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Academic Information
The information provided in this catalog is subject to change without notice and does not constitute a contract between Abilene Christian University and a student or an applicant for admission. The information in this catalog is current as of April 2010.
For graduate programs, consult the Graduate School section of this catalog.
Definitions and Policies
College Year
Abilene Christian University follows the college calendar set by the Texas Higher Education Coordinating Board. The college year consists of two 16-week semesters (or terms) and one summer term with sessions ranging in length from three to six weeks.
Enrollment Terms of a College Year
• Fall – a 16-week term that is completed before the Christmas holidays
• Spring – a 16-week term that is completed in early May
• Summer – beginning mid-May and ending before the fall term begins
• Intensive Courses – courses taught in an intense format within a term (e.g. January,
weekends and other courses of variable length that are taught within one of the
above terms)
Semester Hour (Credit Hour)
The semester hour (or credit hour) is the basic unit of college credit. The general rule is that a student receives one semester hour of credit for each class hour per week for a semester. However, two or three hours in laboratory, in studio work or in special activity classes may be required for one semester hour of credit.
Most classes meet three hours each week and give three semester hours of credit. Students should expect to spend an average of two hours of preparation outside of class for each hour of lecture or discussion in class.
Classification of Students
A student's classification is determined by the number of semester hours successfully completed toward a degree program:
|Hours Earned
A graduate student is one who has completed a bachelor's degree and is taking courses toward a graduate degree. A post-graduate student is one who has completed a bachelor's degree and is not applying courses taken toward a degree. A special undergraduate student is one who is taking courses that do not apply toward an undergraduate degree program at ACU; such students may be taking courses for enrichment or for use on a degree program at another institution.
Full-time and Part-time Status
An undergraduate student must be enrolled for at least 12 hours in fall or spring to be considered a full-time student at ACU. Undergraduate students enrolled in fewer than 12 hours and graduate students with fewer than 9 hours in a long term are classified as part-time unless they are enrolled in student teaching or completing final graduation requirements in fewer than 12 hours. For the summer term, a student must be enrolled in 6 hours to be considered a full-time student.
Academic Integrity
ACU expects its students to practice absolute academic integrity. Plagiarism, cheating and other forms of academic dishonesty are not acceptable at ACU. Students should consult the university's Academic Integrity Policy (located in the Student Guide, found at www.acu.edu/studentlife) for a fuller description of the expectations of students and procedures for dealing with violations of the policy.
Check In
Each semester, all students will be required to check in to verify their attendance at ACU for that semester. Currently, this process occurs electronically during the first week of classes.
Students who fail to check in will be treated as non-attendees and administratively withdrawn for the semester to avoid incurring financial charges. A student who is administratively withdrawn is dropped from all classes, removed from housing and financial aid, and dropped from meal plans.
Students who successfully complete the check-in process are agreeing to the schedule for which they are registered. Thus, students who check-in but who never attend a particular class on their schedule will not be eligible for a refund for that course because of non-attendance.
Class Attendance
ACU expects students to attend and participate in all class and laboratory meetings. Students must adhere to the policies published in each course syllabus. ACU normally offers classes in a series of regularly scheduled meetings. The most common patterns are Monday-Wednesday-Friday, Tuesday-Thursday, and once-per-week. Some classes have regularly scheduled laboratories (labs).
Students are responsible for initiating a Withdrawal from Class form for any class that they have never attended or have stopped attending. If students do not initiate a withdrawal form, one of the following actions may be taken:
• The professor may initiate a withdrawal for a student who has violated the
attendance policy as stated in the course syllabus. A "W" or "WF" grade will be
assigned at the discretion of the professor; or
• The professor may choose not to initiate a withdrawal form and simply assign a
grade of "F" at the end of the semester.
Faculty who initiate Withdrawal from Class forms must designate whether the student is to receive a "W" or "WF" and provide the last date the student attended the course. After the 12th week of the semester, students may not withdraw from courses; however, a professor may withdraw a student for non-attendance but only with a grade of "WF."
Withdrawal from a Course
If it becomes necessary to withdraw from a course, the student should visit first with his or her academic advisor and the instructor of the course. The advisor will provide instruction on completing a Withdrawal from Class form. For the refund schedule for withdrawing from a class or from the university, please see Financial Information in this catalog. A withdrawal fee is charged when a student withdraws from a course.
The last day to withdraw from a course is:
• Friday of the 12th week of a long term;
• Friday of the third week of the summer term;
• The corresponding day when 80 percent of the course is completed
for other short sessions (ex., Summer Session I).
Concurrent Enrollment Policy
ACU students are generally expected to take their courses at ACU. Only in exceptional circumstances may students petition, in advance, to receive credit for a course at another institution during a semester that they are enrolled for courses at ACU. Concurrent enrollment includes correspondence, distance, and on-line courses. Petitions for concurrent enrollment must be approved by the advisor, dean of the student's major, and the provost.
By government regulations, only courses taken within the intercollege agreement (ACU, Hardin-Simmons and McMurry) and the Patty Hanks Shelton School of Nursing, and other contracted programs that post grades to the ACU transcript, can be accepted for financial aid eligibility. Generally, courses from other colleges or universities will not count as hours enrolled for financial aid eligibility.
Changing or Adding a Major
To officially add or change majors, a student must submit an approved Change of Program request to the Registrar's Office. Change of Program forms are available in the Registrar's Office or online at www.acu.edu/registrar under the "Forms" link
Final Examinations
Final examinations are given the last four days of each fall/spring term and the last day of each summer term or intensive course. A student with more than three final examinations on one day may petition the dean of his or her major to take a final after the scheduled time. Final examinations are never given in advance.
Withdrawing from the University
Students who must withdraw from the university or from their last course are required to complete a Withdrawal From the University form in the Student Life Office. This process must be completed prior to the beginning of final examinations. Bachelor of Applied Studies (BAS) students may obtain the form in the BAS Office, and graduate students may obtain the form in the Graduate School Office.
To order an official transcript contact:
Registrar's Office
Web: www.acu.edu/transcript
Email: firstname.lastname@example.com
Fax: 325-674-223
All requests for official transcripts must be in writing and bear the signature of the person whose record appears on the transcript.
• Transcripts will be released to students who are in good standing with the University.
• Transcripts will be processed only upon the signed request of the student and after
all bills and "holds" have been cleared.
• All students who have had a loan, upon leaving ACU, must complete a federally-
required exit interview in Student Financial Services before transcripts can be
No changes will be made to a student's transcript after the degree has been posted.
Students may review their academic history on the Web via my.acu.edu regardless of outstanding bills or holds.
Undergraduate Course Load
The minimum undergraduate graduation requirement, 128 credit hours, requires the equivalent of eight semesters with a 16-hour load. Intercollege courses are included in the semester course load. Students should consult with their academic advisors to help them determine the appropriate course load.
When students are placed on academic probation, the number of hours for which they may register is determined by their probation contract. Probation contracts are developed and managed by the student's college dean or, in certain cases, the Academic Development Center (ADC).
The general guidelines for determining course load are based on GPA. Nineteen hours is the maximum load that a first-semester student is allowed to carry. After the first semester, the maximum recommended course load, for a regular term, based on GPA is as follows:
|Course Load
|15 hours
|2.0 – 2.499
|16 hours
|2.5 – 3.499
|17-18 hours
|3.50 or above
|19-21 hours
No student may register for more than 21 hours in a fall or spring term. (January intensive courses are included in the spring term course load.)
Summer Term
An undergraduate may take no more than 18 hours during the summer term. It is recommended that students do not take more than one course per summer session due to the intensive nature of each course. It is recommended that a student have a GPA of at least 3.0 and a limited work load outside of class to take more than one course per summer session.
Academic Advising
Abilene Christian University considers competent academic advising as a vital responsibility in educating its students.
Students who have declared a major are assigned two advisors:
• A degree plan specialist who assists students with their degree plan, advising release
codes, degree evaluations, the graduation process, and other technical aspects of
completing a degree.
• A faculty advisor who assists students in developmental goals, internship/research
opportunities, and program/vocational decisions.
Undeclared students are advised in the Academic Development Center until they have chosen a major.
Other advising requirements:
• All freshman, sophomore and undeclared students must meet with their degree plan
specialist or faculty advisor prior to registering for courses each semester.
• Students on probation or juniors and seniors with a GPA below 2.5 must meet with
their degree plan specialist or faculty advisor before registering for courses.
• Some academic departments may require all students to meet with a degree plan
specialist or a faculty advisor prior to registering for courses. Check with the
department chair or degree plan specialist of your major.
• All students should meet with their faculty advisor at least once a year.
For more information about advising, contact:
Office for University Academic Advising
ACU Box 29104; Abilene, Texas 79699-9104
Hardin Administration Building, Room 309
Phone: 325-674-2212
Email: email@example.com
Web: www.acu.edu/advising
Enrollment Requirements
All new, first-time students must enroll in BIBL 101 in their first semester.
All new, first-time students and new transfer students with less than 30 hours must enroll in CORE 110 in their first semester and will be registered each semester until the course is completed.
All students who are placed in ENGL 106/107 must enroll in the course sequence their first semester. All students who are placed in ENGL 111 must enroll in the course in their first year. Students may wait until their sophomore year to begin literature requirements.
All new, first-time students must complete EXSC 100, Lifetime Wellness, by the end of their third semester.
Each semester, students must register in required developmental (ENGL and MATW 0**) courses until all developmental requirements are completed. Students must complete these requirements before registering for upper-level courses in their major field.
Policies applying to full-time undergraduate students (less than 30 hours that count toward an ACU degree):
- ENGL 003, 004, 106/107 and MATW 019 courses may not be dropped.
- Bible courses that are University Requirements requirements may not be dropped.
Full-time undergraduate students may not withdraw from BIBL 101 or any required developmental course without the permission of the appropriate dean or academic director.
Audit Student Enrollment
Students who wish to audit a course should see the chair of the department (of the course) on the first day of class in order to request permission to audit the course. An approved request to audit a course must be submitted to the Registrar's Office by Friday of the second week of the long term or the equivalent date of a summer term or intensive courses. Some courses are not available as audit courses.
The fee for auditing a course is usually $35. However, certain courses may have additional fees for auditors. Please check with the department of the course offered.
Add/Drop Policy
