text:
Nine MuchMusic Video Award Nominations Highlight Profound Year for Canadian Producing Collective
Rory Halsall
LOS ANGELES, June 14, 2013 /CNW/ - Four music videos produced by The NE Creative Group have recently received nine MuchMusic Video Award nominations. Winners will be announced and broadcast on MuchMusic during the award ceremony in downtown Toronto beginning at 9 p.m. EST Sunday June 16.
The NE Creative Group produced the following MMVA nominated music videos:
Video of the Year, Hip-Hop Video of the Year, MuchFACT Video of the Year and Your Fave Video for "Inner Ninja" by Classified featuring David Myles
Post-Production of the Year, Rock/Alternative Video of the Year and Your Fave Video for "Surprise Surprise" by Billy Talent
Pop Video of the Year for "Too Young to Care" by Shawn Desman
MuchFACT Video of the Year for "Kiss Goodnight" by Tyler Shaw
"It's great to have this type of presence at the MMVAs," senior producer Rory Halsall said. "We've built a brand for producing and communicating artists' visions through music videos."
Since 2009, Halsall has produced music videos for many commercial and critical successes such as the Deftones, Lady Antebellum and Beanie Man. He's won MuchMusic Video of the Year awards for producing videos for City and Colour's "Fragile Bird," Shawn Desman's "Electric/Night Like This" and JDiggz's "This Time."
The MMVA nominations punctuate another banner year for Halsall's producing collective, which recently produced a music video for Walk Off the Earth's cover of Madonna's "Material Girl" and City and Colour's video, "Thirst" directed by Michael Maxxis.
"It's usually just hitting the ground running," says NE Creative Group's production manager Vimla Mangru, who budgets, locations scouts, schedules and manages production closely with Halsall. "Rory and I have been working together for so long, it just comes as second nature. Producing is a lot of negotiating and being very honest. I know exactly how he likes to handle a job."
The NE Creative Group, in conjunction with its sister company, Rosemary Films, has also recently produced music videos for Sum 41 and Raine Maida of Our Lady Peace.
The NE Creative Group and Rosemary Films together produced Billy Talent's "Surprise Surprise" video. It was shot at the Canadian Warplane Heritage Museum in Hamilton, Ontario, and featured lead animation from visual effects artist Jeremy Hunt, known for his work on the Warner Bros. film, "300."
SOURCE: Rory Halsall
Visit www.thene.ca


