text:
What's Wrong With Elsi?, Low use rate
What's Wrong With Elsi?, Low use rate
May 31 2005, 04:55 AM
Post #1
Group: Members
Posts: 699
Joined: 26-February 04
From: near Munich, Germany
Member No.: 2,043
Dear all,
it appears that ELSI is not really used by users and developers - and killefiz.de is no longer being updated.
And killefiz.de says:
elsix.org is already operational - there are still some things that need to be done but it's already much better than ZSI ever was.
But if I look at the latest entries, I have the impression that elsix is not really being adopted and used. It e.g. appears that nobody uses the voting mechanism and developes use just the default branch. And there are just 2 new entries since 17th April.
What does that mean?
* is ELSIX not user friendly enough?
* is there no new Zaurus software development?
* is there a simple solution to fix?
My opinion is that Roy has done a great job in preparing ELSIX - but there was probably not really the need for all those new bells and whistles. It was just the need to have someone to approve project updates in the old killefiz (incl. style&layout). So we end up in great technology but low use.
Should we switch back to the killefiz database&scripts (just host it here) and find volunteers to approve projects (there is a lot of spam in the killefiz backlog)?
What are your opinions?
-- hns
May 31 2005, 05:10 AM
Post #2
Group: Members
Posts: 1,097
Joined: 17-December 03
From: Athens, Greece
Member No.: 1,210
1- lack visibility: google for "zaurus gaim" and killfiz appear not elsix
2 - each distribution has its own feeds with a lot of apps
May 31 2005, 05:43 AM
Post #3
Group: Members
Posts: 69
Joined: 24-May 04
From: Germany
Member No.: 3,406
Lack of visibility is probably the main problem. If you go to www.killefiz.de/zaurus, you don't see any mention of ELSI. That's just on the Zaurus page linked from the main page, but I guess most people use a bookmark or link to get there. Possibly the most effective thing to do is to redirect killefiz to ELSI, or at least to mention ELSI prominently on every page there.
Another problem might be the start page, at least I think the entries there are too large, so you don't see a lot of them at once. I'd show just the first line from the description on the start page, that'd make it more compact. And put the 'Recent projects' bar to the left, it's a bit lost on the right side.
May 31 2005, 05:48 AM
Post #4
Group: Admin
Posts: 589
Joined: 2-February 04
From: Cape Canaveral, FL
Member No.: 1,667
I wondered that as well. I think if the elsi was finished to full, it would be better utilized. The major point of having it was so we could host projects locally on that host. This way, people wouldn't have to hope that the server hosting the files was up. The original method involved using ftp, but when we got our host we weren't able to have anon ftp so we have to switch to a browser upload method. I simply haven't had time to take on a big task like that, and unfortunately noone else has volunteered to help with the elsi so I've kinda been stuck :-/ I've done some little things to try and keep development going, but switching over to a browser upload is quite the revamp in the code, and it'll take a lot of time.
If someone is willing to help program the elsi and switch over to a browser upload, I'd be willing to help them. It was easier before when I was in college and had all the time in the world. I'm graduated now and working full time, so it's a little different
May 31 2005, 05:53 AM
Post #5
Group: Members
Posts: 26
Joined: 12-February 04
Member No.: 1,837
I think I'll take care of this, but it won't be any sooner than 2-3 weeks time
May 31 2005, 06:02 AM
Post #6
Group: Admin
Posts: 589
Joined: 2-February 04
From: Cape Canaveral, FL
Member No.: 1,667
Well, the main question is that if that was fixed, would the elsi be used any more than it is being used now?
I think that is the question we need to address and solve. If the look is too confusing, it can be changed. If the overall elsi is too complicated, it can be simplified. Just let us know, and we'll do our best to work on it.
May 31 2005, 07:47 AM
Post #7
Group: Members
Posts: 1,284
Joined: 31-January 04
From: Vancouver, BC -> NYC, NY
Member No.: 1,633
One is to get search engines to point elsi and not the old site.
I personally like the front page to be the browse software page with added links for new software changes or additions and separate trees for projects.
Most of the hot projects, however are probably more comfortable housing their own projects. It's a control thing I guess.
May 31 2005, 08:23 AM
Post #8
Group: Members
Posts: 102
Joined: 7-September 04
From: UK
Member No.: 4,489
QUOTE(cybersphinx @ May 31 2005, 02:43 PM)
Another problem might be the start page, at least I think the entries there are too large, so you don't see a lot of them at once. I'd show just the first line from the description on the start page, that'd make it more compact. And put the 'Recent projects' bar to the left, it's a bit lost on the right side.
I agree with this. The start page entries are really too large, not helped by the extremely accessible font size used on the site.
I think perhaps the index needs on there to give software categories on the first page, that would be very useful.
Also a one-line "about" or "mission statement" piece of text somewhere at the top of the page wouldn't go amiss. To the new and uninitiated user, the whole concept of the site may be lost.
May 31 2005, 08:41 AM
Post #9
Group: Members
Posts: 699
Joined: 26-February 04
From: near Munich, Germany
Member No.: 2,043
QUOTE(bluedevils @ May 31 2005, 04:47 PM)
I personally like the front page to be the browse software page with added links for new software changes or additions and separate trees for projects.
I agree on that.
If I look at the old killefiz page, it gives approx. 18 entries with: name, short description, date of update. And on the left side the starting points to browse categories.
It is pretty similar to e.g. http://www.versiontracker.com or http://www.macupdate.com which are very popular and heavily used software archives.
So, my proposal would be to combine the current "Browse Software" page with the "Recent Projects" list as the starting page. And show in the "Recent Projects" list: Title, Version, first 40 characters of the "About:" part combined with the date (does not need to be the full "Monday, May 30th 2005 - 3:16 pm" format - "2005/05/30" would be enough). Don't show Author, Full description, Changes on this list.
Then, let's see if useage improves.
-- hns
May 31 2005, 08:41 AM
Post #10
Group: Members
Posts: 462
Joined: 15-June 04
Member No.: 3,698
Dosnt help that there are quite a few broken links. And Im guessing more people are using direct ipk feeds to get software now ie Cacko / Sharp / Opie / XPDA
Jun 8 2005, 04:41 AM
Post #11
Group: Members
Posts: 46
Joined: 27-May 04
From: North Texas
Member No.: 3,468
My problem is that the Zaurus software community has become very diverse. My 5500 w/ Sharp ROM was once the main target of software development, but now several other ROMs and Zaurii are more popular. What I think a software index needs to do is help the user find software that is supposed to run on his particular device.
Jun 8 2005, 05:13 AM
Post #12
Group: Members
Posts: 1,495
Joined: 12-November 03
From: Germany
Member No.: 907
Personally, now that the amount of devices and distributions are so big, I do think that a semi-automated approach is needed, i.e. something that is coupled with the feeds of the "big" distributions.
Speaking for the OpenZaurus distribution, we have thousands of packages in our feeds - an automated web interface (perhaps with the option to supply comments and additional metadata by hand) would be a much more useful than an index where people manually have to submit everything. Indexes like that tend to rot pretty soon.
Jun 8 2005, 05:37 PM
Post #13
Group: Members
Posts: 122
Joined: 16-January 05
Member No.: 6,248
QUOTE(dz @ Jun 1 2005, 01:02 AM)
here are my suggestions:
* change the home page to be an introduction and a menu, move the current home page to a sub page
* add more sub-categories to make browsing easier (259 in applications)
* include all entries on one page (13 pages in applications)
* able to view all entries in a category including sub-categories, or just those in a sub-category
* mechanism for users to add compatibility information
* requirement when a package is added to include compatibility information
* use search options to filter browse list
as a c860 user, the most useful thing is to know in advance is if the app will work at all, and if it will work in high-res
Jun 8 2005, 06:26 PM
Post #14
Group: Members
Posts: 274
Joined: 17-October 04
Member No.: 5,063
QUOTE(dhns @ May 31 2005, 02:55 AM)
Dear all,
it appears that ELSI is not really used by users and developers - and killefiz.de is no longer being updated.
And killefiz.de says:
elsix.org is already operational - there are still some things that need to be done but it's already much better than ZSI ever was.
Finally, some method of feedback. I have emailed elsix and never ever received any responses to the things I've asked and commented on.
1) the search feature on elsix is for the most part non functional. It can find certain things, but it is far from the search feature on killefiz. Try searching for various things and you'll see.
2) I've wanted to update incorrect entries, and emailed elsix but never have I gotten any response back. Pretty hard to fix anything if the only way you can fix something is to claim it.
3) killefiz entries are more compacted, easier to find things. I've really wanted to update things on his site, but again, never a response to my offering to assist in checking entries, etc. Things more or less have died when killefiz stopped updating his site. Really, all that his site needs is to be cleaned up of the bad entries.
4) elsix, as mentioned by others, have no had the visibility that killefiz has. Of course, I go back to the very limited search feature ...
5) lastly, responses would be nice. In one case, I had to really work at trying to contact the author of his program because the email listed was incorrect.
I would point it that it gets very disappointing when I see errors, but can't do anything to provide the corrections.
Jun 11 2005, 03:29 PM
Post #15
Group: Members
Posts: 1,176
Joined: 3-October 03
From: UK
Member No.: 547
My two points:
1) As others have said, the entry for each listed item is too big. The description should be chopped off after only about 30 characters or something, with new lines removed too.
2) I don't seem to be able to upload ipks direct to ELSI. When I get to the page that instructs me where to upload, it doesn't give the necessary details.
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subset: commoncrawl