During the add/drop period there is no penalty for adding or dropping courses. Students may adjust their course schedule during the add/drop period with a full refund of tuition and fees. Courses dropped during this period will not appear on the student's transcript. Refer to the Academic Calendar for specific dates for each term.
Late Registration
Registration ends on Friday of the first week of classes of the fall and spring semesters. Students wishing to register for classes after the first week must complete a Late Add Petition, which must be signed by the course instructor, the student's advisor, and the dean of the college in which the course is taught. A late fee of $10 per course will be assessed for students who add or change classes.
During the summer term, students wishing to register for classes after the class begins must complete a Late Add Petition. A late fee of $10 per course will be charged.
Students who were not enrolled at ACU during the first week of classes may not enroll after the last date of the add/drop period without special permission. A $50 late fee will be charged for students who register for all of their classes after the add/drop period.
Intercollege Enrollment
Office of the Registrar
ACU Box 29141; Abilene, Texas 79699-9141
Hardin Administration Building, Room 207
Phone: 325-674-2235
Fax: 325-674-2238
Email: email@example.com
Web: www.acu.edu/registrar
Students enrolled at ACU may concurrently register for courses at Hardin-Simmons University and McMurry University. The three universities have entered into an agreement whereby students who are matriculated in any one of the universities may register for courses at the other universities. This is especially helpful when a required course is not available at the university where the student is pursuing his or her degree. Courses taken by ACU students through intercollege enrollment count toward degree requirements, provided approval has been secured in advance. It is the student's responsibility to make certain that courses taken through this arrangement will satisfy his or her individual degree requirements. (Courses taken under the intercollege agreement are not considered as transfer courses.)
ACU students may take no more than 9 hours of classes through the intercollege agreement each semester and must be enrolled in at least 3 hours at ACU for that term.
Students taking courses through intercollege registration will be charged ACU's current tuition rate. Billing is handled by the institution in which the student is matriculated. Complete the procedure that follows:
1. Obtain an Intercollege Enrollment form from the Registrar's Office.
2. Secure approval signatures from the student advisor, the department chair of the
course, Student Financial Services and the Registrar's Office.
3. Take the completed form to the Registrar's Office of the university where the
course is taught to register.
Students from either Hardin-Simmons University or McMurry University who wish to enroll in ACU hours need to first see the registrar's office at their institution. Students will receive a form granting permission to take courses at ACU. This form should be brought to the ACU Registrar's Office, where the student will be processed and registered in the appropriate courses.
Post-Enrollment Transfer Credit
Transfer Course Applications
Students who are enrolled at ACU may receive credit for courses taken at another institution, subject to the following restrictions:
1. Obtain written approval on a Transfer Course Application (TCA) before registering
for the courses at another institution. The chair of the ACU department that offers
the course must approve the TCA. If comparability is not established through TCA
approval prior to enrollment in the course, the transfer credit may count as elective
credit only.
2. After being classified as a junior, a student may take no more than 6 hours at a
two-year college, not to exceed 66 hours.
3. After enrolling at ACU, students must observe the following regulations:
• Take no more than one university required course in English and history at another
• Due to the special nature of some science core university requirements (e.g. BIOL 101,
AENV 130) and the mathematics university requirements MATH 120, students may
not find an equivalent course at another institution.
• Credit will be posted at the level at which the course was taken.
• Only courses equivalent to or comparable to those offered by ACU are accepted.
• Only grades of "C" or higher are accepted for transfer credit.
• Grades for transfer courses outside of the intercollege agreement are not included
in the ACU GPA.
• "Pass/Fail" and "Credit/No-Credit" grades are not accepted for transfer credit.
• Courses taken at international institutions that are comparable to the U.S. courses
must be credited in college credit hours.
• ACU does not offer or accept college credit for vocational/technical training or for
work force education courses.
• Evaluation of the transfer intended to meet specific ACU degree requirements is the
responsibility of the chair of the department offering the comparable course at ACU.
• Credits will be posted when the official transcript(s) reaches the ACU Registrar's
Office from the issuing university.
• Students must earn their last 24 hours in residence at ACU. (Cooperative degrees
are an exception.)
• Students must earn a minimum of 24 semester hours of upper-level work
including 9 hours in the major in residence at ACU.
• To be eligible to graduate with honors (summa, magna, cum laude), students must
have completed 64 hours of course work at ACU.
Graduate Work for Undergraduate Students
Students within 9 hours of graduation may petition the graduate dean to take up to 6 hours of graduate level course work at ACU for graduate credit. Before registering for graduate courses written approval must be obtained from:
• the student's advisor
• chair of the department in which the course is offered
• dean of the graduate school
Graduate courses may not be substituted for undergraduate courses nor be applied toward an undergraduate degree.
Grade Definitions and Points
The following grades are used at ACU. The grade point values shown are per semester hour of credit.
|Grade Definitions and Points
|Grade Marks
|Grade Meaning
|Grade Points
|Inferior but passing
|Not counted
|Not counted
|Not counted
|Not counted
|Not counted
|Withdrew while failing
Students receive grades by accessing my.acu.edu. Grades are mailed to all first-year freshmen students at their permanent address. Students who have signed and submitted an Education Records Release form have authorized ACU personnel to release academic information, on request, to the person(s) designated on the form by the student. Education Records Release forms are on file in the Registrar's Office.
Academic History and Grading Appeals
The grade of the student becomes a part of that student's permanent academic history. The transcript is the document that provides records of a student's academic performance at ACU. Because of the necessity of the permanency of these records, grades for a course become part of academic history after one long semester has passed and may not be changed except in extraordinary circumstances and by special permission granted by the Office of the Provost.
The procedure for grade dispute resolution is as follows: The student is to begin at the initial level of the dispute. Thus, the student should attempt to resolve the dispute with the professor in question. The student may then go to the department chair who normally resolves all disputes within the department. The student, however, may appeal the department chair's decision to the college dean, then to the provost whose decision is final. As stated above, after one long semester has passed, no appeals will be considered.
Incomplete and In-Progress Grades
A grade of "I" (Incomplete) must be removed by the end of the next long term or by the time approved in writing by the instructor; otherwise, it becomes an "F" on the student's record. The student is responsible for requesting and completing an "I." (A grade of "I" is calculated in the GPA as an "F.")
A student who is graduating should finish any incomplete courses prior to the semester in which he or she is graduating. Students must complete all courses graded "I" or "IP" in order to participate in commencement.
The grade "IP" (In-Progress) is normally reserved for graduate students in graduate courses. It may be used with special permission for unusual circumstances for an undergraduate student or an undergraduate course. In the event an "IP" is assigned, the student will have the next long term or until the time set in the student's agreement with the instructor to complete the course work; at the end of the next long term, the grade will become an "I." At the end of the second long term, the "I" will become an "F."
Credit/No-Credit Grades (CR/NC)
Undergraduate students who have sophomore standing and a GPA of at least 2.0 may take a limited number of courses on a Credit/No-Credit basis. The purpose of this option is to allow students to take courses that will broaden their educational experiences, with less emphasis on grades and grade points. The following rules apply:
- A student may request the Credit/No-Credit option in the Registrar's Office within the first two weeks of the fall or spring semester or within the first two days of a summer semester or on the first day of an intensive course (advisor's signature required). The teacher will assign a letter grade at the end of the semester, but a grade of "D" or above will be recorded as "CR." Incomplete grades (I or IP) are not appropriate and may not be assigned for a CR/NC course.
- The student receives earned credit hours for a "CR" grade, but the hours are no counted in computing the GPA.
- A maximum of 12 hours may be taken Credit/No-Credit. These must be courses that are electives in the student's degree plan and are outside the major field of study.
- No course in which a student has received a letter grade may be repeated on the Credit/No-Credit basis. Courses offered as "CR/NC" in the course description are not included in the maximum hours a student may elect under this option.
Pass/Fail Grades (P/F)
Students may take EXSC activity courses Pass/Fail, except for EXSC 100. Any student who wishes to do so must complete a petition in the Registrar's Office within the first two weeks of a long term or within the first two days of a summer term. A "Pass" grade is not figured into the GPA. A "Fail" grade counts as an "F." Other courses may be designated Pass/Fail in the Course Description section of this catalog. Students should be aware that some graduate schools will not accept Pass/Fail grades and/or will automatically count them as a grade of "C." Some schools will not transfer Pass/Fail grades.
Midterm Grades
During the fall and spring semesters, undergraduate students receive a midterm grade for each course. Midterm grades and their definitions are listed below. Students who receive "unsatisfactory" or "not passing" midterm grades are encouraged to discuss their course problems with the instructor and their advisor as appropriate.
• S = Satisfactory progress;
• U= Unsatisfactory progress (assigned to students who in the instructor's
estimation are not doing work equal to their potential);
• NP = Not Passing.
Repeating a Course
If an undergraduate student repeats a course at ACU, a record of all occurrences of the course will appear on the transcript but only the most recent grade will be counted in his or her GPA. No course in which the student has received a letter grade may be repeated on the Pass/Fail or Credit/No-Credit basis.
Grade Point Average
A student's grade point average (GPA) is based on courses taken at ACU. It is determined by dividing the total number of grade points by the total number of hours attempted (not including hours where grade points are not counted). "Current GPA" is a student's GPA for a single term; "cumulative GPA" is the overall GPA for all the terms a student has been enrolled in ACU.
To qualify for Latin honors at graduation, a student must have completed 64 hours at ACU (including registered hours) in addition to having the required GPA. Honors are based on the current GPA at the time of commencement. If the final semester's grades alter the student's standing, the correct honor will be noted on the diploma.
Calculating Grade Point Average
Quality (Grade) Points ÷ GPA Hours = GPA
A grade point average (GPA) is calculated by using the formula above.
1. Quality points are hours attempted multiplied by grade points awarded.
(Refer to the Table of Grade Definitions and Points.)
2. GPA hours are all hours graded (including grades of "F," "WF" and "I"),
minus ungraded hours ("CR" or "P").
Deans' Honor Roll
During any term in which undergraduate students have a current GPA of 3.6 or above and are registered for 12 or more hours with no "F" or "WF" grades, they will be included in the Deans' Honor Roll for that term.
Good Standing
Students are in good standing if their cumulative GPA is at least 2.0. A higher GPA is required by some majors for their students. These requirements are specified in the departmental sections of this catalog. Good standing is not noted on the student's transcript.
Academic Probation
Students are placed on academic probation following any semester in which their semester GPA is below 1.5 or after which their cumulative GPA is between 1.0 and 1.999. In addition, students who are successful in the appeal of their academic suspension are automatically placed on academic probation.
All freshmen who are placed on academic probation must enroll in UNIV 011. Students who have already taken UNIV 011 must enroll in UNIV 012 (Student Success Workshop), the 1-hour follow up course. Exceptions to this requirement must be approved by the student's academic dean. UNIV 011 and 012 do not count toward degree requirements.
