text:
Google Stadia fixes one of the Pixel 3a's few flaws
Oliver Cragg / @olliecapa26
Opinion post by
Oliver Cragg
We love the Google Pixel 3a here at Android Authority. Both the regular model and the Pixel 3a XL both received glowing reviews, and for good reason. They pack in almost everything that's great about Google's flagship Pixel 3 series at a heavily reduced price.
The phone's ridiculous value (unless you're in India), amazing camera, and streamlined software are just a few reasons why the Pixel 3a is my personal favorite phone of 2019 so far (sorry, OnePlus 7 Pro, you need to sort out your camera), but even I can admit it's not perfect.
Yet, while some issues like poor RAM management and low storage persist, the Pixel 3a just received a major boost in one of its weaker areas from an unlikely source.
Thanks to Google Stadia, the Pixel 3a is about to become one of the best gaming phones on the market.
Playing with Pixels
Google's vision for dominating the game streaming market was clouded (pun intended) during its March reveal by numerous unanswered questions. Some of those burning concerns about Stadia like price, availability, and the launch game library were either partially or fully addressed in the first Stadia Connect broadcast that acted as a tasty little entrée for this year's E3 gaming expo.
Google Stadia games: Here's the full list (Update: New titles arrive)
https://www.youtube.com/watch?v=7-MiuOAD-ZU Update, December 17, 2019: We've updated the article to include the release and price information for Borderlands 3 and Dragon Ball Xenoverse 2. Both are available on Google Stadia today. Also, Tom Clancy's Ghost Recon …
One area where Google is still keeping things vague is device support. We know for sure that the Chromecast Ultra and any desktop with a Chrome browser will let you play Stadia games at home, but what about on the go?
At the initial reveal we saw Google's own hardware take the spotlight with the Pixel Slate tablet, Pixelbook laptop, and Pixel 3/3 XL smartphone. At that time, the Pixel 3a was just a rumor (albeit a very solid one) so it obviously wasn't included in the line-up, but after its debut at Google I/O and Stadia Connect we now know for sure: the only phones that will play Stadia games at launch are the Pixel 3, Pixel 3 XL, Pixel 3a, and Pixel 3a XL.
No Pixel phone? No Stadia.
During Stadia's unveiling, I argued that the platform represents an incredible opportunity for Chrome OS tablets, especially budget ones that could theoretically play AAA console games as well as or better than a Nintendo Switch. That same logic applies to the Pixel 3a, which will soon be one of a tiny sample of phones — Android or otherwise — that can play Destiny 2, Assassin's Creed Odyssey, Doom Eternal, and more.
It's no secret that the Pixel 3a series doesn't have top-end specs. Compared to other flagship-challenging "budget" phones like the Pocophone F1 and Redmi K20 Pro, Google opted to focus on software rather than core hardware or the latest silicon.
The Pixel 3a's Snapdragon 670 SoC delivers surprisingly strong performance thanks to Google's engineering wizardry. This is especially true of the Pixel 3a camera which is all-but-indistinguishable from the premium Pixel 3's camera. General day-to-day use is just as impressive for the most part with next to no lag or stutter for many tasks.
Related: Google explains why the Pixel 3a has a headphone jack
That doesn't include gaming, however. In all fairness, the Pixel 3a is by no means a terrible phone for playing some of the best Android games. The Adreno 615 GPU keeps up the pace with simple games, most indie titles, and even some 3D games like PUBG Mobile. It's no powerhouse, though, and extended sessions of Fortnite or Asphalt 9 soon take their toll with choppy frame rates when things get really hectic.
Google Stadia completely eliminates this problem by bypassing the Pixel 3a's underpowered internals and transferring the heavy lifting to Google's much-heralded cloud technology and ultra-powered remote PCs. All you need is a minimum 10Mbps Wi-Fi connection to play in 720p (around 20Mbps for 1080p) and boom; your $399 phone now not only plays games smooth as butter, it also plays incredible games no other Samsung, Apple, Xiaomi, Huawei, or LG phone can.
It's also arguably a better fit for gaming on Stadia than the regular Pixel 3 thanks to that 3.5mm headphone jack. Take note, Pixel 4.
Exclusively Google
Google Stadia has retroactively made the Pixel 3a's launch price even more of a bargain and added — at least in the short-term — a killer exclusive feature.
There are some caveats. Chief among them is right now you'll need to order the Founder's Edition to get access to Stadia in November. It seems inevitable that the Stadia Pro subscription which comes with "free" games will be available separately, but those that want to just wait it out for the genuinely free Stadia Base tier and pay for their games outright will need to wait until "next year."
The Pixel 3a is now one of the best gaming phones on the market.
You also won't be able to play Stadia games via your mobile data, so it's not like you'll be doing Destiny 2 raids on the subway. Likewise, not everyone wants to play games on their phone with a Bluetooth controller and Stadia can't fix the fact that emulation of retro games — a popular option for Android gamers — is hamstrung slightly by the Pixel 3a's lesser hardware.
Nevertheless, while Stadia is exclusive to Pixel 3a and Pixel 3, there's no question that the "lite" third-generation Pixel is about to become the most versatile and best value phone for mobile gaming.
Up next: Is the Pixel 3a what Google Pixel should have been from the start?
Google, Google Pixel 3a, Google Stadia
GoogleGoogle Pixel 3aGoogle Stadia
This Amazon sale will save you $220 on a brand new Google Pixel 4
by Phillip PradoJanuary 20, 2020108 shares


Last post 11-30-2018 11:22 PM by Heste. 5 replies.
Hi, I have an infopath form that submit repeating rows to a list in SP online, but there is one field that needs to submit to another list. Is this possible?
I'd probably use Flow for this.... or SharePoint Workflow. Is that an option?
Thanks Hillary, that will not work, because the main connection goes to the repeating field and the Contract Value should be written to one entry in another list. I'm looking into Web Services as an option.
SharePoint Online won't connect to most REST services from InfoPath browser forms - so using UpdateListItems is probably not going to be an option.
You could use FormsViewer to do it with a SharePoint list mapping.