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The holes in the Swiss cheese accident model lined up perfectly for the crew of a large Russian freighter flying to Canada in August 2012.
According to a final report by the Canadian Transportation Safety Board, a tail wind and a braking system installation error by the Tashkent Aircraft Production Company were among the causes and contributing factors that led to an overrun of a Volga-Dnepr Ilyushin IL-76TD on Runway 11 at the St. John's International Airport in Newfoundland, Canada in August 2012. Inbound from Prestwick, Scotland, the IL-76TD with 10 crew members on board landed long on the wet 8,502-ft. runway after an instrument landing system approach. The aircraft came to rest in the grass, with the nose wheel stopping 640 ft. beyond the end of the pavement, damaging five runway threshold lights in the process, but the crew had wisely steered the airplane to the right before exiting the runway to avoid multiple rows of approach lights.
While the aircraft crossed the threshold at the correct altitude and speed and within what the pilots thought was the IL-76 's 10 kt. allowable tail wind for landing, information from the flight data recorder showed that the four-engine behemoth was actually experiencing a 13 kt. tailwind. Pilots have access to the computed winds in the cockpit but were required by Volga-Dnepr to use wind values provided by the airport terminal information service, which showed a tail wind component of 3 kt. After passing over the threshold, the crew erred by increasing the pitch angle and not immediately reducing thrust, extending the touchdown point to 4,220 ft. down the runway, investigators say. Once on the runway, braking of 16 main gear tires was not optimal due to tire conditions and an installation error for the antiskid system during production of the transport, which had logged 175 flight hours and 45 landings since delivery. The TSB says a visual examination of the gear after the accident showed that all 16 main gear tires "were worn to, or below, the tire tread wear indicators," and that eight of the tires exhibited indications of hydroplaning.
On the antiskid system, investigators determined that the pressure supply lines had been installed according to assembly instructions at the Tashkent Aircraft Production Company, but were giving incorrect indications. When the antiskid system signaled release of braking pressure to an outboard wheel pair to prevent skidding, it instead released pressure to an inboard pair (and vice versa). "Consequently, during antiskid operations, overall braking capability would be reduced, as the pressure would be released to wheels with effective braking," says the TSB. "Volga-Dnepr is working with [Tashkent] to resolve the discrepancy between what is shown on the brake line assembly chart and what is identified in the system design."
The cargo airline also changed its operating procedures to require crews to monitor wind speed in the cockpit during landings and to perform a go-around if the tail wind exceeds 10 kt. The runway itself also contributed to the excursion, as the friction levels were not optimal. According to the TSB , two months after the excursion the St. John's International Airport Authority performed "runway texture improvement work" which resulted in a "large increase" in friction levels, reducing the potential for hydroplaning.


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The painting collection consists of more than 600 works that survey the development of Western European and American art, from the early Renaissance to the present. The Samuel H. Kress Collection of Italian Renaissance and Baroque works forms the core of the museum's European paintings while other strengths in this area include Dutch genre, British portraiture, and French Impressionist works. Among the European artists represented are Francesco Botticini, Canaletto, Thomas Gainsborough, and Camille Pissarro. The 19th-century American collection spans from portraits by Ralph E. W. Earl and landscapes by George Inness, to genre paintings by Winslow Homer. Among the early 20th-century works are paintings by Thomas Hart Benton, Robert Henri, and Georgia O'Keeffe while later Contemporary artists include Roger Brown, Elizabeth Murray, and Sam Gilliam.
The museum's sculpture collection of over 200 objects begins with late medieval European works but is heavily weighted towards Contemporary art. Among the highlights are French sculptures by François Rude, Auguste Rodin, Antoine Barye, and Jacques Lipchitz. The Modern and Contemporary works range widely including ceramics by Robert Arneson, found objects sculptures by Sonya Clark and Chakaia Booker, self-taught artists such as William Edmondson and Purvis Young, a kinetic sculpture by George Rickey, carvings by Manuel Neri and James Surls, and commissions from Marisol and Nam June Paik.
The Marcus Orr Print Room houses the museum's graphic works, its largest single collection. More than half of the prints in this collection are 20th-century American, ranging from an extensive selection of Associated American Artists prints to Pop Art of the 1960s and contemporary works by artists such as Glenn Ligon and Willie Cole. European Old Masters are represented by the etchings and engravings of Albrecht Dürer and Rembrandt van Rijn; 18th- and 19th-century prints include works by Thomas Bewick, Francisco Goya, William Hogarth, and Honoré Daumier. A small selection of Japanese prints represents the Ukiyo-e school with woodcuts by masters such as Hiroshige and Kuniyoshi.The Brooks' drawing collection consists primarily of 19th- and 20th-century American drawings and watercolors, including works by Everett Shinn, Reginald Marsh, Charles Burchfield and Andrew Wyeth. Among the contemporary artists represented are Nancy Graves, Peter Saul, and Manuel Neri. Nearly 600 drawings by 19th-century Tennessee artist Carl Gutherz offer an extensive overview of a salon artist active during the belle époque. Other regional artists include Mississippi's Walter Anderson and Arkansas-born painter Carroll Cloar. In addition, the collection contains a small selection of religious manuscripts from the 10th to the 18th centuries.
In 1941, a photogravure by Edward S. Curtis became the first photograph to enter the Brooks' collection. Presently, there are more than 1,200 works, the majority of which are from the 20th century, including large selections by William Eggleston, William Christenberry, and Ernest Withers. These are supplemented by a set of Library of Congress reprints of Farm Security Administration photographs by artists such as Marion Post Wolcott, Dorothea Lange, and Walker Evans. Recent additions to the growing collection are early 20th-century works by Alfred Stieglitz and Paul Strand, to Contemporary works by Carrie Mae Weems, Alex Soth, Vic Muniz, Marcos Lopez, and Fred Wilson.
An extensive gift of artists' books, given in 1990 by collectors Isabel Ehrlich and Charles F. Goodman, forms the nucleus of this collection, which consists primarily of 20th-century editions. Some are the result of collaboration between an artist and a writer, such as Pablo Picasso and Yvan Goll, while others represent the cooperative efforts of many individuals such as 1¢ Life by Walasse Ting, which has 28 contributing artists. Among some of the recent acquisitions are The Vitreous Body by Kiki Smith, Paper Snake by Ray Johnson, and Such Things I Do to Make Myself More Attractive to You by Terence Koh. Many of these volumes include original graphics and handmade papers. Selections can be viewed in the Goodman Gallery that was created in 1999 to display works associated with the written word.
The Brooks' decorative arts and design collection includes more than 2,000 European and American pieces of ceramics, glass, furniture, and metalwork. The majority of these objects are English, with large holdings of sterling silver, 19th-century lustreware, and 18th-century furniture. Notable objects include Paul Storr silver, a 14th-century Spanish processional cross, French and Italian Renaissance ceramics, and a late 15th-century German stained glass panel. American works date largely to the mid-18th to late 19th century and include silver, furniture, and glass. Among the highlights are a Townsend family long-case clock, a Benjamin Frothingham high chest of drawers, a Frank Lloyd Wright chair, a Tennessee sugar chest sideboard, and a pair of silver Tiffany ewers.
One of the earliest gifts in the collection, donated by the museum's founder in 1916, is a crazy quilt sewn with velvets and silks and meticulously embroidered. Over the next 50 years Brooks' textile collection quickly grew to include 15th-century Italian linens, church vestments, Victorian beadwork, 19th-century white work embroideries, and American coverlets. In the latter half of the 20th century the collection expanded in scope with the addition of Asian, African, and Pre-Colonial textiles as well as numerous 20th-century American quilts. Some of the more notable acquisitions include an exquisite collection of 16th-18th century European lace, an 18th-century English embroidered waistcoat, an African Hausa robe, and an exceptional pair of point d'Alençon lace bed curtains that were commissioned by Napoleon Bonaparte for Empress Josephine. Also included in this collection are Modern and Contemporary fiber art pieces by regional artists.
The Brooks' collection of African Art includes wood carving, metal, textiles, bead-work, paintings, and books. These holdings largely reflect the generous gift of Henry Easterwood, a local collector. The collection features objects from many sub-Saharan cultures, with especially strong holdings in masks and sculptures from west and central Africa. Among the highlights are a beaded Bamileke Kuosi society elephant mask from Cameroon and an Ethiopian diptych of the Crucifixion and the Virgin Enthroned—both of which shed light on the diverse and rich cultures living on the African continent today.
The Brooks' holdings of ancient Western art include works from cultures around the Mediterranean Sea. Dating between ca. 1400 B.C.E. to 100 C.E., the collection represents Greek art—from both the mainland and southern Italian colonies, and pieces by Roman and Egyptian artists. It includes ceramic vessels, textiles, and metalwork as well as stone carving and mosaic. Among the museum's notable works is a pair of late Roman sarcophagus panels depicting The Good Shepherd and a Greco-Roman torso of Pan. Complementing the Brooks' holdings is a collection of ancient objects from around the Mediterranean and the Middle East which are on long-term loan from the Clarence Day Foundation. These comprise ceramics, metalwork, glass, and stone carving, ranging in date from ca.2000 B.C.E. to 1100 C.E. Highlights of the Day collection include Roman portrait busts, a Greek funeral stele, and a Byzantine censor.
The Pre-Columbian collection at the Brooks mainly features ceramics from throughout Central and South America. It includes art from the less well-known cultures such as the Colima and Valdivia peoples. Particularly noteworthy among these objects are a copper mask from the Chimu people and an Incan feathered tabard or tunic.