Students on academic probation are not permitted to be candidates for or to hold any elected or appointed office, or participate in Study Abroad. There may be other extracurricular opportunities which are limited for students who are on academic probation.
A first-semester student placed in the Student Success Program and enrolled in UNIV 011 whose GPA falls below 2.75 must take UNIV 012 the following semester; however, this student is not placed on academic probation.
Academic Suspension
Students are suspended after any semester in which their cumulative GPA falls below 1.0 or after one semester on probation after which their cumulative does not equal or exceed 2.0. In addition, a student on academic probation in the previous term whose current term GPA is 1.49 or below will also be placed on academic suspension.
The following chart defines the process of academic probation and suspension and what criteria determine placement of the student into the appropriate academic standing. In the chart, "Previous Term Status" refers to the academic standing at the end of the last semester that the student attended (or at admission). The GPA columns and the "New Term Status" refer to the GPAs and status of the student at the end of the current term.
|Previous Term Status
|Term GPA
|Cumulative GPA
|New Term Status
|Good Standing
|2.0 or greater
|2.0 or greater
|Good Standing
|Good Standing
|1.49 or less
|2.0 or greater
|Academic Probation
|Good Standing
|1.99 or less
|Academic Probation
|Good Standing
|.99 or less
|Academic Suspension
|Academic Probation
|2.0 or greater
|2.0 or greater
|Good Standing
|Academic Probation
|1.49 or less
|2.0 or greater
|Academic Suspension
|Academic Probation
|2.49 or less
|1.99 or less
|Academic Suspension
|Academic Probation
|2.5 or greater
|1.99 or less
|Academic Probation
Students who have been suspended for academic reasons may apply for re-admission after being out of school for at least one long term. In all cases of academic suspension, the University Readmission Committee will decide if the student should be re-admitted, and if so, whether special conditions should be required for re-admission. When students are re-admitted after suspension, they are placed on probation for one semester and may not be eligible for some forms of financial aid.
NOTE: Federal regulations governing student financial aid may differ from ACU policy. A student may be eligible to attend ACU on academic probation but be ineligible to receive federal, state or institutional financial aid based upon a lack of satisfactory academic progress (SAP). Consult the Student Financial Services Office.
Degree Requirements
Student Responsibility
This catalog is designed to make planning and scheduling a degree program as simple as possible. Each student at Abilene Christian University should keep in mind, however, that he or she alone is ultimately responsible for understanding and fulfilling all degree requirements. Students are responsible for their own degree plans and for the completion of all requirements for the degrees which they seek.
Catalog Year
Each student will be assigned a catalog year, which indicates the set of requirements the student must meet in order to graduate from ACU. A student may use any catalog year that falls within the time the student attended ACU, from the initial year of enrollment until the year of graduation. However, a student may not use a catalog that is more than six years old at the time of graduation. Thus, this catalog expires in August 2016.
Note that each degree-seeking student must fulfill certain requirement areas:
1. University Core Requirements (including additional requirements based on high school
science and foreign language; if necessary)
2. Major requirements (including supplements)
3. Electives (to achieve minimum upper-level and total hour requirements)
- Teacher Education majors should apply for admission to the Teacher Education Program with the Department of Teacher Education during the second semester of their sophomore year, or near the end of their first semester at ACU if they are transfer students. Applicants must have a minimum GPA of 2.75 for admission into this program.
- Social work, nursing, communication disorders, and all business majors must also apply for formal admission to upper-level programs. (See department sections of this catalog.)
- See the appropriate departmental section for information on admission to a specific major.
General Requirements for Associate Degree
- The associate degree requires a minimum of 64 semester hours applicable to that degree
- A cumulative grade point (GPA) of at least 2.0 on courses from ACU is required
- A minimum of 32 semester hours applicable to the degree must be completed at ACU.
- Admitted students who have not earned at least two high school units of the same foreign language will have an admissions deficiency. Admission deficiencies may be removed as prescribed in the section on University Requirements.
- Latin honors are not awarded for the Associate Degree.
- Students must meet the specific course requirements for AA degrees that ACU offers. Satisfactory completion of 64 hours and the ACU University Requirements for a major leading to a bachelor's degree are not sufficient to award an AA degree.
General Requirements for Bachelor's Degrees
Graduation requirements include University Requirements, major requirements (departmental requirements) and electives. To determine the number of hours required for a given degree in any major, add the University Requirements, the major requirements and electives, which may be adjusted to reach the minimum number of hours required for the degree sought. The BAS has its own unique university requirements.
- All degrees from ACU require a minimum of at least 128 semester hours applicable to that degree. Teacher certification and certain other degrees may require more. (See specific degree requirements.)
- Each degree requires a major of at least 30 hours in addition to the University Requirements.
- A minimum of 18 hours in the major field must be upper-level hours, and at least 9 of these upper-level hours must be taken at ACU
- The University Requirement consists of 56 hours for all degrees other than the BAS, BFA, BM, BSN, for teacher certification and cooperative degrees.
- Certain courses that are required by each major may also count as University Requirements. See individual degree plan for details.
- The maximum hours for a single major field is stated in the guidelines for each degree.
- No minor is required by the university. However, the major field may require a minor or supporting courses outside the major.Many departments offer minors of at least 18 hours, and a student may elect to add a minor to any degree. Minors have specific requirements (see the appropriate departmental section of this catalog or the departmental advisor for approved minors).
- Admitted students who have not earned at least two high school units of the same foreign language will have an admission deficiency. Admission deficiencies may be removed as prescribed in the section on University Requirements.
- Most degree plans include a minimum of 6 semester hours of electives. However, deficiency in entrance requirements in foreign language may count as elective hours. Such courses may count toward the hours required for the degree.
- All courses numbered 0**, including but not limited to UNIV 011, UNIV 012, ENGL 106/006, 107/007, MATW 019 and English as Second Language (FLEN) courses, will not count toward hours required for a degree.
- No more than 5 hours of exercise science activity courses (EXSC 100 and four additional activity classes) may count toward graduation.
- At least 25 percent of the semester hours required for the degree sought must be taken in residence at ACU including the last 24 hours.
- A minimum of 33 hours of upper-level, i.e. advanced (300-499) work, is required, 24 of which must be taken in residence, including 9 in the major field.
- No more than 18 hours (and no upper-level hours in a student's major field) taken by correspondence may count toward graduation.
- An overall grade point average (GPA) of at least 2.0 on courses from ACU is required for the BA and BS. An overall GPA of at least 2.25 is required for the BFA, BM and BSN. A cumulative GPA of at least 2.75 is required for all teacher certificate programs. Specific majors and colleges may have GPA requirements above these stated minimums.
- Each student will be required to take a course designated "Writing-Intensive" in his or her major field. Writing-Intensive courses integrate instruction and practice in writing into upper-level content courses to assist students in becoming effective writers in a specific discipline. Students should contact their advisor to determine the correct Writing-Intensive course for their major.
- No changes, including majors, minors, concentrations, or changes to coursework, will be made to a student's transcript after the degree has been awarded.
Double Major
Sometimes it is possible to meet the requirements for two majors in one degree (BS, BA, BBA, etc.). To complete a double major, a student must meet the degree requirements for both majors. To do so may require more than 128 credit hours.
- Current students who wish to complete majors in two different degrees (e.g., BS and BA, etc.) must complete at least 24 credit hours beyond requirements for the first degree (at least 152 hours) and must meet all university and major field requirements for the second degree.
- Previously degreed students who have been awarded a previous baccalaureate degree and pursue a second baccalaureate degree must complete at least 24 credit hours beyond requirements for the first degree (at least 152 hours) and must meet all general education and major field requirements for the second degree. This applies to students who received their first degree from ACU, as well as those who received degrees from other schools.
Composite Interdisciplinary Degree
An individualized composite interdisciplinary major (CIND) may be approved for a student whose life and career goals will be served by such a major. The student must work with the appropriate academic advisor(s) and the Registrar's office to design the degree plan, which will include the appropriate University Requirements. The Registrar will then sign a primary advisor to work with the student (see Interdisciplinary Degree Program for additional details.)
Pre-Professional and Cooperative Degree Programs
Abilene Christian University offers several pre-professional programs. In general, the student attends ACU for one to four years and then transfers to a professional school to complete the degree. (For more information, see the appropriate departmental sections of this catalog.)
Pre-law may also be considered a pre-professional degree, but there is no mandatory course of study for pre-law students. The Association of American Law Schools suggests the following basic skills and insights be developed by pre-legal education: comprehension and expression in words, critical understanding of the human institutions and values with which the law deals, and creative power in thinking. The self-discipline and study habits required in law school should be developed in undergraduate courses. Students are urged to consult the pre-law advisor for more specific information.
Cooperative degree programs require students to do part of their work at ACU and part at a professional school, and the students may receive a degree from ACU and from the other school. For example, the pre-medical cooperative degree permits a student to spend three years at ACU and then to receive a bachelor's degree from ACU after completing the first year in medical school.
For more information about any of these degree programs, contact the Admissions Office or the appropriate academic advisor.
Minors at ACU
For most majors at ACU a minor is optional. The minimum requirements for a minor are 18 credit hours with a minimum of 6 advanced hours. See the appropriate section of the catalog for specific details on a particular minor.
The following chart contains a list of all minors available for study at ACU
Agricultural Sciences
Bible, Missions and Ministry
Business Administration
Computer Science
Digital Entertainment Technology
Digital Media
Engineering Science
Environmental Science
Ethnic and Women's Studies
Family Studies
Information Technology
Integrated Marketing Communication
Leadership Studies
Media Studies
Peace and Social Justice
Political Science
Professional Writing
Public Service (Pope Fellows Only)
Sociology-Criminal Justice
Undergraduate Graduation
Email: firstname.lastname@example.com
Web: www.acu.edu/graduation
Preparing to Graduate
• Each fall, students with more than 90 hours will receive an email with a link to the
Intent to Graduate form. This form will allow the student to communicate their
expected date of graduation to the Registrar's Office.
• During the semester before graduation, students should run an on-line Degree
Evaluation and visit with their advisor about the schedule for their last semester.
• Students should submit all CLEP tests and transcripts for transfer work before their
last semester.
• Students who do not complete graduation requirements in the semester for which
they intended to graduate must declare a new graduation date with the Registrar's
• Students with outstanding incomplete grades will not be allowed to participate in the
commencement ceremony.
• All holds on a student account must be removed before the student may purchase a
gown and mortar board.