text:
The Oral History Collection of the University of Illinois at Springfield
Home The Oral History Collection of the University of Illinois at Springfield Anthony Massaro Memoir Volume I - Part 3
Massaro, Anthony - Interview and Memoir
Anthony Massaro Memoir Volume I - Part 3
Anthony Massaro 74
Q. Did the truck drivers wort a seven day week?
A. The truck drivers worked ix days a week. They were off on Sunday.
We went in on Sunday to clean the place up and do this end do that.
There was always work to be d ne. There's no question about it--there
was always work to be done. ut the truck drivers worked six days a
week. The man in the hardeni g: room--not in the hardening room, but.
in the mixing room--as I reca i, I believe I mentioned that he worked
five and a half days a week. jHe was off. on Saturday afternoons and
Sunday. Yes.
1 Q. In the type of job you were working, did you work alongside of
men who were supporting familtes, or was your kind of work mainly
reserved for students? j
A. No. Like I said, if he t ought you were a student and weren't
going to stay there, well, he didn't want you to work. No.· Yes,
some of them were supporting- put it this way, were attempting to
support a family on eighteen ollars a week. Now in fairness though,
after an individual had been here a good while, there was·some
advancement--not particularlyjin job advancement, but in pay advance-ment.
The truck drivers, when I say it was eighteen dollars a week, yes.
When you were assigned to at uck, it was eighteen dollars a·week.
Now the longer you stayed, he d give you a dollar more a week occasionally.
And I would say th t maybe the truck driver did average
twenty-one or twenty-two doll rs a week, that was about all. But
apparently they could support a family, tough as it might have been.
I I doubt very much whether the e was any driver that was making twenty-five
dollars a week. But whe you first started out, and I mean the
first year or two or three, i was eighteen dollars a week. And
everybody that worked inside here was getting twelve dollars.· If a
driver quit, why they would a tually get the job right now.
Q. Approximately how many pe ple worked for the company?
A. At that time? Including ~ruck drivers, oh, there was probably
fifteen at the most. Fifteeniat the most. And the man's daughter
and his son worked there also~ His son was required to come in also
at six o'clock. He didn't al ays do it. His son was married. Now
what he paid him, that was hi business. And his daughter, she came
in at 8;00 AU. She was there until at least five or six o'clock
herself, because she generall1 was there when we left. So he was a
tough customer to work for--ndt only his help, but also his daughter
and son, they didn't have it tuch easier than we did.
Q. Was that the first regula~ job you had?
A. Put it this way, that was lthe first job that I had that I was
paid wages at, yes, it was. ~es. Now I might also add that where
we lived and across the stree~ had been this iron works of some sort.
In the summer we would go int1 the field.and dig up brick. When we
moved there, the buildings th rnselves had been wrecked; and there was
no visible signs of buildings But at ground level, the foundation
still remained.
There was some building goingjon in town at the time. We found out
that we could go out and dig tihese brick up, and we could get four
dollars a thousand for the br~cks. Of course, you had to find where
the foundations were, and rnos~ of it was a lime, sand mortar--which
it wasn't too difficult to pu~l the bricks up from the mortar. Then
you had to clean them. And t~e going price was forty cents a hundred,
or four dollars a thousand. ~ou'd stack them up and somebody would
come by and say, ''Well, you w1nt to get rid of your bricks?" It was
forty cents hundred, and they invariably bought them and used them
in foundations. ·
But when you say, "Forty centl a hundred, you could make a mint!"
You couldn't. Because if you dug a hundred brick in a week, you were
doing good. Well you dug rnor than that--but it wasn't as lucrative
as it sounds. Oh, we picked p a dollar here and there occasionally.
But we found it a little bit 1oo confining and rather difficult;
because if the brick was chip ed or broke, then they didn't want any.
You had to have a perfect bri k. So it may, take you two or three
weeks to get a thousand brick --and sometimes longer. But that was
Q. While you were a student 1t Springfield High School, were you
identified as someone from th north side of toWn; or did people make
distinctions like that back t en? ·Or did people from one side of
town stick together more or 1 ss?
A. Yes, we more or less stuc~ together. In other words, depending
on what part of town you carne from, yes. There was definitely a
class distinction between the north end, the east end, and the south
or the west end. There was. Yes. In other words, you knew the group
from the north end and you rno e or less stuck with them. The ones
from the south end stuck with theirs, and so forth, yes.
If you call it discrimination for want of a better term, I would say
yes, there was definitely sorn discrimination. You could observe it.
In other words, the north end ''We know that you're not going to
finish school." And it was a~pattern. In other words, they weren't
too strict on the north ender If he didn't show up for classes,
they felt, ''Well, it's a ques ion of time because he's going to leave
school anyway." And the east 1 end was about the same thing. Yes, and
even in the manner of dress yqm could tell the north. ender from the
south ender. We didn't dressjas elaborately as the others did. I
can't tell you why, but we ju1t didn't. Yes, there was some differ-entiation
there. 1
And I also found there was sate prejudice that went with it too. That
was particularly true among spme of the teachers, strange as it may
sound. But I think I was in f. y--1 know I was in my senior year. And
like I mentioned before, I li ed history and to me it wasn't a boring
subject or something that I w s taking in school I had to take. I
just took it because I liked · t. And I got fairly good grades in it.
During my senior year I foundj_myself in a class taking an examination
and get 65, 60, 55--and I cou~dn't understand it. I felt that I knew
the answers. And in the meantime I'd compare the answers with those
given by other students. Min~ was comparable to their answers, but
mine was wrong and theirs wasjright.
I figured there was somethinglwrong here. So I went
the instructor, the teacher, fhat it was all about.
"You just aren't able to gras~ history."
"You're not going to college."
up and asked
And he said,
''Well, I don't know whether 11m going to college or not."
''Why," he said, "you're not c<Jpable of comprehending this work.
could never make it in colleg,."
Well that kind of hurt my fee~ings; and figured, "Well what
going to do?" Then something !'struck me--all of a sudden it
me. I said, ''Well, I'm going to get back at him."
I He had some students there th~t were more or less pets of his. And
I think that's true of any cl~ss you go in. I happened to mention
to two of them that I was kee~ing all of my exams, I wasn't destroying
them. And if I didn't get a ~assing grade at the end of the semester,
that I was going to take it u~ with the principal, and if necessary,
get my folks to hire an attor~ey to get these exams graded by somebody
other than him to find o~t just where I stood.
I Well, my hunch was right becat.Jise one day as the class ended, he asked
me to remain. And he asked mel then, "Is it true I understand that
you feel that I'm not grading rou properly, and you're going to take
some drastic action if I don't! pass you?"
I I said, "That's right." i
So anyway, one thing lead to a~other and I finally told him off. I
said, "Listen, mister,! want to inform you of one thing. I've for-gotten
more history than you' 1 ever know." That took him back--and
I also informed him that, "I on't understand what you're driving at.
You're running me down in cla s." I said, "Now, I've won the D.A.R.
history medal when I graduate from grade school. Nmv you tell me
I can't grasp history. I can t grasp anything! To me it doesn't
make sense."
Back in those days they had albulletin which came out either weekly
or monthly. It was a newsletfer of some kind. Mussolini was just
coming to his own then, makinf quite a splash, and they had quite
periodic write-ups about him.1 And in class he made a remark, "Here's
Mussolini. Now he is trying fo get that country, build that country
up such as it was during the omans. The man doesn't understand that
they have degenerated to a po nt where they can't do anything. They
can't accomplish anything. T ey don't amount to much."
And I reminded him, "You madelthat remark. Now I've already told
you that I have forgotten mar¢ history than you'll ever know." I
said, "Now I'm going to admitithat maybe we've degenerated, and I'm
one of the degenerates. You ake that remark one more time, and I'm
coming to prove to the class hat although I'm a degenerate, you're
more of a degenerate than .I a , because I'm going to whack you all
around the room. Try it one tfore time."
He didn't say anything.
Well, finally what happened, 4he final exam--! don't remember
got, but I averaged 70. "Nowf" he said, "you passed."
what I
I said, "That's all that's ne4essary. I passed."
"What are you going to do abo~t it?"
"Nothing. I passed. I was g1ing to do something if I failed. I
didn't fail, so I'm satisfiedl-I passed."
So I ran into that in high sc~ool. The man should have known better,
but he was quite abusive as f r as I was concerned. Because some of
the boys were telling me, "Toy, I wouldn't take it. I would go up
there and whack him.'' He wasj' t a very large man--which I wouldn't
have had any trouble at all, hat is taking him physically. But I
think if he would have made a y more remarks in class as he had in
the past, I would have gone u and challenged him. So I've encountered
that, yes. 1
Q. Did you have any sense of ]how the other students in the class
responded to that situation. :You mentioned--were other kids going to
save their exams?
A. Well, no.
was comparable
Now, I would c9mpare my answers to their answers--mine
to theirs. In lather words, what difference was it?
Just a matter in the way it w~s written. Of course, no two individuals
are going to use identical wo1ds or identical sentences, but the
meaning was the same. That's what I meant to convey. And they got
credit for their answers, and !--"You didn't answer it right." And
I didn't. i
Oh, I don't know whether therJ were any other students who encountered
the same difficulty. That I 4on't know. I don't know. But what
got me, I was making--back in.Jthose days they didn't grade you by
letters, but by numbers. Hisiory was always--! was always getting a
95, and here I'm getting 65.
I don't know, something's happened.
And most of it's repetition a1yway. After you've had much history,
it's generally repetition. Y u may go into it more, a little more
elaborate than you did in the past. But it didn't satisfy him. That's
when some of the others wouldltell me, "Tony, he's picking on you or
something." Of course, I canisee later on they were probably egging
me on. If nothing else, if i was a direct physical confrontation
with him, why they would have enjoyed it. Yes.
Q. Did you find that situati1n in any other classes?
I A. No, not any other classes1 No. Not in any others. No. As a
matter of fact, I got along r~al well in the rest of the classes.
That was the only class. Oh,~I did find maybe some sort of discrimination
in athletics there. I suspected it, but I didn't realize
it until I was out of school hen I ran across some of the boys that
played on the same team. And 11 was asked, "Do you remember such and
such incident and this and th~t? 11 ''Yes." "Well, this happened and
that happened." And I got to thinking that, "Maybe you were right."
In other words they were play ng their own favorites. I think there
was merit in that too . 1
I Q. How about in social activ~ties?
A. I did not take part in soiial activities there because it showed
up. It really did. At least I think it did. And it was also verified
later by some of the other bo s--at least the ones that I'm saying
verified it later. Some of t e other boys were--some that were from
the east end of town that had~been to school when I was there and had
left school and gone into col ege--and we talked about our high school
days. They mentioned this in tance and that instance, and they felt
about the same as I did. We ~ere--put it this way--we were tolerated,
but really we weren't encouraied to, no. In some of the instances we
took it as a matter of fact a d that was it. Of course, we had our
own group, the north end of t wn and the east end, and that was it.
I don't think it made any dif erence at all to us. We were just not
wanted, so we just--we didn'tlthat's all.
No, I played football three y1ars there in high school. And !--incidentally,
I was captain of th, team in 1928 and even made all-State
guard.
Anthony Massaro
Q. Then the other players on1the team must have thought .
A. Well, now the ones that I
were some of the boys that pl
did. How they were treated a
back after it was mentioned,
there." But we felt later--n
maybe there was discriminatio
m referring to, the east end of town,
yed football at the same time that I
dhow they weren't treated--as I look
said, "Well, you may have a point
w later, this was much later--'~ell,
, more than met the eye when we were
Another instance that l--it wts pointed as one of the chaps mentioned
that there was discrimination~ which I've got to admit there probably
was. Because here, the firstlyear that I was in school, they had
assemblies before the footbalt games at home. And the players were
up on stage, and they were in roduced; and the captain was asked to
say something, and which they always did. When I was elected captain,
I was never asked to say a wo d. Now this boy pointed out, "Do you
remember?" And I said, ''Yes, come to think of it I do." And he
said, "Why weren't you?" I s id, "I don't know. I never thought of
it." ''Why," he said, "sure i was. 11 Whether it was so or not, I
don't know. But you stop and think of it, maybe there was. Yes.
But I played football. It wal more of an accident than anything else
there. I think I mentioned w$ would play at football around the north
end of town here. And in thelevening we would gather on the north
side of Sangamo Electric. At that time--it's a parking lot now--but
then it was just nothing but field. And here was some, a large
incandescent sign: Sangamo El ctric. Yes. It was Sangamo Electric.
Well, that shined on this fie d. And we would get there in the evening
after supper. Of course in t e fall, and there might have been ten
or fifteen, twenty of us waul gather there. We played football in
the rough--we didn't have any shoulder pads or anything. Why, we'd
pass the ball to one another, and formed teams and played against one
another. So we enjoyed it. nd I do remember that two of the boys
were injured, One of them br ke a leg one night, and another one
broke an arm. So it used to et pretty rough.
But here l--in the new high s4hool building, I wasn't in the Cootie
Cage now, but in the new highlschool building--and the coach came by
one day . . . . Well in gym, it was in gym, the coach was also a gym
teacher--wanted to know why I didn't come out for football. I said,
"I don 1 t know anything about t. 11 ''Well, you come on out anyway."
So I went on out, and I guess I was out for about a week. I was given
some kind of a uniform, old dtlapidated thing. Of course being the
new man out there, they would 1 do that--! wasn't the only one that got