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State to San Antonio: No, You Can't Own Your Wastewater
Several months after San Antonio Water System's bold move to secure ownership of its treated sewer water even after it gets released back into a public waterway, state regulators are saying they doubt that's possible.
Editor's note: This story has been updated throughout.
Several months after San Antonio Water System's bold move to secure ownership of its treated sewer water even after it gets released back into a public waterway, state regulators are saying they doubt that's possible.
"Staff believes that TCEQ does not have authority under statute to issue a permit based on this application," wrote Michael Gill, a member of the Texas Commission on Environmental Quality's water availability division, in a letter to the utility. He went on to ask the water system, known as SAWS, for more information about how and where it would use the water, but noted that even with that knowledge, "staff does not believe it can recommend that the application be granted."
SAWS has not explained exactly how it would use that wastewater or even at what point along the San Antonio River it would divert the water — the utility simply says that it would like to have the rights to use it in the future, for everything from environmental flows to municipal water supplies. In its letter to the utility, the TCEQ said it could only issue water permits for water that will actually be diverted and reused. "The application does not request authorization to divert water at this point," the agency wrote.
"We wholeheartedly disagree with the staff's position," said Steve Kosub, an attorney with the water utility. He said that staff's interpretation of water law only applies to wastewater flows that are derived from uses of surfacewater; by contrast, San Antonio's water comes from the Edwards Aquifer, and groundwater is regulated completely differently.
Kosub said the conversation about SAWS' request, which is specifically to use the "bed and banks" of the San Antonio River to transport its treated wastewater all the way to the coast for the benefit of the environment, has just begun. "The letter was just the first communication from the staff. This is the start of the process, by no means the end of the process," he said.
The growing city's water utility wants the Texas Commission on Environmental Quality to give it absolute rights to tens of billions of gallons of wastewater it treats per year. Right now, that water goes into the San Antonio River — in fact, the city buys some of it to fill its famed downtown riverwalk — and flows all the way to San Antonio Bay on the Gulf Coast. Under Texas law, once it's in the river, it's owned by the state, and San Antonio Water System would need a permit to be able to use it again.
The utility's application last December set off a battle with the Guadalupe-Blanco River Authority, which provides water cities, farmers, and industries in South Texas. Since the San Antonio River flows into the Guadalupe, the river authority says it depends on SAWS' wastewater to supply its own customers, especially in today's drought. The dispute highlighted how valuable treated sewer water, once considered useless, has become in an age of diminished water supplies.


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First, the reasons Kevin Garnett's taunting actions here are a big bowl of wrong: the finger-waving gestures you see in the stills and in the video below are from the movie Bring It On. What? Kevin Garnett is a 15-year-old girl? Also, after all that tongue-wagging and gesturing, Jose Calderon whistled a pass by Garnett's head for an assist. Now, the reasons Garnett's actions were right: Calderon had been taunting him at the other end. And at least all of this shows that Garnett is fully invested emotionally in the Celtics season. That kind of fire don't grow on trees. Oh, the Celtics beat the Raptors, 94-87. Now, final observation: How is there no whistle here? There was less taunting in the mooning-the-English scene from Braveheart. Image: Comcast, via Reds Army.
Garnett + Calderon = Return Of Matty G [Reds Army] Kevin Garnett And Jose Calderon Talking Trash [NESW Sports]


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Mike Werson's '56 F-100
Sitting under a tree in Watertown, Minnesota, with no motor and no trans, rotting away was a weathered '56 Ford F-100. Now that paints a picture of what Mike Werson's Ford might have ended up spending the rest of its dying days as – a dead carcass of a truck, but his vision was to rebuild it to a showroom finish. You may wonder why anyone would want to take a beat-up truck from a field and make it run again.
To answer that question, let's look into a little of Mike's childhood. He grew up in the same town that manufactures Tonka toys, and when he was a child he had tons of little yellow dump trucks. One day a neighbor brought a yellow '70s C10 home that reminded young Mike of one of his Tonka toys. At the time, Mike was around 13 years old and building model cars, trucks, and whatever other model vehicle he could get his hands on.
He was all about perfection with his paintjobs and would spend countless hours making every model look as good as the real thing. One day that same neighbor came home and had a flame job on his C10 and Mike thought that was the coolest thing he had ever seen. So he picked up a pinstriping brush and tried to make flames on everything he had. I'm sure his parents were proud, but at the same time were hoping they wouldn't come home to a flame job on the TV set.
After a few years, young Mike had grown into a teen and was ready to drive, but he had nothing to scoot him around town. A hand-me-down Vega from his parents served him well until someone rear-ended it and totaled it out. So with nothing to drive he was thinking about his early Tonka truck days and decided to buy a '55 F-100 that worked well for his high school years. That's when he found the '56 under the tree and his wheels started spinning like the inside of a grandfather clock.
So after making a deal with the owner Mike towed the pickup home with his '55 F-100. A week before graduating high school Mike made a deal for a small-block 289 with a C4 transmission so he could be one step further on the '56. Mike's dad took one look at the driveway full of old trucks and had a fit. He basically told Mike that one of the trucks had to go and Mike decided to keep the '56 instead of the running '55. This was back in 1981 and Mike had the truck running, but for some reason it kept breaking down.
He went through several engines, transmissions, and rearends until he decided to rethink the truck. He noticed others installing donor frontends from GM full-sized cars and decided to try it out himself. He thought about installing a Ford engine back into the fresh donor clip, but the stock Chevelle clip was already set up for a small-block Chevy engine. Eventually a '71 Camaro engine was placed into the pickup and the truck had a new lower stance because of the car frontend.
At that time the rearend was flipped over the springs to drop it down. Eventually Mike replaced the springs for a TCI four-link that rides a lot better than the stiff stock springs. Mike was still pinstriping and someone wanted him to pinstripe their '46 Ford, but the guy didn't have any money. He did, however, have a rebuilt transmission that fit his Chevy engine.
Back when he was replacing some of the bed parts, companies like Brothers, LMC, and others didn't have replacement parts like they do today. Mike needed a bedside so he made one with the use of a break that was in the back of a buddy's heating and air-conditioning van. Now the only hard part to was to decide what color to paint the truck. A one-off color of what Mike calls Fort Walton Beach Florida Beige was mixed for his cool-looking pickup and the rest is history. Mike finished the truck back in 1988 and has been slowly adding parts to the build like the new set of Rocket Racing Wheels and the BFGoodrich tires.
"He was all about perfection with his paintjobs and would spend countless hours making every model look as good as the real thing."
1956 Ford F-100
Mike Werson
Dayton, Minnesota
Frame: stock / with '71 Chevelle stub
Modifications: front clip from a '71 Chevelle
Rearend / Ratio: 12-bolt / 3.27
Rear suspension: TCI four-link
Rear brakes: disc
Front suspension: '71 Chevelle
Front brakes: disc
Steering box: '71 Chevelle
Front wheels: Rocket Booster Gray 17×7
Rear wheels: Rocket Booster Gray 18×8
Front tires: BFGooodrich G Force 225/45zR17
Rear tires: BFGooodrich G Force 255/45zR18
Gas tank: under bed
Engine: Chevy crate engine 350
Heads: World S/R Torque 67cc
Valve covers: Gearhead Aluminum
Manifold: Edelbrock Performer RPM
Ignition: MSD Pro Billet w/MSD 6A box
Headers: Hedman
Exhaust / Mufflers: Flowmaster 40 series / 3-inch exhaust
Transmission: 700-R4
Modifications: shift kit and non-lock up converter
Shifter: stock column with Lokar linkage
Style: F-100 stepside
Fenders front: stock
Hood: stock
Grille: stock
Bed: stock
Bodywork and paint by: owner / Darrell Samis
Paint type / Color: Deltron / Fort Walton Beach Florida Beige
Headlights / Taillights: Speedway Motors
Outside mirrors: stock
Bumpers: Mar-K / Mid-Fifty F-100 Parts
Dashboard: stock
Gauges: Auto Meter Designer Black
Air conditioning: Vintage Air
Stereo: Kenwood w/Polk audio speakers and 8-inch MTX sub
Steering wheel: Southern Rods
Steering column: GM '72 Impala
Seats: bench
Upholstery by: Tea's
Material / Color: Tea's tweed
Carpet: Ford