As an educational administrator he firmly believes that effective communication, listening, support, shared decision making, and the integration of technology are essential elements necessary for the transformation of school cultures. Eric has emerged as an innovative leader in the use of social media and web 2.0 technology as tools to engage students, improve communications with stakeholders, and help educators grow professionally. Eric is a NASSP Digital Principal Award winner (2012), Google Certified Teacher,Adobe Education Leader, ASCD 2011 Conference Scholar, co-author of Communicating and Connecting With Social Media: Essentials for Principals and What Principals Need to Know About Teaching and Learning Science, writer on education for the Huffington Post, co-creator of the Edscape Conference, sits on the FEA Board of Directors, and was named to the NSBA 20 to Watch list in 2010 for technology leadership. He now presents and speaks nationally to assist other school leaders embrace and effectively utilize technology. His blog, A Principal's Reflections, was selected as Best School Administrator Blog in 2011 by Edublogs.
Eric began his career in education as a Science Teacher at Watchung Hills Regional High School where he taught a variety of subjects (Biology, Chemistry, Marine Biology, Ecology) and coached several sports (ice hockey, football, lacrosse). He then transitioned into the field of educational administration as an Athletic Director/Supervisor of Physical Education & Health and Vice Principal in the New Milford School District. During his administrative career he has served as District Affirmative Action Officer and is the current president of the New Milford Administrator's Association.
Digital Leadership: Changing Paradigms for Changing Times (Keynote, Workshop, or Breakout Session): The educational landscape is changing as a result of continuous advances in technology and a changing learner. As a result educators must recognize this shift, anticipate needed changes, and lead by example in order to meet the diverse needs of key stakeholders in the 21st Century. Attendees will learn how to harness the power of digital tools and social media accessible today to improve communications, enhance public relations, establish a brand presence, increase student engagement, transform learning spaces, discover opportunity, and grow professionally like never before.
Leading the Maker Movement (Keynote, Workshop, or Breakout Session): The maker movement in schools focuses on the natural learning curiosity of students where they tinker, invent, create, and make to learn. Makerspaces in schools tap into student passions and combine that with open-source learning, contemporary design and powerful personal technology like 3-D printers. This session will walk attendees through the creation of engaging makerspaces in any K-12 school and the foundational elements that can be purchases within any school budget. During a workshop attendees will participate in a hands-on maker activity.
Digital Learning Across the Curriculum (Keynote, Workshop, or Breakout Session): Learning today should unleash the creativity of our students and prepare them with essential skills sets for success in a digital world. Attendees will discover how to seize the opportunity inherent in ubiquitous connectivity, an evolving real-time Web, open-source technology, mobile devices, and personalization to integrate digital learning across the curriculum. The presenter will address how to create a teaching and learning culture that integrates social media, OpenCourseWare, student-owned devices, the flipped instructional model, and other digital learning pathways to create schools that students want to be a part of.
Mobilize Learning (Keynote and/or breakout session): The digital divide has begun to rapidly decrease as student access to technology has increased. With drastic reductions to operative budgets schools have been forced to do more with less. This session will discuss why schools should embrace and create policies that support the use of student-owned devices as mobile learning devices to increase equitable access to technology, enhance the learning experience, and teach digital responsibility. Specific learning strategies for using student-owned devices in schools will be presented and modeled. Sample policies will also be presented. Participants will leave this session with the tools to successfully implement a BYOD initiative in their schools.
Turn the Battleship on a Dime: Keys to Initiating Sustainable Change (Keynote, and/or Breakout Session): Educational change is often perceived as a difficult process fraught with competing ideas that rarely take hold. This session will tackle the issue of initiating cultural school change that is embraced, sustained, and celebrated. The presenter will address common obstacles to the change process and highlight strategies to overcome them. Examples will be shared that emphasize how one school has moved beyond change to transform the teaching and learning culture in a way that lasts.
Culture Shock - Transitioning to a Better School Culture (Keynote, breakout, and/or workshop): School culture describes the environment that impacts the behavior of students, teachers, and parents. This environment is created through a combination of changes, which ultimately influences student success. This session will address specific initiatives, programs, and strategies that can be implemented to improve school culture in ways that better meet the academic, social, and emotional well being of students. The presenter will share successful steps taken to improve a school culture that sets students and staff on a path to success. Examples such as Bring Your Own Device (BYOD), creating a makerspace, grading reform, AP program overhaul, social media integration, an embedded model of professional growth, and others will be shared and analyzed for impact.
The Power of Personal Learning Networks (PLN's) (Workshop and/or Breakout session): Personal Learning Networks (PLN's) have been around for centuries and can be defined as relationships that individuals leverage for learning. Attendees will learn how 21st Century educators can utilize the Internet and Web 2.0 tools (microblogging services, social networking websites, social bookmarking tools, RSS feed readers, tablet apps, and digital discussion forums) to create their PLN's and customize their "always-on" learning networks to better prepare and understand the Common Core Standards, college & career readiness, technology integration, engaging learners, and effective leadership strategies.
Educational Options for a Changing World (Breakout session): One of the many challenges that school leaders face is ensuring that all students are college and career ready. The key to overcoming this challenge is to make learning relevant and meaningful to our students. This session will focus on New Milford High School's journey to radically transform the learning culture through the formation of our own Academies. They represent a bold new direction for education, one that considers student interest, national need and global demand for highly qualified graduates capable of competing at the most challenging levels. Participants will learn first hand how we have created and sustained our own Academy structure and be provided with the tools to create their own in a cost-effective manner.
Becoming a Twitterific Educator (workshop and/or Breakout session): Many educators have heard of Twitter, but brush it off as a meaningless social networking site notorious for wasting time in 140 characters or less. This is anything but the truth! Participants will learn and see firsthand how Twitter has quickly become an indispensable tool to educators at all levels from every corner of the globe. The session will begin with an overview of how to set up an educator page, sending a message called a tweet, and the specific language associated with Twitter. Participants will then be exposed to the various educational uses of Twitter including communication, sharing/acquiring resources, global collaboration, knowledge acquisition, tracking conferences, eliciting feedback, virtual mentoring, and professional growth.
Community Engagement Through Social Media (Workshop and/or Breakout session): This session explores how social media, various web-based tools, and apps can be used by teachers and leaders to support and enhance the communication between schools and the surrounding community. Participants will leave with tangible strategies and ideas on how to create a transparent environment and give every family an entry point.
Improving Leadership Through Connected Learning (Workshop and/or Breakout session): The real-time web provides avenues like never before for school leaders to grow through connected learning. Understanding and harnessing the power of social media by leaders is often met with skepticism. This session will examine the facets of a connected learning model for leaders to grow professionally as well expose the many free, readily accessible tools at their disposal. With the tools that are now available and seemingly ubiquitous access to the Internet, connectedness should be the standard, not discounted or just an option for school leaders.
Harnessing the Power of Educational Technology & Social Media to Improve Teaching, Learning & Leadership, K-12 (Workshop): The digital divide continues to widen in schools as outdated policies and practices dictate that Web 2.0 technologies have no place in education. As we move further into the 21st Century our key stakeholders – students and parents – are immersed in a world where they routinely us these tools. Social media in particular has a negative stigma and as a result most schools either block or refuse to use this free resource. This session will focus on harnessing the power of social media and other Web 2.0 technology to initiate meaningful change that is sustainable. The end result is a transformation of school culture primed for increasing and celebrating student creativity, critical thought, problem-solving skills, collaboration, and achievement.
Tell Your Story (Keynote, Breakout session, or Workshop): Each institution has a unique story. With the power of digital media, that story has never been easier to tell. Learn how social media, simple video, web-based resources and an army of parents, students, teachers and alumni can help you build support and get the word out about what's working in your schools and classrooms. This session will focus on communicating more effectively, reaching larger audiences, establishing a brand presence and interacting with stakeholders.
Creating a Culture Through Communication Strategies (Keynote, Breakout session, or Workshop): Digital leadership focuses on meeting stakeholders where they are and engaging them in two-way communications. This session explores how social media, various web-based tools, and apps can be used by teachers and leaders to support and enhance the communication between schools and the surrounding community. Leadership teams will leave with tangible communication strategies and ideas on how to create a transparent environment.


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By Serena Estrella in What's Trending?
AU to Fine Parents Who Don't Vaccinate Their Kids
Australia might be known for its tolerance towards more unconventional lifestyle choices, but it makes an exception for anti-vaxxers.
Mandatory vaccination policies actually started back in 2016, when the government launched an initiative withholding end-of-the-year tax benefits from families that refused to vaccinate their children. However, stricter sanctions have been implemented this month after it has been reported that the number of children whose parents have raised "conscientious objections" to immunization has risen from 0.23 percent to 1.77 percent.
Image Credit: Fotolia
As of 1 July, officials have mandated that parents who neglect to keep their children's immunizations up to date could lose AU$28 per child from their tax benefits every two weeks. The new fortnightly sanction replaces the previous annual one and adds up to roughly the same amount, but was crafted to serve as a more constant reminder.
The move is part of the Australian government's ongoing clampdown on the anti-vaccination movement. "Immunisation [sic] is the safest way to protect children from vaccine-preventable diseases," Minister for Social Services Dan Tehan said in a statement, "Parents who don't immunise [sic] their children are putting their own kids at risk as well as the children of other people."
Vaccination policies vary all over the world, especially after concerns have been raised regarding the link between vaccines and autism, albeit the medical study that theorized such has since been discredited and its author struck off the medical register. In the US, for instance, children who don't receive a mandatory set of immunization shots are not allowed to go to school.
Quite a few Australian states have also adopted similar "no jab, no play" policies, barring unvaccinated children from attending educational and daycare centers. Exemptions are still allowed for those with legitimate medical issues, but the government terminated the same for those who avoid vaccinations on religious, moral, or philosophical grounds back in 2015.
While those who oppose vaccination schemes have quietly been setting up their own social services to get around the new laws, AU's "no jab, no pay" policies appear to be strong deterrents regardless. In less than two years since these were first enacted, the number of children who have been receiving a complete set of immunization shots have increased by about 246,000.
Image Credit: stock.adobe.com
Now that the new regulations designed to serve as timely reminders are in play, it's perhaps likely that the aforementioned number could rise further.
Should the government have a say in whether your kids are vaccinated or not? Tell us what you think in the comments below!
Serena joined Remit back in 2016, and has tormented its Marketing Head constantly ever since. To get through the rigors of writing about grave concerns like exchange rates, citizenship requirements, and PH-AU news, she likes to blast Mozart, Vivaldi, ONE OK ROCK, and Shigeru Umebayashi in the background. She does a mean Merida voice in her spare time too.

redpajama_set_name: RedPajamaCommonCrawl


Why is it so challenging to find actors and actress for a paid web commercial about denture cream? Actually I have a few men that I can choose from. It's the women. Here is the deal? I was hired to write and film a web commercial about denture cream. It pays. Let me write that again. It pays. When I was auditioning every day I would do anything for a job for FREE. ANYTHING... That means I would have dressed up as an older lady and tried to book the job with heels and all. You know come to think of it. If I can't find an actress within the next few days I will do it myself. Shoot I can play an older caucasian lady. I can definitely play caucasian. I have a pretty face so with some lipstick I might look well... Let's see.
So as I wrap up if you know of a caucasian actress in her 50's to dead please have them contact me. Oh and let me say it again. There is pay.


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Q: redhat vs debian/ubuntu system architecture (& not deb vs rpm)? What are the key areas (except package management) where Fedora/RHEL/CentOS differ from Debian/Ubuntu Linux systems? I'm asking this from a newbie's perspective to the Linux admin world so that I can make a more informed choice.
EDIT: Let me rephrase, how does the organization of /etc, /proc, /dev , boot process etc
differ in debian and redhat?

A: In general the different distributions are very similar, and the main differences beyond the package-management tools is the configuration of particular software.
For example under a Redhat / CentOS system you'll install Apache via yum or dnf and the configuration files will live beneath /etc/httpd.  Under a Debian/Ubuntu system you'd install via apt-get and find that the configuration files live beneath /etc/apache2.
This is a trivial example of both systems running the same software, but it being slightly different.  In real terms though the differences are trivial.
Perhaps more interesting are the different systems chosen by the distributions.  For example the mail-server installed by default would be sendmail on CentOS, postfix on Ubuntu and exim4 on Debian.  These choices can usually be changed, but you might find yourself struggling to replace larger and more core components such as the startup tool (upstart vs sysv-init etc).
Update: /proc & /dev will be largely identical across systems running a given kernel - as they come from the kernel (+/- udev/upstart).

A: Two key differences, but the grouping is slightly different:

*

*Debian/Ubuntu LTS, RHEL/CentOS, SLES are geared towards stability (longer release cycles and maintenance) while Ubuntu, Fedora, OpenSUSE give preference to features over stability. Note that this is in the sense of three-plus nines, i.e. 99.9x% and higher - Ubuntu, Fedora and OpenSUSE are still reasonably stable, but the software in the more conservative distributions is more tested due to being older, so it's likely to have less bugs.