an old delapidated thing. It was something that should have been
discarded. '~ell you do this and you do that. 11 A bunch of us were
set aside from the rest of th m. And about a week or so I figured
this was enough, because I us d to take the streetcar home--not the
bus, but in those days it was streetcars--after practice. And it was
Anthony }1assaro 80
generally, oh, we didn't get< ut of practice until probably six o'clock
or thereabouts. And by the t me I took the streetcar--the Monroe
streetcar to Fifth Street, an< then transferred to North Seventh there
around the Square--and I got lome, it was rather late. I figured
that I had enough of it, so I took and turned my suit in.
About two weeks later, a week later or so, the coach bumped into me
in the hall and said, "What's]the matter with you?"
i I said, "Nothing, why?" 1
He said, "You're yellow."
''Yell ow what?"
''You got to quit didn't you?" I·
"No," I said, "I'm not yellow~ I just don't feel like I want to
spend my time with the boys ytu got me with. To me it's not worth it."
''Well," he said, "I think youlre yellow."
So that evening, or that aftetnoon, I went back and asked the chap
that give out the suits, that1took care of that end of the gym, if I
could have my suit back. He jaid, ''Well, what's the matter with you?
You're like a yo-yo, in and a
t."
I said, ''Well,"--his name wasiMike, old Mike--l said, "Mike, how about
that suit?"
He said, "Oh, go ahead. HereJ"
He gave me the suit and
told him, "Now you tell
over there where you're
this and that. Now, do
play?"
I went on out. I went up to the coach and I
me I'$ yellow. Don't put me with the group
throw~ng the ball around and you're kicking
you wtnt me to play or don't you want me to
He said, "Okay.
you can play."
I'll look out, and I'll get you a position where
So after a while they formed wo sides which turned out to be the
first team and the second teru. Just scrimmaged a little bit. Well
I was playing defense. They'< passed the ball to the quarterback,
and the next thing I knew, I ' as next to him. I said, "Here!" He
give it to me and I went on d<wn and made a touchdown. (laughter)
But all it was, we were as rO\ gh as rough can be. And here I'm finding
myself with a bunch of youngs ers, although I was young too. They were
training to become hardened, and I didn't have to go through it. In
other words, what it amounted to, those kids really and truthfully--and
I'm telling the truth, I'm not trying to brag at all--they couldn't
hold me, there was no way they could hold me. The rest of the game,
I just wrecked their backfield. I just wrecked their backfield.
They weren't going anywhere. And finally this chap that was playing
quarterback said, "What are you going to do with that new man? Where
in the hell did he come from? Every time we get the ball he's on us."
So the next evening I was moved to the big team. Yes.
Q. How do you think the coach came to recruit you? Did he just look
at your size, or had he heard about you playing?
A. Where at?
Q. When you were in high school, you said
A. Oh, no. I guess it was my size. Yes, it was probably my
size. Yes. Yes. It was my size. Yes. Speaking of football, now
I'm amazed at how large these players are today. I guess the people
are getting larger. But we didn't have a large team. I doubt whether
the players that played when I played football could even make the
third team today in these schools. These are large kids, we were
small. I weighed possibly about 145, 150 pounds--that's about all.
The smallest man in the backfield was always a quarterback; he was
never the big one. Oh, no. No. It was just the way it went. He
carried the ball, and it was very seldom that they passed in those
days. No, it was just, "Give the ball to so and so," and this and
that, whatever it was, and ''Hit that line." Or, "Run" or, "Try to
run around end." And today of course, the center, at least ninetyeight
percent of the time, will pass the ball to the quarterback.
And the quarterback can shuffle. No, not then. No. No, the line-ups
were such that whoever carried the ball, the ball was passed to him.
With some rare exception the quarterback handled the ball and then
give it to another one. No.
Q. What sort of a schedule did you play then at Springfield High?
What were some of the teams .
A. Well, we played then just the same as they do now, what they call
the Big Twelve. And it constituted Lincoln, Danville, ChampaignUrbana,
Peoria, Peoria Central, I don't remember, I think Peoria
Manual was in it, Mattoon. There were twelve teams they called the
Big Twelve.
Q. Were any of the other boys you played football with near Sangamo
Electric, were they ever involved on the team?
A. Well ... (laughs) ..• I got to smile. A chap by the name of
Lew Van Doren--your dad knows him well--he was a southeast ender, if
I remember. And this was at work he mentioned it. He said, "Tony,
I was so surprised to see you playing football. You north enders
never even finished school let alone play football." And I had to
agree with him that he was probably right. But when you mentioned
about the boys at Sangamo here, whether they played--yes, they did.
That was about the time that I graduated--Springfield High School
got an influx of north end boys. And they set records that still
stand today.
Q. My Lord.
A. Yes, they set records that still stand today.
Q. What did your parents think about you playing on the football
team?
A. They didn't like it a bit. They didn't like it one bit at all.
I'd say this, they tolerated it but they didn't approve of it. They
didn't approve of it. Of course, Dad was not one--Dad watched one
game. And he told me after the game that if he had known what it was
all about, that he'd have made very plain to me to_ stay_ho?le, and ma:ybe
he was going to see to it that I wouldn't ever play football. He
said it was too rough and wondered how some of us weren't killed.
But in one game, and we were playing Decatur--yes, Decatur, Stephen
Decatur was also in that conference. We played at the old Three-!
League ball park. It was as muddy as could be that day, and Dad
felt, ''Well, the game was in the north end of town." And he said,
"I think I'll come over and watch it." After I got home, he was not
a bit pleased about it at all. He said, ''Well, you kids are going
to get killed. I don't know how or why they even permit it." So he
was never in favor of it. No.
Q. Injuries are so common now. You always hear about major knee
injuries and everything.
A. Yes. Well, they were common in those days too. I broke two ribs
playing. I had two ribs broken playing football. I injured a knee.
I've been very, very fortunate it has never, never bothered me; but
I still carry the 1nJury. Take a look at this knee and this one ..
(shows his knees) ..• This one is larger than this.
Q. Sure is. On the right knee.
A. Yes. That's it. But it never did bother me. But I've got it
here playing high school. It kept me home for about two weeks shortly
after I injured it, but I was fortunate that it never did bother me.
Q. What sort of medical treatment did you have for that? Was there
a doctor at the field or was there
A. No, there was no doctor on the field. The coach, he was the field
physician and so forth. Yes. But we did have one fellow around town
Anthony Hassaro 83
here that we called the Jaybird. He just loved football and loved
the youngsters that played football. When possible the coach took
him on trips with us. That man could really bandage a knee injury
or an ankle injury and so forth, so they left it up to old Jaybird.
Yes. If it \llas an injury, why, you went to your own doctor. And
of course, the school did pay any medical expenses, but that.was
about the extent of it.
Q. So what year was it you were named all-State?
A. The last year in school, which would have been the fall of 1928.
Because I graduated February of 1929.
Q. That must have been pretty exciting.
A. No, not really, it wasn't. Not really. There was no ballyhoo
about it or anything. It just appeared in the papers and that was
it. But there was nothing. No. No mention was ever made of it in
school or anything. I don't recall any mention of it.
Q. Now it seems like there's just so much publicity about those things.
A. Yes, there's quite a bit of publicity. Oh, it appeared in the
paper and that was just about it. When the yearbook of 1929, course
it came out the end of 1929, it's in the book somewhere where it
mentions all-State guard. Yes.
Q. Did you make a lot of friends from your involvement in football?
A. Yes, I did. I can say truthfully one thing, I did make a lot of
friends. Those of us who did play football, with some rare exceptions,
become very close. Very, very close. That is where I played football
with John Hunter.
A. Yes, he was also a football player. We become very, very close
friends. We'd get together before practice and what have you and
wrestle each other and kid around. And when we t.ook trips, overnight
trips, we always managed to get the same room together. So we become
very, very close. As a matter of fact, when he attended Oklahoma
University and I went to Rolla, why we corresponded there for a while.
And a lot of the others, we become very, very, very close. In fact
in those days, no, no colored boys played games at Springfield High
School. They were welcomed to come out and practice with us, they
were given suits and all that, but they were never taken on any trips.
Nor were they ever played.
Q. My Lord. Did they get many to come out under those conditions?
A. They did, yes. We had one fellow, his name was Hright--Walt
Wright. A little fellow. And I suppose if he had been in school
today, he would have probably been an all-State backfield man. But
he took it for granted--he liked the game, he played at it, but he
knew he wasn't going to get in any games. Although here when the
home games, why he was asked to suit up and he come out and sit on
the bench with us. But it was one possibility that he might play;
but as remote as it was, he'd come out and sit with us. But he
never did play.
Q. Did any of the students that you played, did any of the schools
that you played against have black players that actually played in
the game?
A. Yes, they did. Yes, they did. Champaign had one of them. The
reason that I mention that they had one of them, he played the line.
He was quite a strong boy, and they did very well there one year.
As it turned out, why, they had to forfeit all their games because
he had turned twenty-one. And I guess it still exists today that if
you're twenty-one, you don't participate in any competitive sports.
But they played him and somebody found out he was twenty-one. So
they had to forfeit all their games.
Lincoln had a man that also played. They weren't as prevalent as
they are today but, yes, I would say that some of the teams that we
played against did have blacks on their team. Now the blacks were
tolerated as far as track was concerned. Yes, they had them on the
track team. But football and basketball, it was still taboo.
Q. 'What kinds of crowds would go out to see the football games here
in Springfield? It's probably not fair to ask someone who is on the
field to estimate the size of the crowd, but were they well attended?
A. No, they were always just mediocre crowds. I don't recall the
large crowds unless there was a special game; then you filled the
bleachers. Or otherwise, no. The crowds never were too large. I
suppose the attendance there was just about what it is today at some
of these games. If it's something special, seems like the whole town
turns out. But the average game, no. No. Of course, they were all
played in the afternoon. We had no evening games or night games.
Q. Based upon your achievements in football, the sort of record you
had, did colleges approach you about attending their school?
END OF TAPE FOUR, SIDE ONE
A. Well, I was approached by one school, and that was Milliken University
of Decatur. Right now I don't even recall the name of the
Milliken alumnus that approached me; but he did state that if I cared
to enroll at Milliken and go out for football, that he guaranteed me
a job. In other words, he felt that I could possibly work enough
that it would pay for most of my schooling--if not all of it, most
And that's the way it went in those days. They didn't have these
athletic scholarships that they do today. So each athlete that did
go to school, in general, had to do some work for his room and board.
And at that time it was mostly waiting on tables in the fraternity.
And you would probably also be provided with sleeping quarters in the
fraternity if sleeping quarters were available. Now your spending
money and so forth, well you had to provide it yourself.
Q. Was that at all an. attractive offer to you?
A. Well, the offer was just about as attractive as I could have
possibly got from any other school; but for some reason or other I
felt at that time that I had enough of football and I didn't care to
pursue it any more. So I gave it up and told him I wasn't interested.
Q. Is there anything that made you want to decide not to pursue
football?
A. Yes, one of the reasons I decided that I had enough of football,
at least at that time in high school, I felt that it was too much of
a strain on me going out for practice in the evening and the only
means that I had of getting home was, of course in those days, by
streetcar. And it took quite a long time for me to get home; I had
to transfer at least twice which meant generally about forty-five
minutes to an hour. Whenever I got home, why, supper was over with
and so forth; and I felt after I'd played three years or so that I
didn't think it was worth it. In other words, I equated high school
football with college, and I felt that I didn't care to go out and
practice five nights a week and possibly play on Saturday. I just
decided that it wasn't for me.
Q. I remember us talking a little bit after the last taping session
about the fact that you met John Hunter when you were playing football.
A. Yes. You asked me, I think among other questions, if I'd made any
friends due to my participating in athletics there, and I said yes.
Among one of the fellows I met was John Hunter who later become
Commissioner of Public Property here in the city of Springfield. Why,
I might say we'd become life-long friends. We were approximately
sixteen years of age when we first met, and we continued to see each
other off and on for a while. Then when he attended Oklahoma University,
and at that time I was at the Missouri School of Mines, we even corresponded
for several years. And.of course then, later on why I worked
for him. But I did make a lot of friends.
Q. Do you remember anything in particular about John Hunter at the
Anthony·Massaro 86
A. Yes, John was a chap that everybody liked. He would· kid with each
and every one of us. He could take a ribbing, and he could also dish
it out. It seemed as though people, once they met him, just really
liked him; and you felt as though you'd known him all your life. At
least I felt that way, and I've talked to others. Even when we were
in high school, they liked John and liked him a lot. He never did
have a bad word for anybody. He always praised the chap he knew; and
as far as he was concerned, they were all wonderful fellows, nice
people to be with. The result was that we thought the same way toward
him. Even the instructors liked him in class. I was in several of
his classes, and I'm not going to call him a teacher's pet by no means,
but he was well liked by everybody. He was one of these fellows that
you meet once, you don't forget.
Q. What sort of a football player was he?
A. Well John was a fairly good football player. He played fullback.
I might say he had one weakness, instead of running rather low--that