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Brazil has delivered parts of one of the costliest infrastructure projects built ahead of the World Cup in Rio.
The country's president, Dilma Rousseff, rode a bus to mark Sunday's official opening of a $700m (£417m) bus corridor for quickly moving people between the airport and subway stations in the western part of the city. None of Rio's subway lines goes to the international airport.
The Transcarioca bus system is a 24-mile (39km) line with dedicated lanes for buses that are expected to carry 320,000 passengers a day.
While the line is now open, not all of its bus stations have been completed.
The bus project joins a list of infrastructure projects that will not be fully completed by the 12 June start of the tournament.
Officials are still rushing work at stadiums and at airports, but have acknowledged some projects won't be finished on time, adding to worries about how Brazil will handle an event expected to attract 600,000 tourists from other countries. Of the 12 host cities, Rio de Janeiro is expecting the most foreigners, at about 90,000.
The World Cup has also prompted anger from groups unhappy about the billions of dollars spent for both the World Cup and the 2016 Olympics.
Outside the station where Rousseff arrived, protesters gathered to complain about a lack of spending on education, and teachers threatened to strike if the government did not increase their salaries.


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It is our honor to celebrate, promote and publicize the University of Virginia. We are proud advocates for this iconic institution's reputation, history and relevance. We are writers, artists, strategists and communicators working for one purpose: to tell the remarkable, evolving story of the University to the world.
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Liza Alexandrova-Zorina
Liza Alexandrova-Zorina was born in 1984 in a little town on Cola Peninsula beyond the Arctic Circle (the setting of her prize-winning novel, The Little Man). She later settled in Moscow and became a prolific journalist, film-maker, popular columnist and a public activist. Liza was a finalist in two important literary competitions: the Debut Prize and the NOS Literary Prize with her novel The Little Man, and was also the winner of the Northern Star Prize for her collection of short stories The Rebel. She has written four novels, which have published in French, English, Arabic, Hindi, Ukrainian and Estonian.


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New York to raise cigarette sale age
New York City Council has voted to raise the minimum age for buying cigarettes from 18 to 21.
New York will now become by far the most populous place in the US to impose such a high age limit, the Associated Press reports.
The new age limit includes electronic vapour cigarettes.
Across the US there is a minimum age for smoking of 18. Some states have raised the limit to 19 and at least two other towns have raised it to 21.
The bill's sponsor, City Councilman James Gennaro, said it would "literally save many, many lives".
Mr Gennaro, whose mother and father died from tobacco-related illnesses, said: "I've lived with it, I've seen it... but I feel good today."
Critics of the measure have argued that young people may turn to the black market for cigarettes.
New York mayor Michael Bloomberg, who supported the bill, has 30 days to sign it into law. The measure would then come into effect after 180 days.
"We know that tobacco dependence can begin very soon after a young person first tries smoking so it's critical that we stop young people from smoking before they ever start," Mr Bloomberg said in a statement.
A plan by Mr Bloomberg to make shops keep cigarettes out of public view was shelved earlier this year.


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The University of Arizona's Visiting Scholars Program, established in 2011, sends undergraduates out into Tucson-area high-school biology and chemistry classes to discuss their research projects and talk about university life. On most outings, one student gives a presentation about his or her work, and the other takes photos and helps answer questions. The following are brief reflections, edited for length and style, from members of the American Society for Biochemistry and Molecular Biology's Undergraduate Affiliate Network who are participating in the program and from their adviser, James T. Hazzard. JAMES T. HAZZARD, PROGRAM ADVISEROne of the joys of being a faculty adviser for a UAN chapter is working closely with undergraduates to establish beneficial and viable outreach activities, like the VSP, in which students discuss their research — a requirement for all the biochemistry majors at our institution — and engage the high-school students in a dialogue about the college experience.The inspiration for the VSP came primarily from two observations. First, since the inception of our annual undergraduate research conference, a number of high-school students have presented very sophisticated posters describing their research, which is often being done on our campus. Second, for a number of years our department hosted a one-day event in which high-school students from across Arizona were invited to a series of presentations and visits to research laboratories … I noted that high-school students were reluctant to ask an older faculty member, such as me, questions about preparing for and surviving college. My suspicions were also strengthened by seeing the inhibitory effects of the cool factor in two teenage granddaughters. Dutifully taking a scientific approach to this problem, we developed a working hypothesis that the high-school students would be much more willing to engage openly in conversations with UA students. Fortunately, not all hypotheses are disproved!Now that our fall semester has ended, we are reflecting on how to continue to improve the VSP. As a faculty adviser, a serious concern for such an outreach activity is its future viability. Although the present group of students has engaged in the activity enthusiastically, there is no guarantee that volunteers will continue to step forth consistently. Therefore, we have begun to convert our all-volunteer activity into a formal class for academic credit — always a good carrot.Our model for this transition is the outstanding outreach program* established by Hannah Alexander of the University of Missouri. Whereas Science and Me targets an older audience, we will continue to engage high-school students, especially those likely to be the first in their families to attend college, let alone pursue careers in the science, technology, engineering and math disciplines.
Additionally, calling upon the diverse nature of research in which our biochemistry students are engaged, we will shift the focus of attention of our talks away from the specific details of the students' research, which often exceed high-school students' background knowledge, to topics of more general public interest. Finally, we plan on offering formal training in effective public speaking practices to the undergraduate participants as well as designing more sophisticated assessment tools.As we continue to refine and develop our outreach activity, we are confident that the VSP is a worthy project that benefits not only the target audience but also the undergraduates. Putting together a talk about topics that are often scientifically quite sophisticated in a manner that people with a smaller degree of technical expertise can understand requires a great deal of thought and careful planning. Hopefully, participation in the program enables our outstanding students to speak professionally and eloquently to the general public. ANGELA SCHLEGEL, VSP PARTICIPANTAs a senior biochemistry major, one thing I have been able to do through the VSP and other outreach programs is to give back for all the help and opportunities I've received. As a high-school student at Tucson Magnet High School, part of my motivation for choosing to pursue a career in science came from the opportunities I had to conduct lab experiments through my school's Research Methods program. It piqued my fascination with research at the UA. I benefited from the mentorship of both the UA students and faculty. The VSP has allowed me to take on mentor roles at local high schools.The reception of VSP has undeniably been positive, with many enthusiastic responses from both students and teachers. For the students, we have been able to answer many questions ranging from "Can I study the brain in college?" to "Do you have to study a lot in college?" and "How much does college cost? And how do I pay for it?" Additionally, we have been able to inform students and teachers about research internships … That each of us in the VSP has been a part of all of these internships, which have been instrumental to our current successes, and that we are all Tucson natives allows the students to see firsthand that such programs are within their reach.SHIANA FERNG, VSP PARTICIPANTFor me, most impressive was the large number of detailed, thoughtful questions the students had about my translational research on Parkinson's disease. In the second of the two classes I presented to, I did not finish my presentation because of the number of great questions the students had; when the bell rang for lunch, several of the students immediately clamored for permission to stay longer so I could finish. After I finished my presentation, a group of students wanted to take a closer look at the research poster that I presented at last April's ASBMB annual meeting, giving me the opportunity to explain the poster-making process. At the end of the visit, the teacher whose biology class we visited expressed a strong interest in having us return to give more presentations in the future and even asked about scheduling a lab tour or activity for his biology students.JOEY QUIROZ, MEMBER OF THE INAUGURAL VSP COHORTOur program aims to visit numerous high schools in the Tucson area, including those with large populations of underrepresented minorities in science. While visiting Flowing Wells High School, which has a diverse student body and a large Hispanic student population, I asked each student what his or her plans were after college; the majority of the students answered that they wanted to work in construction or as salesmen or were undecided. Not one of the students was interested in or even knew about careers in science. Fortunately, when my question-and-answer session ended, a young man came up to thank me and said, "I didn't know there was so much one could do in science."
More from the current issue