*Ubuntu, Fedora, OpenSUSE use upstart/systemd while the other ones stick to SysV-like init (at least for now).

*Each of the distributions has different system configuration tools.

A: Debian is more versatile. It can run on a phone to a server. Very stable and has a small memory footprint. Its also easier to use compared to Redhat. I used Redhat's small brother, Fedora and it drove me crazy in setting up LAMP. Its has an additional folder inside /var/www/html. For Debian is just /var/www.
Also, its got Synaptic Manager for easer and surer installation for guyz who don't want to use the terminal.
The Debian is universal but redhat has both server and desktop. This makes Debian by far, more economical.

redpajama_set_name: RedPajamaStackExchange


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london.net
Sightseeing And City Passes
Bus And Minivan Tours
Theater Shows And Musicals
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More Playing Now
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London Attraction Pass Including St Pauls Cathedral, The View from The Shard and Thames River Cruise
Reviews | Photos | Get Tickets Sightseeing & City Passes
See London and beyond with a London Flexi Attractions Pass. Choose to visit three, five, seven or 10 attractions, and gain cash- and voucher-free entry to some of London's top restaurants, West End theater shows and attractions including The View from The Shard, the London Zoo, and St. Paul's Cathedral. Activities and services such as river cruises, airport transfers and day trips to the likes of Bath and Stonehenge are also included. This pass gives you the flexibility to set your own schedule, and comes with an easy-reference map.
Pick up your London Flexi Attractions Pass from one of the central London redemption points or Heathrow Airport and choose from some of the city's most popular attractions, tours, West End theater shows and restaurants. With the flexibility to choose from a 3-, 5-,7- or 10- Attractions Pass (each with a 1-month validity), the card allows you to experience London's top attractions at your own pace.
Use your complimentary full-color London information map to plan your schedule. Packed with helpful information about each attraction, with highlighted attraction maps to help you find your way around with ease.
Head to the View from the Shard for unparalleled views of London's famous skyline or visit the London Zoo.
Round off an evening with a visit to a West End theater show. Several select musicals and plays are included with the pass. While these change frequently, typical shows include War Horse, Mamma Mia! and The 39 Steps.
Your card includes admission to three, five, seven or 10 London attractions; simply choose from the list below.
*Attractions are subject to change
Reviews | Photos | Get Tickets
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International Journal of Business and Globalisation
Prof. Leo Paul Dana
12 issues per year
IJBG proposes and fosters discussion on various aspects of business and globalisation, including the physical environment and poverty.
Internationalisation of SMEs
Cross-cultural business
Globalisation and poverty
Business ethics in the global environment
Immigrant minorities in business
Indigenous enterprises and the global economy
The impact of oil and gas
Human mobility in a globalised world
Competition in a global economy
Localisation/glocalisation strategies within contemporary globalisation
The objectives of IJBG are to establish an effective channel of communication between policy makers, government agencies, academic and research institutions and persons concerned with the complex role of business and globalisation. The international dimension is emphasised in order to overcome cultural and national barriers and to meet the needs of accelerating technological and ecological change and changes in the global economy.
IJBG provides a vehicle to help academics, researchers, policy makers, managers and entrepreneurs, working in business, to disseminate information and to learn from each other's work.
IJBG publishes original empirical research, conceptual papers, and book reviews.
IJBG is indexed in:
Business Collection (Gale)
Inspec (Institution of Engineering and Technology)
IJBG is listed in:
Dana, Leo Paul, Montpellier Business School, France
(lp.dana montpellier-bs.com)
Rezaei, Shahamak, Roskilde University, Denmark
Singer, Alan, Appalachian State University, USA
Misra, Subhas C., IIT Kanpur, India
Lasch, Frank, Groupe Sup de Co Montpellier Business School, France
Alon, Ilan, University of Agder, Norway
Anderson, Alistair R., The Robert Gordon University, UK
Anderson, Robert B., University of Regina, Canada
Chand, Anand, University of the South Pacific, Fiji
Chew, Soon Beng, Nanyang Technological University, Singapore
Cook, Steve, Oregon State University, USA
Dabic, Marina, Nottingham Trent University, UK and University of Zagreb, Croatia
Datta, Saroj Kumar, Galgotias University , India
Donia, Enrica, University of Palermo, Italy
Elo, Maria, University of Southern Denmark, Denmark
Esposito, Paolo, Eastern Pidmont University, Italy
Gaddefors, Johan, University of Gavle, Sweden
Guieu, Gilles, Aix-Marseille Université, France
Hall, C. Michael, University of Canterbury, New Zealand
Heikkinen, Hannu I., University of Oulu, Finland
Heilbrunn, Sibylle, Kinneret Academic College on the Sea of Galilee, Israel
Inal, Gözde, European University of Lefke, Cyprus
Jabłoński, Marek, University of Dąbrowa Górnicza, Poland
Jaganjac, Jamila, University of Vitez, Bosnia and Herzegovina
Karatas-Ozkan, Mine, University of Southampton, UK
Krueger, Jr, Norris, Entrepreneurship Northwest, USA
Litvin, Stephen W., College of Charleston, USA
Märk, Stefan, Salzburg University of Applied Sciences, Austria
Mason, Michela C., University of Udine, Italy
Mason, Nicholas, University of Canterbury, New Zealand
Matlay, Harry, UCE Birmingham, UK
McElwee, Gerard, University of Huddersfield, UK
McIntyre, John R., Georgia Institute of Technology, USA
Missens, Richard, First Nations University, Canada
Musso, Domenico, Pontificia Università Lateranense, Italy
Obrecht, Jean-Jacques, Université Robert Schuman, France
Ohkita, Kenichi, Aichi University, Japan
Paranque, Bernard, Kedge Business School, France
Peris Ortiz, Marta, Universidad Politècnica de Valencia, Spain
Pillania, Rajesh K., Management Development Institute Gurgaon, India
Polke, Jürgen, University of Applied Sciences Vorarlberg, Austria
Prestamburgo, Sonia, University of Trieste, Italy
Pullar, Gordon L., University of Alaska Fairbanks, USA
Ramadani, Veland, South-East European University, Macedonia, F.Y.R.
Ratten, Vanessa, La Trobe University, Australia
Riseth, Jan Age, Norut Social Science Research, Norway
Rossi, Matteo, University of Sannio, Italy
Roy, Achinto, Deakin University, Australia
Sandberg, Susanne, Linnaeus University, Sweden
Sangle, Shirish, National Institute of Industrial Engineering (NITIE), India
Schaper, Michael, Bond University, Australia
Sgroi, Filippo, University of Palermo, Italy
Unruh, John, University of Alaska, USA
Vitolla, Filippo, LUM Jean Monnet University, Italy
Walters, Craig, Tipperary Institute, Ireland
International Journal of Business and Globalisation increases issues
The International Journal of Business and Globalisation has announced that it will be increasing issues from eight to twelve from 2020 onwards.


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Tax code discourages charity
Howard Husock reminds us at National Review Online that the federal tax code blocks some charitable giving.
Giving Tuesday is trying to push back against a tide that transcends appeals to individual generosity. To actually increase charitable giving, we must adjust the tax code.
Today, the overwhelming number of Americans who make charitable donations do not receive any tax advantage for doing so. As the Tax Policy Center puts it, "most low- and moderate-income taxpayers do not claim a deduction for charitable contributions, largely because most do not itemize." Yet the TPC notes that the 90 percent of households that do not itemize make at least 40 percent of all charitable contributions. In other words, if, in the spirit of Giving Tuesday, we want to increase charitable giving, targeting that 90 percent is key.
But today, the statistics show that charitable giving is increasingly a province of the affluent. The Tax Policy Center reports, for instance, that a small group of households — the 10 percent that itemize their tax deductions — account for fully 60 percent of charitable donations.
There are, however, several options that would tweak the tax code to reward charitable giving by non-itemizers.
For instance, the Lilly School estimates that a 25 percent charitable-giving tax credit — a reduction in taxes owed whether one itemizes deductions or not — would increase giving by some $37 billion and increase the number of donor households by 10.6 million. Even just extending the charitable deduction — not a dollar-for-dollar credit — to non-itemizers would, says the Lilly School, "generate up to $26 billion in additional donations and induce up to 7.3 million additional households to donate."
Exposing the Dangers of 'Advocacy Philanthropy'
Supreme Court Decision in AFP v. Bonta Protects Americans' Right to Free Expression


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As an employer you need to be aware of ergonomic factors that may cause injury in your work environment, as well as the prevention of injuries in the workplace. Ergonomic factors include posture, body mechanics, positioning, repeated movements and what happens when these interface with the work process.
We do not need to be engineers to do ergonomic evaluations if we understand how the worker and his body interface with the essential functions of the job. Performing the job safely and productively without compromising the body is the main goal.
HPT's role in the workplace is to test the body and then compare it to the function of the job. We then identify limits that occur normally or due to an injury. We objectively measure and weigh items utilized at work and determine critical demands that are needed at the work site.
HPT sends trained staff to the job site to observe, measure, weigh, interview and document frequency of movements. We identify potential modifications to increase productivity and safety.
In the 1980's there was a concerted effort to identify and curb many of the forces that were thought to be behind "on the job injuries." The efforts took the form of back schools, work site redesign, safety education and pre-employment screenings.
There is not a magical answer; the prevention aspect of work injury is a combination approach that involves the safety director, worker and the workplace, and health care providers. HPT's qualified and experienced staff is ready to assist you. Call for a free walk through assessment today.