is with his body low--he just merely put his head down and went forward.
And we kidded him about it. But he was a fairly good player. Of
course, he was really an exceptionally good basketball player and a
very, very fine baseball player. In other words he lettered in three
sports. There was football, basketball, and baseball. He was very
good at baseball. Of course, at that time he was also quite involved
in golfing. He had been a caddy and probably was still a caddy while
in high school, and he also enjoyed golf greatly.
Q. Were there many high school students then that played golf?
A. I don't recall of the school having a golf team. If they did, I
sure don't remember it; nor do I remember a tennis team. But yes, I
would say there was quite a -few of the students that played golf. In
other words they went to the golf links and played at it, put it that
way. But as a sport in high school, I do not remember the sport in
high school. Principally what we had then was football, basketball,
track, and baseball.
I've got to mention, talking about basketball--or rather track and
baseball, we had a colored chap by the name of Johnson, ~immy Johnson.
He wanted to be a baseball player, an outfielder. Well whenever a
ball was hit in Johnson's direction, he had little or no trouble
getting under it. And that seemed to attract the track coach's
attention. So the track coach told him, "Johnson, you're not a
baseball player. You're a track man." And Johnson told him, no,
he couldn't run--he was a bas~ball player. So the coach said, that
is the track coach said, "Now.you're going to come over to the track
team this evening, and I want you to run the 100-yard dash." Now
Johnson had his baseball suit on and baseball shoes. So he lined up
with the dash men, and he was off with them. As far as he was concerned,
he was going to just take it easy. He thought he took it
easy--anyway, he ran the 100-yard dash in eleven flat.
Well, that ended Johnson 1 s career as a baseball player. He immediately
was told to turn in his suit and go out for track. (laughter) And
that he did. Johnson turned out to be probably one of the best dash
men that Springfield High School ever had. When he graduated from
high school, he went to Normal--which today is the Illinois State
University--and he was quite a dash man there. At the State Meet
while in high school, he ran against a chap by the name of :Hetcalf,
Ralph Metcalf. He beat. him in the 100-yard dash. And he just about
beat him in the 220-yard dash.
Then of course in college, he made a name for himself. And in the
1936 Olympics, if Jimmy Johnson had not been black, he would have
been on the American team. They felt there were too many blacks
there--at least that's the story that vie got. So he was more or
less of an alternate, but he didn't even go over. But if he had been
white, Johnson would have been on the American track team of the
1936 Olympics.
Q. Did you have any contact with him or hear regular reports on how
he was doing?
A. Yes, we more or less kept track of one another. At least I did,
and I know some of the others also that were in athletics in high
school did keep track of Johnson. And yes, we watched his progress,
and most of us were disappointed that he didn't make the 1936 Olympics.
But we all felt that he was every bit as good as Jesse Owens and
probably better.
Q. Wow! At the time he wanted to be a baseball player, was the
high school baseball team integrated?
A. Oh, yes. Yes. The baseball team was integrated. Yes, it was
integrated. But they didn't have too many of the blacks on the team.
They had one or two, and Johnson was one of them. And then of course,
like I said, they discovered he was a much better track man than he
was a baseball man. At least the school coaches thought so. So he
devoted his time to track instead of baseball. Of course back in
those days, the blacks were just coming to as far as athletics was
concerned. And they were predominantly very, very good in track, so
the track teams were integrated even back in the late twenties.
Q. Did the school pay much attention or publicize his achievements
very much?
A. No, they didn't. To be truthful, as I remember, the school itself
did not try to publicize achievements of any one player. No, they
just took it as a matter of fact--"He's another athlete, and that's
it." If there were any publicity at all, it would have probably
have been by the local sports editors, which they did give each and
every one of us a break. Yes. If we give a good performance, they
wrote it up.
Q. So his accomp~ishments were pretty well known in the community?
A. Oh, his accomplishments, yes, they were pretty well known in the
community. Of course particularly the community was quite proud that
they did have a representative at the State Track Meet, which Johnson
did attend and won some first place medals there.
Now I mentioned this Ralph Metcalf, he's the chap that finally went
to Marquette University, and he also went to the 1936 Olympics, and
then was elected representative to Congress for a number of years--he
passed away several years ago--and also became quite a leader in the
black community in and around Chicago.
Q. Are there other high school experiences that stick in your mind
that we haven't talked about?
A. Only one comment I would like to make. That's basketball. I did
not play basketball; I played at it, and that was about it. But the
basketball scores--today we have 50 to 52 or 70 to 73 or whatever it
might be. Back in those days, a high-scoring game was 22 to 20.
Most of the scores were how--each team scored less than twenty points.
I can't account for what happened, but they worked the ball back and
forth, back and forth; and they didn't shoot until they really thought
that they could make it. Most of the players then were not really good
shooters. So they missed better than fifty percent of their shots,
and they didn't take too many. But they were low-scoring games. And
orie of the outstanding teams in this part of the state back in those
days was Athens, Illinois, which today doesn't rank as high as it did
back then. But if you beat Athens, why you had a successful season
regardless how many games you lost from then on.
Q. Did Springfield schools play against Athens then?
A. Springfield played against Athens, yes. As I recall Athens
generally beat Springfield. Taylorville had a good team. Oh, I was
also part of the track team. I was their weight man; threw the discus,
the javelin, and the shot-put. But I didn't consider myself too good
at it although I did win second place several times at least in the
javelin throw and the shot-put.
Q. I'm a little bit curious about what training was like back then,
what sort of regimen you were put through to get ready for football,
you know, and then for track too.
A. Well for football, and it was also for track--when we first went
out at the beginning of the season, we had to run quite a bit. It
was run and stop, and run and stop, and then exercise--calisthentics and
such as that. The same thing was true with track. After a week or
so of running, then we began to kicking the football, throwing the
football, and finally began to scrimmaging. And track was about
the same way. After the coach felt that you had all the kinks out
of your muscles, why then he'd ask you to run; and gradually increased
the amount of exercise or running until he finally got you to a point
where he figured, "Now you're ready for competition." But I'd say
it was strenuous for all of us. Oh, in football I suppose we practiced
about two and a half hours a night, sometimes three. And track was
the same way.
Q. Quite a long practice.
A. Yes, they pushed us all right.
Q. Before we move on to college, I guess I would like to talk a
little about what your family was doing then while you were growing
up in Springfield.
A. Well, Dad was still coal m1n1ng and oh, I don't know whether the
family was doing any outstanding things other than just the normal
family life. Like I say, Dad worked the coal mines. Then in the
summer, in general the mines were down and weren't working, and he
would go to Chicago. He had friends in Chicago and was always able
to pick up a job in construction there. He might work three to four
months in Chicago and then come back and rest a month or so, and go
back to the coal mines. That's just about the extent of it. But in
the meantime he always managed before he left to get a garden going.
Then Mom was very, very handy also as far as outside work was concerned,
and she kept the garden going until he got back. That's just
about the extent of the family life.
Q. So you mentioned before you were, you decided to go to the Missouri
School of Mines?
A. Well, yes. See, I graduated in February of 1929. I tried to get
work in town here, but it was rather difficult, at least it was for
me. And I didn't know what to do or where to go. I could have
possibly gone down in the coal mine, but I wasn't ready to go then
and Dad didn't want me to go.
I suppose I'd been out of high school about three weeks or thereabouts
when I ran into an acquaintance of mine. He told me that Caterpillar
Tractor in Peoria was hiring, and he was going up to try to get work.
If I cared to go, why, I'd be welcomed to go with him since he had
worked at Caterpillar at one time and seemed to know the town. I
felt, '~ell, maybe I'd better try it. At least I'd be going with
somebody that knows his way around Peoria, and I won't be a total
stranger." So I did go. We went to the employment office the morning
after we had arrived there, and he was put to work. I wasn't that
lucky--told to come back. Well, I went back several mornings and got
the same answer, to come back. '~e don't have anything for you."
I picked up the paper and happened to notice in the paper that there
was an ad for a salesman. The ad referred to an individual that was
staying at the same hotel that I was. We were rooming at a third-rate
hotel there in Peoria, and I decided to go up to this man's room and
find out what it was all about. What he was-~he was a manager for
a magazine sales crew. Told me what it was all about, and I turned
him down. He said, "Now wait a while,.think about it--you're not
working. You can't miss because you're bound to make something."
The crew that he supervised was a crew that went out into the country
and sold magazines in towns of fifteen hundred or less. He also provided
transportation, but then I found out that he also charged for
the transportation. So I decided, '~ell maybe the next day I'd give
it a try." So I went out with the crew. There was five of us. And
the crew manager was going to break me in. He would go with me for
half a day and possibly the whole day if necessary, and he would
make the advances to the residents in the home. He'd give them the
sales pitch, and I'm to sit back and listen to him until I caught on.
Well, he did that with the first two homes we approached and he made
a sale. Then he asked me on the third one, "Do you want to try it?"
I said, "Yes." So the third home I went to, I started the sales
pitch and made a sale. But he took the credit for it. And the fourth
one we approached, the same thing happened: I made the sales pitch,
sold it, and he took the credit. I told him, "No. You go your way
and I'll go mine. I think I'm ready on my own."
I did that for three months. And at the end of three months--approximately
three months, the end of the three months period--he had
worked all the area in and around Peoria and was going to move to the
southern part of the state. Of course he invited me along. He said,
''You're one of the boys now. You're coming with us." I said, "No,
I'm not. I'm not going to the southern part of the state. I'm going
to remain here."
So a day or two after they left, I went to Caterpillar again, and
this time the man invited me in to fill out an application. Back in
those days, at least at Caterpillar, once he told you to fill out an
application, you were hired. So I felt pretty good about that, and
filled it out and went in for the interview. He looked at it and
shook his head. I said, "Now what?"
He said, ''Well, you've got down here you were born in Italy."
"I was."
"Then you're not an American citizen."
"Yes I am, because my dad is an American citizen."
'~vell," he said, "do you have proof?"
I said, "I don't."
L_ ____________ -- ·- ·-·---·-·--·--
He said, "Can you obtain it?"
"I don' t know."
"Well," he said, "I'm sorry son, but we don't discriminate, but we
do not make it a practice of hiring foreigners."
"What do I do now?"
He said, "The next move is up to you."
So instead of writing home asking Dad to send his citizenship paper
whereby I would have proof that I was a citizen due to the fact that
I was his son and underage, I decided to go up to the court house in
Peoria. And I was directed to some office there where I made my
intent to become a naturalized citizen. In other words, you have to
declare your intent first. But then you must wait, I think it's two
years; and after two years you can go ahead and take your examination
and what have you. But the intent must not exceed seven years--then
you have to go through the intent again.
So I figured, well maybe this will do. In other words, I took the
papers of intent back and I tried to explain to this man what had
happened to me the day before. He vaguely remembered and finally
said, 111\lell, come on in." I went on in, and he reviewed the application--
he still had it--and he said, "Well, I don't like to do it,
but I guess this is as close as you can get to it now." So he put
me to work, and I worked for Caterpillar for a while.
Q. What sort of a job did you have there?
A. Well, the job that I had at that time was--! would say the best
that I can explain it, it was a laboring job. It was rather hard
work. The company was not making too many of their castings then,
and they were buying most of their rough castings elsewhere; and
these castings came either in boxcars or gondolas, what have you.
There was a crew that worked--well there was three crews that worked
twenty-four hours around the clock, eight hours per crew, unloading
these castings and taking them into the buildings where they were
stacked. And I went to work on the afternoon shift. I enjoyed it-it
didn't bother me at all. I rather enjoyed it.
Then I found out that they were giving an examination for apprentices.
Now I had been there a while then--by a while I mean five or six
months. And the foreman that I worked for, he more or less took a
liking to me. He was the :one that brought it to my attention that
since I was a recent high school graduate, why didn't I take an
examination; and if I could pass it, there was a possibility that
I could get into one of their apprenticeship training programs.
At the time, Caterpillar had probably one of the finest apprenticeship
Title Massaro, Anthony - Interview and Memoir
Subject Bootlegging
Coal Mines and Mining
Coal Mines and Mining--Strikes and Lockouts, "Mine Wars"
Depression, 1929
Italian-Americans
Missouri School of Mines, Rolla MO
Sangamon River
Springfield College in Illinois
Springfield (Ill.)--Public Utilities
Springfield (Ill.)--Social Life
Women--Roles, Occupations, etc.
Description Massaro, electrical engineer, discusses immigration from Italy, his father's work in the coal mines, and life in Oklahoma, Pennsylvania, Ohio, and Chicago. He discusses life in Springfield: high school, working in the coal mines, the mine wars, Depression, Prohibition, and bootlegging; education at Springfield Junior College and the School of Mines at Rolla, Missouri; employment in engineering department at Emerson Electric, assayer for Utah Copper Company, at Allis Chalmers, and at Springfield's City Water, Light and Power; WWII; Japanese Americans; the growth and development of Springfield: CWLP, CILCO, White Oaks Mall; and social changes in Springfield: women's roles, ethnic neighborhoods and businesses. Also discusses Reservoir Park, Carpenter Park, and the Sangamon River. Also mentions his family and his son's experiences in the Navy and Vietnam.