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Tonio wrote:Hi everybody !
I really need to integrate an animate GIF in a virtual tour. But ... it don't work ( V1.8). Is it possible with Panotour V2 ?
Or should i convert my GIF into a video ?
Thanks a lot for your help !
Tonio wrote:as a picture ... with a hot spot.
Wetsnapper wrote:Any joy with this one?
I'd like to include some animated gifs opened from a spot (reasons: smaller file size and higher res - better clarity - and adjustable frame rate to name but a few) I've tried converting to video, but from a 5mb gif file they go up to 20mb and loose image sharpness.
Any ideas?
Wetsnapper wrote:2.0, but after a morning "playing" I've found a workaround, still not the quality (image sharpness) I was hoping for but I think I'm there...I'd prefer to add gifs though :0)
Wetsnapper wrote:This was the only topic I found using the search and thought it's as good a place as any to start/ask
Website viewer box? :?
Via (choose action...basic>open a website)?
How do you get it in a box? is it a nice neat pop out box, or a browser window?
Many thanx
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How to obtain Rational license keys
Technote (FAQ)
How do you obtain license keys for your IBM Rational product?
Most IBM Rational products require license keys in order to run them. Others give the option of using license keys as a way of controlling usage within an enterprise. The IBM Rational License Key Center is a web service that allows for the generation and management of Rational license keys.
For details about which Rational products require license keys or activation kits, see the Rational A-Z list on the Rational Support Licensing page.
Accessing the IBM Rational License Key Center
- Only the Passport Advantage account Primary Contact and Site Technical Contact are automatically assigned as default members of the Rational License Key Center account. A Welcome email is generated from firstname.lastname@example.com. If you are a Primary and / or Site Technical Contact, follow the instructions in the email to access the account for the first time.
If you cannot locate your Welcome email, proceed to the Rational License Key Center. Click the "Forgot your password?" link to resend the Welcome email that contains instructions to create your password.
- If you are not the Primary Contact or Site Technical Contact, you must request to be added as a member of a Rational License Key Center account. Contact your Site Contacts to request access. Either Primary or Site Technical Contact can manually add you to the account.
Note: IBM Business Controls prevents the Technical Support Team from providing account numbers or account access to individuals without prior authorization from the Primary Contact on the account. This policy is to protect customer information. If you don't know your account number, your customer number, your Primary Contact, or your Site Technical Contact, then seek out the person in your organization that works with IBM Rational Support. That person either is the Site Technical Contact or should be able to tell you who is. If all else fails and you need help from IBM in locating your account number or Primary Site Contact, contact the IBM eCustomer Care team.
You can also add yourself as a member of your company's License Key Center account:
- Navigate to the IBM Rational License Key Center.
- On the License Key Center login page, click the "Don't have a password?" link.
- Enter your contact information and the IBM Site Number. Also, enter the Sales order number if you have it. The Primary Site Technical Contact has this information in the IBM Proof of Entitlement (PoE) certificate.
- Submitting without a Sales order number will invoke an authorization process for your account. The email response from the Licensing Key Center might not be immediate.
- When entering the Sales order number along with the Site number, authorization is not required. You receive a Welcome email right away.
- Submitting without a Sales order number will invoke an authorization process for your account. The email response from the Licensing Key Center might not be immediate.
- After account creation, you receive a Welcome email.
- Log in to the License Key Center. The first time logging in to the License Key Center requires that you change the password.
Generating your license key
After accessing the License Key Center, follow the steps in the How to generate license keys for Rational Products from the Rational License Key Center site to generate a license key.
Installing your license key
After the generation of a license key, the License Key Center provides installation instructions for the key. Converting a trial or evaluation version to a permanent version is done by installing the key after generation. It is not necessary to uninstall or reinstall the product. For more information about license key usage, see these topics in the Rational Licensing Information Center:
Getting Help
Contact IBM Rational License Support with questions or problems with obtaining a license key.
Submit the question or problem using IBM Service Request, or email License Support.
Americas: email@example.com
EMEA: email@example.com
Asia-Pacific: email@example.com
Related information
Product Activation of Eclipse-based Rational products
A Japanese translation is available
A simplified Chinese translation is available
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More support for:
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Reference #: 1250433
Modified date: 14 October 2011


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Anglica Wratislaviensia, Volume 14; Volume 16; Volume 18
Państwowe Wydawn. Naukowe., 1988 - English philology
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82 pages matching seems in this book
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Some arguments in support of a lexicalinterpretive approach to dcnominal
Lexical convcrseness of English verbs
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Common terms and phrases
allomorphy analysis appears Aspern Papers attested becomes boundary characters checked vowels clusters in Polish consonant clusters context converseness Cycle cyclic rule denominal adjectives derived diphthongs discussion distinction disyllabic dramatic element epic example fiction final front genre Giles Goat-Boy Gimson grotesque human interpretation inventory of underlying Iotation James Jassem Jones language latinate lexical linguistic list in 25 literary meaning monophthongs Monsignor Quixote morpheme morpheme-initial morphological MSRe names narrative Nineteen Eighty-Four noun novella observed Outer Party overextension pair Palatalization parody phoneme phonological Piers Plowman position postcyclic Prace preceded prefix present primary stress pronunciation Quixote reference relation role RP speakers Rubach seems segments semantic features short novel short story stem stress pattern structure suffix suffix ive syllable tense Ulysses underlying clusters underlying level underlying representation verbs ending vocalic vocoids vowels Wroclaw


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To the EDN:
What were you thinking of?
That is what I have to say to anyone who voted for Obama. The current economy is frightening; especially for anyone who has lost their job or the college graduate looking for their first job; there are few jobs to be had. How does a family with children manage to feed and clothe them with the increased cost of everything?
In 2010 Obama flew in Air Force One 172 times. Rather than leaving Washington every other day, he should stay in Washington and try to get the Congress to do their job. When I complained about his wife joining him on his "trips" someone said "it doesn't cost anything for her to go along" but she was wrong.
She has a large staff and some accompany her; they don't travel for free. People just don't think. You would be appalled if you knew the amount of money that Obama's wife spends; she has been dubbed a "modern-day Marie Antoinette". Do the Obamas not realize the average citizen in this country is hurting? Apparently there is no empathy; actions speak louder than words. Some will say that previous presidents traveled and went on vacation but it wasn't during a time of economic peril. In a speech in New Hampshire Obama said, "when times are tough, you tighten your belts" but it's apparent that doesn't apply to him, his family, or Congress. Today (Thursday) Obama is in Michigan and New York, his wife is in Oregon and Congress is on vacation. At a time when most American's cannot afford to get away, next week the Obama's will vacation in Martha's Vineyard for twelve days; this after the lavish vacation in Hawaii last December.
In 2008 people were bashing George Bush. During the first six years of his term, gasoline sold for $2.19 a gallon, the unemployment rate was 4.5 percent and the Dow Jones hit a record high-14,000. In 2006 people wanted a change and voted for a Democratic Congress. Gasoline reached $4 a gallon, unemployment went up to 6.1 percent, Americans saw their home equity drop, homes were in foreclosure and the Dow was probing new lows.
Because the economy was bad before Obama was elected, that should have been the number one priority but instead the push was to pass Cap and Trade and his health care agenda. Cap and Trade has and will result in higher costs for energy at a time when people don't have jobs or are struggling to get by.
Obama's health care agenda will be another disaster. The government has proven they can't manage the Post Office, Social Security or Medicare so why could they manage health care? Obama's highly paid Czars have accomplished nothing. Unemployment is now at 9.2 percent. No jobs are being created in the private sector, which is the only way for the economy to rebound.
Obama promised to change Washington and everyone that voted for him thought he meant for the better.
Mary Ellen Sicard,


