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SKU: canon-8035b005aa
(Special Offer) Canon EOS 6D (Body)
Warranty: 1 Year + 2 Years (Body Only) by Canon Malaysia
List Price: RM6,791.00
Best Price: RM3,900.00
*YL Camera does not accept PayPal payment for all camera and lens. Order will be refunded if paid via PayPal. Please refer payment page for more info. If you wish to pay via credit card, please select iPay88 at checkout. Valid for Malaysia credit cards only.
The EOS 6D DSLR camera is the ideal tool for unlocking your creative vision. It features a 20.2 Megapixel Full-Frame CMOS sensor, a wide ISO range of 100-25600, expandable to L: 50, H1: 51200, and H2: 102400, for incredible image quality even in low light, and a DIGIC 5+ Image Processor delivers enhanced noise reduction and exceptional processing speed. A new 11-point AF including a high-precision center cross-type AF point with EV -3 sensitivity allows focusing in extreme low-light conditions, and with continuous shooting up to 4.5 fps, you are ready to capture fast action. Full HD video with manual exposure control, multiple frame rates, and the benefits of a Full-Frame sensor provides stunning performance and creative flexibility. The built-in Wi-Fi transmitter allows you to wirelessly transfer your images to social networking sites through CANON iMAGE GATEWAY, or upload virtually anywhere from your iOS or Android smartphone with the free download of the EOS Remote app. You can use your smartphone for remote camera control and operation (with the EOS Remote app), or even print your images on a Wi-Fi compatible printer. Perfect for travel and nature photography, the built-in GPS allows location data to be recorded while shooting. Compact, lightweight, brilliant low-light performance, and loaded with easy to use features, the EOS 6D is truly the Full-Frame DSLR camera for everyone.
- Newly designed 20.2 Megapixel Full-Frame CMOS sensor, 14-bit A/D conversion, a wide range ISO setting 100-25600 (L: 50, H1: 51200, H2: 102400) for shooting from bright to dim light, and the next generation DIGIC 5+ Image Processor for enhanced noise reduction and exceptional processing speed.
- New 11-point AF including a high-precision center cross-type AF point with EV-3 sensitivity for focusing in extreme low-light conditions and a bright, high-quality viewfinder for easy focusing.
- iFCL Metering with 63-zone dual-layer metering sensor that utilizes AF and color information for optimizing exposure and image quality.
- Continuous shooting up to 4.5 fps for capturing fast-action.
- EOS HD Video with manual exposure control and multiple frame rates (1080: 30p (29.97) / 24p (23.976) / 25p, 720: 60p (59.94) / 50p, 480: 30p (29.97) / 25p) with 4 GB automatic file partitioning (continuous recording time: 29 minutes, 59 seconds), selectable "All i-frame" (UHS-I Card is required) or IPB compressions, embedded timecode, and manual audio level control.
- Built-in Wi-Fi transmitter allows you to wirelessly transfer your images to social networking sites through CANON iMAGE GATEWAY, share your images with Wi-Fi enabled Canon cameras, or upload virtually anywhere on your iOS or Android smartphone with the free download of the EOS Remote app. Use your smartphone for remote camera control and operation (with the EOS Remote app), or even print your images on a Wi-Fi compatible printer.
- Built-in GPS Receiver records location information (longitude, latitude, elevation and universal coordinated time (UTC)) as EXIF information for geotagging images when shooting.
- Compact and lightweight body with shutter durability tested up to 100,000 cycles, enhanced dust and weather resistance, and EOS Integrated Cleaning System for improved vibration-based dust removal.
- 3.0-inch Clear View LCD monitor, 160° viewing angle, 1,040,000-dot VGA, reflection resistance with multi coating and high-transparency materials for bright and clear viewing.
- High Dynamic Range (HDR) and Multiple Exposure modes expand creative possibilities, and Scene Intelligent Auto and Special Scene Modes lets you achieve high-quality images with ease.
- Compatible with SD/SDHC/SDXC memory cards, including new Ultra High-Speed (UHS-I) cards.
Image Sensor
CMOS Sensor
Effective: Approx. 20.2 megapixels
Pixel Unit
6.55 µm square
Total Pixels
Approx. 20.6 megapixels
Aspect Ratio
3:2 (Horizontal: Vertical)
Color Filter System
RGB primary color filters
Low Pass Filter
Fixed position in front of the CMOS sensor
Dust Deletion Feature
(1) Self Cleaning Sensor Unit
- Removes dust adhering to the low-pass filter.
- Self-cleaning executed automatically (taking 2 sec.) when power is turned on or off. Manual execution also possible (taking 8.0 sec.).
- The coordinates of the dust adhering to the low-pass filter are detected by a test shot and appended to subsequent images.
- The dust coordinate data appended to the image is used by the provided software to automatically erase the dust spots.
Recording System
Recording Format
Complies with Design rule for Camera File system 2.0 and EXIF 2.30
Image Format
Still: JPEG, RAW (14-bit, Canon original), RAW+JPEG
Video: MOV (Image data: H.264, Audio: Linear PCM)
File Size
(1) Large: Approx. 20.0 megapixels (5,472 x 3,648)
(2) Medium: Approx. 8.9 megapixels (3,648 x 2,432)
(3) Small 1: Approx. 5.0 megapixels (2,736 x 1,824)
(4) Small 2: Approx. 2.5 megapixels (1920 x 1280)
(5) Small 3: Approx. 350,000 pixels (720 x 480)
(6) RAW: Approx. 20.0 megapixels (5,472 x 3,648)
M RAW: Approx. 11.0 megapixels (4,104 x 2,736)
S RAW: Approx. 5.0 megapixels (2,736 x 1,824)
Backup Recording
File Numbering
The following three types of file numbering methods can be set:
(1) Continuous numbering
* The numbering of captured images will continue even after you replace the camera's card.
(2) Auto reset
* When you replace the camera's card, the numbering will be reset to start from 0001. If the new card already contains images, the numbering will continue from the last recorded image in the card.
(3) Manual reset
* Resets the file number to 0001, and creates a new folder automatically.
RAW + JPEG Simultaneous Recording
Large RAW and JPEG images are recorded simultaneously
Color Space
sRGB, Adobe RGB
Picture Style
Auto, Standard, Portrait, Landscape, Neutral, Faithful, Monochrome, User Defined 1-3
White Balance
Auto, Preset (Daylight, Shade, Cloudy, Tungsten Light, White Fluorescent Light, Flash), Custom (Approx. 2,000° - 10,000°K), Color Temperature (Approx. 2,500° - 10,000°K), White Balance Correction, and White Balance Bracketing
Auto White Balance
Auto white balance with the image sensor
Color Temperature Compensation
Blue/amber bias: ±9 levels
- Magenta/green bias: ±9 levels
* Correction based on the current WB mode's color temperature.
Color Temperature Information Transmission
Eye-level SLR (with fixed pentaprism)
Vertical/Horizontal approx. 97%
Approx. 0.71x / 33.3°
Eye Point
Approx. 21mm (At -1m-1 from the eyepiece lens center)
Dioptric Adjustment Correction
-3.0 to +1.0m-1 (diopter)
Focusing Screen
Eg-A II provided. Interchangeable with Eg-D and Eg-S. Incompatible with Eg-A.
Quick-return half mirror (transmission: reflection ratio of 40:60)
Viewfinder Information
- AF information
AF points and focus confirmation
- Exposure information
Shutter speed, aperture, ISO speed (always displayed), AE lock, exposure level, exposure warning
- Flash information
Flash ready, flash exposure compensation, high-speed sync, FE lock
- Image information
Highlight tone priority (D+), maximum burst (2-digit display), card information
- Battery check
- Composition information
Electronic level
- Warning Symbol
Displayed if any of the following is set: Monochrome, white balance correction, expanded ISO speed, or spot metering.
Depth Of Field Preview
Enabled with depth-of-field preview button
TTL secondary image-forming phase-difference detection system with AF-dedicated CMOS sensor
AF Points
11 points
Center: cross-type at f/5.6; vertical line-sensitive at f/2.8.
Upper and lower AF points: vertical line-sensitive AF at f/5.6.
Other AF points: Horizontal line-sensitive AF at f/5.6.
AF Working Range
Center AF Point: EV -3 to 18 (at 73°F/23°C, ISO 100)
Other AF points: EV +0.5 to 18 (at 73°F/23°C, ISO 100)
Focusing Modes
1) Autofocus
- One-Shot AF
- AI Servo AF
- AI Focus AF
*Switches between One-Shot AF and AI Servo AF automatically.
2) Manual focus
AF Point Selection
(1) Automatic selection
(2) Manual selection
Selected AF Point Display
Displayed or indicated by superimposed display in the viewfinder and on the LCD monitor.
AF Assist Beam
1) Enable
* With an EOS-dedicated Speedlite attached, AF-assist beam is emitted automatically when necessary.
2) Disable
3) IR AF-assist beam only
* No AF-assist beam with flash bursts.
Exposure Control
Metering Modes
Max. aperture TTL metering with 63-zone SPC with the following selectable modes:
1) Evaluative metering
2) Partial metering (center: approx. 8% of viewfinder)
3) Spot metering (center: approx. 3.5% of viewfinder)
4) Center-weighted average metering
Metering Range
EV 1-20 (at 73°F/23°C with EF50mm f/1.8 II lens, ISO 100)
Exposure Control Systems
Creative Zone
(1) Program AE (shiftable)
(2) Shutter-priority AE
(3) Aperture-priority AE
(4) Manual exposure
(5) Bulb
(6) Custom shooting mode
Basic zone
(1) Scene Intelligent Auto (Program AE / non-shiftable)
(2) Creative Auto
(3) Special Scene
- Portrait
- Landscape
- Close-up
- Sports
- Night Portrait
- Handheld Night Scene
- HDR Backlight Control mode
ISO Speed Range
For Stills: Manual setting range of ISO 100-25600 (expansion possible to ISO 50, ISO 51200 and 102400) in 1/3-stop or whole-stop increments)
|Shooting Mode
|ISO Settings
|Auto (Scene Intelligent Auto, Creative Auto, Close-up, Macro, Sports, Night Portrait, HDR Backlight Control mode)
|Handheld Night Scene mode
|P, TV, Av, M
|ISO 400 fixed*1
|With flash
|ISO 400 fixed*1,2,3,4
*2: If overexposure would occur with fill flash, the minimum ISO speed is ISO 100.