Graduation with Latin Honors
Honors designated at commencement are based on the student's cumulative GPA and the number of hours earned at ACU by the end of the previous semester and are subject to change. In order to qualify for honors, baccalaureate students must complete at least 64 earned hours at ACU. Students whose averages are at least 3.6 graduate cum laude (with honor), 3.75 graduate magna cum laude (with high honor), and 3.9 graduate summa cum laude (with highest honor). Courses taken Credit/No-Credit, Pass/Fail, or any Credit by Exam do not count toward GPA requirements for honors.
Class Rank
ACU does not rank students within the graduating classes, nor does the university provide information about where students fall by quartile with a graduating class. With multiple graduations per academic year, and because students graduating in the the same academic year are meeting requirements from different catalog years (and thus, different curricula), the class rank or quartile rank is an invalid assessment of comparative ability for individual students.
Vision in Action
Watch the video above to witness the future of Abilene Christian University taking shape.
Explore Majors
Find majors or programs that interest you.
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Common Problems Encountered by Breastfeeding Women
In This Article:
Jaundice is a yellowish skin coloration that becomes evident in more than half of all newborns. The yellowish color results from a substance in the blood known as bilirubin, which is released when red blood cells break down. Newborn jaundice can be due to many causes, ranging from benign to serious. The yellow color always should be reported to your baby's doctor.
It is generally agreed that breastfed newborns have a higher incidence of jaundice than formula-fed babies. There are two distinct reasons for increased levels of jaundice in breastfed babies. The most common explanation is known as breastfeeding jaundice. In this case, jaundice becomes exaggerated due to poor breastfeeding and low milk intake. Usually the baby is not nursing often enough or is not breastfeeding effectively. The infant may have lost excessive weight after birth or be failing to gain weight. Jaundice is noticed around the third day of life and continues for several days. The treatment of breastfeeding jaundice should be aimed at improving breastfeeding technique and assuring that the baby gets adequate nutrition. The bilirubin level falls rapidly once the baby is well fed.
The other type of jaundice that is linked with breastfeeding is called breast-milk jaundice. In this case, the bilirubin level becomes elevated as a result of an unknown factor in some mothers' breast milk that increases the absorption of bilirubin from the newborn intestines. This delays the excretion of bilirubin into the stools and causes the baby to remain jaundiced. The problem usually begins toward the end of the first week and can continue for many weeks.
With breast-milk jaundice, the baby nurses well, obtains plenty of breast milk, appears healthy, and gains weight normally. Although low levels of breast-milk jaundice occur quite commonly in breastfed infants, the bilirubin level rarely gets high enough to require specific treatment. If the bilirubin rises to a worrisome level (usually over 20 milligrams percent), or if the baby's doctor is getting anxious about whether some other medical problem could be causing the jaundice, the doctor may recommend that you discontinue breastfeeding for twenty-four to thirty-six hours to see if the bilirubin level drops. A dramatic fall in the bilirubin level within a day or so of interrupting breastfeeding confirms the diagnoses of breast-milk jaundice. During the time that breastfeeding is interrupted, the baby is fed formula. After breastfeeding is resumed, the bilirubin may rise slightly before it gradually declines to a normal level over a couple of weeks.
If your baby's doctor requests that you temporarily stop breastfeeding due to breast-milk jaundice in your baby, it is critical that you use an effective breast pump to empty your breasts at regular feeding times while your baby is formula-fed. This way, you will maintain an abundant milk supply and can resume breastfeeding easily. You don't need to discard your expressed milk while breastfeeding is interrupted. It can be frozen for later use.
Sometimes when a mother must interrupt breastfeeding due to breast-milk jaundice in her infant, she may assume there is something wrong with her milk and wonder whether she should return to breastfeeding. Please know that your milk provides perfect nutrition for your baby and that breastfeeding certainly is worthwhile! Many babies each year are needlessly weaned because of the diagnosis of breast-milk jaundice. Interrupting breastfeeding should be only rarely necessary for this condition. However, both mothers and doctors can become anxious when jaundice persists in a newborn baby, and your doctor may feel compelled to make a diagnosis and resolve the problem. Even when breastfeeding is interrupted, you should be able to resume nursing your baby within about thirty-six hours.
Excessive Leaking of Milk
Most women experience leaking of milk when their milk ejection reflex is triggered, perhaps upon hearing their baby cry or shortly after starting to nurse. Milk usually drips from one breast while a mother is nursing on the other side. For the majority of breastfeeding women, leaking milk represents little more than a minor inconvenience. Some even find it amusing to watch their milk spray during feedings or in the tub or shower.
I consider leaking milk to be an encouraging sign of a well-conditioned milk ejection reflex. Seeing milk flow freely makes me optimistic that a woman will succeed at breastfeeding. Despite my own enthusiasm over leaking milk, for some women, leaking is an irritating and embarrassing problem that represents a definite drawback to breastfeeding. Excessive leakers may complain of drenched clothing, soiled bedding, and constant wetness. To these women, breastfeeding is more messy than convenient. Women not only leak to different degrees but also react to leaking in different ways. For example, you may already have observed that your milk lets-down during lovemaking. Some women find this connection between breastfeeding and sexuality to be fascinating, even erotic, while others find it off-putting.
If leaking milk is a problem for you, let me help you reframe the issue so you might view it in a more positive light. You see, leaking is more than just normal-it's a wonderful marker for breastfeeding success. Leaking usually signals a highly effective milk ejection reflex and an abundant milk supply. When milk flows readily, babies usually nurse easily. Of all the breastfeeding problems I've encountered, I think leaking is the preferred one to have.
I don't mean to trivialize your concerns if you are one of those women who leak excessively and are bothered by it. The following pointers will help you better understand and deal with leak-ing milk:
- Leaking is usually worst from two to six weeks. It takes a week or two for the milk ejection reflex to start working well. Within several more weeks, the capacity of the milk ducts increases, so less milk leaks from the nipple openings when milk is letting-down.
- The sensations of the milk ejection reflex will alert you that your let-down is being triggered. You can stop milk from leaking by applying pressure against the nipple openings. To do this discreetly in public, cross your arms in front of your chest and press your thumbs against your nipples. No one needs to know what you are doing.
- To protect your clothing, wear washable or disposable breast pads inside your nursing bra to absorb any leaking milk. Change wet pads frequently, however, to keep your nipples free of excess surface moisture. Don't try to reuse disposable pads after they have dried, as they get very stiff and rough. Wash reusable pads and your nursing bra daily. If you don't want to purchase nursing pads, you can stitch together reusable ones from 100 percent cotton cloth. Even an all-cotton handkerchief works fine.
- You can wear plastic breast shells to prevent leaking milk from soiling your outer clothing. Breast shells, also known as milk cups, can be worn over your nipples and held in place by your nursing bra (see the photograph on page 59). Among their many purposes, breast shells are used by some women to collect leak-ing milk. (Don't try to save the milk that drips into breast shells.) Some employed breastfeeding mothers wear breast shells to protect their clothing since leaking at the workplace can prove especially embarrassing.
Sometimes one or more of the lobes of the breast don't drain very well, causing a temporary backup of milk, known as a clogged duct or caked breast. Unlike generalized breast engorgement, a clogged duct is a localized blockage of milk. A tender, hard knot can form in the affected duct system, and the surrounding area of the breast usually feels full and tender. Most often, the outer lobes near the armpits are involved, since more milk glands are concentrated in those areas. The problem usually results from incomplete emptying of milk from the breast or by going too long between nursings. A clogged duct also can be caused by breast trauma and chronic inflammation from a low-grade, unrecognized breast infection. Women who have an overabundant milk supply are more prone to getting clogged ducts. A few women are plagued by the problem.
A clogged duct can be quite uncomfortable, and if it doesn't get relieved promptly, it can progress to a full-blown breast infection. Don't ignore a clogged duct. It's an important warning sign and calls for your immediate attention to prevent a breast infection from occurring. The following simple measures usually provide relief for a clogged duct within eight hours:
- Nurse more often. A clogged duct is the result of incomplete or irregular removal of milk from the breast. The best way to counter it is to nurse more often. This is easier if you can be more available to your baby. Cut back on other activities as much as possible so you can concentrate on relieving the problem.
- Gently massage the clogged area. Gentle pressure applied to any tender knots or caked portions of the breast will help milk to flow from the obstructed area. Keep your massage gentle, as overly rough manipulation of the breast increases the risk of mastitis. Massage and pressure work best when applied prior to and while nursing your baby.
- Start several feedings in a row on the clogged side. A baby's most vigorous nursing occurs at the first breast suckled. To help drain the clogged side, you can start several consecutive nursings on the affected breast. Be careful, however, not to let the second breast remain overly full or you could develop a blocked duct on that side or a decline in your milk supply.
- Vary your nursing position to empty all lobes well. Different nursing positions result in better drainage of different lobes of the breast. In addition to the traditional cradle hold, try the cross-cradle hold, the football hold, and lying down to nurse to find which position works best to empty your clogged area. Try pointing his chin toward the plugged duct.
- Take a warm shower or apply warm compresses to the caked area. Heat usually helps trigger the let-down reflex and facilitates milk flow. Many women spontaneously drip milk in the shower or bathtub. Try applying warm compresses to the clogged area, especially just before nursing and in conjunction with breast massage.
- Use a breast pump to empty the engorged area well. If your baby doesn't nurse well or you are separated from your baby during part of the day, you may need to use an effective breast pump to relieve a clogged duct. Women who have an overabundant supply may need to periodically express some surplus milk to soften their overfull breasts.
- Try to identify and eliminate any risk factors you may have, especially if you have a recurring problem with clogged ducts. As mentioned earlier, women with superabundant milk supplies are at increased risk for clogged ducts whenever their breasts don't get well drained. Other risk factors include an erratic feeding or pumping schedule-typical of employed mothers-or wearing a constrictive bra. In addition, breast trauma, such as being bitten or kicked by the baby or massaging the breast too vigorously, can produce inflammation in a duct system and interfere with milk drainage. If you suffer frequent clogged ducts, I suggest you review your breastfeeding practices with a lactation consultant.
I have encountered more than one woman in my career who had a cancerous breast lump which was mistaken by her physician for a clogged duct. Although the mass persisted for months, proper diagnosis of the malignancy was inappropriately delayed, while treatments were prescribed for the presumed "clogged duct." Please never label a persistent breast lump as a clogged duct. Clogged ducts come on abruptly, are painful, and resolve within a day or so. Only a few things can happen with a true clogged duct. It will clear quickly, and the tender lump will disappear; it will progress to mastitis, which will become painfully obvious; it won't empty well, so the lobe will partially dry up, in which case the lump will disappear; or, it will temporarily resolve, but return at a later date. Any lump that persists for days or weeks must be accurately diagnosed. It is not a clogged duct.
From Dr. Mom's Guide to Breastfeeding by Marianne R. Neifert. Copyright © 1998 by Marianne R. Neifert. Used by arrangement with Plume, a member of Penguin Group (USA) Inc.
To order this book visit Amazon.