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Looking for a unique Valentine gift for your loved one or friends? Look no further than a Singing Valentine from the Croix Chordsmen. You may have seen them loaded into cars, dressed in fancy tuxedos, popping into businesses and homes to serenade unsuspecting Valentines.
The Croix Chordsmen will send a barbershop quartet, appropriately attired, to sing your Valentine at home, office, classroom, restaurant or just about anywhere on Wednesday, Feb. 14. The group will serenade your spouse, sweetheart, or friends and bring a rose, box of candy, a personalized card and take a photo of the occasion.
The Singing Valentines quartets will travel all over eastern Minnesota and western Wisconsin to serenade lucky recipients. Each team will sing two songs.
The cost is $40; proceeds go to the "Young Men in Harmony" program.
To book your Singing Valentine, call Tyler Smith at 651-439-4527 or Dick Kelm at 715-425-2793. For more information, visit www.stcroixvalleychapter.com.


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The average teaching load is almost exactly two full courses per year. This means that the average faculty member teaches six hours per week, plus often at least one scheduled tutorial hour. The average teaching load used to be higher, about two and a half rather than two, as little as five years ago. To achieve this reduction we have decreased the number of sections in elementary courses and (to some extent) decreased the number of third and fourth year course. One of our elementary courses is taught to a section of 420 students. The size of our first year sections is in some cases limited by the unavailability of large lecture theatres rather than pedagogical concern.
To run courses with sections that large, we have a much more elaborate support system than we used to provide. Assignments and exams in our big first year calculus course for sciences students are prepared by an instructor who coordinates the course but does none of the teaching. Other faculty members as well as graduate students provide office hours and tutorials and participate in the marking of exams, again without necessarily being involved in the teaching. We estimate the weight of their involvement, and count it as part of their teaching load. This work is therefore included in the teaching load estimate given above. Our move to very large sections is also supported by the involvement of the Univesity's instructional development centre. We are currently experimenting with different ways of handling regular assignments, with tests that examine a student's mastery of technical material, and with "interactive class notes". The latter consists of class notes with unanswered questions.
Our teaching load is differentially distributed. A few faculty members, who are not active in research, teach three courses year 'round. In some cases, for particularly active people with several graduate student, the load is down to one and a half course per year ( one course one term, two the other ). In one case the teaching load has been put at one. Of course those involved in a lot of administrative work also teach less than the normal load. When I review the Dean's reports in the early spring, I also receive from the chair of undergraduate studies an estimate of the number of person-sections we will need for the coming year. I them assign tentative course loads and give them to the chair of undergraduate studies, who uses them as a basis for course assignments.
I hope this information is useful to you.
Leo Jonker
Class sizes: Our class sizes vary from under 10 to around 400. We do not teach multiple sections. We have recently agreed that first and second year courses with less than about 15 students will usually be cancelled, that 300 and 400 with less than about 10 will be cancelled and grad courses with less than about 5 will be cancelled. I have so far cancelled only one course. At the same time we have moved to a 2-year course schedule so that students will be able to plan their course needs around the program. I am optimistic that we will have no more cancellations. One of our difficulties is that in course planning we must allow for three trimesters, a strong co-op program, an evening program, and a very flexible program (students are accustomed to having a large variety of course-semester options) all of which means that we have few cohort groups of students and students. It's difficult as courses offerings have decreased but hopefully the 2-year schedule will make-up for any itinial loss of flexibilty.
Teaching assignemnts: Even though class sizes vary so much this is not taken into much account when making the assignments other than to try and share the large courses amongst as many people as possible. Rather we address the class size by the level of teaching support for the instructor. For all of the very large first and second year classes (about 40 of these a year) there is a workshop available to support the students and each workshop (there are four regular workshops each having 3 or 4 courses assigned to it each semester and one specifically for computer instruction support) has a full-time lab instructor who gives enormous student support and takes care of most administrative duties associated with the course. There are also many teaching assistants for these course and most of their training and supervision is carried out by the LI. We are also still able to provide graders and/or teaching assistants for tutorials for all courses of at least 20 students (40 for TA lad tutorials). The end result is that for faculty there is not too much difference in workload between courses. (Workload, asalways, is more a factor of how much the faculty member puts into the course.)
The initial assignments are done as follows. Faculty receive a questionnaire on which they indicate their preferences. The Departmental Assistant and I then make an assigment which is sent to faculty members for approval and then after a little rearranging we are done. In making the assignment we count contact hours. Most courses are 3 hours (grad courses are 4 - and we offer between 15 and 20 grad courses each year) and if a faculty member teaches the tutorial that also counts as an hour. It is assumed that each faculty member has a commitment of 6 hours in each of two trimester (our courses are all one trimester=13 weeks long) and if the assignment made is above or below 6 hours the faculty member's "account" either decreases or increases. (We are working to get all accounts in the range from -4 (dept owes faculty member) to +2 (faculty member owesdepartment).) There are other ways for faculty members to earn credits: there is one hour for each graduated graduate student at the time he/she graduates, there are 2 hours each for chairing graduate and under- graduate studies cttee (in many depts these tasks are done by associate chairs - of which we have none), there are 6 hours for the department chair (ie I have a half teaching load), up to 6 hours can be distributed annually for "special research and administrative responsibilities (eg. NSERC cttee work), and another 6 hours for curriculum design etc. (The chair decides on how these additional hours wil be distributed.) Some of these hours, at the faculty members discretion (and availability of funds), could be "traded" for small research grants. It is an open system and all information on how the assignments are made is available to everyone. We have just started this system and my guess is that the average number of cantact hours per faculty member will be between 9.5 and 10. Previously it was between 9.3 and 9.6. (If I recall correctly this average was only taken over faculty actually teahcing (eg not counting those on leave or sabbatical).) By the way, we do give lesser assignemnts to new faculty (6 hours in first year and 9 in second -although this could vary based on contractual agreements in recruiting or if the individual held a special appointment eg Shrum Chair).
We are trying to create an environment where each person contributes in the way best suited and we recognise a variety of contributions as valuable to the deprtment (outreach activities, working closely with students, teaching, research, administrative duties, consulting).
Here is some indication of the nature of teaching assignments and teaching loads at Calgary.
Class Sizes:
The large first year courses are split into several sections which are in the range of 90-120 students. There are also a couple of smaller first year courses. One is a numeracy course which may be adopted for students training as elementary school teachers, and another is a remedial course offered by the Faculty of Continuing Education on a cost recovery basis. In second year typical enrollments for core courses are 40-70 students. Some second year service courses have sections as large as for first year. A number of more specialized second year courses run with about 20 students. Senior classes typically see smaller enrollments with 10-20 in third year and some honours/graduate courses offered in the past to a minimum of 3 students.
Budget cuts that will result in downsizing of the Department will force the large first year class sizes up, but this is to some extent limited by the availability of large lecture theatres. In future more courses will be scheduled on a two or three year cycle. (It is already not uncommon to have a faculty member offer a senior course extra-to-load as a reading course.) The department is in the middle of a review of its course offerings and a number of courses in some specialities may have to be dropped, or the minimum number of students for which a course will be run raised.
Instructors in the larger first and second year courses have some assistance from graduate students and senior undergraduate students hired to lead some of the tutorials (which are kept to about 30 students) and to mark assignments and quizzes. The standard practice is for instructors to take at least one tutorial (with the attached marking). All marking of term tests and final exams has been done by the instructors of the course. The large first year courses have an assigned coordinator who prepares information sheets, some suggested assignments, and is responsible for preparing the common final examinations in consultation with the other instructors. There is also an open tutorial drop in center which is staffed by faculty, graduate and undergraduate tutors. The length of time the center for a given course is open is a function of the course enrollment as well as the budget situation for a given term.
The description above holds for the Fall and Winter terms (14 weeks each) when most of the instruction is done. There also exist Spring (May-June) and Summer (July-August) Sessions where a limited number of courses are offered through the Faculty of Continuing Education. This operation is not viewed as part of the normal teaching function of the department, but we retain control of who is appointed to instruct mathematics and statistics courses, and our faculty may teach there for extra remuneration or (with permission) as a part of the normal teaching requirement.
Teaching Assignments:
The normal load for regular faculty is 4 half-courses per year. We have some full-time instructors for whom the normal load is 7 half-courses (3 in each of Fall and Winter and 1 in Spring-Summer). A very small number of the 45 regular faculty, whose rate of scholarly publication is in decline, have undertaken an increased load (6 half courses). A number of people carry a reduced load because of administrative and service commitments to the department. (The head carries a 1/2 load, the three division chairpersons and the director of Graduate Studies a 3/4 load, and the Assistant Head, who handles the details of course scheduling, hiring of graders and tutors, transfer credit, etc. carries a 1/2 load.) In the past course coordinators for large multisectioned courses have had a half course teaching credit, but this is likely to end because of the budget cuts and a move to less structured coordination. No teaching credit is given as recognition for graduate student supervision, research status, or service on committees. Sometimes we are able to give release time from a tutorial or to provide extra marking in recognition of significant contributions. Unless a reduction is stipulated by an external granting agency, no reduction in teaching load is given to new faculty members. (However, they are not asked to carry out service on committees, etc. in the first years here.) We are given no funds to hire sabbatical replacements. This means that there is variation in flexibility when planning the teaching schedule. Several times in the past we have been able to we can provide some teaching release to faculty members who are involved in special projects such as curriculum development.
A half-course normally consists of 3-4 hours of lecture plus one or more tutorial hours. The assistant head polls the department members to find out their preferances, and then draws up a tentative schedule in consulation with the division chairs and the head. It is understood that normally each faculty member is given a section of a large first year course each term, and these usually involve extra tutorial responsibilities, so the normal number of contact hours per term is 9-10.
Average teaching load in our dept is exactly 2 and a half courses (5 one semester courses)-- our contract equates teaching load with work load and specifies that all faculty within a dept must have the same average workload. In fact, nonresearchers in the university usually contribute in other ways and so workloads (at least in our dept ) are not wildly uneven.