Creator Massaro, Anthony (1910-1985)
Contributing Institution University of Illinois at Springfield
Contributors Nickelson, Lee Jr. [interviewer]
Type text; sound
Digital Format PDF; MP3
Identifier M382
Rights © Board of Trustees of the University of Illinois. For permission to reproduce, distribute, or otherwise use this material, please contact: Archives/Special Collections, University of Illinois at Springfield, One University Plaza, MS BRK 140, Springfield IL 62703-5407. Phone: (217) 206-6520. http://library.uis.edu/archives/index.html
Collection Name Oral History Collection of the University of Illinois at Springfield
Title Anthony Massaro Memoir Volume I - Part 3
Transcript Anthony Massaro 74 Q. Did the truck drivers wort a seven day week? A. The truck drivers worked ix days a week. They were off on Sunday. We went in on Sunday to clean the place up and do this end do that. There was always work to be d ne. There's no question about it--there was always work to be done. ut the truck drivers worked six days a week. The man in the hardeni g: room--not in the hardening room, but. in the mixing room--as I reca i, I believe I mentioned that he worked five and a half days a week. jHe was off. on Saturday afternoons and Sunday. Yes. 1 Q. In the type of job you were working, did you work alongside of men who were supporting familtes, or was your kind of work mainly reserved for students? j A. No. Like I said, if he t ought you were a student and weren't going to stay there, well, he didn't want you to work. No.· Yes, some of them were supporting- put it this way, were attempting to support a family on eighteen ollars a week. Now in fairness though, after an individual had been here a good while, there was·some advancement--not particularlyjin job advancement, but in pay advance-ment. 1 ! The truck drivers, when I say it was eighteen dollars a week, yes. When you were assigned to at uck, it was eighteen dollars a·week. Now the longer you stayed, he d give you a dollar more a week occasionally. And I would say th t maybe the truck driver did average twenty-one or twenty-two doll rs a week, that was about all. But apparently they could support a family, tough as it might have been. I I doubt very much whether the e was any driver that was making twenty-five dollars a week. But whe you first started out, and I mean the first year or two or three, i was eighteen dollars a week. And everybody that worked inside here was getting twelve dollars.· If a driver quit, why they would a tually get the job right now. Q. Approximately how many pe ple worked for the company? I A. At that time? Including ~ruck drivers, oh, there was probably fifteen at the most. Fifteeniat the most. And the man's daughter and his son worked there also~ His son was required to come in also at six o'clock. He didn't al ays do it. His son was married. Now what he paid him, that was hi business. And his daughter, she came in at 8;00 AU. She was there until at least five or six o'clock herself, because she generall1 was there when we left. So he was a tough customer to work for--ndt only his help, but also his daughter and son, they didn't have it tuch easier than we did. Q. Was that the first regula~ job you had? A. Put it this way, that was lthe first job that I had that I was paid wages at, yes, it was. ~es. Now I might also add that where Anthony Massaro 75 we lived and across the stree~ had been this iron works of some sort. In the summer we would go int1 the field.and dig up brick. When we moved there, the buildings th rnselves had been wrecked; and there was no visible signs of buildings But at ground level, the foundation still remained. I There was some building goingjon in town at the time. We found out that we could go out and dig tihese brick up, and we could get four dollars a thousand for the br~cks. Of course, you had to find where the foundations were, and rnos~ of it was a lime, sand mortar--which it wasn't too difficult to pu~l the bricks up from the mortar. Then you had to clean them. And t~e going price was forty cents a hundred, or four dollars a thousand. ~ou'd stack them up and somebody would come by and say, ''Well, you w1nt to get rid of your bricks?" It was forty cents hundred, and they invariably bought them and used them in foundations. · But when you say, "Forty centl a hundred, you could make a mint!" You couldn't. Because if you dug a hundred brick in a week, you were doing good. Well you dug rnor than that--but it wasn't as lucrative as it sounds. Oh, we picked p a dollar here and there occasionally. But we found it a little bit 1oo confining and rather difficult; because if the brick was chip ed or broke, then they didn't want any. You had to have a perfect bri k. So it may, take you two or three weeks to get a thousand brick --and sometimes longer. But that was done. ! Q. While you were a student 1t Springfield High School, were you identified as someone from th north side of toWn; or did people make distinctions like that back t en? ·Or did people from one side of town stick together more or 1 ss? A. Yes, we more or less stuc~ together. In other words, depending on what part of town you carne from, yes. There was definitely a class distinction between the north end, the east end, and the south or the west end. There was. Yes. In other words, you knew the group from the north end and you rno e or less stuck with them. The ones from the south end stuck with theirs, and so forth, yes. If you call it discrimination for want of a better term, I would say yes, there was definitely sorn discrimination. You could observe it. In other words, the north end ''We know that you're not going to finish school." And it was a~pattern. In other words, they weren't too strict on the north ender If he didn't show up for classes, they felt, ''Well, it's a ques ion of time because he's going to leave school anyway." And the east 1 end was about the same thing. Yes, and even in the manner of dress yqm could tell the north. ender from the south ender. We didn't dressjas elaborately as the others did. I can't tell you why, but we ju1t didn't. Yes, there was some differ-entiation there. 1 I I And I also found there was sate prejudice that went with it too. That I I I I I I Anthony Massaro 76 was particularly true among spme of the teachers, strange as it may sound. But I think I was in f. y--1 know I was in my senior year. And like I mentioned before, I li ed history and to me it wasn't a boring subject or something that I w s taking in school I had to take. I just took it because I liked · t. And I got fairly good grades in it. During my senior year I foundj_myself in a class taking an examination and get 65, 60, 55--and I cou~dn't understand it. I felt that I knew the answers. And in the meantime I'd compare the answers with those given by other students. Min~ was comparable to their answers, but mine was wrong and theirs wasjright. I figured there was somethinglwrong here. So I went the instructor, the teacher, fhat it was all about. "You just aren't able to gras~ history." I "You're not going to college." I up and asked And he said, ''Well, I don't know whether 11m going to college or not." I ''Why," he said, "you're not c< ut of practice until probably six o'clock or thereabouts. And by the t me I took the streetcar--the Monroe streetcar to Fifth Street, an< then transferred to North Seventh there around the Square--and I got lome, it was rather late. I figured that I had enough of it, so I took and turned my suit in. About two weeks later, a week later or so, the coach bumped into me in the hall and said, "What's]the matter with you?" i I said, "Nothing, why?" 1 I He said, "You're yellow." ''Yell ow what?" I I I I I I I ''You got to quit didn't you?" I· "No," I said, "I'm not yellow~ I just don't feel like I want to spend my time with the boys ytu got me with. To me it's not worth it." ''Well," he said, "I think youlre yellow." So that evening, or that aftetnoon, I went back and asked the chap that give out the suits, that1took care of that end of the gym, if I could have my suit back. He jaid, ''Well, what's the matter with you? You're like a yo-yo, in and a 1 t." I said, ''Well,"--his name wasiMike, old Mike--l said, "Mike, how about that suit?" I He said, "Oh, go ahead. HereJ" I He gave me the suit and told him, "Now you tell over there where you're this and that. Now, do play?" I went on out. I went up to the coach and I me I'$ yellow. Don't put me with the group throw~ng the ball around and you're kicking you wtnt me to play or don't you want me to I He said, "Okay. you can play." I'll look out, and I'll get you a position where So after a while they formed wo sides which turned out to be the first team and the second teru. Just scrimmaged a little bit. Well I was playing defense. They'< passed the ball to the quarterback, and the next thing I knew, I ' as next to him. I said, "Here!" He give it to me and I went on d
Anthony Massaro Memoir Volume I -...
Anthony Massaro Memoir Volume II...
Anthony Massaro Memoir Volume III...
Anthony Massaro Memoir Volume IV...
Anthony Massaro Interview Tape 1...
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- Anthony Massaro Memoir Volume I - Part 1
- Anthony Massaro Memoir Volume II - Part 1
- Anthony Massaro Memoir Volume III - Part 1
- Anthony Massaro Memoir Volume IV - Part 1
- Anthony Massaro Interview Tape 1 of 16
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Abraham Lincoln - Documents
Algonquin and Lake in the Hills Local History
Arlington Heights History
Arlington Heights Military History
Arlington Heights People and Places
Arthur, Once Upon a Time - Local History Images of Arthur
A University Goes to War, World War I Women
A Village Grows - Fifty Years of Life in Elmwood Park
Bensenville Historical Collection
Blessing Health Professions -First 25 Years of History
Bloomington-Normal Black History Project
Calumet Heritage Partnership - Acme Coke Plant
Cary Area History
Centennial of the State of Illinois
Cherry Valley Local History Collection
Chicago Botanic Garden Lenhardt Library
Chicago Ridge Online History Collection
Coal Mining, Machine vs. Man
Cornelia Neltnor Anthony and Frank D. Anthony Book Plate Collection
Deerfield Area History
Des Plaines Area History
DeWitt County World War I Collection
Digitization of Moving and Sound Recordings of the Illinois Labor History Societ
Dimensions of Life in Mount Prospect
Eisenhower Public Library Archives
Ela Area Historical Society Photograph Collection
Elgin Area History
Elgin Community College History
Elgin History Museum Gylleck Photo Collection
Ella's Historical Collection
Ella's Historical Collection- Grand Army of the Republic, Post 453
Ella's Historical Collection-Images
Ethnic Heritage Museum
Evanston Area History
Fenton High School
Flora Digital Newspapers
Fort Sheridan
Fountaindale Public Library Minutes
Gail Borden Public Library History
Galena Area Historic Photos
Geneseo History
George D. Rice Collection
Gil Renner Collection
Glencoe History
Glenview Area History
Graham Hospital School of Nursing Library
Henderson County Historical Society Museum
Highland Park History
Historic Champaign County - Neighborhoods and Homes
Historic Maps of Aurora
Histories of Park Ridge
Huntley Area Dairy and Agricultural History
Huntley Area History
Huntley Area Newspapers
idaCollections
Illinois and the Civil War - Documents
Illinois Blue Books
Illinois Centennial Business Collection
Illinois Constitution
Illinois Firefighter Line of Duty Deaths Digital Image Collection
Illinois Historic Aerial Photographs, 1936-1941
Illinois Libraries
Illinois National Guard World War I Intelligence Maps
Illinois Sesquicentennial Churches
Illinois State Fair Museum
Illinois State Highway Maps
Illinois State Library - General Collection
Illinois Valley Local History Collection
Illinois Veterans History Project
IRAD
Itasca Community Library Fire Department
Itasca Community Library Historical Collection
Itasca Community Library People and Places
Itasca Community Library Railroad Depot and Museum
Jenkin Lloyd Jones World's Columbian Exposition
John Fischetti Editorial Cartoon Collection
Joliet Public Library Firebombing
Kewanee and Wethersfield Yearbooks
Lake County History in Postcards
Lake County Materials
Lake Forest Academy and Ferry Hall Archives
Lake Forest Library Archives
La Peña Concert Series at The Old Town School of Folk Music, 1995-2005
Libertyville History
Lincoln and Lincoln-Related Documents from the Illinois State Archives
Lisle Area History
Lombard College Collection
Madison County Genealogical Resources
Mel Tierney Post Servicemen File
Mercury Studio Collection
Metamora Herald Newspaper Image Collection
Midway Village and Museum Center
Mining and Mother Jones in Mount Olive
Mitchell Museum
Monroe County IL Gardner Survey Records
Morton Arboretum - Sterling Morton Library
Mount Prospect History
Mount Prospect Library History
Murphysboro Apple Festival through the Years
Music of the First World War
Naperville Heritage Collection
Native American Collection - McLean County Museum of History and ISU
Niles Public Library
Northbrook Area History
North Suburban Library District Local History Collection
O'Hare Digital Collection
Oak Ridge Cemetery Interment Records
Oral Histories of Centralia
Orland Park History
Park Forest - An Illinois Planned Community
People's Church Audio Recordings Collection
Peoria Postcards
Pieces of Park Ridge
Plainfield Public Library District
Polo Area Cemetery Records of Ogle, Lee, Carroll and Whiteside Counties
Prospect Heights Community Newsletters
Pullman in the First World War
Pullman State Historic Site
Pumpkins, Parades and Pies- Eureka's Pumpkin Festival Past, 1939-1961
Quincy Area Historic Photo Collection
Railroad Maps of Illinois
Register of Illinois Prison Records
Remembering FDR
Remembering the Houses of Western Springs
Rockford College
Rockford Public Library
Roselle Local History Digital Archive - Working Together; Looking at Our Past
Skokie's Attempted Nazi March Archive
Skokie's Dr. Louise Klehm Archive
Skokie Fire Department History Project
Skokie History Project
Social Justice and Activism at Elmhurst College
Southeast Chicago Historical Society
Springfield Aviation Company Collection
St. John's College Department of Nursing History
Sterling and Rock Falls Local History Collection
Stickney Area Local History Initiative
Story of the Illinois State Museum
Tales from the General Store
The Art Institute of Chicago Exhibition Catalog
The Charles Overstreet Collection
The Early Years - Ernest and Marcelline Hemingway in Oak Park
The Jewish Sentinel
The Journal of the Illinois State Historical Society
The Living Museum
The Proviso Township Herald
The William Hayes Collection, 1820-1860
Tinker Swiss Cottage
Towanda District Library - Towanda Area Historical Collection
Transactions of the Illinois State Academy of Science
University of Saint Mary of the Lake Collection
Urban Landscapes from the Field Museum
Vachel Lindsay Collection
Warbler Digitization Project - Eastern Illinois University
Watch Word
Wheaton Veterans' Reflections
Wheeling and Buffalo Grove Area History
Wilmette History
Woodstock Local History
World's Columbian Exposition of 1893 from the Field Museum
World War I - Documents
World War II - Documents
World War II - From Homefront to Warfront
World War II - Photograph Albums
World War II - Posters