subset: commoncrawl


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The Window is a simple, �little film, that came out in 1949. � Shot in New York City at a tenement building the movie's setting doesn't change very much, the action staying at the tenement building throughout most of the film. �The Window was based upon the short story, The Boy Cried Murder, written by Cornell Woolrich. � The title of the short story tells the plot: a 9 year old boy has witnessed a murder. �He tells his parents, he tells some police officers he knows at a �nearby station house. � �Due to the boy's reputation for �habitually telling lies, no one believes him. �The killers find out that this boy saw them commit their crime and they are on the hunt to snatch him and kill him, too. �
Playing the part of Tommy Woodry, the 9 year old boy, was Bobby Driscoll. �Driscoll gave an impressive performance. �He was in almost every scene, and he had a lot of emotions to display which he did so well. �I cannot imagine the pressure that may have been put on his young shoulders, to know that he and his performance had to carry an entire movie, but Driscoll shone in the role and his performance is considered one of the best given by a child actor in any movie. �The Academy Awards that year gave Driscoll a special Oscar for his performance in The Window. � Driscoll is best remembered today for two other roles he played, Johnny in Song of the South, and Jim Hawkins in Treasure Island. �Those two movies were made by the Disney Studios and he also did the voice of �Peter Pan for their animated movie of J.M. Barrie's classic book.
Tommy's parents, Mary and Ed Woodry, are well played by Barbara Hale(Perry Mason's future secretary) and Arthur Kennedy. �They do a fine job of playing Tommy's exasperated parents, tired of his telling lies all the time. �Due to their disbelief of Tommy �seeing a murder committed by their neighbors, they unwittingly put their son in danger.
Joe and Jean Kellerson, the evil neighbors who commit the murder, are aptly played by Paul Stewart and Ruth Roman. �They both do �well, playing murderers trying to cover their deed, and the suspense in the movie really begins to build as they try to catch Tommy and do him in �to keep him quiet forever.
Director Ted Tetzlaff and cinematographer William Steiner created a tight, suspenseful film. �C.K. Bakaleinikoff �aided the film with his musical stylings that help the taught suspense to build. �Turner Classic Movies recently aired The Window, early on October 18th and hopefully they will air it again soon. �The movie is available through their TCM Shop, and �it is available through Amazon.
What follows are some scenes from the movie:
Filed under: Movies Tagged: Arthur Kennedy, Barbara Hale, Bobby Driscoll, C. K. Bakaleinikoff, Cornell Woolrich, Paul Stewart, Ruth Roman, Ted Tatzlaff, The Window 1949, William Steiner


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EXCLUSIVE PHOTO: The 'Glee' Guys Heat Up New Op Campaign
Courtesy of Op
We know they can sing, but it turns out that Mark Salling and Chord Overstreet look just as good without the volume on, too! Two of Glee's finest team up with other small screen stars like Hellcats' Aly Michalka, Rob Kardashian of Keeping Up with the Kardashians, The Vampire Diaries' Kat Graham and The Suite Life on Deck star Brenda Song for the latest star-studded ad campaign from beach-ready brand Op. Photographed by Larry Bartholomew, the good-looking gang had a blast on an old movie set in California, where the campaign was shot. "There was fantastic chemistry at the Destination Op photo shoot between our talent — Aly, Kat, Brenda, Rob, Chord and Mark — many of whom are longtime friends," Dari Marder, Chief Marketing Officer of Iconix Brand Group, said in a release. And not only did they bond, but the stars found favorites in their wardrobe, too. "I love the bathing suits," Michalka said. "They're so cute and fit great. I am totally going to wear them to the beach and on vacation." As for Kardashian, well, he was just thrilled to be in front of the camera surrounded by some new ladies. "It's my first big photo shoot without my entire family, which is pretty exciting," he said. "I am excited to be doing my own thing. My sisters would be really proud!" See more of Op, sold exclusively in Walmart stores and on walmart.com, at op.com.
Courtesy of Op


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What is the meaning of "slow boring of hard boards"?
The full text is given here.
What is the meaning of "slow boring of hard boards"?
The full text is given here.
closed as general reference by Hugo, kiamlaluno, MετάEd, Matt E. Эллен♦, Mahnax Aug 21 '12 at 6:13
This question is too basic; it can be definitively and permanently answered by a single link to a standard internet reference source designed specifically to find that type of information.If this question can be reworded to fit the rules in the help center, please edit the question.
Quoting a bit more:
If you want to bore (i.e. drill) a hole in hard wood, you need to do it slowly to avoid overheating and consequently dulling your drill, making it less useful or even useless for further work. That is why you need "passion and perspective" to do it right.
The author of the quote might also have intentionally chosen his wording to make it a play on the word "boring", whose alternative meaning is uninteresting/tiring. This is improbable, though, because the next sentence expresses the opposite sentiment, passion.
In this context, I think that "boring" is used as in the phrase "to bore a hole in." That is, it means something similar to "drilling," rather than "dull or uninteresting." Consequently, the phrase means "slowly drilling through hard boards," something that metaphoricially takes a long time and concerted effort, like digging a hole through concrete.
Hope this helps!