*3: Scene Intelligent Auto, Night Portrait and Handheld Night Scene modes are excluded.
*4: For bounced external flash when Creative Auto, Close-up, Landscape, Macro, Sports / P is set, automatically set between ISO 4001600.
Exposure Compensation
(1) Manual : ±5 stops in 1/3- or 1/2-stop increments
(2) AEB : ±3 stops in 1/3- or 1/2-stop increments
* Manual exposure compensation and AEB can be combined.
* The AEB shooting sequence will be standard exposure, underexposure and overexposure. With the self-timer, three continuous shots will be taken regardless of the current drive mode.
* The number of bracketed shots: 2, 3, 5, or 7 settable with a Custom Function.
AE Lock
Auto: Applied in One-Shot AF mode with evaluative metering when focus is achieved.
Manual: By AE lock button.
* During movie shooting, press the <*> button for AE lock and press the button to cancel AE lock (not automatically cancelled).
* AE lock (cancelled automatically when metering timer is turned off) possible before movie shooting. Movie shooting can start while AE lock is set.
Vertical-travel, mechanical, focal-plane shutter with all speeds electronically-controlled
Shutter Speeds
1/4000 to 30 sec., X-sync at 1/180 sec. (Total shutter speed range. Available range varies by shooting mode.)
Shutter Release
Soft-touch electromagnetic release
Self Timer
10-sec. or 2-sec. delay
Shutter Lag Time
(1) During SW-1 ON, time lag between SW-2 ON and start of exposure: approx. 0.060 sec.
(2) Time lag between simultaneous SW-1/SW-2 ON and start of exposure: Approx. 0.144 sec.
* Time lag with the aperture stopped down by 3.5 stops or less (Excludes AF operation time).
External Speedlite
Flash Metering
E-TTL II autoflash (evaluative flash metering and average flash metering)
Flash Exposure Compensation
±3 stops in 1/3- or 1/2-stop increments
FE Lock
Drive System
Drive Modes
(1) Single shooting
(2) Continuous shooting
(3) Silent single shooting
(4) Silent continuous shooting
(5) 10-sec. self-timer/Remote control
(6) 2-sec. self-timer
Continuous Shooting Speed
Continuous shooting: Max. approx. 4.5 fps
Silent continuous shooting: Max. approx. 3.0 fps
Maximum Burst
Based on 8GB memory Card:
JPEG Large/Fine: Approx. 73 Shots
RAW: Approx. 14 Shots
RAW+JPEG Large/Fine: 7 Shots
Based on 8GB UHS-I memory card:
JPEG Large/Fine: Approx. 1250 Shots
RAW: Approx. 17 Shots
RAW + JPEG Large/Fine: 8 Shots
* Figures are based on Canon's testing standards (ISO 100 and Standard Picture Style).
Live View Functions
Shooting Modes
Still photo shooting and video shooting
(1) Autofocus
- FlexiZone - Single
* One-point, contrast AF. Switching to another AF point is possible.
- Face Detection Live mode
* Face detection, contrast AF. Face is selectable.
- Quick Mode AF
* Phase-difference AF with 11 AF points.
(2) Manual Focus
- Magnify the image by 5x or 10x and focus manually.
Metering Modes
Real-time evaluative metering with image sensor.
(1) Evaluative metering (315 zones)
(2) Partial metering (approx. 11% of Live View screen)
(3) Spot metering (approx. 3% of Live View screen)
(4) Center-weighted average metering
Metering Range
EV 0-20 (at 73°F/23°C with EF 50mm f/1.4 lens, ISO 100)
Grid Display
Provided (three grid displays)
Exposure Simulation
Silent Shooting
Provided (Mode 1 and 2)
Video Shooting
File Format
MOV (Image data: MPEG-4 AVC / H.264)
Audio: Linear PCM (Stereo)
File Size
Recording Size:
[Full HD]
1920 x 1080 (30 fps/25fps/24fps):
235 MB/min. with IPB compression
685 MB/min. with All-I compression
1280 x 720 (60 fps/50fps):
205 MB/min. with IPB compression
610 MB/min. with All-I compression
640 x 480 (30 fps/25fps):
78 MB/min. with IPB compression
Frame Rates
1920 x 1080 (Full HD): 30p (29.97) / 24p (23.976) / 25p
1280 x 720 (HD): 60p (59.94) / 50p
640 x 480 (SD): 30p (29.97) / 25p
Continuous Shooting Time
Based on 8GB Memory card
[1920 x 1080]
30 fps/25 fps/24 fps:
32 min. with IPB compression
11 min. with All-I compression
[1280 x 720]
60 fps/50 fps:
37 min. with IPB compression
12 min. with All-I compression
[640 x 480]
30 fps/25 fps:
97 min. with IPB or All-I compression
* The maximum recording time is limited to 29 min. 59 sec.
(1) Autofocus
- FlexiZone - Single
* One-point, contrast AF. Switching to another AF point is possible.
- Face Detection Live mode
* Face detection, contrast AF. Face is selectable.
- Quick Mode AF
* Phase-difference AF with 11 AF points.
- Manual Focus
1. Magnified view is not possible during video shooting.
Full Range (0-255)
Exposure Control
(1) Program AE for movie shooting
* For shooting modes other than manual exposure and bulb.
* Shutter speed 1/30 - 1/4000 sec. (Signal accumulation time), aperture, and ISO speed automatically set.
(2) Manual exposure
* For manual exposure.
* Shutter speed (signal accumulation time), aperture, and ISO speed (auto/manual) manually set. The shutter speed (signal accumulation time) is limited to 1/4000 sec. at the maximum and to 1/30 sec. at the minimum for 24/25/30 fps or 1/60 sec. or higher for 50/60 fps depending on the frame rate.
Exposure Compensation
Provided (±3 stops in 1/3-stop increments)
* For movies, even if exposure compensation has been set beyond ±3 stops, exposure compensation up to only ±3 stops will be applied.
LCD Monitor
TFT color, liquid-crystal monitor
Monitor Size
3.0-inches (Screen aspect ratio of 3:2)
7.7cm diagonal (6.37cm wide, 4.25cm high)
Approx: 1,040,000 dots
Approx. 100%
Brightness Control
Manually adjustable to one of 7 levels
Resin cover and anti-reflection AR coating
Interface Languages
25 (English, German, French, Dutch, Danish, Portuguese, Finnish, Italian, Norwegian, Swedish, Spanish, Greek, Russian, Polish, Czech, Hungarian, Romanian, Ukraine, Turkish, Arabic, Thai, Simplified/Traditional Chinese, Korean, Japanese)
Display Format
Single image display
- Two types of single-image full display, two types of shooting information
- Index display
4-image index and 9-image index
- Jump display
Jump 1/10/100 images, Shooting Date, Folder, Movies, Stills, or Rating
* Two-image comparative display is not provided.
Highlight Alert
With single-image display (Info.) and single-image display, overexposed highlight areas will blink.
Brightness and RGB can be displayed.
Quick Control Function
When you press the Quick Control function button under the following conditions, you can set the functions below:
*The settable functions depend on the shooting mode
(1) With viewfinder shooting:
Shutter speed, aperture, ISO speed, exposure compensation, AEB, flash exposure compensation, Wi-Fi®, Picture Style, white balance, white balance correction, Auto Lighting Optimizer, Custom Controls, AF operation, AF point selection, Drive mode, metering mode, and image recording quality.
(2) During playback:
Image protect, image rotate, rating, RAW image processing, resize, highlight alert, AF point, and image jump with mode dial.
Image Protection and Erase
Erase protection can be applied/canceled for a single image, all images in a folder, or all images in the card.
Erase single image, erase selected images, erase all images on folder, erase all images in a card, or erase only unprotected images.
Direct Printing
Compatible Printers
PictBridge-compatible printers
Printable Images
RAW and JPEG images complying to Design rule for Camera File System
* Movies cannot be printed.
DPOF: Digital Print Order Format
Complies to DPOF Version 1.1
Direct Image Transfer
Compatible Images
Not Provided
Custom Functions
20 Custom Functions
Custom Controls
The following camera controls can be customized by assigning the desired function: Shutter button halfway pressing, AF-ON button, AE lock button, Depth-of-field preview button, Lens AF Stop button, SET button, Main Dial, Quick Control Dial, and Multi-controller
My Menu Registration
Up to six top-tier menu options and Custom Function settings can be registered
USB Terminal
For personal computer communication and direct printing (USB 2.0 Hi-Speed)
Video Out Terminal
(1) AV stereo OUT terminal: NTSC/PAL selectable
(2) mini-HDMI OUT terminal (Type C)
Power Source
One Battery Pack LP-E6
- With the AC Adapter Kit ACK-E6, AC power is possible.
- With Battery Grip BG-E13, two battery packs (LP-E6) can be used. Or six AA-sized/LR6 batteries can be used
Battery Life
1) Camera Body Only:
|Shooting Method
|Possible Shots
|Viewfinder Shooting
|At 73°F / 23°C
|Approx. 1090 shots
|At 32°F / 0°C
|Approx. 980 shots
|Live View Shooting
|At 73°F / 23°C
|Approx. 220 shots
|At 32°F / 0°C
|Approx. 190 shots
2) With Battery Grip BG-E13:
|Shooting Method
|Possible Shots
|Viewfinder Shooting
|LP-E6 x 1
|Same as (1)
|LP-E6 x 2
|At 73°F / 23°C
|Approx. 2130 shots
|At 32°F / 0°C
|Approx. 1900 shots
|Size AA/LR6 Alkaline Batteries
|At 73°F / 23°C
|Approx. 480 shots
|At 32°F / 0°C
|Approx. 140 shots
|Live View Shooting
|LP-E6 x 1
|Same as (1)
|LP-E6 x 2
|At 73°F / 23°C
|Approx. 420 shots
|At 32°F / 0°C
|Approx. 360 shots
|Size AA/LR6 Alkaline Batteries
|At 73°F / 23°C
|Approx. 110 shots
|At 32°F / 0°C
|Approx. 24 shots
Battery Check
Automatic battery level check when power is turned ON
Battery level indicated in six levels.*1,2,3
*1 Battery level displayed on LCD panel and in viewfinder.
*2 Battery information can be checked with the [Battery info.] menu.