redpajama_set_name: RedPajamaCommonCrawl


Gallstones can sometimes form after rapid weight loss. Stones can become stuck within the ducts typically producing right sided pain after eating. Gallbladders can be removed safely with laparoscopic technique at the time of bariatric surgery or in advance if right upper quadrant pain persists.
Many studies have been done to determine effective treatment for gallstone disease. Lithotripsy with shock waves, lasers, and medications have not been shown to be useful to dissolve gallstones. Medications such as Ursodiol can be taken to lower the risk of gallstone formation but can sometimes cause unbearable diarrhea and GI symptoms that make regular use noncompliant.
The gallbladder is removed through the belly button and small incisions. This is commonly a day surgery procedure and return to work is within a few days.
After the gallbladder is removed, the bile circulation reaches equilibrium and the ducts enlarge and compensate. Rarely, do people experience chronic diarrhea during this adjustment period. Most people function without noticable clinical consequence.


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Administration December 6, 2003
DoL Turns up Heat on Polaroid
June 24, 2002 (PLANSPONSOR.com) - US Department of Labor (DoL) investigators are looking into whether Polaroid Corp. failed to safeguard retirement plan funds and whether they informed participants of benefits changes as the company was filing for bankruptcy protection in October.
According to a Boston Globe news report, the probe centers on whether officials of the beleaguered instant photo company violated ERSIA in its actions and public statements at the time it filed its bankruptcy case. The company canceled its retiree health and life insurance benefits just before heading for Bankruptcy Court.
Investigators from the DoL's Pension and Welfare Benefits Administration (PWBA) are looking into whether a benefits cancellation notice mailed late in the day represented an ERISA violation. Many recipients didn't learn their benefits had been canceled until after Polaroid was operating in bankruptcy.
Polaroid's pension plan is facing a federal takeover if officials can't find a bidder willing to take it on along with the company's assets (see Polaroid's Woes Extend to Retirement Plans ).
According to court documents, the PWBA is focusing on a number of Polaroid benefit programs including:
retiree health insurance
long-term disability plans
DoL Secretary Elaine Chao is considering whether to file claims in bankruptcy court to recover funds for the plans. Such claims could amount to millions of dollars for the company, which employed 21,000 workers at its peak in 1978.
Consultant Payments
Investigators are also are seeking information about Polaroid executives who retired just prior to the October bankruptcy and were immediately rehired as consultants.
A bankruptcy court document listing payments to insiders shows several Polaroid executives receiving large severance payments, lump-sump payments from an executive pension plan, and other 'transitional" payments, and immediately afterward receiving paychecks as consultants.
Betty Moss, a former Polaroid employee in Atlanta, said a government investigator called her two weeks ago and asked about corporate and divisional officers who retired and returned as consultants. Moss said she provided a list of names to the investigator.
Anne O'Neil of Lexington, a 31-year Polaroid veteran who was laid off in October, said she gave the DoL detailed information on pension and other benefit programs just after the bankruptcy filing. She said she also spoke to a government investigator in recent weeks, who seemed "very interested" in the case.
Stock Plan
The DoL's continuing interest in the Polaroid case may have been sparked at February Senate hearing. Former Polaroid employees and a variety of specialists testified how having employees' assets locked into company stock can lead to financial disaster.
Most Polaroid employees were required to buy company stock, but couldn't sell the stock until they left the company.
It wasn't until November, after Polaroid shares had dropped to less than a dime, that State Street Bank and Trust, the trustee of the employee stock plan, decided to sell the shares and distribute cash to participants.
Separately yesterday, the Massachusetts congressional delegation sent a sharply worded letter to Polaroid general counsel Neal Goldman, asking that Polaroid urge prospective bidders for the company to take over its pension plan.
If the plan isn't assumed by a buyer at a court auction of Polaroid next week, the underfunded plan will probably be taken over by the Pension Benefit Guaranty Corp.
While that would ensure the safety of pension payments for most retirees, a takeover by the government agency also would reduce pension payments to many, and would generate big administrative costs that would take money away from other company creditors.
Read more at Massachusetts Probes Origins of Polaroid ESOP .
« S&P Issues Small-Cap Caution for 2004


Background: St Andrew was born in Bethsaida, by the Sea of Galilee. His brother was Simon Peter.
St Andrew was martyred by crucifixion for his faith and his persistent preaching of Jesus' Gospel. It is said that at his request, his Cross was X-shaped (St Andrew's cross – saltire) to acknowledge his unworthiness to meet death on the same type of cross as that of Jesus. St Andrew's Feast Day is the 30th November.
This Novena is often referred to as the Christmas Novena. It is prayed 15 times a day from St Andrew's Day (30th November) until Christmas Eve.
Hail and blessed be the hour and moment at which the Son of God was born of the most-pure Virgin Mary, in a stable, at midnight in Bethlehem and in the piercing cold.
At that hour bestow, I beseech Thee, my God, to hear my prayers and grant my desires… (State your request)… through the merits of Jesus Christ and His most Blessed Mother.
Say: Fifteen times per day from the 30th November until Christmas Eve.