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Outside of the Teimanim I am not aware of any other segments of Judaism that still employ a meturgamen (translator) during kriat ha'torah. Why has this practice fallen into disuse?
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The Shulchan Aruch OC 145:3 says that:
Additionally, the Tur there quotes a Yerushalmi that says that the meturgeman is not me'ackeiv (prevents the fulfillment of the mitzva of reading the Torah).
Also, Tosfot (Megillah 23b sv Lo) learns from the gemara there that even at the times of the gemara, only some places had meturgemanin and some did not, implying that it was only a custom, not an obligation. This helps explain why we can just drop it when it doesn't serve it's intended purpose.
I'm told there are Sephardic communities in which an Arabic translation was read until not long ago.
I've heard that Rabbi Joseph Dov Soloveichik proposed the following reason for the cessation of translation in Ashkenazic communities: in many towns in Medieval France & Germany, there weren't that many knowledgeable people around, so the translator himself would have had to rely on a printed translation into Old French or the like. The only (prevalent?) such translations were Christian ones which may have pushed a very Christian understanding. Hence the practice of translation was discontinued.


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Initially, my question was: is "focussed" or "focused" the correct past tense of "focus", but since this applies to a lot of words, I would like to generalize and ask: is there supposed to be a rule when to double the consonant?
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The rules are much more complicated, and I don't think it's a good idea to post them all here.
Re: doubling of the final consonant in an unstressed syllable.
Pam Peters (in "The Cambridge Guide to English Usage") argues that when the final syllable is identical with a monosyllabic word, the final consonant is also doubled in British English:
eavesdropped, kidnapped, formatted, worshipped, zigzagged etc.
Michael Swan argues that doubling in such cases is caused by a full vowel, which hasn't been reduced to a schwa.
Burchfield, the editor of the most current Fowler's, also mentions such words, as benefitted, targetted etc., without any explanation. (BrE) It's interesting that Fowler's recommends "benefitted", whereas Garner's recommends "benefited" and argues that "benefitted" is wrong ("commonly misspelled").
Final -m is usually doubled in BrE (programmed); final -l is often doubled in BrE (cancelled) etc.
The most common variant is "focused" and "focusing", both in BrE and AmE (The Longman Grammar of Spoken and Written English).
The rules are more standardized in AmE (canceled, sometimes even programed etc.)
A note on "programed": I don't use this form. It is non-existent in BrE. It's listed in all major American dictionaries as acceptable.
Both spellings are used depending on the variety of English. According to Wiktionary:
According to the website of a UK-based company Future Perfect, the general rule is as follows:
(Here, if the preceding vowel is the only vowel in the word, it is counted as stressed.)
However, I do not know how the spelling "focussed" fits this rule. Maybe it is an exception to the rule.
I believe the rule is that you double the final consonant when both of the following are true:
As 'cus' is not the stressed syllable, it would not be doubled according to this rule.
I believe the 'stressed' requirement is relaxed in some situations under British English, however. Indeed, I found references to 'focussed' with an 'especially British' tag.
The double 's' is an aberration, an abomination and makes my eyes bleed when I read it - I posed the same question to the Oxford Word and Language Service ('OWLS') in 2009, and they replied, quoting chapter and verse (as previous contributors have), that the correct usage is single 's' but that 'some' British printing styles allow for the double 's'. Hence, it is accepted by word processing spell checkers, and people think their preference is 'right' because the spell checker lets them get away with it. Thus begin habits and opinions, uninformed by grammatical rules. Many think it is yet another difference between American English and British English, and reason that if American is single 's', British must surely be the other version - as you'll no doubt know, it is the same in both - single 's' rules!
For reference, the Guardian & Observer style guide simply states that the correct usage is single 's' (http://www.theguardian.com/styleguide/f), whilst the Economist style guide does not get around to it, stating that the word 'focus' is overused. - So stay single out there!


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Having been to Egypt over thirty times, I knew this uprising was coming. It was just a matter of time, which appears to be now. When I first went to Egypt the citizenry were so constrained in their thinking. For example, women were not allowed to drive cars let alone vote! Over these past many years I've seen women receive licenses to drive cars and become active members of Parliament. I've seen education expand to include more people, even in the poorer villages in rural areas near Luxor and Aswan. (Though there is much more needed since literacy is 83% among men and 59.4% among women—as of 2005 data.)
The Egyptians I meet in the tourist areas and the major population areas are clever, bright, multilingual, understand human nature well, and have an up-beat spirit and attitude. But most all of them are unhappy with their government and with Mubarak. They are tired of him; as well as authoritarian rule and inept, often corrupt, governance. But it is going to be a long journey from where they've been to a government that represents the people and is for the people and by the people. Even we who have had such a government for more than 200 years aren't content with its operation. And if you think we fight politically and have polarizing influences that make cooperation difficult, wait until Mubarak's iron hand is lifted, then we'll see some serious challenges for these people. They will likely go through many reforms before they get close to representative governance and we will continue to hold Egypt in prayer. But I am so excited for the Egyptian people and Egypt's role in shaping the coming world.
For, it is not by chance that the entity has come into this material sojourn, or into the present associations, but that greater opportunities may be accorded. …while there are those conditions in the material that bespeak of turmoil, disturbances that make for anxieties, know that there is within self that ability, that divinity, that way shape the ways, the manners through which good, and peace, and harmony, may come to all. Reading 2440-1
John Van AukenJohn is an internationally renowned speaker, longtime staff member, and current director at Edgar Cayce's A.R.E. A popular leader of A.R.E.'s life-changing tours to Egypt and other sacred sites, he is also the author of several best-selling books, including his latest Edgar Cayce and the Kabbalah, and the presenter in several best-selling DVDs, including the recently released Edgar Cayce's Tour of Egypt. He is also a regular contributor to A.R.E.'s Membership publications Venture Inward magazine and Venture Inward Newsletter. His extensive knowledge of the Cayce readings, the Bible, world religions, and ancient mysticism is combined with years of experience as a teacher and retreat leader to bring deeper understanding to today's spiritual seeker.
Edgar Cayce's A.R.E. blog offers opinion pieces from contributors with a wide variety of backgrounds. These opinions are valued and create points of discussion. Opinions expressed in our blog may not necessarily represent the opinion of A.R.E.


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QUOTE (CakeCom @ Jan 3 2012, 10:00 PM) <{POST_SNAPBACK}>
I'm amazed at how well he is able to imitate my style of posting across all the boards. He captures my ability to disregard absolutely everything so well, and even manages to replicate my trademark of editing posts to suit myself.
Stay safe, filthy console pirate.


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Is There a Perfect CMS?
Rhyne Armstrong
Choosing the perfect content management system can feel like an impossible task. Do you go for the product with the largest user base? The most features? The lowest cost? Should you go for a commercial product or one that is Open Source? In this webinar, we will walk through the process of evaluating a CMS, discuss the value of Open Source, and compare several of the most popular and most well-reviewed systems available today. We will avoid discussing the need for a CMS and instead focus on the things you need to know once you realize that a CMS is exactly what you need. Does the perfect CMS exist, or is it only something to hope for?