The best Linux distro of 2011!
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text:
ERM Announcements, July 1, 2022
Posted on July 5, 2022 by mlande
It was such a pleasure to see so many of you at the 2022 ASEE Annual Conference & Exposition. I knew that I had missed the opportunity to learn from and with each of you, but actually experiencing the conference and togetherness really drove home the importance of this community to me.
Also, thanks to those of you who came to the ERM Business Meeting—we had a good time reconnecting. We also got a lot of creative responses to the introduction prompt, "If you were a potato, what way would you like to be cooked?" For some more fun facts about this humble spud, you can explore this link: https://www.foodrepublic.com/2014/12/22/10-things-you-probably-didnt-know-about-potatoes/.
I announced that the ERM listserv may be going away in January, so please take a moment to make sure you're affiliated with ERM on the ASEE Hub (https://aseehub.asee.org/home) and have opted in to receiving communication, just in case this platform doesn't continue.
I'm still trying to catch up from the conference, so this note is short. I hope everyone has safe travels and is staying well.
CALL FOR ASSOCIATE EDITOR APPLICATIONS: Advances in Engineering Education (AEE)
EVENT ANNOUNCEMENT: National Effective Teaching Institute (NETI-1) in-person workshop August 8-10, 2022
EVENT ANNOUNCEMENT: How to Engineer Engineering Education Workshop July 13-15, 2022
EVENT ANNOUNCEMENT: MIDFIELD Institute virtual workshop August 3-5, 2022
POSITIONS ANNOUNCEMENT: UC Irvine Postdoc Positions
POSITION ANNOUNCEMENT: Community Manager for Education Equity & Access at Worcester Polytechnic Institute
POSITION ANNOUNCEMENT: Postdoctoral Research Associate—Academy for Excellence in Engineering Education (AE3); The Grainger College of Engineering; University of Illinois Urbana-Champaign
POSITION ANNOUNCEMENT: Bovay Chair & Director of the Sue G. and Harry E. Bovay Program in the History and Ethics of Professional Engineering at Cornell University
POSITION ANNOUNCEMENT: Postdoctoral Scholars in Biomedical Engineering and Mechanical & Aerospace Engineering at Cornell University
POSITION ANNOUNCEMENT: Postdoctoral Associate in Learning Engineering and Practice (LEAP) Group in Mechanical Engineering at MIT
POSITION ANNOUNCEMENT: Postdoctoral Scholar in Engineering Ethics at Penn State
POSITION ANNOUNCEMENT: Faculty Position to Guide the First-Year Engineering Re-design, University of Virginia
POSITION ANNOUNCEMENT: Postdoc in STEM Education – Instructional Change Teams at Texas State University
Advances in Engineering Education (AEE), the ASEE journal which serves to cultivate, disseminate, and archive documented innovations, applications, and practices in engineering education, is currently accepting applications for multiple volunteer Associate Editors. Associate Editors are an integral part of the AEE Editorial Board and ensure the quality and timeliness of published material. An Associate Editor's primary responsibilities are (1) reading manuscripts assigned to them by the Editor, (2) recruiting and selecting reviewers to review the manuscripts, (3) reviewing reviewers' comments and feedback and integrating that feedback with their own evaluative, constructive, and supportive feedback report for the authors, (4) making a recommendation to the AEE Editor, and (5) ensure the timely completion of the review process. Other duties include attending meetings of the AEE Editorial Board, and completing various tasks as needed to support the journal. Generally, an Associate Editor will be assigned 12-18 manuscripts annually, and the duties of the position will require approximately 8 – 12 hours per month. To qualify for the position, an Associate Editor must have an earned doctoral degree, be actively engaged in engineering education practice and scholarship, have experience publishing in education-related journals, have breadth or depth of engineering teaching experience within or across subject-matter. In particular, Associate Editors with expertise in P-12 engineering education, mechanical engineering pedagogies, and online learning sought, but all areas will be considered. If interested, please submit a cover letter, CV and list of three references addressed to Holly Matusovich, AEE Editor-in-Chief (matushm@vt.edu) with copy to Carol Geary (cpgeary@vt.edu). In your cover letter, please describe why you wish to serve as an Associate Editor for AEE, the skills and abilities you could contribute in this role (e.g., content area knowledge, work experience, service to other journals, etc.) as they pertain to the responsibilities and qualifications for the position described above. Applications are due by July 15, 2022.
NETI-1, Course Design and Student Engagement, will be offered August 8-10, 2022, at Purdue University. Drs. Susan Lord, Matt Ohland, and Michael Prince will lead this long-standing foundational NETI workshop, which has been offered since 1991. Previous NETI programs have reached over 2800 participants from more than 365 different schools. Our past participant evaluations have been overwhelmingly positive. The workshop features material for relatively new faculty members and other material designed to equip experienced faculty members to become teaching leaders and mentors on their campuses. Participants will include 60 faculty members from all branches of engineering, engineering technology, and other STEM areas. The registration fee is $1275 per participant, which covers organization and presentation costs, participant notebooks, breakfasts, lunches, and breaks. Participants also receive a copy of Felder & Brent's Teaching and Learning STEM: A Practical Guide and the option of touring the School of Engineering Education's facilities. Travel expenses, including dinners, are not included. Further details about the workshop program and a link to register can be found at https://www.neti-workshop.org/event/neti-1-basic/. Questions should be directed to Emily Ohland, Workshop Administrator.
This teaching workshop, now in its 20th year, will be held on the Bucknell University campus in Lewisburg, PA. The workshop is intended for engineering instructors who want to use research-driven strategies to make classes more engaging, increase student learning and reduce course preparation time. Workshop tuition is $800, which includes all meals during the workshop, refreshments, and use of campus facilities. On-campus dormitory rooms ($190 single occupancy or $330 double occupancy for 3 nights) are available but optional. You may apply online at www.bucknell.edu/Catalyst. Questions about the workshop may be directed to Professor Michael Prince atprince@bucknell.edu.
To help researchers make the best use of MIDFIELD, a multi-institutional dataset with detailed student records, the MIDFIELD team will be hosting a virtual workshop August 3-5, approximately 1-5 ET. There will be some pre-Institute work for participants that will include installing R and completing some basic R tutorials developed by Richard Layton. Those with R installed already and with some facility using it will not have much work to do in advance. To assist anyone in the pre-Institute work, we plan to provide assistance by Zoom August 2, 1-5 ET. There is no registration fee to attend. Anyone wishing to register for the event should be let Matt Ohland know via this link. Matt will send a calendar appointment to those who register and follow up with further information as it becomes available. Feel free to share with others who may be interested.
The UC Irvine Education Research Initiative is looking to hire 1-2 discipline-based education research postdocs to examine the impact of STEM teaching-focused faculty on faculty and student outcomes (NSF 1821724).
More information regarding the position, projects, and desired skill sets can be found here. Please forward to potentially interested colleagues and feel free to reach out if you have questions! Questions about the position may be addressed to Dr. Brian Sato (bsato@uci.edu). Questions about submission or receipt of applications can be addressed to Molly Smith (smithm3@uci.edu).
The Community Manager for Education Equity& Access is an integral team member of the STEM Education Centerin providing expertise and context for equitable and inclusive teaching in STEM for PreK-12+ educators, as well as coordinating learning experiences and programs with multiple stakeholders in the Worcester area community. The person will also manage and coordinate the ASPIRE-RC program that builds the capacity for inclusive and diverse STEM faculty at community colleges.
Develop and facilitate equitable and inclusive STEM curriculum and trainings for PreK-16 educators
Build and manage relationships in the local community for teaching experiences for the Teacher Preparation Program
Manage the Worcester area ASPIRE-RC program (grant funded) for building capacity for inclusive and diverse STEM faculty at community colleges
Expand Equitable and Inclusive Pathways for STEM Learning Opportunities with WPI
Bachelor's degree in STEM, Education, Social Sciences, or related field required
Strong communication skills (written and oral) to work with students, mentor teachers, school administrators, higher ed. faculty & staff, and community members
Strong interpersonal skills to work with various identified stakeholder groups and individuals
Knowledge of the lived experiences of marginalized populations, especially in education contexts
Demonstrated knowledge and sensitivity to the needs and concerns of historically marginalized populations constituents
Demonstrated experience with diversity, equity, inclusion, belonging, and justice within the context of educational institutions
Experience in project management
Reviews start July 1. Please contact kcchen@wpi.edu for any questions.
To Apply: https://wpi.wd5.myworkdayjobs.com/en-US/WPI_External_Career_Site/job/Worcester/Community-Manager-for-Education-Equity-and-Access_R0001941
The Academy for Excellence in Engineering Education (AE3) in The Grainger College of Engineering at the University of Illinois Urbana-Champaign seeks a postdoctoral research associate to conduct program evaluation research and to develop web-based resources related to the Strategic Instructional Innovations Program (SIIP), a competitive grant program for teams of faculty and staff to advance engineering education. For more on AE3 and SIIP, please visit:
https://ae3.engineering.illinois.edu/siip-grants/.
Applicants must have earned a doctorate in engineering education, education, or an engineering discipline with clear evidence of scholarly work focused on engineering teaching and learning, within the past five years or have proof of completion by July 31, 2022. Evidence of scholarly activity/potential is required.
To apply, send application materials: cover letter, CV, contact information (name, address, phone number) for three professional references, and a writing sample to AE3 Director, Dr. Jay Mann, jaymann@illinois.edu.
The College of Engineering at Cornell University invites applications for the Bovay Chair and Director of the Sue G. and Harry E. Bovay Program in the History and Ethics of Professional Engineering (cornell.edu). The mission of the Bovay Program is to be a catalyst for consideration of social and ethical issues in the Cornell College of Engineering. The Director will be a non-tenure track faculty member at the rank of Lecturer/Senior Lecturer or Professor of Practice, depending on experience and qualifications. This is a 12-month position with an initial appointment of 3 to 5 years, renewable.
For more information and to apply: https://apps.hr.cornell.edu/recruiting/facultyview.cfm?posting_id=_JOB_POSTING-3-51669. Questions can be directed to Cynthia Pakkala, crp5@cornell.edu
The Active Learning Initiative at Cornell University has funded two projects in Biomedical Engineering and Mechanical & Aerospace Engineering to redevelop the engineering curricula.
Both schools are seeking postdoctoral scholars to take a leading role in the design, implementation, and assessment of a transformational pedagogical strategy.
For more information and to apply to the Biomedical Engineering position: https://academicjobsonline.org/ajo/fellowship/21746
For more information about Mechanical & Aerospace Engineering position: https://academicjobsonline.org/ajo/jobs/21823
The Learning Engineering and Practice (LEAP) Group in MIT's Mechanical Engineering Department is seeking to hire a postdoctoral associate to help lead new manufacturing engineering education projects by carrying out education research, creating impactful instructional content and crafting engaging digital learning experiences. This postdoctoral associate will take a leadership role in various projects, including the research and development of technician and technologist training curriculum, which seeks to create compelling career pathways for students without traditional education opportunities and help fill the anticipated two million job openings in the nation's manufacturing workforce.
MIT's LEAP Group applies design and systems principles to solve learning challenges and develop learning experiences to better meet the increasing demand for STEM skills in the workforce. The group's award-winning research-to-practice approach includes focus areas of mixed reality, simulations and haptics, educational technology, MOOC and blended learning, and curriculum development to enhance and scale engineering education and training.
Identify promising areas and carry out education research experiments across a range in-person and online education offerings including courses, simulations, and apps. Areas may include learning effectiveness, learner engagement, knowledge retention, competency, and self-efficacy. This work may include supervising research interns.
Publish and disseminate research findings in journals, international conferences, and/or industry events in disciplines such as manufacturing, engineering education, and the learning sciences.
Lead the design and creation of content for various blended and online STEM courses, with a focus on curriculum design, and including assessment creation, recitation videos, and other supporting material. This includes all aspects of online course production: storyboarding, filming, editing, preparation, evaluation of intellectual property (IP) content, quality assurance reviews, and course data analysis.
Create discipline-specific design and pedagogy in AR/VR apps and simulations, which may include defining functionalities and constraints of digital twins and creating accompanying educational content.
Facilitate learning experiences and online courses. This may entail collaborating with academic institutions that implement educational interventions or direct course engagement such as moderating a community of learners and managing the day-to-day operations of the course.
Show leadership in a team setting in collaboration with faculty and group members, and under the supervision of the Principal Investigator of the LEAP Group.
A PhD in engineering or STEM education that includes domain-specific expertise in manufacturing, industrial engineering, or related discipline. Experience in process control, manufacturing systems, mechatronics, or industrial robotics is a plus.
Teaching experience in higher education settings in STEM fields and proficiency evaluating the effectiveness of learning materials. Experience teaching subjects relevant to the curriculum is a plus.
Experience and/or training in carrying out rigorous educational assessment, evidence-based instructional design, and data-analysis. Experience in mixed-methods research or learner-centered design is a plus.
Strong track record of working both independently and collaboratively; must be organized, able to lead multiple projects simultaneously, and work effectively in a fast-paced, rapidly changing work environment.
Excellent communication skills and ability to build strong working relationships with teammates, faculty, and staff.
Strong problem-solving skills and working knowledge or ability to learn languages commonly used in engineering (MATLAB, python). Experience in (or ability to learn) app and web development (Javascript, C#, HTML, CSS, XML).
Start date: as early as July 1st, 2022.
This is a one-year term appointment with the possibility of extension.
For more information, please contact Dr. John Liu, johnhliu@mit.edu.
The Rock Ethics Institute (REI) and the College of Engineering at Penn State seek applicants for a Postdoctoral Scholar position to support engineering ethics education and contribute to ongoing research initiatives. The duties of the position will be divided roughly 50/50 between ethics education initiatives within the College of Engineering and research initiatives with REI faculty. Possible research areas (described below) include sustainable agriculture; water resources management, climate change, and environmental ethics; machine ethics; and neuroethics. The successful candidate will engage in collaborative research and produce publications, as well as receive training and mentorship. Postdoctoral scholars may receive experience working on grants. They will also receive support to allow them to participate in seminars and conferences appropriate to their personal career goals.
The postdoctoral scholarship is a twelve-month, full-time (40 hours per week) appointment, from the date of hire. This limited-term appointment may be continued for a second year, contingent upon the needs of the College and the Institute. The salary will be based on experience and qualifications. Applicants must have completed the requirements for their Ph.D. by the appointment date. In addition, successful candidates must either have demonstrated a commitment to building an inclusive, equitable, and diverse campus community, or describe one or more ways they would envision doing so, given the opportunity.
The education portion of the position will involve collaborations with the Leonhard Center for the Enhancement of Engineering Education to enhance the ethics education of upper-division engineering undergraduates and of engineering graduate students. The Postdoctoral Scholar will become part of a team to develop and offer workshops to prepare faculty members to integrate ethics into their courses. Depending on the interests and expertise of the successful candidate, there will be opportunities to engage in the development of new approaches to ethics education for undergraduate and graduate engineering students and in the evaluation of the effectiveness of ethics education and the process through which faculty are supported to integrate ethics into their courses. For more information about the position and how to apply, go to
http://bit.ly/PSUEngineeringEthicsPostdoc.
The School of Engineering at the University of Virginia invites applications to join our faculty and collaborate in teaching our introduction to engineering courses. We are transforming our first-year teaching and learning by combining technical and sociotechnical aspects of engineering alongside an embedded academic advising model into a unique year-long educational experience. We are seeking a dedicated member of the faculty to help guide this transformation. This is a full-time, benefits eligible, non-tenure-track position, at the rank of Lecturer, Assistant, or Associate Professor.
https://uva.wd1.myworkdayjobs.com/en-US/UVAJobs/job/Charlottesville-VA/Open-Rank-AGF-First-Year-Teaching-Faculty_R0036731-1
We are advertising a postdoctoral-level research position associated with the NSF-IUSE award Modeling Instructional Change Teams(NSF #1914857, Lead PI Alice Olmstead; NSF #1914880, PI Andrea Beach, co-PI Charles Henderson,
https://instructionalchangeteams.weebly.com/). This project aims to develop and share research-based tools and guidance to change leaders who aim to support teams working to improve undergraduate STEM courses nationally. The selected candidate will be expected to engage in activities such as: identifying and recruiting study participants; collecting and compiling survey data; preparing reports for study participants; statistically testing the pilot survey instrument and modifying it appropriately; analyzing survey data to address research questions; reviewing relevant literature; and synthesizing the results for publications and presentations. They will be expected to work closely with our existing team including the three PIs, a part-time, postdoctoral-level independent contractor, and another faculty member at Texas State with quantitative analysis expertise, as well as the previous postdoctoral researcher from this project when appropriate.
The selected candidate will also have the option to conduct qualitative research on the impacts of an ongoing, local NSF-IUSE-HSI award, the Faculty-Student STEM Communities Project (NSF #1928696,
https://www.cose.txstate.edu/STEMCommunities.html) on participants and their instructional approaches, as a part-time appointment. This project aims to promote student-centered, culturally responsive instructional change by building community among STEM faculty and undergraduate students at Texas State University.
Review of applications will begin on July 11, 2022 and continue until the position is filled. Preferred start date is August 1. The initial appointment(s) will be for one year, renewable as funding remains available (1-6 additional months). Position can be remote or in-person at one of the two institutions. The lead PI for the instructional change teams project is at Texas State University; co-PIs are at Western Michigan University.
For details and contact information, go to https://tinyurl.com/TeamsPostdoc.
To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs as well as a subject line. Be sure that the announcement includes the person to contact with questions. Submit all of this information to Allison Godwin viahttps://bit.ly/ERMAnnouncements. Announcements will be sent out on the 1st and 15th of each month. Submissions 48 hours before these dates will be guaranteed to be included in announcements. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/
For more resources and position announcements, please refer to the Engineering Education Community Resource Wiki available at http://bit.ly/engredu. A direct link to job postings at https://bitly.com/eecr-jobs.
← ASEE 2022 ERM awards and recognition
ERM Announcements, July 15, 2022 →