*3 If Battery Grip BG-E13 is used with size-AA/LR6 batteries, the battery level is displayed in four levels instead.
Power Saving
Power turns off after the set time of non-operation elapses
* [Auto power off] settable to 1 min., 2 min., 4 min., 8 min., 15 min., 30 min., or disable
Date/Time Battery
Built-in secondary battery
When battery is fully charged, the date/time can be maintained for 3 months. Requires about 8 hours to fully recharge the backup battery.
Start-up Time
Approx. 0.1 sec. (Based on CIPA testing standards)
Dimensions and Weight
Dimensions (W x H x D)
Approx. 5.7 x 4.4 x 2.8 in./ 144.5 x 110.5 x 71.2mm
Approx. 26.7 oz. / 755g (CIPA standard)
Approx. 24.0 oz. / 680g (Body only)
Operating Environment
Working Temperature Range
Working Humidity Range
85% or less
Battery Pack LP-E6
Battery Charger LC-E6
Stereo AV Cable AVC-DC400ST
Wide Neck Strap EW-EOS 6D
USB Interface Cable IFC-200U
EOS Digital Solution Disk & Software Instruction Manual CD
Camera Instruction Manual


text:
Volunteers are essential for Urban Harvest to fullfill its mission. Whether as a Farmers Market assistant or volunteering at a school garden build, we need your help! Please read the individual volunteer and group volunteer descriptions below.
We have many volunteer areas for individuals, as listed below. Pick the area in which you would like to volunteer, and then fill out the form at the bottom of this page. An Urban Harvest representative will contact you to place you.
Community Gardens:
Individual Volunteers: Find a community garden in your area. Volunteers are always needed and welcome, no experience necessary.
Youth Education
After School Garden Assistant: Assist our garden educators to teach Houston area school children at one of our youth partner sites. Volunteer as a weekly assistant or for specific activities like cooking demos or garden maintenance. The after-school times are Mon-Fri, and run from 3-5 pm or 4-6pm (approx. 2.5 hrs each class).
Dig It Day Volunteer: Join us for regular school garden events throughout the school year to help build and maintain school gardens. Dig it days may be from 2-4 hours depending on the school project. See the schedule of school Dig it Days at Youth Education Events. You should wear closed toe shoes, long pants, hat and bring a reusable water bottle.
Classes Helper: Serve as an assistant with set-up, checking in registrants, selling books, breakdown - attend the class for free or another class as a benefit!
Workday Volunteer: Help community gardens throughout the Greater Houston area realize large-scale projects that they could not otherwise accomplish. Projects may include building or repairing garden beds, mulching pathways, planting fruit trees, building picnic tables and much more.
Community Gardens: Group Volunteers
We are always looking for groups to help out in community gardens! Find a garden in your area at this link, then fill out the form below. Our volunteer coordinator will contact you to help find a garden that may be able to accomodate your group. Thank you.

subset: commoncrawl


text:
"Toy Story 3" just scored the biggest box office weekend in Pixar history. Susan King caught up with the film's director, Lee Unkrich, for a feature for the Los Angeles Times. For Hero Complex readers, here is a longer version of that story.
Lee Unkrich was excited four years ago when John Lasseter, director and chief creative officer of Pixar and Walt Disney Animation Studios, tapped him to direct "Toy Story 3."
Then, in the next breath, Unkrich realized the massive responsibility he had been given.
"I was very worried at the beginning of the film when John asked me to direct it," says the soft-spoken Unkrich over lunch at Walt Disney Studios in Burbank. "We wanted to make another 'Toy Story' for a long time, but it was a huge amount of pressure for a lot of reasons. It was the first time I was going to be directing solo."
Then there's Pixar's amazing track record: Every film since 1995's "Toy Story" has been a critical and commercial success. Unkrich didn't want to be the one to make "the first dud. Then on top of that, to make a sequel to the most beloved films of all times, films that are such an important part of children's lives or the adult who experienced it with their kids."
But Unkrich, 42, is breathing a sigh of relief. With strong word-of-mouth and early glowing reviews, "Toy Story 3" looks to keep the streak going. In this outing, Andy is heading to college. Although he plans to take Woody with him, Buzz and the gang end up being donated to a daycare center that isn't as idyllic as it looks. Woody comes to the gang's rescue as they attempt to escape to return home. Among the new characters are a vapid, egocentric Ken doll ( Michael Keaton) and the cuddly stuffed bear Lotso (Ned Beatty), who isn't quite what he seems.
Unkrich says that he has seen grown men weep during the last 20 minutes of the film, which involve Woody, Buzz and the gang, a college-bound Andy and a shy little girl with a great imagination named Bonnie.
"I've had some journalists ask me if I think the movie is too intense at times for kids," says Unkrich, who is the father of three. "I think what they are speaking about is the last scene. It catches people off guard. I knew it would have a very different effect on adults than kids because we are at a point in our lives we look at things differently. I think the adults are very moved."
One reason they added the epilogue over the credits was to ease the emotional outpouring of the scenes. "We had a lot of screenings early on. We experienced firsthand a lot of audiences having the lights come up hadn't composed themselves yet. They were still kind of reeling from what they had just watched."
Producer Darla K. Anderson describes Unkrich as an auteur. "He is so smart at so many things. He is a student of film, a brilliant editor. He was a force to be reckoned with in story, and he's self-disciplined."
The USC film graduate had no intention of going into animation. Unkrich had worked as an assistant editor on the syndicated series "Renegade," eventually working his way up to editor on the USA series "Silk Stalkings." He was hoping to edit a feature film when he got a call in 1994 that an animation company needed help editing its first animated feature.
"I remember tactfully trying to get them off the phone," Unkrich recalls. "But then thankfully whoever I was talking to happened to mention the name Pixar and I instantly lit up because I was a big fan of John Lasseter's short films. I leapt at the opportunity, and I was on the next plane."
And he has never left.
He was listed as an editor on "Toy Story" but with his live-action background also supervised the camerawork. Unkrich continued to work as an editor but also co-directed "Toy Story 2," "Finding Nemo" and "Monsters, Inc."
After he got the "Toy Story 3" assignment, Unkrich, Lasseter and Andrew Stanton — who co-wrote the first two "Toy Story" films and directed "Finding Nemo" and "Wall-E" — went to a cabin retreat to come up with a story for the film. The three already had an idea for "Toy Story 3" they had been kicking around for years but shot it down within 20 minutes because they didn't think it was strong enough. "We couldn't find the emotional core," Unkrich says.
So they came up with the idea to make Andy grown up in the third film. "Andrew Stanton took the work that we did and he wrote a treatment to flesh things out." Then Unkrich started to work with Oscar-winning screenwriter Michael Arndt ("Little Miss Sunshine"), who had already been working on a project with Unkrich at Pixar. "We spent 2 1/2 years writing the screenplay and storyboarding," Unkrich says.
Adding a piece of classic plastic — Barbie's beau, Ken — energized the project.
"We lit up at the idea," Unrich said. "We reached out to Mattel. We didn't know the personality, but we figured it out just by looking at the toy. In the case of Ken, he's a guy who is a girl's toy. How would that make him feel? On top of that, he's just an accessory to Barbie. That would make him a pretty insecure character. And we came up with this idea I thought would be funny: if he showed up in different outfits. We pitched it Mattel, and they were on board. We had worked with Michael Keaton on "Cars.' He was fun to work with, a very funny and great improvisational actor."
[Speaking of Ken, here's a bit of Pixar silliness about the character…]
Tim Allen, who is the voice of the "infinity to beyond" Buzz Lightyear, said Unkrich was clear on his vision for the film.
"He was very prepared," Allen said. "He was hard on me in many ways, which was great because you have to keep the momentum on days when momentum is difficult when there's not a lot of dialogue and mostly aggravated noises. He never was not on his game."
— Susan King
[For the record: The headline on an earlier version of this post misspelled Lee Unkrich's last name as Unrich.]
Sequel are unoriginal? Not with Pixar
COMPANY TOWN: "Toy Story 3" is biggest Pixar opening ever
John Lasseter talks about the back story of "Toy Story 3"
TURAN: "TS3" is "everything you hoped it would be"
Michael Keaton and Barbie, the scary years
PHOTO GALLERY: No princesses! Pixar's unlikely heroes
Disney wrings the pink out of 'Rapunzel'
TURAN: "Up" has "fearlessness in the face of emotion"
"Smurfs" is not going to be "Citizen Kane"
Thinkway chief sings the praises of John Lasseter
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The Open Group offers an effective methodology to form and govern standards initiatives and to develop standards and certification programs
Form a New Standards Initiative
Thinking of forming a new standards initiative? Let us help you. The Open Group knows how and can help you get through the start-up phase effectively and can provide support, guidance, proven processes and templates for each stage of your journey.
When forming and operating an initiative, there are numerous legal, business, IT, and staffing decisions to be made – all of which can have lasting ramifications down the road. The Open Group's Collaboration Services can help you throughout the lifecycle of your new consortium to help you deal with these quickly and effectively, and help focus your energies on solving your real business problems and helping your initiative in Making Standards Work™.
Develop a Certification Program
With more than 15 years of experience, The Open Group has developed and operates industry based IT certification programs in several strategic areas, including UNIX®, CORBA®, LDAP, Wireless Application Protocol (WAP) and LSB®. The Open Group has developed and currently maintains conformance test suites for many technologies, including those for the programs listed above, the X Window System, Motif®, Digital Video Broadcasting Multimedia Home Platform, Secure Electronic Transactions (SET), Common Data Security Architecture (CDSA), and Linux.
Client List
Our client list includes:
- Austin Common Standards Revision Group (CSRG)
- Database Interoperability Consortium (DBIOP)
- Digital Video Broadcasting Multimedia Home Platform (DVB-MHP)
- Distributed Management Task Force (DMTF)
- Free Standards Group
- HR-XML Consortium
- Inter Bank Information Exchange (IBIX)
- Interconnect Software Consortium (ICSC)
- Network Centric Operations Industry Consortium (NCOIC)
- North American Association of State and Provincial Lotteries (NASPL)
- OpenPegasus
- Open Mobile Alliance
- Open Services Gateway Initiative (OSGI)
- PKI Forum
- Schools Interoperability Framework
- Secure Electronic Transactions (SET)
- WBEMsource Initiative
- X.org
View a grid showing the specific services selected by our major Collaboration Services customers [6]
Case Studies
- NASPL (North American Association of State and Provincial Lotteries) [7]
- SIF (Schools Interoperability Framework) [8]
"The Open Group's services have been invaluable to us. We started as a grass-roots organization with no seed funding, and The Open Group took a long-term approach to investing in us a future customer, working with us to fashion programs that could help grow the organization over time without breaking the bank. They also helped us develop a certification program tailored specifically to our needs, and launch it with a level of credibility we could not have achieved on our own. It would be hard to imagine a better partner."