Our dean is hinting that our teaching load will increase to 3 full courses for everyone.
Faculty are normally assigned both lower and upper level courses. The rationale is that lower level courses often require less preparation (not always of course) but involve office hours with many more students coming for help, and exam and test marking is a big task. Upper level courses are more fun to teach, can require a lot of preparation, assignment marking can be time consuming, but exam marking is not such a tremendous task. The only sectioned courses are first year calculus (sections of about 120) and finite math (about 100). First year computer science courses have labs which are run by the course instructor. Our largest class is an intro cs course which we cut off at 200. Upper level courses can be run with as few as 5 or 6 honours students, although in recent years, course offerings have been cut back as we lose faculty and so these numbers have increased. Actually this is quite a problem, since a course which is intended for an honours audience may now include students who are far from honours students and both halves of the audience suffer.
Applied Math at U of Manitoba has small courses, large (over 100) courses, and a few medium courses. This year I have managed to give four halves to everyone but two persons not doing research and especially good teachers, who got five. I tried to give everyone a mix of large and small mostly in accordance with their requests.
1. Class sizes: They range from under 10 to 350. In 93-94 we had 9 over 20 and 17 between 100 and 200. We offer courses in 3 sessions (we have a Coop program) with a total of 7500 registrations. All first and second year classes are given in English and in French. A student must be able to complete all has or her compulsory courses in the language of his or her choice.
Our classes ar enot divided into smaller sections, the size is limited by the unavailibility of large classrooms. Some fourth-year classes with an enrollment smaller than 3 are cancelled.
2. Support: We have a Help Center for all first year Calculus and Linear Algebra sections, the Center is staffed by bilingual graduate or upper level undergrads. All first-year classes have a weekly multiple choice test. Support for marking assignments is very limited in other courses.
3. Teaching loads: Courses = 3h a week per term (one or 2 are 4h a week). - The teaching load is 4 courses a year if professor has "demonstrable" research activity usually thru grants from NSERC or SSHRC. Others and term appointees have 5 courses a year. This latter group = less than one third of dept.
- There is no teaching relief for large classes or graduate supervision or Committee work. However all these factors are taken into account in assigning courses.. e.g. in assigning what is known here as "plum courses"... - Chair, Undergrad. Chair, Grad Chair: half load - if there are several sabbaticals at reduced salsries: sometimes the Dean would give the Dept. part of the salary for sessionals. (For sabbaticals: professors can take 6 month or 12 month sabb. and each year of service gives a credit of 12.5% of sabbatical: after 6 years one can get a 75% salary sabb; after 8 years a 100% salary sabb.)
- One can decide group teaching in any 2 of the 3 terms.
4. How are courses assigned?
In January, the Undergrad Chair and Chair meet with students with a preliminary list of courses for the following year. The students have 2 weeks to make any additions or suggestions. At the beginning of February, professors are given a list and timetable and asked to give their preferences: 1st choice, 2nd choice and "if I must". It is understood that everyone must include a few of the large sections -- service courses.
The Chairman then arrive at some assignment after several iterations and meetings with each individual. In May, the Dean sends a letter to each professor informing him or her of his or her teaching a load and admin. duties with a complete list of the loads of colleagues in the Dept.
In our deparment at McGill the average teaching load is about 2 courses per term. However individual teaching loads may be as low as 1 and 1 (for the chair) or as high as 3 and 3 for individuals who are not involved in research or substantial scholarly activity and also do not have major administrative tasks. The Chairmanship of a major Committee (in particular the Committee on Undergraduate Affairs and the the Committee on Graduate Affairs) involvement in Grant Selection Committees or other major administrative tasks bring a reduction of the course load of 1 course. Particularly heavy involvement in thesis supervision also may bring a load reduction. One tries to be fair and rotate this around. Loads are of course subject to the constraint of the total number of courses which we need to, or want to, teach.
The assignment of courses involves many steps: meetings between interested staff in different areas, letters to the chair concerning "wishes", individual consultation, and many iterations of assignments and reassignments. The course assignments ultimately are done by the Chair and take quite a lot of time.
Class sizes vary from 2 or 3 to 350. Our single variable calculus is taught in classes of 200 on average, with tutorials of 30-35 run by graduate student tutors. Many other service courses are run in classes of 70 (with the help of "Conference leaders" in the Engineering courses.) We try to keep undergraduate courses above 10 (preferably well above that number). This means that we are alternating more courses from one year to the next and in some cases run dual major\honours courses with the same lectures but parallel assignments and exams. Graduate courses may have smaller enrolments (below 5 in some cases). Some of the more advanced courses may have a small number of enrolled students but attract colleagues and postdocs as well; this is regarded very favourably. There has in recent years been a conscious and sometimes successful effort to coordinate the offerings at different Universities in the City to avoid duplication and offer greater variety.
Most of our courses are 4 hours per week. The larger couses, among the service couses would have 200-400 students in the classrooms, we run tutorials, say 50 per section. We have faculty members who have much smaller classes to do those tutorials. A faculty member would teach two couses + 1 tutorial, i.e. 9 hours per week for each. I teach one course + 1 tutorial. If too many sections of tutorials, we would hire some math major seniors to do the markings and tutorials. Some service courses have computer labs, we generally have some senior students to do those. These extra hirings are under the part-time budget, which approved by our Dean. Years ago we were talking about graduate study in Math. Our subcommittee still not quite reaches their conclusion as yet. Even they do, I don't see it will receive favourable consideration by the provincial graduate council at the present time. I hope I have cover every thing. Tough times will meet with poorer services, i.e. some summer and evening offerings have to be cut.
We have a workload of 4 half classes per academic year. This translates to 3 teaching hrs/week for most classes and 4 for first year classes (the fourth hour is a tutorial). There are no teaching reductions for any of the other duties in the department except for Chair or Director. We have managed to keep this workload level for about a decade. Before that the teaching load was 5 half classes but then there were 3 tutorial hrs for the first year classes and they counted as an extra class. Also many duties carried a half course reduction in the teaching load.
We have many classes taugh by none permanent faculty (approx 16 half classes out of 75) but the dean has allowed us to hire 3 Post Docs each year (for the last 4 years and for the forseeable future) so as to have cheap teaching but at the same time add new research blood to the Division.
The number of classes taught by part-time people has been decreasing (slowly). We hired one person last year and will be hiring one person this july. [The Dean forced to choose that person last year and have him here as a Post Doc this year.]
I. Teaching Evaluation Procedures
Evidence of satisfactory teaching must be provided by each faculty member on an annual basis. The method need not be by Student Evaluation, but most faculty members choose that method.
Student Evaluation of Teaching is done on a form available to all faculty (form attached). The results of the three questions are provided to instructors on the Summary form. All evaluations are looked over by the Chair. No attempt is made to provide an analysis of the comments. The original forms along with the Summary are returned to instructors.
Student Evaluation of teaching is usually done about a week before the end of classes. In each class, a student is appointed to distribute and collect the forms (in the absence of the instructor) and return them to the Chair.
The Summaries are used for recommendations for salary adjustments. For merit increases, the weighting of research/teaching/other contributions is about 40%/40%/20%. Merit increases, and even Basic Adjustments can be withheld (all or in part) based on poor teaching evaluations.
II. Teaching Assignment Procedures
There is a three-tier teaching load based on the following criteria:
Category Load Number (i) NSERC grant holder 4 semester courses 16 (ii) No NSERC grant but doing 5 semester courses 10 research and publishing (iii) Not publishing 6 semester courses 2 Total - 28The Chair has a 2-semester course load and the Graduate Advisor has a one semester course load reduction.
Class Sizes
In 1993-94, there were 120 course sections taught by the Department.
Class Size - No. - Percent 9 or less - 16 - 13.3 10-19 - 8 - 6.7 20-29 - 14 - 11.7 30-39 - 12 - 10.0 40-49 - 16 - 13.3 50-59 - 23 - 19.2 60-69 - 21 - 17.5 70-79 - 6 - 5.0 80-99 - 1 - 0.8 100-149 - 1 - 0.8 150-199 - 2 - 1.7The average class size in 1993-94 was 44.
At UBC teaching loads: 2 courses per term (6 hours/week, 7 if one course is first year calculus) with relief for major administrative work, e.g. undergrad and grad chairs
class size: first year - 90 to 100 except 2 classes - 250, 2 classes - 160, TA sections - 30 second year - 40 to 60 third year - 15 - 40 with a few exceptions fourth year - 5 to 48 averaging about 15 grad courses - 3 to 11budget cuts at this point means loss of positions.
Operation of the math and stat dept at the Universite de Montreal:
The regular teaching load is four semester courses. I am deciding the assignment of courses (after consultation with the colleagues)
Our department has the equivalent of six positions (4 courses each at CRM) and the equivalent of two positions for the consulting unit in statistics. I call for proposals for courses, for research projects at CRM and for release to the consulting unit. People usually go at the CRM for 1/4 or 1/2 of their time, meaning that they are released of one or two courses. Similarly for the consulting unit. Apart from that six professors have a release of one course for being responsible
Although we do not teach to engineers nearly half of our teaching is service courses (not in number of courses but sum of the number of students in courses) There is no official minimum number of students in a course, but we try to keep an acceptable mean. First year courses have from 50 to 70 students and service courses from 30 to 100. A few third year courses have between 5 and 10 students. In recent years the number of undergraduate students went down and we now have a mean number of 42.26 students/course at undergraduate level and a mean number of 6.28 students/course at graduate level (around 30 courses offered yearly).
The choice of graduate courses offered is decided jointly with other math depts in Montreal inside the Institut des Sciences Mathematiques. The principle is that basic courses are offered in each dept, while duplications of advanced courses in Montreal are avoided.
Up to now we had very little cuts but 1995-96 is the first year of severe cuts. In particular 10% of the current budget will be cut and we are asked to make efforts to cut an extra 5%. Half of it is money of the TA. TA is for me a priority and I will try not to cut there, since we are really not competitive on the Canadian level as far as financing of graduate students is concerned. This means a cut of at least 20% on the other items. The main cuts will then affect the numbers of "charges de cours" (I do not know what is the English word for that!). Up to now I used to have around 30 "charges de cours" for a typical year (5-6 sabbatical). In 1995-96 I will have only 12. Considering sabbaticals, teaching relief and pre-retirement agrements the mean teaching load is around 9 credits (3 semester courses). The faculty wants the mean teaching load to increase up to 12 credits. Around 4 charges de cours are assumed by professional actuaries which can testimony of their experience on the market. I would not be surprised that these would remain my only charges de cours in 1996-97 and that all other service courses would have to be assumed by professors, through an increase in the teaching load.
The number of undergraduate students in maths and stat is decreasing for the last five years (from 600 to 400). This is part of a similar phenomenon in Quebec for all natural sciences except biology. The number of graduate students is stable around 110. 80% of the Ph.D. students in maths come from abroad. Financing them is always a problem since we pay much less for TA and we have few scholarships. Students which are not fluent in French when they arrive cannot be given TA for the first year(s).