Pack your things in similar sized boxes as they will be easier to stack.
Put heavier items on the bottom of the stack – But be sure not to over pack boxes so they get too heavy and dangerous.
Avoid stacking things directly against the wall to leave room for some air flow in the unit.
Make a plan for how to organize your unit. This will save you time in the long run. You can store couches on end, stack chairs seat to seat, and use larger containers to store blankets, clothes, and smaller knickknacks.
Label all boxes on all sides. This will save you time when trying to find a particular item.
Pack items that you will be accessing frequently towards the front.
Take apart large items, such as bed frames, tables, etc. This will save space and prevent them from breaking. Be sure to keep all parts together. Keep screws and smaller items handy by bagging and taping them to the larger item they belong to.
If storing appliances be sure to clean them out first! Leave the door slightly open on refrigerators and microwaves to prevent mildew.
Store mirrors and paintings on end, do not lay them flat. Wrap and indicate they are fragile.
Lay blankets or cloth over and between furniture to prevent scratching.
Don't store any sort of food item in a storage unit as it will attract rodents.
Don't leave paint, oil, or gasoline in your storage unit. Drain all gas and oil from lawnmowers, snow blowers, etc. It is against the law to store hazardous or combustible materials such as these.
Don't put mothballs in boxes with clothing, they could possibly leave stains.
Don't give access codes or keys to your storage unit to anyone you don't trust.
Don't hesitate to ask the facility manager any questions you may have before or during move-in!
What size unit do you need? Be sure to read below so you maximize the amount you can put into a space that will save you money by not renting a unit that is too big for your needs.
A 5×5 is great for storing small seasonal items, extra clothing boxes, office supplies or records, books, or other small items. They have 9 foot high ceilings so if you pack well you may fit more than you expect into one of these smaller units.
A 5×10 is a great sized unit for storing the contents of one, possibly two bedrooms or office spaces with small pieces of furniture. With 50 square feet of space these units easily store small bedroom, living room, or office furniture, and outdoor items such as bicycles, patio furniture, and lawnmower.
A 10×10 contains plenty of space to hold the contents of a typical one bedroom apartment. Allows for plenty of space for two full rooms of furniture including sofas, bedroom furniture, kitchen appliances, and much more. You will probably even have room for extra boxes of clothing, kitchen items, seasonal items, office records.
A 10×15 generally holds the contents of three full rooms of furniture, a large office space, or a small house. You'll have plenty of room for multiple pieces of large furniture such as sofas, beds, pianos, and office desks. You'll also have room left over for all of those smaller items.
A 10×20, 200 square feet of space provides room enough for a moderate sized house with typical furniture. This large unit can store multiple large furniture items like refrigerators, living room furniture, washers, dryers, and still leave room for those smaller items and many large boxes. A 10×20 is also large enough to store most cars.
Best service & storage in Rockford, IL.
We are always available to take your call to answer questions!
Call first to ensure we are able to accommodate your storage needs.
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© 2019 Contempo Self Storage Rockford, IL.