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Throttle Body Fuel Injection - An Economical Performance OptionWritten by on May 31, 2012 Avenge Lost Gas Mileage With a TBI Setup!
Given the current price for a gallon of gas in Southern California ($4.55 as this goes to print!) and elsewhere in the good ol' US of A, there's no better time than now to make that old gas guzzling pickup truck a little more efficient. And let's face it, given our truck's size, weight, and overall lack of anything reflecting aerodynamics, we can use all we can get. Enter the world of computer-controlled throttle body fuel injection or TBI.
While it's true that TBI setups have been around for over twenty years, the technology that it takes to make a truly plug-and-play system that can be transplanted to any old V-8 is fairly new. Even more recent is the development of electronic control units or ECUs that have a self-learning capability. Just a few years ago, if one wanted to upgrade to a fuel injected system, it meant hooking up a laptop to the ECU in order to program it to fit the particular application. This required either a fairly competent understanding of the fuel system on the part of the end user or their ECU be 'flashed' by a third-party. For us carb guys, that was like speaking Greek in a Cajun accent.
Well, remember those videos in your science class where the guys in the white lab coats dithered away in front of trailer-sized computers? Years late, all that tweaking resulted in computer systems that can figure out the program needed by taking parameters from a given set of sensors on an engine, and make changes to the fuel program on the fly. Simply put, the geeks figured out how to tune an engine better than the gearheads! No offense to any self-professed geeks of course.
That's great news to any of us old die hards who tune a carburetor using instincts and a screwdriver but are sick of the poor gas mileage usually associated with the old fuel dumpers. And I fall into that category to be sure. I've always been a stalwart supporter of a mechanical carburetor and the ability to diagnose a problem when it reared its head. Then I got to thinking; My wife's Toyota is completely computer controlled, as was my Ranger pickup and neither of them had ever left us stranded. They fired right up when it was cold and got pretty good gas mileage to boot. I never had to adjust the floats, change the jets, or the accelerator pump settings either come to think of it. So, why not give that technology a try on our project '68 C10? I couldn't think of a good reason not to.
And so, with that optimism on my mind, I tore into the induction system with furious abandon, swapping out the 650-cfm carb with Holley's Avenger EFI system.
The installation of a throttle body injection system on an engine that's already equipped with a four barrel carb is pretty straight forward since the TBI simply takes the place of the carb. There are, however, a few things necessary for an EFI setup that isn't for a standard carb system. For one, a return line must be used with Holley's Avenger EFI kit. This is pretty straight forward however and the ease of this addition really comes down to each particular application. If you're building a truck from the ground up, it's easy to order a tank with a bung already built into it for such a purpose. For those of us who are retrofitting an old tank however, it's a little more involved. I found that a later model sending unit could be easily manipulated to take a return line and in a matter of an hour or so, had the tank up and ready to accept a return line without having to remove it from the cab.
The other issue that could come to bear is the addition of added electrical draws from a switched key source. Back in the day, our trucks had extra fuse panel outlets for a heater and maybe a radio, but that was about it. Start adding the necessary components for a fuel injection system and you might find yourself without a proper source to draw power, so that is something definitely worth consideration.
Once these two items are sorted out however, it's fairly straight forward to install the necessary components to get that antiquated carburetor out of the way in favor of a modern fuel injection system.
And speaking of easy, remember the geeks I mentioned earlier? Well, they've taken the guess work out of programming a modern EFI system by inventing an ECU that does the guess work for you. Using a handheld programmer, all you have to do is enter a few parameters regarding your particular engine setup and then simply hop in your truck and drive away. Yes, it's that simple. The ECU takes over from there and learns the necessary driving parameters based on the inputs of the various sensors installed. Using information gathered from the vacuum signal, O2 readings, TPS location, and engine speed, the ECU determines the changes necessary to maintain roughly a 14:1 air/fuel ratio throughout the engine's load and power band. Pretty neat stuff ain't it!? So instead of a roughly idling, hard starting, fuel guzzling carburetor, you're left with a finely tuned Swiss watch of an induction system.
Oh, and I almost forgot one of the most important aspects of adding an EFI system—the fuel mileage. When I first got the '68 up and running in its latest incarnation, I was pretty excited at what the five-speed transmission and 3.73 rear ratio would yield when it came to highway gas mileage. Once I crunched the numbers, however, I was left wanting a bit more. Based on my initial calculations, the stock 307 with a 650 carb was good for about 13 mpg on the highway, cruising at about 65 mph. Not too bad for a big, heavy, longbed truck, but not exactly an ideal daily driver status. With the new Holley Avenger EFI setup, however, I've bumped that number up to a much more economical, wait for it…18 mpg! Ok, so that doesn't seem like much, but a quick calculation says that for every twenty gallons of gas, I'm getting an additional hundred miles of out it. And at nearly five bucks a gallon, that's pretty darn good! CCT
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The ECU then 'learns' the proper fuel curve determined by a number of sensors on the engine (ignition, O2, temperature, TPS, MAP, etc).Here's the wiring harness for the EFI system. While it looks like a lot at first glance, once you realized that every connector is different and marked for each assignment, it actually becomes quite easy to make the appropriate connections.In addition to the EFI wiring harness, the main power harness will need to be installed to provide 'clean' 12V to the ECU straight from the battery.The fuel system requirements are extremely simple and consist of an inline fuel pump and a pre- and post-filter. Since the system is designed for an operating pressure of 21 psi, barb fittings used in conjunction with SAE J30 fuel injection hose can be used for ease of installation.The Holley Avenger kit provides all the sensors and external gadgets necessary save for any fuel line that may be needed.Pictured here are the coolant temperature, wide band O2, and MAP sensor, along with a plate for the mechanical fuel pump.The first step towards installing any fuel injection system that requires a return line is to figure out how you're going to plumb it back into the gas tank. There's only one line coming from the stock tank on our '68 Chevy, and it's 5/16-inch.Instead of modifying the stock sending unit, I got one for a '71-'72 Chevy from Brothers Trucks that has a 3/8-inch fuel feed line and a 1/4-inch vent line.
With the new sending unit in place, I decided to use the stock 5/16-inch hard line as the return since it runs from the tank up to the firewall. Since the original connection used a flare nut to connect to the line on the stock sender, the tubing was already flared on the end which allowed me to use a piece of tubing to mate the two ends. Normally, I wouldn't prefer this method as it means having a short piece of hose in the cab, but since the feed line on the new sender will require the same connection, I made the concession to do the same on the return line. This kind of connection is fine as long as both ends of the hard line have a sufficient flare or swage on the end to keep the hose from sliding off the end once clamped in place.I bent up a new 3/8-inch hard line with a flare on both ends to run from the sending unit down under the cab of the truck. Here, you can see the use of a flaring tool to put the proper flare on the end of the hard line to prevent the hose from sliding off the end of the line.Two short lengths of hose are used to mate the sending unit to the new feed line (top) and the return line.From there, I ran 3/8 fuel injection hose to the prefilter, pump, and post filter, then onward to the throttle body. Note that the inline pump and fuel line is clamped to the framerail using rubber coated clamps. The POS terminal on the fuel pump will connect to the green wire on the main wiring harness while the NEG terminal needs to be connected to a good chassis ground source.With the fuel lines run, it's time to install the throttle body. Holley provides a heat insulator gasket to use between the intake manifold, in our case a Weiand Street Warrior, and the throttle body. In our case, the linkage I built for the original Holley carb mated right up to the throttle body, making for an easy install. Some applications, however, will require the use of the ball and bracket adapters provided with the kit.Next up, the vacuum advance from the distributor is connected to the 'spark' vacuum source on the throttle body, while the MAP sensor is attached to the full manifold vacuum port on the right side of the throttle body as close as possible. Note that the MAP sensor is mounted in such a way so that the vacuum port on the sensor is pointed at a downward angle above the vacuum source to prevent any moisture from collecting in the sensor itself. At this point, the fuel lines are connected to the throttle body as well.Back under the truck, it's time to install the wide band oxygen, or O2, sensor. Holley provides a weld-in bung to be installed as close to the engine as possible. If your truck has catalytic converters, this will need to be installed between the engine and the cats. First, a 7/8-inch hole was drilled at a downward angle on the passenger-side exhaust pipe...…before the bung was TIG welded in place and the O2 sensor installed. Do not weld the bung up with the O2 sensor installed! The pigtail on the end of the O2 sensor gets connected to the pigtail labeled WBO2 on the main harness.Back up top and it's time to mount the ECU. This should be installed in an area that is not prone to being hit by water or road debris, far from the exhaust, and away from spark plug wires, CD ignition boxes, or other "electrically noisy" devices as possible. The preferable location is in the passenger compartment, but given the tight confines of a pickup truck, the engine bay can be okay as well, given the previous warnings are heeded.
Now it's time to uncoil that snake and start hooking stuff up! It's pretty straightforward once the harness is laid out in the engine compartment. We started with the two ECU connectors……then moved up to the connections on the throttle body. From left are the throttle position sensor (TPS), manifold air temperature sensor (MAT), manifold air pressure sensor (MAP), and the idle air control (IAC) connectors. That gray connector on the bottom…The last connector on the bunch mates to the coolant temperature sensor (CTS) that needs to be installed in an engine coolant passage. Note that there are also connectors that allow the connection of both a fuel pressure and an oil pressure transducer. These are not necessary and can be left disconnected if not applicable to the particular setup (ours were not).There are six loose wires in the harness that also need to be tended to. From left is a red/white wire that connects to a 12V switched source, a green wire for the fuel pump, a white wire that us not used, a solid red wire that needs to be connected directly to 12V battery power, a black ground wire, and a yellow coil wire. There are specific instructions on where to connect the yellow wire given each particular setup (standard canister-type coil, non-HEI). For our system, it goes to the negative terminal on the coil to provide engine speed input to the ECU.The main power harness is then connected to the ECU (top connector) and directly to the battery. Note the fused connection built into the main power harness.With all the necessary connections made, the wiring harness can be tucked up against the throttle bod, clear of the throttle linkage.


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I was playing around with some integrals and decided that $$ a\int_a^b t^{n−2}\alpha(t) dt \le \int_a^b t^{n−1}\alpha(t) dt $$ for $a,b>0$, $\alpha \ge 0$, $\alpha$ nice enough so that the above expression is defined, should be true.
The idea is that the little $a$ on the left hand side compensates when $t<1$ (i.e. $a<1$). One can produce a cases `brute force' style proof from this observation.
But, I wanted to ask the following: is the above inequality sharp? Can the power of $t$ on the LHS be played with? Can the constant $a$ be improved (perhaps depending on additional properties of $\alpha$)?
And most importantly: does this little guy have a name?