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"From the beginning of our Standards Initiative, we have partnered with The Open Group to create two best practices, three technical standards, and a corresponding certification program. Their help, guidance, and expertise in the field of standardization has enabled the lottery industry to move forward with innovation and business development - a priority for the association's members. I look forward to building on our past and current success."
Clint Harris, Minnesota State Lottery Executive Director and NASPL President


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The Dark Knight Rises is going to be shot in as much IMAX as humanly possible. Twilight's Kristen Stewart is out of the running for Lois Lane — assuming she was ever in contention to begin with. Learn what Bucky Barnes and Howard Stark bring to Captain America. Hugh Jackman is getting ridiculously bulked up for The Wolverine. Javier Bardem discusses his potential James Bond villain role.
Spoilers from here on out!
The Dark Knight Rises
Christopher Nolan's longtime director of photography Wally Pfister explains that the script for the third movie links back to the first two Batman movies in what sounds like some interesting ways:
Plain and simple - he's done it. It's a phenomenal script. He's still in the process of cutting it back because it's a very long script right now, but it's really phenomenal. And he actually had me go back and wanted me to watch, in IMAX, Batman Begins and The Dark Knight again. When I watched those I had read the script for The Dark Knight Rises and was like, 'Dude, it is a perfect trilogy.' I think that was his intent, to work off those two pictures - and they are very different pictures. And it's funny, we all had different opinions about which picture we like better.
He also says they're going to shoot as much of the film in IMAX as is humanly possible:
Our goal is to shoot as much in IMAX as we can. We're going to put in on the screen, and put it on the screen big. And I really encourage everyone to see it in IMAX if they can, because we're really going for it this time. In terms of the action, we are all scratching our heads right now trying to figure out how we're going to do it; how we're going to do it in the amount of time we're going to do it in. The opening scene of the movie will blow your mind.
Superman Reboot
Anyone who was worried that Twilight's Kristen Stewart was the supposed frontrunner for Lois Lane, you can breathe easy now - we've got two sets of rumors, but they both end with Stewart definitely not playing Lois Lane. One rumor is that she did meet with director Zack Snyder and his producer wife Deborah, but Stewart ultimately passed on the role to focus on smaller movies. Now, we shouldn't necessarily buy into all the details of this rumor — for instance, the original report claims Snyder was hurt by Stewart's rejection, which just seems kinda silly — but the gist of it is hardly impossible. The other story comes from her PR rep, who says she was never in contention for the part to begin with. Either way, if Kristen Stewart was ever in contention in Lois Lane, she is almost certainly out of the running now. Well, probably. In any event, add two more names to the rumor pile: Olivia Wilde and Mila Kunis. In fact, one report indicates Wilde has already tested for the role, which might make her the new frontrunner. But, again, take all this with a grain of salt until we hear anything official. [The Daily News via Cinematical and People]
Captain America
We got our first look at Bucky Barnes yesterday, but now here's an even better shot courtesy of the LA Times, along with another look at the photos from Premiere magazine. Director Joe Johnston also explains how Bucky actor Sebastian Stan brought a little darkness to balance out the earnestness of Steve Rogers:
"Sebastian brought something really interesting and slightly on the dark side and really compelling to watch - when he's on camera, you're fascinated by watching him. In a great cast, I thought he really stood out and brought some unexpected things to the role. Everyone brought something to the movie and a lot of them brought something great, but I was most pleasantly surprised by what Chris brought and what Sebasatian brought in a much smaller role as Bucky... Sebastian has a dark, slightly quirky side to him — and that's the case when he's in character or not — and he brought that to this movie. You know, he was originally up for the lead, for the Steve Rogers role, but he didn't have quite the same earnest, I-want-to-fight-for-my-country aura that Chris has for this role. Sebastian has a little bit of the bad boy, he's a little bit of the James Dean type and that goes somewhat counter to the general perception of Steve Rogers. He wasn't quite right for Captain America, but I think he's perfect for Bucky because, really, he can have a little bit of that dark side."
There's a lot more at the Hero Complex link. [Hero Complex via Coming Soon]
Howard Stark portrayer Dominic Cooper explains how Tony's dad fits into the film:
We learn the whole idea of where Stark Industries comes from, which is out of pure curiosity and creative juices and excitement towards thinking of the future and developing things for good. He's a Howard Hughes. He's a guy that loves inventing, that's extremely intelligent, and that loves his lifestyle as well.
He says that Tony hasn't yet been born in the film (which one would really have to assume, as otherwise Tony is about 70 in the Iron Man movies), but Howard's character certainly evokes that of his son. He also details why Howard Stark is in the movie in the first place:
Absolutely. You're never quite sure where he's been or where he's just come from. And it's always like he's just come from somewhere in a tuxedo, from showing people his inventions and his new flying machines. He's great fun. He's important because he's part of the machinery that helps Captain America manipulate his body.
The Wolverine
Hugh Jackman explains that director Darren Aronfosky has asked him to bulk out so that he'll more closely resemble the comics Wolverine:
"I don't know how much I want to give away about it, but Darren said with the last [film], 'Hey you looked great, but you're so tall that in those long shots you looked kind of like Clint Eastwood, and that's not Wolverine.' He said that Wolverine, in the comics, is powerful, stocky, you know, he's short and thick. So he said, 'I want you to go there, get bigger.' Yeah, he's thick and it's chunky and it's powerful. I always think of Mike Tyson when he first came on the scene. Sometimes, he was a full foot shorter than his opponents and bent over [with this] massive build. There's real power. [Like a] bulldog, and that's it exactly. Exactly. That's what I'm going for, and if I have a massive heart attack first, well, you tell everyone what I was going for."
Jackman is now about twenty pounds heavier for this film than he was in the previous movies, although apparently he's not looking into any sort of height-squashing technology that would get him down to the comic book Wolverine's 5'3" frame. And he says he's committed to his role... [Hero Complex]
Bond 23
Javier Bardem confirmed that he's been offered the role of the latest Bond villain, although he says he hasn't accepted it yet. He also says to call him a "Bond villain" wouldn't be entirely correct:
"They're changing the whole thing, the whole dynamic. I'd be playing Bond's nemesis, yes, but it's not that obvious. Everything is more nuanced. It's very intriguing."
[LA Times]
Dark Shadows
Tim Burton and Johnny Depp's movie adaptation of the cult classic supernatural soap opera has reportedly added some more actors. Watchmen's Jackie Earle Haley is reportedly on board as the con man Loomis, who becomes the unwilling servant of Johnny Depp's vampire Barnabas Collins. Meanwhile, Bella Heathcote, who is best known for her work on the long-running Australian soap Neighbours, is reportedly up for the part of Victoria Winters, the governess of the Collins estate. [Deadline]
Monsters director Gareth Edwards discusses the expectations that come with making a new English language version of the Japanese icon:
"I'm a big fan. I guess I will say I'm highly aware - and everyone involved is incredibly aware - of everyone's opinions on what this film has to do and what it has to be. And no one will do anything but the right thing. Without addressing anything specific, everyone knows how important is to get it right."
Wonderfully eccentric comedian Zach Galifianakis is reportedly in talks to join Ryan Reynolds in the comic book adaptation about ghost policemen patrolling the underworld. [24 Frames]
Doctor Who
Here are some set photos from the pirate-themed episode three, courtesy of WENN.com.
Here's some dialogue that was overheard during the filming of episode three, complete with what we can only assume is some proper swashbuckling lingo. It's from right before the Doctor is forced to walk the plank, which is thought to be very early in the episode — it might be the last bit of the pre-credits teaser, in fact:
DOCTOR: I suppose laughing like that's part of the job description. Can you do the laugh – check. Grab yourself a parrot. Welcome aboard.
AVERY?: Something like: (She talks alone my parrot and my men) Take the doxy below to the galley and get her to work. She won't need much feeding.
AMY: Rory! A little help?
RORY: Hey! Hey! You! Listen! She's not a doxy.
[Amy is taken below - The Doctor then talks to Avery which is inaudible, but ends with him addressing the Pirates...]
DOCTOR: A bit more laughter maybe guys, no, thank you!
[The Doctor then looks over the side of the ship]
DOCTOR: Interesting jewellery by the way. And you've redecorated. What happened to the rest of the crew? Big ship, (Where's the?) Pirates. I suppose the rest are hiding, they're all going to jump out and shout "Boo!"
AMY: Boo!
[Amy appears from the hatch wielding her sword.]
You can also check out some more set videos at the link. [Doctor Who Spoilers]
Anyone looking for clues about River Song's identity might want to go back to "The Big Bang." When asked on Twitter why she was able to remember the Doctor and deliver the diary to Amy after he was wiped from existence, Steven Moffat gave this reply:
"Because of who she is. You see — oops, almost said it!!"
So, throw that on the cryptic clues pile, I guess. [Life, Doctor Who & Combom]
Torchwood: Miracle Day
Here are some photos from filming, also courtesy of WENN.com — including what looks like Gwen's baby in one shot.
Here's a casting call for episode 18:
[DR. ROSA CHEN] Late 40s to late 50s. Asian American or Hispanic. She's a trustworthy woman and a long time family friend. Guest Star.