We've kicked off a little night called 'Reflections' at Ching-a-lings in Darlinghurst. It's all about getting a little nostalgic, indulging in the past and sussing out what older music our favourite Sydney bands love listening to.
We had members of two of our favourite Sydney bands spinning some of their favourite records - Julian from World Champion and Cam from Morning TV.
Come join us on Thursday November 16 for the next instalment.


BoroughBox is a marketplace connecting foodies with the best producers of food and drink. Our sellers are a talented bunch, with great tasting, delicious, artisanal products. You place the order. They send the goodies straight to your door. And of course we have our own stunning foodie collections in the BoroughBox gift & hamper range for good measure.
We act as BoroughBox's CTO with responsibility for the digital platform and the web development staff.


Is swimming with sharks on your bucket list? Do you find yourself imagining what you'd do, looking into the rows and rows of sharp teeth & beady grey eyes, of the ocean's most terrifying predator? Well look no further, Adrenaline has a myriad of Shark Diving Experiences to select from. So, keep on reading to decide which one is for you.
What is it like to swim with sharks?
Swimming with sharks is an experience you are unlikely to forget. You'll glimpse steel-grey eyes and rows of sharp teeth up close and personal when you take the plunge and tick shark diving off your bucket list.
If you're in Melbourne, Adrenaline can offer the perfect package with a thrilling half-hour underwater tour at the Melbourne Aquarium. You'll view Grey Nurses, Sandbar Whaler Sharks, exotic stingrays and hundreds of other underwater creatures at close range. This package is suitable for certified and non-certified divers and includes an introductory training and pool session before you take the plunge inside the aquarium's 2.2 million-litre oceanarium. The dive is suitable for absolute beginners to experts and makes a great gift idea for the ultimate adventure-seeker in your life. Brave-hearts need only apply.
When in Sydney, head to the Sydney Aquarium at Darling Harbour to fulfil your dream of swimming with sharks. The package offered is similar to the Melbourne Aquarium shark swim, but in addition to 4.5-metre-long Grey Nurse Sharks, you'll also view wobbegongs, Port Jackson sharks, four species of stingray and marine turtles.
Family and friends can witness first hand as you conquer your fears from the safety of the spectator tunnel. They'll be sure to wave and give you the thumbs up, while they capture the memorable moment in photographs.
There are also excellent eco tours provided by Adrenaline where you won't even have to dip your toe in the water.
If you're in Western Australia, for example, you can take part in the Swim with Whale Sharks experience at Ningaloo. Aboard a state-of-the-art vessel, you'll view up close the majestic wonder of whale sharks on Ningaloo Reef swimming alongside as you recline in the ultimate comfort and safety.
A gift voucher for this once-in-a-lifetime experience would make the perfect gift idea. All Adrenaline vouchers are valid for three years.
What is it like to go shark-cage diving?
Shark-cage diving is a truly exhilarating experience that you are unlikely to forget and will yearn to relive.
Since pioneering shark-cage diving with Great White Shark more than 40 years ago, Rodney Cox Expeditions have educated the public and attracted adventurers from around the world.
The Port Lincoln Marina in Adelaide is your departure point, where you'll be transported in a live-aboard to the clear waters of the Southern Ocean.
You'll experience Surface Cage Great White Shark Diving, swim with sea lions at Hopkins Island and embark on a tender boat tour around Neptune Island to view the breathtaking fur-seal community. No diving certification is required and up to 12 people can get on board the Princes II live-aboard as you set sail on this unforgettable marine-life experience.
Adrenaline cannot only realise this dream for the adventurous of spirit, but also provide gift vouchers of any denomination for you to give with love and fortitude.
How safe is shark diving?
Shark-diving experiences, such as those hosted by Rodney Cox Expeditions, are perfectly safe, controlled and expertly organised.
The stainless steel surface cage used for shark diving is foolproof, and Cox should know: he invented it more than 40 years ago. He keeps abreast of new technologies and is a passionate eco-educator about the misgivings of the Great White Shark.
The expert team guide, encourage and take full control of divers of all experience levels. Tiny air holes provide the breathing mechanism and even though you'll be centimetres from the awesome Great Whites, you'll feel fully enclosed, safe and, importantly, separate and untouchable!


>       the C compiler (AC_TRY_RUN)?
wants, rather than parsing up a version number.
Bad when cross compiling, alas.
Yep, that's the best way.
>       broken or used different arguments?
mpz_import or export for anything other than what they now are.
>       introduced (except the source ChangeLog).
The NEWS file lists them.
>       Probably best documented together with the function.
enough gmp from anyone who has trouble.
>       mpz_export_size() for the size calculation.
why.  It wouldn't do much more than the little calculation shown.
Yes.  And thanks, I'll try to clarify that.
> If I understand autoconf correctly the only "standard location"
Rumour has it that taking a path like that is an abuse of "--with"
that then it does seem fairly natural.
--with-readline for the demo programs in gmp.


text:
Community rallies after sudden death of popular Cramlington youngster
Residents to get a say on parish plan
Residents are being invited to have their say on a pre-submission draft of Wooler Neighbourhood Plan.
Friday, 8th March 2019, 1:00 pm
A steering group, supported by Wooler Parish Council, has been working hard on the document.
There have been a number of public events, open sessions and surveys, all asking for the community's thoughts about what's best for Wooler's future.
The consultation period began on March 1, and will run until Friday, April 26.
The plan and supporting documents are available online at www.woolerneighbourhoodplan.orgPrinted copies will also be available during normal opening hours in the Library at the Cheviot Centre, Health Centre, Glendale Hall, Glendale Garden Centre, and in all churches in Wooler.
Three consultation events are also taking place where residents can find out more and share their views.
They are on Saturday, March 16, from 11am to 12.30pm at Glendale Hall; Tuesday, March 19, from 3.30pm to 6.30pm, Newton's Shop, 46 High Street; and Wednesday, March 27, from 4pm to 7pm, Cheviot Centre.
After the consultation, the steering group will review and redraft the plan, taking account of all comments made and the level of support expressed for the draft policies before submitting a final version to Northumberland County Council in the summer. The county council will then publicise the final plan for a further six-week period when the public will be able to have a final say.
Following this, the county council will arrange for the plan to be independently examined and comments will go straight to the examiner.
The plan envisages a town fit for all and for generations to come – where residents can live, work and enjoy themselves, and also welcome visitors to the Gateway to the Cheviots and the Northumberland National Park ensuring that, as Wooler develops over the next 20 years, the needs of the whole community are met.
Decisions on planning applications will be made in accordance with the plan's policies, so they are important in guiding Wooler's growth.
Wooler needs to grow, ensuring that new development provides the right type and mix of housing to cater for all ages, that the town centre will flourish, and businesses will have more opportunities to start up or to develop, with an emphasis on providing more employment, especially for younger people.
All this while maintaining the special landscapes, natural environment, townscape and distinctive local heritage which is enjoyed by residents and many visitors.
The town's vision for its future is linked to five key objectives.
The first is about housing in the parish and encourages the provision of well-designed new housing which respects the distinctive landscape and townscape of Wooler Parish and provides variety and choice for people in order to enable more young families to stay or to move into the area, and to help those on lower incomes and older people to meet their housing needs.
The second is about enhancing Wooler's economy with increased opportunities for business growth and maintaining a vibrant town centre to attract a variety of businesses.
Objective three focuses on cherishing Wooler's distinctive landscapes, natural environment, townscape and local heritage by ensuring new development is located to encourage improvements in key areas of the town and ensuring that the design of new development reflects the distinctive character of Wooler parish.
The fourth is about community life in Wooler and aims to protect existing community facilities and services and support the development of new ones to maintain a vibrant local community and attract visitors to the area.
The fifth and final objective is to ensure that new development contributes to the accessibility of Wooler for residents and visitors with better access links between the town centre, the countryside, housing areas and employment areas. It also mentions ensuring that parking is managed in a way that does not have a negative impact on the landscape.