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Glasgow West Housing Association Ltd is run by a Management Committee made up of volunteers who have dedicated thousands of hours of their time on behalf of GWHA residents to make the organisation a success in the community.
As part of our 30th celebrations, and in recognition of Jim Michael's contribution to GWHA, (27 years Management Committee service, 24 as Secretary) and of his dedication to the wider West End community, a Community Award was launched. The objective of this award is to acknowledge the commitment of exceptional people who make a difference to the lives of people living in the community: the people who make the community what it is.
This Year's Winner
Congratulations to all of this year's nominees, especially to the winner Anne Campbell. For many years she has shown great interest in the care of her community, helping neighbours get active within the garden, looking out for her neighbours and even taking them to their hospital appointments.
Pictured below with Moira Wadsworth, Management Committee.
2018 - Kirsty Blair & Ilham Lakouahi
2017 - Andrew Campbell & Hazel Ralston
2016 - Mrs Rogers
2015 - Dolina MacNeill
2014 - Isobel Campbell
2013 - Mr & Mrs Siraj
2012 - Patrick Arthur
2011 - Christine McLean
2010 - David Bacon
2009 - Mrs Paterson
How can I nominate someone?
The main criterion for nomination is that the person must have made a positive impact on the life/ lives of people living within the GWHA local community, which consists of the Anderston, Burnbank, Hillhead, Hyndland and Kelvingrove areas. It may be that the person:
• Volunteers in the running of a local club
• Is an exceptionally good neighbour
• Has performed some small acts of kindness that made a difference to someone living within the community.
Nominees do not need to be GWHA tenants or owners but need to live within the community. Nomination Forms are available for download here or you can get one from our office at 5 Royal Crescent.
How is the winner decided?
A panel, chaired by Jim Michael, will meet annually, usually in April to consider all nominations. The award will be announced at our Annual General Meeting in June each year.
If you would like more information about the Jim Michael Award contact us on 0141 331 6650 or you can access a copy of the nomination form here.


Now we're a company. What do we stand for?
With great customer feedback coming in, plotting how our product should grow and transform has been refreshingly easy. I've taken a little time to make our processes more efficient, and with the needs of the company growing each day, the team is starting to grow organically.
The first people to join up with me are helping part time while we build up our revenue. I'm getting help with marketing, legal, and customer outreach, which should give me a little more time to continue product refinement. And now that things are becoming more collaborative (and we're all working remotely), it feels like a good time to create a set of philosophies to help us move forward with confidence and independence.
A person's impression of our company comes from the sum of their interactions. These interactions might be with our product, an advertisement, a salesperson, or through the things we say in emails, blog posts, and tweets. Whether the person is a customer, vendor, or employee, the impression they have of us matters and is often irreversible.
This manifesto is meant to put a little concreteness to our philosophy and set expectations for what it means to be a part of this company. Rather than have a list of rules to follow, we have these values to ensure we're acting cohesively.
When everyone feels comfortable speaking honestly about their concerns, solutions are much easier to find. When we're communicating honestly with our customers, it's easy for them to see the humanity behind our work. If our product marketing and our employee contracts are clear, we'll have fewer misunderstandings.
Politeness should go without saying. Rude people aren't fun or easy to deal with, and no one wants to buy something from a prick.
When someone makes an honest mistake, let's give them the benefit of the doubt. When someone writes us an unclear or poorly-worded email, let's resist the urge to ignore them or send them this. When we can be generous with our time or a small discount, let's impress customers (or each other) with an unexpected bit of niceness.
Respect is a difficult thing to demonstrate in day to day living, yet it's vitally important to healthy relationships. Sometimes it takes a surprising act to get the point across.
Let's not take ourselves too seriously. Having fun is critical to happiness, and happiness is critical to doing great work. Let's be lenient with each other's bad humor.
It's easy to get invested in our own ideas, especially if the atmosphere grows defensive. We need openess to properly evaluate what we should do, so here's the magic antidote: ideas aren't worth very much by themselves. The real value comes in how those ideas are executed.
Let's allow good evidence and clear reasoning to change our minds.
Some ideas aren't meant to be fully formed. Sometimes they're just a hum in the background of our mind's thinking that influences us. Let's make sure everyone feels comfortable putting an idea out there, and let's not feel bad when ours don't stick.
We're here to create awesome products that people love. We are not in the business of trickery or "custom enterprise solutions." It's better for us to make less money and do what we love than to bastardize our work or confuse our customers.
People do their best work when they have control over their contributions. If someone is putting in passionate and collaborative hard work, it shouldn't matter where or when they are.
Everyone in this company needs to do great work and be held to their word. Without this, the other tenets in this list don't mean much.
We need people who understand responsibility. We need people who can manage their time, prioritize their workload, answer emails, stay on top of outstanding items, be proactive, and make up for their mistakes.
Making plans can be a great exercise in constructive thinking, and short-term plans are great for collaborating and getting work done. All-in-all though, adaptability is much more valuable, because we can react when assumptions change.
The world of technology is fast-paced, and the observant and proactive players are rewarded. We should stay nimble and optimize our business processes to take advantage of opportunities when they present themselves.
Being able to explain yourself in words is critically important, especially in a company that promotes remote work. Writing well doesn't only mean that people can understand your meaning, it's also a small act of generosity: it shows you took a little bit of your time to ensure someone else doesn't waste theirs.
Data can be amazing. Whenever good evidence exists, it should be used in our decision-making process. That being said, data can't tell us everything, and it's easy to draw biased conclusions. Let's not be afraid to use our instincts or just give something a shot and see how it goes.
Wasting money (and time) is for big corporations.
Budgeting does more for us than just save money, it's a good mindset to maintain. If we're careful about our commitments, we'll invest more deeply in them and get more out in return. Less tools and fewer decisions means less overhead, and saying "no" more often keeps us focused.
Just as we should focus on staying adaptable, this document should, too. Times, people, and assumptions change as new information and experience comes about. Let's not sweat the details too much, but let's do keep this discussion going and make a consistent effort to challenge and update our philosophy as time goes on.
We're putting together a collection of killer cold email templates. Send us yours and why it's working so well and we might feature you and your work!
Drop me a line and I'll respond as soon as possible! Check out our FAQ to see if your question has already been answered.
Enter your email address and you'll receive a link to pay for your purchase.
Please note that completing your order may take a few days while we run our crowdsourcing efforts.
By submitting your order you agree to our terms and conditions.


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permalink: /fr/bitcoin-commerce.html
redirect: /fr/
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sitemap: false
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redpajama_set_name: RedPajamaGithub


This modest farm is priced to sell quickly and perfect for those that want the farm life on a more manageable scale. There are areas for gardening, a chicken coop or other small animals. The 1740's colonial home has 4 bedrooms, 2 full bathrooms and great details such as original hardwood floors and wide crown moldings only found in quality craftsmanship. The screened-in porch is ideal for lounging and keeping an eye on the property.


The primary goal of Seatuck's education program is, simply, to expose people to the diversity, beauty and wonder of Long Island's natural world. Authentic outdoor experiences are the foundation upon which people develop their own connection to the environment and concern for its conservation. Our programs also seek to foster a greater appreciation and understanding of Long Island wildlife and ecological systems in support of long-term conservation of the environment.
In the end, we will conserve only what we love.


The Washington State Patrol said one of its cars was stolen early Monday after a trooper stopped a vehicle in Federal Way following a chase.
The trooper had stopped the car heading north on Interstate 5 near South 317th Street at about 2:30 a.m., Trooper Rick Johnson, a spokesman for the agency, said Monday. As the trooper walked toward the car, it sped away.
The vehicle being pursued by the trooper then merged onto Highway 516, where the driver eventually lost control and rolled the vehicle.
There were four people in the vehicle. One was arrested and the other three ran, according to Johnson. Authorities believe one of the three may have stolen the trooper's car while he was making the arrest, Johnson added.
Authorities found the patrol car near Family Fun Center on Southwest Monster Road in Tukwila, using the GPS in the laptop inside the car, Johnson said. The car will be processed for fingerprints. A K-9 search for the suspects was unsuccessful.
Johnson said the person in custody was interviewed. Authorities are reviewing the dashboard camera mounted in the trooper's car, he said.


