brain Sciences (ELSC) and Department of Psychology and Prof. Dominique Lamy from the Department of Psychology at Tel Aviv University, and conducted by research student Liad Mudirk of Tel Aviv University with collaboration of research student Assaf Breska from the Hebrew University.
We are not consciously aware of most of the input that hits upon our sensory systems. Yet subjectively, conscious awareness dominates our mental activity. "One of the dominant theories in cognitive sciences and psychology posits that parts of the information perceived without awareness may be processed to a certain extent," says Prof. Deouell. "Yet to bind the different parts of a complex input into something meaningful and coherent requires conscious awareness.
To test this theory, the research team ran a study in which they presented participants with pictures of natural scenes including some human action, like a picture of basketball players jumping to reach a ball.
In other tests, the same scenes were presented -- except that the central object was replaced by another, unlikely object. For example, the basketball was replaced by a watermelon.
The participants viewed the pictures through a mirror stereoscope, a simple device that allowed the research team to present the pictures to only one eye. At the same time, the other eye viewed rapidly flickering patterns of colors which drew the subjects' attention, so that the participants were not aware for many seconds that anything was presented to their other eye. This allowed the researchers to measure how long it takes normal and unusual scenes to "win the competition" against the flickering pattern and break into awareness.
"We found that participants became aware of the unusual scenes earlier than to the usual scenes," commented Deouell. "The conclusion was that even before the participants were aware of the existence of the picture, the semantic relationships between parts of the scene were interpreted."
The study shows that, counter to previous theories, integration is not the prerogative of conscious awareness but is achieved even without awareness. When and why then do we need conscious awareness?
The findings of this research suggest that when the results of the integration between parts of the input are incompatible with expectations or prior knowledge, awareness is required in order to account for the conundrum. Thus, the study expands the realm of unaware processes, yet shows that conscious awareness is not a meaningful luxury - it allows us to deal with novel and unexpected situations.
Source: Hebrew University of Jerusalem via AlphaGalileo [November 30, 2011]


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Scenic sanctuary: Relax or romp about in Ivy Farm
Address: 505 Ivy Farm Drive
Neighborhood: Ivy Farm
Asking: $699,900
Assessment: $573,900
Year Built: 1979
Size: 2,956 fin. sq. ft. /150 unfin.
Land: 5.8 acres
Agent: H. Jordan Hague Jr., Equity Saver USA 434-977-7283
Curb Appeal: 8 out of 10
Water views are coveted by just about everyone, especially homeowners. The CAAR listing for this Ivy Farm property displayed an abundance of idyllic photos of the surrounding woods and pond— an enticing prospect for the recluse in all of us.
The short 15-minute drive from Emmet Street to Ivy Farm Road is dotted with lovely vistas— a serene commute. But prospective buyers who set out with visions of Walden Pond dancing in their head will be a bit disappointed: this haven in the woods is not completely on the road less traveled. While the house sits on the rim of a private 5.8-acre lot, it's part of a subdivision, and a neighbor's house located a stone's throw away is visible, complete with a large playset.
Built in the late 1970s, this four-level contemporary appears diminutive and uninspiring from the outside, but upon entering, visitors are struck by the potential. Sunlight streams from skylights and an expansive wall of glass across the rear upper floor. Nearly every room has a balcony, a deck, or patio egress.
To the right of the entryway, on its own level, the master bedroom has a fireplace and private balcony. But the Victorian décor, repeated throughout the house, looks out of place in the context of the modest architecture. A carved antique bed-frame overpowers what would otherwise be a comfortably sized room; looking beyond it, however, views of the tranquil forested backdrop make it easy to imagine the place uncluttered, with spare modern furnishings.
The en suite bath has been extensively updated with heated travertine tile floors, a corner shower, and a handsome vanity. A small walk-in closet contains one wall of shelves but only one section for clothes on hangers.
A short flight of stairs leads down to a family room with an imposing brick hearth and wood stove. Two undersized bedrooms here have large windows and full-length glass doors leading to a wooded path, but the layout could be disconcerting to a homeowner who wants more privacy and fewer views. This level has a tastefully renovated bathroom that serves three rooms plus a lower-level playroom. Reducing the size of the family room would provide larger bedrooms and an additional bathroom.
The last level contains an up-to-date laundry room, a sliding glass door to the backyard, and a bookcase-lined game room kids will love— if the Foosball table conveys.
Fabulous picturesque views dominate the top level. Beyond the wood deck, a path leads to a distant pond, and the panorama is showcased impressively from the open-concept living/dining/kitchen areas. The 18' x 14' living room has a vaulted cedar ceiling and brick wall featuring a minimal, cantilevered stone hearth that could be greatly enhanced with a mantel and a decorative stone or ceramic façade over the brick. Any large-scale entertaining can easily flow from the informal dining room into the living room and adjacent deck.
The kitchen is oriented to provide the cook with the best view of the wooded landscape through floor-to-ceiling glass. The substantial granite countertop that wraps around the perimeter, however, proves that bold is not always beautiful. And while the cabinetry and appliances are in good condition, replacing the wavy-patterned countertops would be a wise move. A study that once served as a bedroom is next to a partially renovated bathroom with fiberglass shower.
Following any of the passageways to the great outdoors and walking the gently sloping path to the pond and well-appointed gazebo helps compensate for any shortcomings inside. The listing mentions swimming, fishing, and boating from the private dock of the five-acre pond— surely an invitation few can refuse. The walk back on the naturally landscaped path reveals the best features of the property: passive solar glass, porches jutting into the sunlight, swings swaying above mulched patios. The mahogany siding has aged gracefully and nestles the building into its surroundings.
Although this house itself is not grand, buyers who value quality R&R in their own backyard can't go wrong investing in this property at the right price. Folks who can budget for some renovations to put a modern spin on the interior will have a stunning sanctuary, an easy commute to work, and playmates for the children– in all, a welcoming retreat at the end of the road less traveled.
Each week, a brave local seller invites the Hook to provide an impartial, warts-and-all look at their real estate listing. E-mail yours today!