text:
I know where I am going. (No I don't.)
Well, I know where I'm goin'
And I know who's goin' with me
I know who I love
But the dear knows who I'll marry.
I have recently written blogs titled 'Watershed' and 'Aftermath', about reaction to grief. Now, our whole family seems in a train, and it's 'All Change'.
My husband has just died, and the company which bore his name has stopped trading, for the best of all possible reasons – but it is the end of an era. The two occasions drove me to tears, because, suddenly, six decades just fused together.
It seemed only yesterday that two young people, 19 and 24, were sitting on our bed, in my father's house, only solution after our marriage. I can even remember my 'nightie', orange and white candy stripe. My husband had just failed to get yet another job, he was 'too young'. I said 'Can't we go and grow cabbages somewhere', he said he had always fancied agricultural contracting, and off we went on a roller-coaster 60+ years.
Now it's life changes, house changes, country changes. Two grand-sons engagements announced. The picture was taken in Northern France, just before Christmas 1964, pre motor-ways, travelling through the night with three children, risking hypothermia in a soft-topped Land-Rover. With two weddings coming up, and a Memorial service in the church where we were married on what would have been the 64th anniversary of our marriage, that subject has been uppermost in my mind.
Our family has a worse record than that of the Queen for divorce. Four out of five of our children. Eldest grand-child, married last July, split this May. Brother-in-law, niece, my parents. Even my mother-in-law's mother left her husband in 1900! Leaving the 7 year old to be brought up by grand-mother of Queen Victoria's generation.
I hope, fervently (as we all must do who have grown-up children) that they will be happy, and survive the enormous challenges marriage presents. More than if you are not married? Is it the actual 'tying the knot' which adds stress, commitment to what was just 'living together'. That is not a cynical remark, that people 'living together' are not seriously fond of each other. But if they have no responsibilities, house ownership, children, then it is possible to 'walk away'. And, statistically, more and more, the actual wedding is a catalyst for disaster, quarrelling relatives, over-spending – many marriages, including two of our own children, only lasted 18 months. But they all lived together before they married, none of your Victorian wedding night shock. One would think that the maddening foibles which we all have, which can become unbearable, would have been absorbed, or put up with.
I question why people get married at all. There are many legally binding systems now which avoid the little gold band. Marriage is a lottery, when you think of couple's history – propinquity usually, university, the work place, re-bound. No shot-gun now. Anyway, a new hat might be in order!
The Gardener


From our trip in 2010, one of my favorite photos and favorite moments at Disney! The Wishes fireworks are truly magical, I cry every time!
Can you relate to this feeling?? I can!! It would be awesome to stay there!


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Jews Becoming Commonplace in Conservative 'New Media'
by Benyamin Korn
Conservative commentator Andrew Breitbart. Photo: Neon Tommy.
Many reviews already have appeared of "The Undefeated," the soon-to-be-released documentary about Sarah Palin's tenure in Alaska. Yet none of them — even in The Los Angeles Times, Huffington Post or Politico.com — mentions that nearly all of the film's many pro-Palin media talking heads are Jews.
The dominant meme that Jews as a group are uncomfortable with Palin or her views seems less than convincing after viewing prominent Members of the Tribe defend her politics and record in elected office. Internet news mogul Andrew Breitbart, nationally syndicated radio talk show host Mark Levin and L.A.'s radio phenom Tammy Bruce, a gay Jewish Palinista with a Tammy's Army of followers, all deliver full-throated tributes to one of America's most conservative political figures.
Following a recent Manhattan screening of the director's cut of "The Undefeated," I mentioned this to filmmaker Stephen Bannon. He replied that he had not taken note of their Jewishness in choosing to include them. That in itself is significant: Jews have become so commonplace in the conservative new media that the fact of their Jewish identity fails to garner much notice.
One reason may be that Jews tend to be "early adopters" of innovations and were present at the birth of the conservative new media.
"Insane." "Reprehensible." "Complicit." These are the fierce criticisms being mounted against the New York Times for its coverage of terrorist attacks...
Start with Maryland-born muckraker Matt Drudge, the granddaddy of the conservative new media. Since his website's launch in the mid-1990s, the Drudge Report has retained its place at the top of the new media right and now averages an astounding 30 million "hits" daily, or close to a billion a month. It has a huge influence in setting the agenda for national talk radio and for the conservative commentariat in general.
But Drudge's influence doesn't stop there. A Washington Post editor recently conceded that 10 percent to15 percent of his newspaper's daily online traffic is driven by links from Drudge.
Soon after, conservative voices began emerging within explicitly Jewish new media precincts themselves, notably the pioneering Jewish World Review, started in the mid-1990s by Binyamin Jolkovsky, and IsraelNationalNews.com, an organ of the settlement movement, which had also operated a pirate radio network.
Significant relative newcomers include bloggers such as Ted Belman of IsraPundit, Dan Greenfield of SultanKnish and Ruth King of Ruthfully Yours, along with sites such as Israel Matzav, YidWithLid, Yeshiva World News and the Yiddish-titled but English-language Vos Iz Neias? (What's New?).
Since the emergence of conservative talk radio in the 1980s, Jews again are playing a prominent role. Besides Levin and Bruce, and the top-rated Michael Savage, two of the national talk hosts on the Salem Radio affiliate where I broadcast — Dennis Prager and Michael Medved — are Jewish, and both serve on the board of the GOP-oriented Jewish Policy Council, along with a third Salem host, Bill Bennett, who "happens to be a Catholic."
The nation's largest talk station, New York's WABC — home base for Rush Limbaugh, Sean Hannity, Glenn Beck and Mark Levin — now features a highly rated Sunday program with investigative journalist Aaron Klein, who once edited the Yeshiva University Commentator and now reports from Tel Aviv, and for about a year featured Rabbi Shmuley Boteach (politically centrist, but with an Orthodox point of view), who got his start as a Lubavitch emissary, founding the immensely popular L'Chaim Society at Oxford University.
Recent years also have witnessed the emergence of a whole class of crusading Internet journalist-activists, many of them Jews, such as Klein, who is also senior correspondent for the mega-site WorldNetDaily, anti-Islamist activist Pamela Geller (AtlasShrugs.com) and repentant "Radical Son" David Horowitz (FrontPageMag.com).
Probably the most high profile of these crusaders today is Breitbart, a leading publisher of conservative websites such as BigGovernment.com (focusing on national politics),BigPeace.com (foreign policy), BigHollywood.com (the film industry) and BigJournalism.com (the Fourth Estate). It was Breitbart who pursued the Anthony Weiner affair and caused the corruption-tainted voter and housing activist group ACORN to lose billions in federal funding.
Industry insiders say Breitbart is now looking to launch a site that would be devoted to Middle East coverage named — what else? — BigJerusalem.com.
Another important development is the shift of Jewish "old media" conservatives to new media platforms. William Kristol is now better known as a Fox Television commentator than in his role as founding editor of The Weekly Standard. Charles Krauthammer also reaches a far larger audience at Fox than even as a syndicated columnist based at The Washington Post. Jennifer Rubin, formerly of Commentary, now reaches a much larger readership with her Right Turn blog at The Washington Post, and Jonathan Tobin, executive editor of Commentary, has transitioned to being full-time editor of its web log, Contentions.
In Israel, Jerusalem Post deputy editor and columnist Caroline Glick last year launched Latma TV, already a highly popular political satire site, whose send-up of the Gaza flotilla radicals — "We Con the World" — had 3 million "hits" in one week during last year's crisis.
Certainly there is another reason why Jews, per se, have attracted so little notice in the conservative new media: the change in American conservatism itself. Ethnically diverse and intellectually formidable, today's conservatism is reliably pro-Israel, comfortably Judeo-Christian and for the most part promotes a nuanced social conservatism.
In a movement that is credible and hospitable to American Jews, and from which the ethno-centrism of yore is largely absent, Jewish journalists will flourish.
This article was originally published by the JTA
The opinions presented by Algemeiner bloggers are solely theirs and do not represent those of The Algemeiner, its publishers or editors. If you would like to share your views with a blog post on The Algemeiner, please be in touch through our Contact page.