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Project Max Effort Cougar Rear Suspension - Planting The RearWritten by on February 1, 2011 How To Create A Race-Ready Rear Suspension With Parts From Cortex Racing, Griggs Racing, And Kertz Fabrication.
Rendering by Filip Trojanek
Project Max Effort's rearend assembly is all wrapped up, thanks to the solid-axle experts at Speedway Engineering and Currie Enterprises, so now it's time to get it underneath our Cougar with our first foray into the real meat of the build: the chassis and suspension.
The basis for our rear suspension is Griggs Racing's GR350 package, but the caveat is that ours is a bit different, since we're working on a unique platform. Although it is essentially a Mustang under the sheetmetal, there are a few small but important differences on a Cougar-mostly due to the wheelbase increase from 108 inches to 111 inches. That 3-inch stretch required some tweaks and adjustments to maintain the correct geometry. Griggs was able accommodate some of the alterations, but for the rest we put our trust in the engineering prowess of CorteX Racing's Filip Trojanek, and the vast experience of head fabricator for Project Max Effort, Ryan Kertz of Kertz Fabrication. From track cars and traditional hot rods, to vintage F1 and even architectural work, Kertz is a master fabricator with an eye for perfection.
Lucky for us, Kertz also spent several years at Griggs Racing as lead fabricator, so he's intimately familiar with their products and how they're designed to function. That's important, but it's what Kertz knows about making modern and vintage street cars and full race cars function at their peak on the track that makes the difference between good handling and perfect handling. Kertz and Trojanek often work together to test and take new ideas from CAD to reality. Whether he built 'em from scratch or just corrected others' errors, from his shop located just below Turn 11, Kertz has turned out many of the fastest cars lapping Infineon Raceway on any given day, including a few current record holders. He knows what works in practice, and he's a key player in making Max Effort a maximum performer. We're lucky to have him on board.
In case you haven't guessed, this isn't a bolt-on project by a long shot. Sometimes making a suspension function ideally takes some slicing, though we just barely warmed up the plasma cutters and grinders this time. Kertz didn't really get to flex his formidable fabrication abilities on this stage of the build, but stay tuned because as the suspension and chassis prep continues you'll get a taste of what he's capable of, and why he's one of the best-kept secrets in performance street car and race car fabrication.
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Early one rainy Saturday morning, our build crew (left to right: Ryan Kertz, Filip Trojanek, and Joey Chatterton) stood under Max Effort and discussed where to begin-and drew straws to determine who had the misfortune of having to remove the stock fuel tank and it's incredibly aromatic old gas.With the fuel tank, rearend, and leaf springs removed, we had a clean slate to start-metaphorically speaking anyway. There was plenty of grime, but thankfully no serious rust.After creating clean welding surfaces on the front and rear subframe assemblies, the GR350 tubular subframe connectors are slid into place. To position them, a plumb bob is used to align the bolthole at the rear of the connector with the forward mounting point for the leaf springs.They say the first cut is the hardest; not so much for us. We were ready and willing to slice a section of the truck floor to make room.Here's a better look at the mounting point for our torque arm on the front side of our Currie Enterprises 9-Plus race case. Now you can see why we needed to opt for the anvil-like nodular-iron case rather than the lightweight aluminum; it needs to handle some serious loads.To get our torque arm where it needs to be to correctly control antisquat on our '67 Cougar, our Griggs torque arm is 1 1/2 inches longer than a standard '67 Mustang.An unexpected surprise; the Mustang mount for the torque arm wasn't wide enough for the Cougar's subframe 'rails. Chatterton resolved the issue by fabbing a replacement with a tab to mount the urethane bushings that dampen the arm.The length of the torque arm matters, because it directly affects the antisquat of a vehicle. A shorter torque arm increases the antisquat which provides more bite during acceleration, but for a road race suspension it's possible to have too much antisquat which can lead to rear brake hop under threshold braking. It's a fine balance, but in general a torque arm suspension allows a significant amount of antisquat to be designed into the suspension while still maintaining good roll steer characteristics.
This structure provides the frame mounting points for the links that will connect our Watt's bellcrank to the Cougar chassis and provide lateral location.With it tacked into place and the links bolted on, it's easy to see how everything works to keep the axle from shifting under lateral loads. Also note the coilover mounting bracket above; that's the reason we had to cut a section out of the trunk floor.Before moving further, Kertz uses a plumb bob to double-check that the housing is centered in the wheelwells. We've got tons of adjustment, so moving it is not an issue.While they're already longer than can be packaged in this location on a Mustang and provide better geometry, these lower control arms are just placeholders to position the rearend for now. We'll show you our real plans in a future issue.The leaf springs are longer in Cougars versus Mustangs, so the Griggs lower control arms also aren't long enough. After doing some quick math, Kertz used a piece of chromoly steel to fab two new ones of correct length.With everything tacked in place, we slid in our Koni double-adjustable circle track coilover shocks equipped with 10-inch long, 275-lb/in Eibach springs. Conveniently, Summit Racing Equipment keeps this badass combo in stock and ships quickly. Notice we mounted them upside down; it helps decrease unsprung mass.Remember those tabs Juan Alaniz welded on our housing at Speedway Engineering? This beautiful custom strut rod whittled by Kertz is the piece that connects them and provides extra rigidity for the axle tube.Here's the final assembly with everything positioned and securely tacked into place. We may have some adjusting to do down the line, so we'll save the final welding. Got a Cougar and like what you see? Now that they know how to do it, this new rear suspension package can be ordered through CorteX Racing.


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I started working at a new job, and have made it a point to take notes at every meeting, of 2 to many people. So far it's worked well for me. I take notes so often and end up rewriting them in e-mails or documentation that I have decided to buy a notebook/chromebook for this purpose. I recently had a conversation with a colleague about this and note-taking. He said that while he was working as a consultant in the past, note-taking was frowned upon in some settings.
What are some valid arguments others have against note-taking? What arguments would you give in defense of note-taking?
Other considerations
In settings where there's a high value placed upon actual retention and learning from the discussion (e.g. a university lecture, requirements-gathering) taking notes is common and even expected. So is studying those notes later.
A lot seem to argue here in favor of pencil-paper vs. machine. There must be some merit to this argument. But by analogy, we could insist programmers develop w/ Notepad (instead of Visual Studio) and without an internet connection. That should remove distractions, but then it's questionable how much productivity is gained through limitations such as this.
From reading some of the answers/comments given here, it's interesting that one of the reasons note-taking is discouraged is when they don't want people to walk away with anything after the meeting.


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I bought some kimchi a few weeks ago, ate half the jar, and then forgot about it. I found it in my fridge yesterday and tried it. It tastes the same, but there isn't a date stamped on the jar. Does it go bad or should it be fine since it's fermented/pickled?
A great resource for how long foods can be kept is Stilltasty.com.
According to them, commercially bottled pickles (and kimchee would fall into this category) can be kept after opening for one year in the refrigerator.
Most Koreans won't eat kimchi if
a) the veggies have become significantly mushy
b) the juices taste 'sparkly', it's hard to describe this flavor exactly, but when you taste it, you'll know what I mean.
A year seems like a long time for opened kimchi to me, but I would just use my tastebuds to assess the above.
Kimchi is rotten cabbage. It's already bad :) Seriously though, if it isn't moldy, it's probably fine. If you have the kind in the jar that has a carbonated taste, and it's still carbonated, it's fine.
In every Korean kitchen I have encountered, everyone has been extremely particular in that clean utensils should be used when extracting the kimchee from the jar, being very careful not to contaminate the kimchee. I have been told on many occasions that contaminating the kimchee can shorten the shelf life of the kimchee and taint the flavor.
My family will begin eating the raw kimchee about a week after it has been bought fresh from the grocery, after one month (if it is still around) I use whats left, cooking it with various dishes.
The more salt that is added to the kimchee and the cooler the temp it is stored at, the slower it will ferment.
Seems to me everybody has a different 'sweet spot' when it comes to the duration of fermentation they feel produces the best flavor. But I have never heard anybody storing kimchee for a year, and believe traditionally it was kept in Korea from one growing season to the next, in clay pots, underground. I have never heard of someone getting sick from eating old kimchee, but it definitely turns, and that in my mind constitutes as "going bad"
I made Napa Cabbage Kimchi about 2 and a half months ago and had two containers in the back of the fridge. One was half full in a plastic honey container and a full one. I was worried that it had spoiled by this time but when I tried it, it was delicious. I am not Korean but I have enjoyed really sour kimchi for a long time. I'm so stoked that I have another 1 liter ice cream pail of the stuff.
"Bad" is a relative term for fermented pickles -- the whole point of the things is that they are a bit spoiled. It should get more sour/pricklier/funkier as time goes on and still be fine, but use your eyes and nose: if it gets stinky in some new and exciting way or looks strange, I'd avoid.
When I make kimchi, I usually leave it in a dark, cool corner of my utility room for 1-2 months before we start to eat it. We usually eat half the batch (1L) at once, then refrigerate. The second half is usually gone in a few weeks.
Last night, however, we finished a batch that had been forgotten about and sat in the fridge for about 4 months. It tasted great, although the cabbage had lost some texture.
I say as long as it isn't moldy, its still good. I would probably throw it out after 6 months though, just so I could justify making a new batch.
I don't think it can go bad, but the flavour profile does change over time with homemade kimchi. Usually once it's past a certain point my Korean friend will use it for flavouring soups and stews rather than eating it straight. So it's just up to your personal preference.
I make Kimchi for the local farmers market and have a good following. I made a batch one year ago and kept some in the fridge. I just sold that one-year-old batch and it was delicious. The flavor was more mellow and a little more complex. It's fine. They had not been opened, however. I've heard of excellent 3-year-old Kimchi, unopened and kept cool. I typically sell mine after a couple of weeks of fermentation (one week fermented unrefrigerated). Best to keep it in the large container it's made in. I tried jarring it during fermentation and it was too messy. Even with the lids on loose I had to burp them every day so they wouldn't ooze over the tops!Fermenting in a 5 gallon bucket works best for me, then putting in the jars.
If it's really sour, it's unlikely to rot unless maybe from some extreme mold. However, I have once witnessed a kimchi that was several years old (somebody had stored it in her cellar), and it had actually chemically decayed, tasting somewhat like wax. Very interesting, but utterly unpalatable.
On another note, I noticed that my kimchi turns LESS sour after a while; does anybody have an explanation for this, preferably one that makes biological sense? :)


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The Cadillac was an American automobile manufacturing company established on Earth at the turn of the 20th century.
In the hotel re-creation from the novel Hotel Royale, one of the guests, who went by Texas informed Data that he drove a 1991 Cadillac with 80,000 miles on it from Lubbock, Texas, to the Hotel Royale, located in Las Vegas. (TNG: "The Royale")