The almost annoyingly awesome Ray Wise will appear in episode 16 as Volkoff's lawyer. [Zap2It]
Other returning guest stars include Isaiah Mustafa and Stacy Kiebler, who will both be back as Greta in an episode that explains the reasons behind the rotating handle. No word on whether other Gretas like Summer Glau or Olivia Munn will be back. Also, there's a distinct chance that Chuck and Sarah get married before the end of the season. [BuddyTV]
No Ordinary Family
Here's a promo for next week's episode, "No Ordinary Double Standard": [SpoilerTV]
The Event
The show will reportedly return on March 7 for a two-hour, um, event. Steven Spielberg's longtime cinematographer Janusz Kaminski will reportedly direct the fifteenth episode, which is thought to be pivotal and might even reveal what "the event" actually is. [EW]
Here's the first promo photo for the ultra meta episode 15, "The French Mistake." [SpoilerTV]
Being Human (US)
Here's a sneak peek and promo for the next episode, "Wouldn't It Be Nice (If We Were Human)": [SpoilerTV]
Click to view
Here's a promo for the next episode, "Concordia": [SpoilerTV]
Wonder Woman
This is pretty explicitly just baseless speculation, but EW has put together a list of name actresses that David E. Kelley might pursue for his Wonder Woman TV show. [EW]
Teen Wolf
MTV's TV adaptation of the eighties movies will premiere on June 5, 2011, right after the MTV Movie Awards. [KSiteTV]
Erica Durance says there's a long road ahead for a reconciliation between Chloe and Lois:
"Lois and Chloe are like sisters, so she knows Chloe had a good reason for leaving. But there's such a history between Chloe and Clark and the way they left off and why she left, so they have to deal with a lot of things to resolve their friendship."
[TV Guide]
Additional reporting by Michael Ann Dobbs and Charlie Jane Anders.


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The Top 10 Concerns of JMU Students
The Counseling Center staff work with JMU students every day so we understand just how challenging college life can be. University students are often juggling several responsibilities and the up-hill battle to get everything done can lead to significant stress, particularly during crunch times like mid-terms and finals.
Based on the results of a recent survey, here are the top 10 concerns reported by JMU students and some suggestions to effectively address them. The Counseling Center can assist students in dealing with every problem in this Top 10 (well, we can't pay your bills...). Our services are free, voluntary, and confidential.
#1. Handling stress and anxiety
The issue:
A certain amount of stress is actually a good thing. Stress keeps us focused, aware of all of our responsibilities, and motivated to do what needs to be done. At times, however, all of us experience too much stress and/or do not have the proper strategies for dealing effectively with this stress.
There are several signs of stress overload. Symptoms can be divided into physical and behavioral indicators. Review the following checklist to determine if you are experiencing any of these symptoms. Should you find that many of these symptoms describe your current state, you may be experiencing symptoms of stress overload.
- Headaches
- Fatigue
- Gastrointestinal problems
- Inability to focus/Lack of concentration
- Sexual problems
- Sleep disturbances
- Hypertension (high blood pressure)
- Sweating palms/Shaking hands
- Heart problems (tachycardia, palpitations)
- Irritability
- Disruptive eating patterns (over eat or under eat)
- Harsh treatment of others
- Increased smoking or alcohol consumption
- Isolation
- Compulsive shopping
- Difficulty in communication
You might be tempted to:
- Self-medicate yourself by overeating, smoking, drinking alcohol, taking illegal drugs, and/or overusing prescribed medications.
- Avoid and/or try not to think about stress producing situations in hopes that they will go away by themselves.
- Lash out and take your feelings out on others.
But try these instead:
- Assess your priorities. By knowing what is of primary and secondary importance, you can order your activities and expectations in light of your energy on a given day. A structure to follow makes it easier to engage in daily tasks, as the stress of trying to remember what you should be doing is eliminated.
- Practice. If you know that presentations make you nervous or that a certain subject petrifies you, prepare yourself to deal with the situation before it occurs. Practice is essential. By envisioning the stressful condition and acting out your reaction to anticipated stressors, you can become better prepared for the actual event.
- Develop realistic expectations. If you did not study adequately for an exam, rarely attended class, and infrequently turned in homework assignments, it may not be realistic to expect a top grade on a test. A key problem in this area is perfectionism. Stress is highly anticipated if you feel a need to produce 'perfectly' on a consistent basis, try to be someone you are not, or become inflexible with your priorities.
- Incorporate healthy practices into your daily schedule. Healthy eating practices, exercise, and relaxation techniques (e.g., yoga, meditation, or breathing) can all help you deal with stress. These techniques can lower blood pressure, strengthen muscles, and reduce tension.
- Accept change as a part of life. Stress often results when we struggle to "bend" things our way or maintain the status quo. Sometimes the healthiest approach is accepting certain changes as out of our control and moving forward with our lives.
- Develop a support system. A feeling of aloneness often makes feelings of stress especially intense. Having close people (friends, family) who know and care about you can provide a sense of comfort and security that will help to mitigate your experience of stress.
- Should you discover that you need assistance in managing the stress in your life, you may want to come in and speak to a counselor at the Counseling & Student Development Center. Many individuals report that the simple experience of speaking with someone trained to listen can be both a release and a relief. In addition, the counselors at the Counseling Center can share with you physical, behavioral, and mental techniques that can increase your ability to handle stress and anxiety.
#2. Procrastination
The issue:
Just like older adults, college students often prefer to put off the unpleasant things in life until the last possible moment. Unfortunately, students frequently find their coursework unpleasant, and they fall behind in their classes and then scramble to catch up as midterms and finals approach. Sometimes it takes feedback in the form of bad grades for a semester to teach the hard lesson of paying now and playing later.
Procrastination is putting off until tomorrow what you should have done yesterday. It is a strategy to cope with situations that produce fear and anxiety. College students procrastinate because of:
- Poor time management, often caused by uncertainty about your priorities, goals and objectives.
- Difficulty concentrating. Concentration issues often take the form of daydreaming, staring into space, worrying about personal problems, etc. A noisy, cluttered, unorganized, distracting environment makes it difficult to maintain a focus on the task at hand.
- Fear and anxiety. You may be overwhelmed with the task and afraid of getting a failing grade. You may think that if you fail an exam, you, as a person, are a failure, rather than that you are a perfectly ok person who has failed an exam. As a result, you spend a great deal of time worrying about your upcoming exams, papers and projects, rather than completing them.
- Negative self-talk. Thoughts like "I'll never succeed at this" and "I don't have what it takes to do this well" may stop you from getting things done.
- Finding a task boring.
- Unrealistic expectations and perfectionism. You may believe that you must read everything ever written on a subject before you can begin to write your paper. Similarly, you may think that you haven't done the best you possibly could do, so it's not good enough to hand in.
You might be tempted to:
- Wait until you "feel like doing it" or "the right moment".
- Do an easier or more enjoyable task instead of the task that needs to be done.
- Overestimate your ability to do quality work in a pinch.
But try these instead:
- Don't wait until you are "in the mood". There is no perfect time, so stop waiting for it.
- Use a wall calendar or monthly planner. Write in each deadline (exams, papers, projects, etc.) on the day it is due.
- Make sure you are clear about what is expected for each task. If you are unclear, ask your instructor to clarify.
- Prioritize your tasks. Start with the task with the closest deadline or the one most urgent to complete.
- Break large tasks into small goals. This makes those difficult tasks seem obtainable. For example, A ten page paper can be broken into several goals:
- Determine a topic
- Gather research
- Read the research
- Make an outline of the paper
- Write the paper
- Proof the paper and turn it in
- Minimize distractions while working.
- Organize your workspace.
- Only use the computer for task at hand (no Facebook!).
- Go to the library if you're unable to concentrate in your room.
- Schedule in breaks so you don't burn out or work inefficiently (i.e. no longer than one hour before taking a short break).
- Be realistic and don't aim for perfection.
- Keep reminding yourself that you CAN do it! Think of strategies that worked before when you were successful and use them now.
- Reward yourself for completing a task (e.g. socializing with friends, catching a movie, buying something you want).
#3. Trouble handling money wisely
The issue:
Because of the rapidly rising cost of a college education, student borrowing for educational purposes has reached unprecedented national levels, more than doubling in recent years. Students often attempt to bridge the gap between the money they need and the money they have by working hours that approach a full-time job (to the detriment of their academic work) and accumulating credit debt of thousands of dollars. Even for those who may be receiving money from home, budgeting, managing a bank account, and discriminating between "wants" and "needs" are often new concepts to students, and mistakes are expected but come with a high cost.
You might be tempted to:
- Call the credit card companies and ask for them to raise your credit limit.
- Donate plasma for financial, rather than humanitarian, purposes.
- Rely on your parents to bail you out when things get totally out of control.
But try these instead:
- Use credit cards sparingly. For financially responsible students, credit cards are a great way to establish a solid credit history. For those who spend impulsively, credit cards are a great way for students to wreck their financial future. Remember, unlike money that comes from home, credit is a loan that has to be repaid. Your credit history follows you for up to seven years and may be reviewed by potential employers and will definitely be reviewed when you apply for a car loan or house mortgage. Guidelines for appropriate credit card use include:
- Watch the interest rates. The low introductory rate you are quoted when you sign up will often climb above 20% within the first few months.
- Get a card with a low credit limit (i.e. the total amount that the credit card company allows you to charge on your card). Each time the credit card company tries to get you to spend more by increasing your credit limit, tell them no thanks.
- Don't use a credit card for routine living expenses or entertainment purposes. A good rule of thumb is: If you can eat it, drink it, or wear it, don't charge it. Use cash or a debit card (which takes money out of your checking account) for these expenses.
- Pay off your entire credit card bill each month to avoid interest charges and penalties.
- Closely guard your credit card number and close unused accounts.
- Have a plan. The best way to manage your money over a semester is to map out a budget. List both sources of income (e.g. funds from your parents, scholarships, loans, money from summer jobs) and expenses (e.g. tuition, books, food). Give yourself a limit for each week, and stick to it. Keep track of spending, too, because a budget means nothing if you don't know how much you're actually laying out.
- Keep an eye out for free money. While it will require a little initiative and effort up front, there are tons of scholarships available to JMU students. To see what is available, go to http://www.jmu.edu/financialaid/scholarships/. If you have a shot for one or more scholarships, apply.
- Leave the car back home. Cars are expensive (e.g. gas, maintenance, parking, etc). Use the buses that constantly run through campus.
- Get the most out of your Duke Card. Rather than paying a restaurant bill, use your meal plan swipes to take advantage of campus dining options that are consistently rated in the nation's top ten for "great campus food." Cutting out a few fast food bills each week will save you over $1,000 over the course of a year (Are five trips a week to Starbucks really necessary?). Further, take advantage of all the free activities that take place on campus (e.g. UREC, movies, athletic events, speakers).