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Sarah Fernquest — UX Designer based in Seattle, WA
Flagship Website Redesign
www.guidetoonlineschools.com
SR Education Group wanted to update its flagship site with improved content, visual design, usability, and responsive functionality, while maintaining or increasing its prominent position in Google's organic search results.
ForSR Education Group DateOctober 2016
RoleUX Design, Visual & UI Design
Project Context
Guidetoonlineschools.com is a high converting content site that uses government data to rank accredited online college degree programs by metrics such as affordability, academic strength, student services, etc. Almost all site traffic enters via organic search results, so SEO was the primary driver of content requirements and site architecture.
Goal: To improve the content and design across our flagship website so that every page is content-rich (but still semantically SEO-focused), visually appealing, user-friendly, responsive, and promotions-worthy.
Unique Selling Proposition: To have the most accurate data with over 29,000 manually researched online degrees across over 1,742 chools.
Tone: Both users and promotional linking audiences should perceive us as authoritative and trustworthy. People trust us to help them make informed decisions on how to invest in their education.
Aesthetic: Modern and clean; more closely aligned with the aesthetic of college websites, as opposed to "fun" or trendy.
User Profile: The site's largest converting demographic are 35 to 44 year-olds followed by 55 to 64 year olds, so the redesigned site must appeal to a broad age range. While a slight majority of the site's users are male, females are substantially more likely to convert.
With very few users entering on it, the main purpose of this site's homepage is to demonstrate the site's value and reputability as an authoritative source of education data. The homepage prior to redesign was cluttered with an overwhelming amount of information, with little visual hierarchy, and an outdated aesthetic. It had very limited responsive functionality.
Homepage before redesign.
With the goal of conveying authority and reputability, I intentionally veered away from the aesthetic of our main competitor sites (below), most of which rely on a prominent degree search tool and paying schools ads on the homepage to channel users into an aggressive conversion funnel.
Most of our competitor sites, above, use the homepage real estate to display a prominent "Find a Degree" tool and callouts for advertising schools.
Instead, I looked to college websites for design inspiration, noting color schemes, global navigation patterns, and messaging that imparted a sense of established legitimacy.
I experimented with several directions and honed in on a relatively subdued color scheme and familiar global navigation aesthetic, with a full-width image of students in the hero space to add a human connection to the clean and contemporary design. I produced a number of iterations following this theme.
Variations of the homepage hero module.
We opted to test and ultimately use the design that most prominently displays the site's USP and coverage statistics, indicating to users the value of the site and breadth of data it offers. The primary CTA links to the online schools hub, a page that consistently ranks highly for user satisfaction, while the "Find an Online Degree" tool, our primary monetization device, lives less prominently below the hero image, although still above the fold.
Farther down the page are previews of each of the site's main ranking lists, with criteria including student support services, best value, schools by state, schools by subject, and more.
High fidelity mock of the redesigned homepage hero module. Pared down content strengthens emphasis on the most important items. The redesigned site follows many principles of flat design, with some affordances to increase usability across a wide age range.
Online Schools Hub
As part of the project, I redesigned one of the site's most highly visited pages, the online schools hub. This page is a directory of all accredited schools offering online college degrees along with average annual tuition and student recommendation rate.
Prominently linked to from the home page, this page houses some of the key features that establish our site as authoritative and trustworthy. As part of the redesign, I gave these features a UX refresh:
• A filterable comprehensive list of accredited schools offering online degrees.
• A "Compare Selected" feature tucked beneath the main filter, encouraging users to view data points about their favorite schools side by side while remaining visually distinct from the filtering functionality.
Online schools hub, before (left) and after (right).
The degree program pages (variations below) constitute the bulk of content on the site, each featuring in-depth data and long-form content about a particular subject across all online degree levels. The biggest challenge in designing these pages was balancing sheer volume of content with efficient navigation.
To ensure that users could quickly discover and access features low on the page, I designed a sub-navigation bar – a sort of "what's on this page" table of contents – from which users can navigate directly to an area of interest. On smaller screens, users see an abbreviated version of this navigation bar, scoped to include anchor links to only the most popular content.
I think the new layout does a wonderful job of improving overall user experience.
- Tony, Partner School Representative
Variations of the subject-specific "program page" layout across different device types.
Thank You Pages
A large portion of site revenue comes from the thank you pages, where users land after submitting a lead. Messaging on these pages confirms that a request for information about a school has been submitted successfully and encourages the user to submit subsequent leads for schools offering similar degrees.
I designed and A/B tested a few gamification modules to see if we could increase conversion on these already lucrative pages. The winning variant yielded a 44% increase in earnings per visitor (EPV) sitewide. Inspired by this outcome, we rolled out a similar change to a sibling site, OnlineU.org, and saw a comparably high revenue EPV increase of 38% sitewide in the following month.
The inclusion of a progress bar on thank you pages led to a 44% increase in EPV.
The launch of the updated design and content had several positive outcomes:
• We now have a more valuable product to offer our paying partner schools, from whom we received immediate positive responses.
• The marking outreach team saw increased promotional success in the months following the redesign, with a 30% increase in conversions.
• Both the site's overall revenue and earnings per visitor showed a 50% year-over-year growth rate in the opening months of 2017, traditionally the site's highest-traffic and highest-revenue time of year.
TalentDesk Next


The Effects of Whole Body Vibration Combined with L-Citrulline Supplementation on Arterial Stiffness, Pressure Wave Reflection, Endothelial Function and Body Composition in Overweight/Obese Postmenopausal Women.
Arterial stiffness (pulse wave velocity [PWV]) and endothelial dysfunction contribute to the development of cardiovascular disease (CVD), which is currently afflicting millions of individuals. The use of the amino acid L-citrulline has been suggested as a potential aid for the treatment of CVD by increasing endothelial production of Nitric Oxide (NO). Whole body vibration (WBV) is new and effective form of exercise that is feasible for clinical populations and has been proven to decrease BP and arterial stiffness and increase muscle mass and strength. Therefore, the purpose of this study was to investigate if the combination of WBV training (WBVT) plus L-citrulline supplementation would induce positive additive effects and would be an effective means to ameliorate arterial stiffness, endothelial function, BP and muscle strength/mass in postmenopausal women. PURPOSE: The aim of this study was threefold. 1) to evaluate the effects of 8 weeks of WBVT combined with L-citrulline supplementation on hemodynamics and arterial function, 2) to evaluate the effects of WBVT combined with L-citrulline supplementation on muscle mass and strength, and 3) to measure endothelial function by assessing plasma NOx in order to examine the potential mechanisms by which WBVT and/or L-citrulline, decreases BP, arterial stiffness and wave reflection. METHODS: Forty-one postmenopausal women (age, 58 ± 3 years, body mass index; 34 ± 2 kg/m2) were randomized into 3 experimental intervention groups, L-citrulline, WBVT+L-citrulline and WBVT+Placebo for 8 weeks. WBVT consisted of 3 supervised training sessions a week. In regards to supplementation, subjects used 6 grams/day of oral L-citrulline or Placebo (maltodextrin). Brachial systolic BP (SBP), brachial diastolic BP (DBP), brachial mean arterial pressure (MAP), brachial pulse pressure (PP),aortic SBP, aortic DBP, aortic MAP, aortic PP, heart rate, augmented pressure (AP), augmentation index (AIx), AIx adjusted to 75 beats per minute (AIx@75), carotid-femoral PWV (aortic PWV), brachial-ankle PWV (baPWV), femoral-ankle PWV (legPWV), plasma NO metabolites (NOx), leg fat mass (FM), arm FM, total FM, leg lean mass (LM), arm LM, total LM, leg strength and arm strength were measured before and after 8 weeks of the assigned intervention. RESULTS: The WBVT+L-citrulline group significantly decreased (-0.9 ± 0.2 m/sec, p< .05) aortic PWV compared with no changes after WBVT+Placebo and L-citrulline groups. The WBVT+L-citrulline and WBVT+Placebo significantly decreased (p< .01) AIx and AIx @75 compared to baseline. However, the change in AIx@75 in the WBVT+L-citrulline was significantly (-10 ± 2%, p< .05) different compared with no changes in the L-citrulline group. In addition, the WBVT+L-citrulline and WBVT+Placebo groups significantly increased (p< .01) leg strength and this increase was significantly different than the no change seen after L-citrulline. All 3 groups significantly (p< .05) decreased BSBP,BDBP, BMAP, ASBP, ADBP, AMAP, AP, NOx, leg PWV and baPWV compare to baseline, but no difference among groups was found. Leg LM significantly increased (0.9 ± 0.3 Kg, p< .05) in the WBVT+L-citrulline only, but this change was not different than the other groups. Arm strength, leg FM, arm FM, total FM, arm LM, total LM were not significantly (p>.05) affected by any of the 3 interventions CONCLUSION: We showed that WBVT combined with L-citrulline supplementation decreases both brachial and aortic BP, legPWV, baPWV and AIx but does not amplify these changes compared to the other interventions. The present study demonstrates that the combination of WBVT and L-citrulline supplementation decreases aortic PWV, an effect that was not accomplished by either intervention alone. In addition, the combination of WBVT and L-citrulline supplementation decreases AIx@75, which was significantly different than the L-citrulline group. Furthermore, an increase in leg lean mass was observed with the combination treatment. In conclusion, WBVT combined with L-citrulline supplementation may be a feasible adjuvant treatment to decrease arterial dysfunction and may have a potential role in the prevention and treatment of sarcopenia. Further research is warranted in order to evaluate the effects of the combination of WBVT and L-citrulline in different populations at increased cardiovascular and sarcopenic risk.
Arturo Figueroa, Professor Directing Dissertation; Gershon Tenebaum, University Representative; Michael Ormsbee, Committee Member; Maria Spicer, Committee Member.


Kakato is sponsoring a UFAW 2018 two-day (October 25-26) conference on animal welfare to be held at The City University of Hong Kong.
The topic of the conference is "Animal Welfare Across Border" and it endeavors to increase our knowledge of the different ways animal welfare is understood and addressed around the world. The aim is to develop ideas for local animal welfare initiatives, supported by local science projects, in order to progress animal welfare at a global level, while taking cultural and environmental differences and constraints into consideration.


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Q: How to detect swipe for parent view when have multiple child? I have a custom calendar layout that forms by multiple Linear layouts. when I set OnTouchListener to the parent view. It's not working because they are filled with child view. and I can't add the listener to each child view because It's a lot to set. Any solution that can solve this problem?

A: Turns out intercepting touch events is not as simple and straightforward as the guide would have us believe. To properly handle touch events in the ViewGroup, you'll need to override both onInterceptTouchEvent() and onTouchEvent() (if you don't want your child views to get the touch events as well).
The reference docs for onInterceptTouchEvent() explain this in a much cleaner manner than the guide. Here's an article that has the relevant code along with descriptions.
TL;DR - Once you intercept the touch event in onInterceptTouchEvent() and return true, the following touch events are sent to onTouchEvent() of your parent viewgroup. If you return false in onInterceptTouchEvent(), the following touch events are sent to the onTouchEvent() of the child views which you can continue to intercept in onInterceptTouchEvent().

You need to override onInterceptTouchEvent() in your custom calendar layout and do your touch handling there. Refer to the official guide for further reference.

The onInterceptTouchEvent() method is called whenever a touch event is detected on the surface of a ViewGroup, including on the surface of its children. If onInterceptTouchEvent() returns true, the MotionEvent is intercepted, meaning it is not passed on to the child, but rather to the onTouchEvent() method of the parent.

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