text:
Archival materials (396)
Video recordings (37)
Architectural drawings (34)
Audiotapes (32)
Floor plans (21)
Architects (31)
Critics (17)
Works of art (15)
Mural painting and decoration (13)
Warshaw, Isadore (23)
Brown, Robert F. (16)
Smithsonian Folklife Festival (11)
Gropius, Walter (8)
Museum of Modern Art (New York, N.Y.) (8)
Nanette L. Laitman Documentation Project for Craft and Decorative Arts in America (8)
Metropolitan Museum of Art (New York, N.Y.) (7)
Sheeler, Charles (7)
Zorach, William (7)
Art Students League (New York, N.Y.) (6)
Calder, Alexander (6)
Castelli, Leo (6)
Davies, Arthur B. (Arthur Bowen) (6)
Federal Art Project (6)
Frankenthaler, Helen (6)
Lipchitz, Jacques (6)
Motherwell, Robert (6)
Newman, Arnold (6)
Stieglitz, Alfred (6)
Adams, Ansel (5)
Breuer, Marcel, 1902- (5)
Bruce, Edward (5)
Brush, George de Forest (5)
Hartley, Marsden (5)
Indians of North America (8)
Europeans (3)
Pueblo Indians (2)
Ainu (1)
Apache Indians (1)
Baptists (1)
Bengali (South Asian people) (1)
Bolivians (1)
Bomba (Dance) (1)
Catholics (1)
Choco Indians (1)
Egyptians (1)
Finnish Americans (1)
Germans (1)
Ghanaians (1)
Caribbean Area (9)
Washington (D.C.) (7)
Shaw (Washington, D.C.) (3)
Boston (Mass.) (2)
Detroit (Mich.) (2)
Los Angeles (Calif.) (2)
Archives of American Art (181)
Smithsonian Institution Archives (97)
Archives Center, National Museum of American History (61)
Archives of American Gardens (15)
Ralph Rinzler Folklife Archives and Collections (12)
National Anthropological Archives (8)
Freer Gallery of Art and Arthur M. Sackler Gallery Archives (5)
National Air and Space Museum Archives (5)
Human Studies Film Archives (3)
National Museum of the American Indian (2)
Query: Architecture -- Massachusetts
396 records — Page 3 of 40
Deane, Edward Eldon
AAA.deanedwa
32 sketchbooks, 12 loose sketches, a photograph of Deane, and an engraving by him. Most of the sketches are of medieval architecture and ornamental details in England, but also included are portraits, landscape, and genre in various places.
H. H. (Henry Hobson) Richardson papers
Richardson, H. H. (Henry Hobson), 1838-1886
180 Items ((on 3 microfilm reels))
AAA.richh
Correspondence, photographs, printed material, drawings, biographical material, record books, and business records.
Oral history interview with Thomas Adrian Fransioli
Fransioli, Thomas Adrian, 1906-1997
Brown, Robert F.
2 Items (Sound recording: 2 sound files, digital, wav file)
AAA.fransi81
Interview of Thomas Adrian Fransioli, conducted April 21, 1981, by Robert F. Brown for the Archives of American Art, Smithsonian Institution, in Wenham, Massachusetts.
Smithsonian Institution. Office of Design and Construction
Record Unit 640
These records were maintained by James M. Murphy. He served as Chief Engineer, Engineering and Construction Branch, BMD, 1964-1974; Chief, Engineering and Design Branch, OFPES, 1974-1977; Chief, Facilities Data Branch, OFPES, 1978-1980; Supervisory Engineer, ODC, 1981; and Quality Control Senior Engineer, ODC, 1982- . This record unit primar...
Thomas Mott Shaw papers
Shaw, Thomas Mott, 1878-1965
0.6 Linear feet ((on 2 microfilm reels))
AAA.shawthom
Biographical information; writings by Shaw; sketches; etchings; silhouette portraits; photographs; and printed material.
William Lyman Phillips photograph collection
Phillips, William Lyman, d. 1966
circa 1920s-1940s
0.1 Cubic feet (1 box., 30 glass negatives and 2 glass autochromes., 3 x 4 inches.)
AAG.WLP
The William Lyman Phillips Collection includes thirty glass negatives and two glass autochromes showing a sampling of gardens presumably designed by landscape architect William Lyman Phillips. The gardens are located in Massachusetts, Florida and unidentified locations.
[History of Boston City Hall] [sound recording]
Boston City Hall
1 Sound cassette
AAA.bostcith
A panel discussion on the history of City Hall's Government Center in Boston, Mass. Panel members are city administrator Robert J. Kenney and architects James Lawrence, Michael McKinnell, and John Meyer, with Charles Withers as moderator.
Richard E. Filipowski papers
Filipowski, Richard, 1923-2008
AAA.filirich
The papers of Massachusetts-based designer, sculptor, painter, filmmaker, and educator Richard E. Filipowski measure 4.1 linear feet and date from circa 1940 to 1998. The papers document his career through biographical material, correspondence, writings, teaching files, project files, printed material, photographic material, artwork, and a sound recording.
Stuart Cohen "Marblehead at the Millennium," Photoprints
Cohen, Stuart
0.02 Cubic feet (1 box)
49 Photographic prints (Silver gelatin on paper, 16 x 20)
NMAH.AC.0804
These photographs depict various scenes in Marblehead, Massachusetts, as photographed in the year 1999, including views of the town and its environs, commerce, and activities of people, especially families. The photographs are part of a self-assigned project, through which Stuart Cohen intended to survey the state of the town as it prepared to greet the new millennium.
Leo J. Schreiber papers
Schreiber, Leo J., 1904-1992
AAA.schrleo
Biographical data; birth certificate; copyright certificates; professional and personal correspondence, 1923-1984; Federal Art Project file; photographs of Schreiber, friends and work; photo album of work; 2 oil self-portraits; sketches, chiefly of heads, and including anatomical studies; commercial drawings and related printed material; 18 noteboo...


text:
A.	"Siting" is a process consisting of a series of steps conducted by a regulatory agency in determining whether to allow a facility to be located and operated on a site.
A.	The New York State Department of Public Service is one of 20 major departments in New York State government. The Siting Board is a decision-making body organized within the Department of Public Service. The Public Service Commission is another decision-making body organized within the Department of Public Service. The Chairman of the Public Service Commission also serves as chief executive of the Department of Public Service and Chairperson of the Siting Board. The staff of the Department of Public Service represent the public interest in all Siting Board proceedings, under the direction of the Chairperson.
A.	So that all parties will have an opportunity to participate, the applicant may not commence consultations or seek agreements on proposed stipulations until the pre-application intervenor funds have been allocated by the presiding examiner. Within sixty days of the filing of a preliminary scoping statement, the presiding examiner will convene a meeting of interested parties in order to initiate the stipulation process. The presiding examiner will also oversee the pre-application process and mediate any issue relating to any aspect of the preliminary scoping statement and the methodology and scope of any such studies or programs of study in order to attempt to resolve any questions that may arise.
A.	Public statement hearings are designed to obtain input from the general public. The format is designed for the taking of unsworn oral statements, although written statements ordinarily may also be submitted. Parties to the proceeding are not permitted to cross examine the persons making such statements.
A.	Yes, but only in an unusual circumstance. If the proceeding is on certain qualifying applications by an owner of an existing major electric generating facility to modify that facility or site a new major electric generating facility adjacent or contiguous to the existing facility, the deadlines are different such that the final decision by the Siting Board must be completed within 6 months, the extension permitted in extraordinary circumstances is 3 months, and the extension permitted to consider a material and substantial amendment to the application is 3 months, unless the deadlines are waived by the applicant.
A.	The Siting Board must make explicit findings regarding the nature of the probable environmental impacts of the construction and operation of the facility, including the cumulative environmental impacts of the construction and operation of related facilities such as electric lines, gas lines, water supply lines, waste water or other sewage treatment facilities, communications and relay facilities, access roads, rail facilities, or steam lines, including impacts on: (a) ecology, air, ground and surface water, wildlife, and habitat;
(b) public health and safety; (c) cultural, historic, and recreational resources, including aesthetics and scenic values; and (d) transportation, communication, utilities and other infrastructure. Such findings shall include the cumulative impact of emissions on the local community including whether the construction and operation of the facility results in a significant and adverse disproportionate environmental impact, in accordance with regulations promulgated by the Department of Environmental Conservation regarding environmental justice issues.


We have worked on full videogame development for all platforms, co-production and 2D/3D art services for several clients. As a game contractor, big projects have been delivered to important customers in games and animation industries such as 11bit Studios, Zeptolab, EA Games, Nickelodeon, YoutubeRed, GameDuell, among others.
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Ruth Lee Ltd designs and manufactures the training dummies used by fire and other emergency services throughout the UK, Ireland and internationally. The firm has 95% of all fire services in the UK and Ireland as customers. Other clients include the Ministry of Defence, HM Customs & Excise, police forces, airports, power stations, chemical companies, TV companies, BICC Cables, Shell, British Red Cross, North Sea Ferries, mountain rescue teams and so on – anywhere where there is a need for fire and rescue training. They have overseas customers in Finland, Sweden, Oman, Japan and Gibraltar, while new enquiries are coming from the Far and Middle East, Israel, Canada and the US. One of the company's strengths has been their ability to develop products alongside their customers. A recent development has been river rescue dummies led by the need to train Fire Brigades nationally to deal with the increasing problems of flooding and loss of life from drowning. Other new projects are road traffic accident sharp protectors developed in conjunction with Shropshire Fire Service, the Kevlar helmet cover which uses a new hi-tech material to protect expensive helmets, and a thermal imaging kit. However, the mainstay product is the original Ruth Lee training dummy. Ruth has been a finalist in the Welsh Woman of the Year and the Daily Post's Small Business of the Year. An article in the Western Mail brought the company to the attention of the Foreign Office, thus developing a relationship with various embassies. She is currently looking to move to new premises as recent expansion and an increasing order book has made their existing site in rural Denbighshire untenable. A Scottish agent has been taken on, happily a former Scottish Fire Training officer, and a new website has been launched. "The scope for new business is enormous. We have constant approaches from European firms to act as our agents." The company remains cautious with a forecast of 25% growth for the period to March 2002, until problems of space are resolved.