- Get a work-study position or a part-time job with tips. Some work-study positions may be related to your major and provide practical experience towards your future career. The tips that come with some jobs (e.g., waiting tables) will often exceed the hourly wage.
- Avoid the tax on stupidity. Parking tickets are a high price to pay for not reading the signs and following the rules. Return your library books and rented DVDs and pay your bills on time so that you avoid the "stupidity tax" that comes in the form of late fees.
- When you get in a hole, stop digging. As soon as you find yourself unable to meet your credit card payments or other bills, reach out for help from a professional credit counselor and/or a family member or friend. The longer you put it off, the worse things will get.
#4. Feeling better about my body and how I look
The issue:
Although most students (and older adults) experience dissatisfaction with parts of their body on occasion, many students have a distorted perception of their physical appearance and worry obsessively about how to change the shape of their bodies. Individuals with a distorted body image misperceive parts of their body (e.g., some body parts look larger than they are in reality), feel ashamed and self-conscious about their body, and compare themselves to others who they believe have the "perfect" (usually unattainable) body.
Numerous factors likely contribute to students' dissatisfaction with their bodies. For example, messages from the media and even from family and peers can create insecurities about appearance and a desire for a "perfect" body in both men and women alike. Although a distorted body image is more common in college women, college men also report dissatisfaction with their bodies. While women typically strive to be as thin as possible, men usually associate their attractiveness with increased muscle definition and are concerned about body shape.
You might be tempted to:
- Try to eat zero grams of fat
- Exercise excessively
- Diet like crazy two weeks before spring break
- Weigh yourself one or more times a day
- Give up and allow your self-worth to continue to be determined by numbers on a scale
But try these instead:
While we may all have days we feel dissatisfied or uncomfortable in our bodies, it is important to appreciate and respect our bodies and disconnect body image from self-worth. Here are some suggestions to help you to experience your body in a more positive and accepting way:
- View social and media messages about appearance critically.Question assumptions made by marketing ads and TV shows and films that imply that one has to be "attractive" to be happy and successful. Challenge the truthfulness of images that depict men and women without any physical flaws. Seek out and show support for media images that promote positive messages about differences in body shape.
- Stop criticizing yourself in the mirror.The body you see in the mirror maintains and nourishes your life on this planet. It is the greatest tool you'll ever own. Treat it with the respect and love it deserves. Recognize that our bodies come in many different shapes and sizes and focus on the things you love about your body.
- Think about all of the things you are missing out on with the time and energy spent on worrying about your body. Don't let your body shape concerns prevent you from participating in activities you love.
- Refuse to accept criticism from anyone about your body—including yourself! Challenge any negative thoughts you may have about your body with positive affirmations.Tell others that body criticism has a very negative effect on self-esteem, and that it poisons the trust and security in your relationship.
- Find friends who are not overly concerned or critical about weight or appearances. Surround yourself with positive people who appreciate you and your inner strengths.
- Wear clothes that make you feel good about your body and reflect your personal style. Learn to appreciate the way your favorite clothes feel and look on you.
- Find a method of exercise that you enjoy and do it regularly. Learn to see exercise as a great way to improve your health and strength instead of a way to "control" or "fight" your body. Take time to appreciate the positive changes in your emotional and physical well-being when you exercise (i.e., feeling happier, more energized).
- Read something other than the popular media. The following books provide a good start:
- Transforming Body Image by Marcia Germaine Hutchins
- The Beauty Myth by Naomi Wolf
- Body Traps by Judith Rodin
- Reviving Ophelia by Mary Pipher
- Seek Professional Help. The staff at James Madison University's Counseling and Student Development Center is able to appropriately guide you to the most appropriate services addressing your concerns. That may include participation in a group, workshop, or a referral for individual counseling either at the Counseling Center or with a community therapist.
#5. Confusion about my academic major and/or career
The issue:
College students often possess a wide variety of academic interests and skills, making the process of choosing an academic major and/or career path feel overwhelming. It is normal for students to be confused about their choice of a major and a career, especially during their freshman and sophomore years. On average, students change their major two or three times before finally deciding upon an area of study.
Factors which can add to the difficulty of this decision making process include:
- Conflicting expectations and feedback from family, friends, and professors as to the best major and career for the student.
- Personal pressure to "get it right", because choices now must be lived with forever.
- Fear of not being financially successful.
- Fear of being unhappy in a career.
You might be tempted to:
- Make a career decision immediately and stick to it even if you don't find it satisfying.
- Listen to and be influenced by other's ideas as to what is best for you with little or no self-exploration.
- Go for the money. Choose a major or career based solely on a desire for the most lucrative career.
But try these instead:
- Visit the Career and Academic Planning web site at www.jmu.edu/cap/ and click on "Choosing a Major/Career" to view all the resources available to you.
- Explore your personal values and how they will be reflected in your career aspiration. What matters more to you? Money? Intellectual challenge? Helping others? Family? Geographic location? How will these values influence your decision of a major and a career?
- Explore your academic interests, abilities, and skills. Review your previous work experiences and the parts of those experiences you liked and those you didn't. (CAP paragraph)
- Take introductory courses in subjects that interest you (or that are totally new to you) to explore fields of study and majors/careers they offer. Introductory courses are general in nature and provide a good overview to what is studied in the major. In addition, many introductory courses fulfill General Education requirements.
- Investigate careers that might interest you and the kinds of academic/experiential backgrounds required for success in them.
- Talk to people. Ask your professors what prompted their interest in their subject area. Ask people in the work place what they like and dislike about their careers.
- Remind yourself that the job market is constantly changing, and the career you will have ten years after graduation probably does not exist yet. Most people change careers two or three times in their life to accommodate their wide spectrum of abilities, interests and needs, as well as the evolving job market.
#6. Feeling more self-confident
The issue:
College is a time when students are growing into adulthood, and they commonly have doubts about their ability to succeed (e.g., academically, socially, etc.). A lack of self-confidence is so intense for some that they are discouraged from even attempting new and/or challenging tasks. However, self-confidence typically comes through the hard process of meeting life's challenges and achieving important goals.
Self-confidence and popularity are frequently confused in college students. For example, the least popular person may have high self-confidence because s/he is comfortable and happy with whom s/he is as a person. Conversely, more popular people may continually need positive feedback from others to shore up a very fragile sense of self-confidence.
You might be tempted to:
- Avoid engaging in new things outside your comfort zone.
- Use alcohol and/or drugs to bolster courage in social situations.
- Take on the style, appearance, and values of those you envy.
But try these instead:
- Be clear about what you want to achieve in life. Set goals and work for their achievement.
- Be positive about yourself as often as you can. Remind yourself about your good qualities, your accomplishments, and your contributions.
- Work against the human tendency to compare yourself with others. Instead, focus your efforts on fulfilling your potential.
- Develop the ability to accept constructive criticism without getting overly upset or defensive. This feedback will provide you valuable information about how others experience you that you can use to improve yourself. At the same time, don't allow yourself to be overwhelmed by criticism that is cynical or meant to lower your self-esteem.
- Avoid "sinking ship" individuals who criticize, nit pick, and bring you down with them. If you find yourself in a situation where you must deal with individuals with a negative outlook, confront them on the matter.
- Accept the fact that you will fail from time to time. When you fail, simply acknowledge that you have been unsuccessful and consider what you might do differently the next time. Such an attitude will normally help you overcome the most difficult challenges.
- Develop the courage and skills to approach groups of people and introduce yourself to them. Listen carefully and attentively to what they say and respond to show your interest.
- Self-esteem is dependent upon the feeling of well-being, so take good care of your body. Remember, a healthy body is essential for a healthy mind!
#7. Feeling depressed
The issue:
"Why am I so bummed out? I can't get motivated! I don't care anymore!" Sound familiar?
Depression in college students is very common and is more than the blues or the normal everyday ups and downs. When the "down" mood, along with other symptoms, lasts for more than a couple of weeks, the condition may be clinical depression. Some common symptoms include the following:
- Sadness, moods-swings, crying for no apparent reason
- Anger/irritability
- Feelings of helplessness, hopelessness;
- Being overly self-critical
- Decrease in physical activity; living the 'coach potato' life
- Overeating or loss of appetite; junk food diet
- Weight loss/weight gain
- Social withdrawal (e.g., from people and extra-curricular activities)
- Increased class absence
- Difficulty concentrating in class or while studying
- Being unmotivated to set or meet goals
You might be tempted to:
- Self-medicate by over-eating, binge drinking, taking illegal drugs, or overusing prescribed medications.
- Withdrawing from life (e.g. avoiding friends/family, shunning previously enjoyed activities, sleeping in excess).
- Surrendering to a pervasive negative view of yourself, the world around you, and your future.
But try these instead:
- Get out of bed. One of the most important things you can do is get up at about the same time every morning, including weekends. Such regularity helps your body function more optimally and will help you feel normal.
- Lights. Light helps your body function better. Turn on a lot of lights or go outdoors into the sunshine as often as you can.
- Build structure into your day. Set small daily goals and stick to them.
- Put pleasure and fun into each day. Treat yourself to something that you will enjoy and that will require you to expend some energy.
- Music. Incorporate some energetic, happy music throughout your day. Remember to select music that is positive and uplifting.
- Keep active. Be active right away -- oxygenate! Mild exercise gets the blood flowing and transports more oxygen throughout your body (especially to your brain), helping you feel mentally alert and alive. So, go to UREC, go for a hike, swim, jog, play tennis, etc. Just move!
- Eat balanced nutritious meals. Begin your breakfast with protein (i.e., meat, eggs, peanut butter, nuts, cheese). When you get up, your body chemistry is ready to convert food, especially protein, into long-lasting energy. Limit caffeine and sugar and, of course, cut down on the junk foods!
- Rather than bottling them up inside, allow yourself to experience your emotions. Keep a journal of your feelings and thoughts. If you need to cry, do so. If you are angry, find a safe way to express that anger.
- Seek out humor. See a funny movie, read a humorous book, or listen to a comedy DVD.
- Be kind to yourself. Talk to yourself in a kind and caring way; challenge any negative self talk or messages that you may be giving yourself. Stick with what you know is true, is real, and is observable, rather that jumping to conclusions or making assumptions. Do not focus on the negative; focus on your positive experiences.