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The recent Zika virus outbreak has done more than terrify millions of people around the world; it has had an effect on global economies. Some countries have had to divert meager means to try to combat the outbreak. Others have lost significant amounts to declining tourism rates as visitors fear venturing to nations hardest hit by the outbreak.
Hit particularly hard were nations in the Caribbean and Latin America. To support these nations and help them overcome the outbreak, the World Bank Group announced Thursday that it would provide $150 million US. This amount was determined by calculating current country demands for financing and it is based on both requests by the affected nations and independent research. If additional funding is needed, the World Bank has vowed to provide such additional support, according to a statement it released.
The World Bank accompanied its announcement with an initial projection of the short-term economic impact of the Zika virus. While the impact is significant, the projection determined it should be relatively modest, at around $3.5 billion (just 0.06 percent of the total gross domestic product (GDP) for the region). The World Bank cautioned that this projection was based on assumptions of a swift and well-coordinated response by the international community to the Zika virus.
It also assumed that the most significant health consequences of the Zika virus only pertain to pregnant women thanks to the World Health Organization's report that noted the link between Zika virus infection while pregnant and the development of microcephaly in the resulting newborn.
Despite the World Bank's predictions, some analysts fear it may be overly optimistic. Some nations could be more adversely affected by the virus than others could, losing more than an entire percentage point of GDP. These countries are more likely to require additional support from the World Bank and the international community. These less optimistic analysts feel much more research is needed about public perceptions of Zika virus, the virus's effects and potential for mutation, and suggest economic impacts of the virus will need to be reassessed as a result.
Jim Yong Kim, President of the World Bank Group said in its statement: "Our analysis underscores the importance of urgent action to halt the spread of the Zika virus and to protect the health and well-being of people in the affected countries ... The World Bank Group stands ready to support the countries affected by this health crisis and to provide additional support if needed."
The financing the World Bank Group provides will support a range of activities, including monitoring and controlling infection vectors, identifying at-risk groups, ensuring and monitoring the results of follow-up care for victims, promoting public awareness programs, and other activities to combat the virus.
"Countries in Latin America and the Caribbean have made it a priority to respond to the Zika virus emergency," noted Jorge Familiar Calderon, World Bank Vice President for Latin America and the Caribbean. "I've seen firsthand how communities across the region are working together to successfully protect the population from the Zika virus. We stand ready to continue supporting their efforts through technical advice, knowledge sharing and financing."


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Welcome Everyone...
By now Helstar fans have noticed there has been a change in the band. Yes, I am no longer playing with HELSTAR. There could be lots of stories told some fiction, some fact. You can choose which you want to retain for your own mind. I only wish the band well in their music and lives. I have only now realized that some fans wonder where I have gone and what I am doing. It seems there is some confusion on my illness. my departure from the band and my status now. So, I will share with you a group of emails one pal, Bjorn Dahmen, and I shared recently. It will hopefully explain a few things, including my surgery for my illness and my wellbeing now. Again... MUSIC is FAR from being out of my life. I cannot just quit playing. So for now, - I will have this site as a part rememberance of the past 30 years with Helstar. I have a GREAT DEAL of DATA and who would not after 30 years... I will always continue playing and writing music.. Thanks and take care of yourselves. Best Regards!!! Click the "News" section for the emails.
HELSTAR -"Dynamo Pictures".- "Bang Your Pics". Jerry -
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