- Develop and utilize a support system. One of the quickest ways to beat depression is to interact with others. Surround yourself with positive, supportive, encouraging, and uplifting people. You might not feel like doing that - you'd rather avoid people when depressed. However, you are likely to realize how rapidly your mood lifts when you surround yourself with people who care about you.
- Get professional help. If symptoms of depression persist, talking with a counselor or psychologist may lessen the severity and duration of depression. Additionally, you may learn skills for solving problems, improving interactions with others, and helping you see the positive side of yourself, others, and your circumstances. Medication may also be helpful.
- Remember, no one tip or combination works for everyone. So, experiment to see what works for you.
#8. Fearing that I will be a failure
The issue:
Many students have an unrealistic belief that every decision they make and everything they accomplish (or do not accomplish) has incredibly long-lasting, effects that cannot be altered. No mistakes, or their life is ruined. The fear can be grades, romantic relationships, getting into social groups (e.g., sororities and fraternities), disappointing parents, or a host of other areas. Some students believe that if the "right" decision is not made, or the "right" choices are not followed, then they will be a failure with little hope for a bright, positive future. This can feel overwhelming and discouraging, especially if the student has no one with whom to share these feelings.
You might be tempted to:
- Avoid stepping out of your comfort zone and trying new things in which you are not assured of success.
- Devote excessive amounts of time and energy, beyond what's reasonably required to attain a goal.
- Believe a failure equals being a failure.
- Continue with a "no mistakes, no failures" approach to life.
But try these instead:
- Determine the real fear. For instance, if fears are related to academics, one might consider asking the following questions: Am I afraid of failing a class because of my parents' reactions or that I will receive criticism from friends? Do I believe that an academic failure may change the course of my life and leave no hope for the future?" If fears are related to relationships, questions might include: Am I afraid of being alone? Do I need these relationships to validate my worth?"
- Confide in a trustworthy adult, parent, professor, counselor, or advisor. This will assist in getting a healthier perspective on the fear and provide support from people who value you. These people can also offer some suggestions or alternative ways of viewing the fear that may prove helpful.
- Set realistic expectations. Whatever the fear is, break it down into tasks or experiences that may make things feel more doable. For instance, if the fear is of academic failure in a class, break down the assignments into reasonable blocks of time and perhaps get a trusted friend to help schedule your time.
- Seek out any support services which may be available on campus. The Learning Resource Centers located in Wilson and Roop Halls provide assistance to students in a variety of academic areas.
- Imagine trying to overcome the problem and falling short of the goal (failing). Then figure what the worst consequences would be and what could be done about them. If the worst does happen, you're at least prepared.
- Give yourself extra chances. If you're not pleased with one outcome, review what you've learned from the experience. Decide if this task, relationship, or goal is really what you want, and institute what you've learned with the next chance. An example of this might be the baseball team whose slogan is, "Wait till next year." Eventually their continued effort will pay off.
- Have something to fall back on. Know what your emotional/spiritual resources are. Be aware of what gives your life meaning. Seek people or organizations which share your values as a support and validation of your worth.
- Remind yourself that truly successful people not only fail but are normally quite good at failing. In fact, one key to success is learning to fail well – to experience the consequences of failure, to confront the responsibilities, and to develop additional coping mechanisms – and to realize one has survived. There is truth to the old proverb: "He, who never makes mistakes, never makes anything."
#9. Learning to express my opinions and feelings honestly and directly
The issue:
Do you have trouble saying no, even when you really should? Do you feel like people walk all over you? Alternatively, do you have trouble keeping your temper under control? Many college students find it difficult to express their feelings honestly and openly because they lack assertiveness.
Assertiveness is the ability to honestly express your opinions, feelings, attitudes, and rights, without undue anxiety, in a way that does not infringe on the rights of others. Assertiveness is not aggression. Aggression is self-enhancing behavior at the expense of others (i.e. others' rights and feelings are ignored and/or violated). In contrast, assertiveness is a middle ground between being a doormat and a bully.
You might be tempted to:
- Continue to refuse to "make waves" and focus on pleasing and/or deferring to the desires and needs of others.
- Avoid people and situations that make you uncomfortable.
- Persist with the hope that others will read you mind and then act to meet all of your unspoken needs.
- Allow frustrations ("I'm such a wimp!") and negative emotions to build up and then either direct them inward (resulting in feelings of depression, helplessness and being out of control of your life) or at others (e.g., exploding in an angry rage).
- Settle for shallow relationships in which emotions (both negative and positive) are not expressed and important issues are not discussed.
But try these instead:
- Consciously take responsibility for yourself and avoid taking responsibility for others. You have a right to your opinions and decisions.
- Learn to discriminate between something that is your problem from something that is their problem.
- Recognize yes/no questions. When you are asked a yes/no question respond with a yes/no answer. You do not need to elaborate upon or justify any response you give. A simple "no" is enough, without excuses.
- Pay attention to the language that you use.
- Practice using the phrase, "I choose to . . ." to replace statements that use "should", "ought to", and "have to".
- Eliminate adding qualifying statements to your opinions or requests (e.g., "You'll probably think this is crazy, but...", "I guess", "But that's just my opinion").
- Reduce tag questions (e.g., "Does that make sense?", "Is that okay?").
- Use the broken record technique: repetition of a simple statement of fact (e.g., "I am not available at 2:00, our original time is better for me").
- When involved in a disagreement with another person, avoid using "You" statements that might cause the other person to feel accused and blamed, thus resulting in a defensive response. Instead, use "I" statements that allow you to express your views in a way that the other person can more easily accept (e.g. "I feel ...", "I think ...", "I experience ...").
#10. Knowing what to do to help a friend with a serious problem
The issue:
Counselors are not normally the first people students turn to when they have problems. Students most often initially reach out to friends, resident assistants, advisors, faculty, and family members, confiding in those closest to them when they are having difficulties. At other times, students attempt to hide their problems and struggles from those who care about them and, if approached, may deny that anything is wrong. In either case, here are some signs to look for and suggestion for helping a friend with a serious problem.
Common causes and signs of student distress include:
- Changes in personality (e.g., more noticeably sad, irritable, anxious, indecisive, apathetic, etc.)
- Changes in academic performance (e.g., skipping classes, failing grades, falling behind, etc.)
- Recent significant losses (e.g., ending of a relationship, death of an important person, experiencing a traumatic event)
- Withdrawal from others (including friends and family) and previously enjoyed activities
- Helplessness/hopelessness (e.g., person may be unable to see a better future; feels nothing will ever change)
- Changes in eating patterns (e.g., loss of or increased appetite) and/or sleeping habits (e.g., insomnia or oversleeping)
- Abuse of alcohol and/or drugs, especially when substance use leads to antagonistic, impulsive, reckless and/or violent behavior
- Financial difficulties
- Appearing disoriented or "out of it" (e.g., less aware of what is going on around them, more forgetful, rambling or disconnected in their speech, and/or demonstrate behavior that seems out of context or bizarre)
- Talking about committing suicide (ranging from vague statements like "Everyone would be better off without me" and "It won't matter soon" to direct and clear statements like "I'm going to kill myself")
- Talking about harming others (e.g., verbal threats, threatening emails, harassing or stalking behaviors, papers/exams that contain violent material)
You might be tempted to:
- Do nothing and hope that things will get better by themselves.
- Get overly involved and assume the responsibility for solving the person's problem.
- Disclose the person's problem to others who don't have the skills and ability to actually help the person.
But try these instead:
- Speak directly to the person about your concerns, preferably in a private place. People in distress are almost always receptive to an expression of genuine interest, caring, and concern. It's important to realize that confronting someone doesn't mean judging, attacking, or blaming the person; it means finding the courage to talk with them about what you've noticed, your concerns, and your willingness to help.
- Talk about why you are approaching the person and what you hope will and won't happen as a result. Example: "I'm really worried about how sad and depressed you've been. I'm worried that talking to you about this might hurt our friendship, or that you'll just blow me off, but I really want to find a way to help you start to feel better."
- Be specific about the behaviors you've observed that have caused your concern. Clearly stating your observations in a nonjudgmental way makes it more difficult for the person to deny that a problem exists and also lets the person know that you care enough to notice. Example: "The last two weeks, you've stopped going to class, you've been drinking nearly every night, you're blowing off friends who are trying to reach out to you, and I've seen you trying to hold back tears on a bunch of occasions.
- Express your feelings about the person's situation. Example: "I'm really worried abut you, and it's hard for me when you push me away and won't accept my help. I'm scared to talk openly with you, because it seems like you don't believe you have a problem and you might flip out on me if I honestly let you know how I feel."
- Recognize the value of emotional release and encourage the person to "talk it out." Simply talking about the situation and knowing that someone cares can be tremendously healing.
- Ask direct questions. Don't be afraid to ask the person directly if they are drunk, confused, or have thoughts of harming themselves or someone else. You will not be "putting ideas into their heads" by doing so. Most distressed students will be relieved and comforted by such and up-front, direct approach.
- Be a good listener. Listening to the person is more important than coming up with the "right thing" to say. Even if you don't agree with his or her view of things, the important part is that the person feels heard and understood. A few helpful tips include:
- Stop talking. Your objective is to listen, not solve the person's problems.
- Ask open-ended questions that encourage the person to go further into the subject, rather than simply give a yes/no answer (e.g., "Tell me more about . . .," "How have you been feeling since that happened to you?").
- Check out your understanding of what the student is saying. In your own words, reflect back what they said.
- Don't dismiss the person's perspective. What may seem like a temporary or insignificant issue to you may feel momentous and overwhelming to a person in distress. It may be helpful for you to reflect upon a time in your own life when you experienced something similar (remember when your heart was broken for the first time?).
- Avoid labeling the person or the person's behavior. For example, don't say "You're an alcoholic" or "You're bulimic." Such labels, even if they are true, can frighten or anger the person and reduce the chances that they'll acknowledge and address the problem.
- Frame the decision to seek and accept help as a courageous, mature choice. Suggest that a willingness to seek and accept assistance from others, including a counselor, indicates that the person is not running away from problems. This is an especially important for guys, as men in our society are encouraged to be independent, keep feelings to themselves, and solve problems on their own.
- Don't dispense glib advice. While offered with the best of intentions, phrases like "time heals all wounds", "when life hands you lemons, make lemonade", and "this to shall pass" normally cause people in distress to feel misunderstood and as though their problems are being minimized.
- Offer alternatives and establish hope. Intense emotional pain frequently blinds distressed people to alternative solutions to their problems. Help the person develop a plan and locate needed resources so that he or she can start to feel more hopeful and begin to act to improve the situation.
- Know your own limits. While you may be able to help most people by simply listening to them and providing a little support and guidance, others may require much more than you may want or be able to provide. Signs that you may be over-extending yourself include feeling stressed out or overwhelmed by the situation, feeling angry at or afraid of the person, and having thoughts of "adopting" or otherwise rescuing the person.
- Respect the person's privacy, but only up to a point. Confidentiality is vital for trust, so you typically should not share with others what the person has shared with you. However, you must never fall into the "confidentiality trap". In situations involving a serious risk of harm to the person or someone else, don't promise to keep secrets. Despite any protest ("You're making this worse!"), the potential risks must be your first concern. Point out the bind in which the person is placing you (e.g., "If someone came to you with a situation like this, what would you do? Keep it a secret or get them help?").
- Recommend that the person meet with a counselor at the Counseling Center. Describe the benefits of counseling. Let the person know that counselors work hard to understand students, to see things from their point of view, and to then collaboratively help them to figure out solutions. Remind him/her that counseling services are free, voluntary, and confidential.
- Help the person make an appointment with the Counseling Center (568-6552). If the person is really upset, or if you're worried that he or she might not follow through, suggest making an appointment right then and there. Some faculty, staff, and friends even escort students directly to Varner House when that level of support is necessary.
- Follow up with the person. The counseling process is often most difficult at the very beginning, and your encouragement may help to get the person over this initial hurdle. Ask how the first appointment went (you don't need the details, just that they connected with someone). Please remember that, because of confidentiality constraints, counselors cannot talk with you about a person you have referred without a written release.
- Call the Counseling Center (568-6552) if, at any point, you aren't sure what to do. The mental health professionals at the Counseling Center located in Varner House are available to support and guide you in your efforts to help a distressed student. We will consult with you about the situation and help you to develop a plan to appropriately address it.
Last Updated: Tuesday, November 7, 2017


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Last week Seagate announced the worlds first 4TB external desktop hard drive and one just happened to show up on our door step! This is a rather significant leap in terms of storage capabilities as we went from 3TB to 4TB of storage on a 3.5″ hard drive! It isn't every day you get a 33% increase, so this is a huge milestone for both the enterprise and consumer markets. It took forever to break the 2TB barrier and it feels like just yesterday that 3TB drives came out. Now the 3TB barrier has been broken and the age of 4TB drives is here. To put that into perspective, you can store roughly 160 Blu-ray movies or around 2,000 compressed HD movies!
Seagate sent us the retail boxed 4TB GoFlex Desk model, which features the SuperSpeed USB 3.0 interface to connect to our PC. It's a good thing that this drive is USB 3.0 as with that much data you'll want to be able to access it and move it around quickly!
The outer shipping box looks like it was drop kicked by UPS before we opened it up and even the inner box was dented up. It looks like we'll get to try out the durability of this hard drive the first time we turn it on! The Seagate GoFlex Desk series feature a 2 year warranty, which is good to know when you receive a product like this.
Opening up the Seagate GoFlex Desk 4TB box we see that the drive is packaged with an inner crush zone and in a plastic bag, so the drive should be good to go.
The Seagate GoFlex Desk 4TB drive comes with drive itself, AC power adapter, a five foot USB 3.0 cable and the trusty quick start guide. The GoFlex Desk 4TB comes pre-loaded with backup software featuring 192-bit triple DES encryption.
We removed the Seagate GoFlex 4TB drive from the plastic shipping bag only to find that Seagate placed a protective film over the entire enclosure to keep the gloss black finish from being scratched up.
The Seagate GoFlex Desk 4TB enclosure might look large, but when placed next to an object that you know it really isn't that large. The image above shows the Seagate GoFlex Desk 4TB drive sitting next to a Seagate 2TB 3.5-inch hard drive. Inside the GoFlex Desk 4TB enclosure is a single Seagate 3.5″ SATA 6Gbps hard drive that has five 800GB platters spinning at 7200 RPM.
Notice that the top of the Seagate GoFlex Desk has vent holes on the top to help get the hot air our of the enclosure. As you can see from the image, the GoFlex Desk isn't much larger and that is with the USB 3.0 base installed on it. What base is this?
The GoFlex Desk bundle comes with a USB 3.0 dock pre-installed that is backwards compatible with USB 2.0 ports. Seagate does this as users can purchase an optional USB 2.0/FireWire 800 adapter dock for $49.99 that is aimed at Apple Mac users with FireWire 800 ports. The dock features five LEDs, one for power and the other four indicate the capacity used on the drive in 25% increments.
Looking at the back side of the Seagate FreeAgent GoFlex 4TB external desk drive you'll see that the drive also has a number of cooling slits on the back of the housing for cooling purposes. This drive requires the use of AC power and you'll find the power port and the USB 3.0 Micro B header on the removable USB 3.0 adapter.
Seagate includes a five foot long black USB 3.0 cable (A to Micro B) that is needed to hook the GoFlex Desk up to your desktop PC or notebook. The micro-USB side pictured above must be connected to the external drive and the other side is a typical USB connector that can be plugged into any USB 2.0 or USB 3.0 device.
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NEW YORK (AP) — Moody's Investors Service on Wednesday lowered its long-term credit rating on Hewlett-Packard, saying the technology giant will have trouble increasing sales of many of its products.
Moody's lowered HP's senior unsecured credit rating by one notch, to "Baa1" from "A3." The rating remains investment grade but Moody's said its outlook is negative, implying it could be further downgraded.
HP's finances will remain weaker than previously expected "over the immediate term," Moody's senior vice president Richard Lane said in the rating announcement.
About 75 percent of HP's revenue comes from personal computers, enterprise servers, printers and services, Lane noted. He said those offerings "face slow to no growth prospects over the coming years."
It's not certain whether HP can restore growth and profitability, Lane said.
Moody's expects the company's revenue will likely decline 5 percent next year and its profit margin will narrow. It sees free cash flow after dividends next year of about $4 billion, down from an earlier estimate of $6 billion to $7 billion.
The rating downgrade affects about $25 billion of HP bonds. A spokesman for HP, which is based in Palo Alto, Calif., said the company had no immediate comment on the Moody's report.
Moody's began its review of HP's rating in October. HP has been falling out of favor on Wall Street as its personal computer and printer businesses face increasing competition from tablet computers and smartphones.
To add to its doldrums, HP announced last week that it took an $8.8 billion charge because it determined a business software maker it acquired for $10 billion last year was worth far less. HP has alleged that the acquired company, Autonomy, lied about its finances.
In August, HP disclosed that its $13 billion acquisition of technology consulting service Electronic Data Systems wasn't working out as well as management had expected.
The trouble in Autonomy and EDS has forced HP to absorb nearly $17 billion in accounting charges in the past two quarters, resulting in the biggest losses in the company's 73-year history.
HP's market value has been cut in half since the beginning of the year.
Moody's warned that HP's travails might cause it to undertake "shareholder friendly actions or portfolio repositioning" that would further weaken its credit standing.
Moody's assigns the "Baa1" rating to debt that it believes is on the lower end of investment grade. Companies with the rating are subject to moderate risk of default, placing them somewhere between safe and speculative investments.
HP's stock closed up 37 cents, or 3 percent, at $12.73.


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FRIENDS - Salt & Pepper Shaker by Normann
Meet Normann Copenhagen's new friends – Gordon and Andreas!
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DescriptionMeet Normann Copenhagen's new friends – Gordon and Andreas!
The anonymous artist, HuskMitNavn, and designer, Troels Øder Hansen, have created yet another quirky design for Normann Copenhagen - one with both edge and a twinkle in its eye. The pair of salt and pepper shakers - which have been nicknamed Gordon & Andreas - belong to the Friends series which stands out as having personality, humour and character. The design plays on the double meaning of the Danish word 'bøsse' (which means both 'shaker' and 'gay'), and the two friends come with or without a painted leather vest, signifying either the salt or the pepper shaker.
Once again, the designer duo HuskMitNavn vs. Troels Øder Hansen has stepped beyond the obvious function of the product to create a design that tells a story. The salt and pepper shakers are fun, friendly and eye-catching interpretations of a well-known everyday object; and one cannot help but smile when the caricatures appear on the table.
HuskMitNavn vs. Troels Øder Hansen explain: "Friends is a series based on the principle that it's more fun when it's funny. The salt and pepper shakers reflect this, exemplifying that everyday objects need not be dull."
Troels Øder Hansen and HuskMitNavn, both of whom have a background in graffiti, have worked together for many years and have transcended conventional wisdom about art and design.
The Friends salt and pepper set is part of the Friends series, which also includes the Friends trivets.
Design: Troels Øder Hansen vs. HuskMitNavn
Material: Porcelain
Dimensions: 7 x 11 cm
|Troels Øder & Huskmitnavn
|Normann Copenhagen
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Southampton duo Dejan Lovren and Calum Chambers are expected to be announced as Liverpool and Arsenal players respectively on Monday.
The summer of change at St Mary's continues apace, with manager Mauricio Pochettino's exit to Tottenham compounded by the departure of a number of key players.
Left-back Luke Shaw became the most expensive teenager of all time in his move to Manchester United, while Adam Lallana followed Rickie Lambert in moving to Liverpool.
They are now set to be joined at Anfield by Croatia international Lovren, who is expected to be announced as a Liverpool player on Monday.
The outspoken 25-year-old has made no secret of his desire to leave the club he joined from Lyon last summer, moving for a deal Press Association Sport understands to be worth £20million.
Chambers' exit has come as more of a surprise, although Arsenal have clearly seen enough from the versatile right-back to make their move.
It is understood a deal should be announced on Monday as Arsene Wenger adds a third Saints academy graduate to his squad, having previously signed Theo Walcott and Alex Oxlade-Chamberlain.
Source: PA


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how exactly can you transfer information from an MC to a PC?
AFAIK, there are three ways, but none of them are really viable...
1) link cable, this is allmost impossible to find nowadays
2) psion card reader, not that many modern PCs have ISA slots, and i doubt the drivers would work anyway
3) palmtop magazine card reader, again, the drivers are made for windows 95 machines, so will not work under XP or Linux.
any ideas please?