2010-11-10 Assigned to E. I. DU PONT DE NEMOURS AND COMPANY reassignment E. I. DU PONT DE NEMOURS AND COMPANY ASSIGNMENT OF ASSIGNORS INTEREST (SEE DOCUMENT FOR DETAILS). Assignors: PARKER, IAN D.
2010-11-12 Assigned to E. I. DU PONT DE NEMOURS AND COMPANY reassignment E. I. DU PONT DE NEMOURS AND COMPANY ASSIGNMENT OF ASSIGNORS INTEREST (SEE DOCUMENT FOR DETAILS). Assignors: PARKER, IAN D.
An electronic device includes a radiation-emitting component, a radiation-responsive component, or a combination thereof. In one embodiment, the introduction of scattering sites into a substrate of the radiation emitting electronic device will increase optical outcoupling. In one embodiment, the substrate can be glass or plastic and a laser is used as a sub-surface engraving tool to produce scattering sites.
This application claims priority under 35 U.S.C. §119(e) from Provisional Application No. 61/241,138 filed Sep. 10, 2009, which is incorporated by reference in its entirety.
The invention relates generally to electronic devices and processes, and more specifically to electronic devices having sub-surface engraving of substrates to improve optical outcoupling.
Many electronic devices are designed to emit or respond to radiation. Examples of electronic devices include Organic Light Emitting Diodes (OLEDs). OLEDs are promising for display applications due to their high power conversion efficiency and low processing costs. OLEDs include organic active layers that can emit or respond to the radiation.
A waveguide (also called a "light pipe") may be formed within an electronic device at an interface between layers having dissimilar refractive indices. The waveguide effect can occur when radiation propagating within a layer having a higher refractive index is reflected at an interface with another layer having a lower refractive index. The waveguide effect can cause radiation to propagate laterally as opposed to propagating towards the user of the electronic device. In electronic devices, the lateral propagation of radiation can reduce the efficiency of the electronic device (require more power for a desired level of intensity), increase optical cross talk between pixels, or a combination thereof. Conventional wisdom within the art is to reduce or eliminate the waveguide effect as much as possible.
An electronic device includes a radiation-emitting component, a radiation-responsive component, or a combination thereof. In a first aspect, the electronic device includes a substrate and a first structure overlying the substrate, wherein the first structure is an electrically active structure. A process for producing the electronic device includes a substrate and a sub-surface engraving tool used to etch scattering sites within the substrate at one or more designated locations. The scattering sites improve optical outcoupling for radiation-emitting components. The substrate can be glass, plastic or any substrate material capable of treatment with the sub-surface engraving tool to etch scattering sites within the material. The dimensions of the scattering sites may generally be from 10 to 500 micrometers (1×10−6 meters, also denoted as μm), or more specifically 20 to 50 μm. The distance between scattering sites is limited only to the extent of a minimum distance between sites to prevent cracking of the substrate, and is dependent upon the substrate material. In one embodiment of a glass substrate, the distance between scattering sites may be a minimum distance of 100 μm. One possible embodiment of the sub-surface engraving tool is a laser, producing scattering sites at uniform or different depths within the substrate material. Laser power can vary widely depending upon the substrate material, but is generally within a range of 0.1 to 5 millijoules (1×10−3 Joules, also denoted as mJ), or more specifically 1 to 5 mJ. In one embodiment the laser is non-continuous, having a pulsed operation with a pulse duration of from 1 to 100 nanoseconds (1×10−9 seconds, also denoted as nsec.).
FIG. 1 includes an illustration showing how radiation from an organic light emission layer may propagate through different layers within an electronic device.
FIG. 2 includes an illustration of an OLED device with percentages associated with the three primary loss mechanisms.
FIG. 3 includes an illustration of various options for scattering sites within a substrate.
An electronic device includes a radiation-emitting component, a radiation-responsive component, or a combination thereof. In a first aspect, the electronic device includes a substrate and a first structure overlying the substrate, wherein the first structure is an electrically active structure. In one embodiment the electronic device is an OLED device to generate light. Only a small portion of the generated light escapes the OLED device to be detected by a user of the OLED device. In some instances up to 75% of the generated light is trapped with the substrate and associated layers, or is dissipated as heat within the OLED device. The loss mechanisms for this generated light can be characterized in three categories: dissipation of electromagnetic energy through excitation of surface-plasmons in a metallic electrode, light trapped and waveguided in the organic indium tin-oxide (ITO) layers, and light trapped and waveguided in the substrate. The present aspects address a method and device for reclaiming a portion of the light trapped and waveguided in the substrate, the third category of loss mechanisms.
Previous attempts to address loss mechanisms include insertion of low refractive-index layer between electrode and substrate, or insertion of a scattering layer on the surface of the substrate adjacent the electrode. Application of geometric structures to the front surface of the electronic device includes microprisms or microlenses.
Modification of the internal portions of the substrate with a sub-surface engraving tool allows scattering sites to be etched at locations within the substrate. This process permits more light to leave the substrate, also referred to as outcoupling. In one embodiment the sub-surface engraving tool is a laser with sufficient power to fracture, or melt, an area within the substrate to produce the scattering sites. Non-limiting examples of the type of laser employed include the ST-C1 and ST-C2 from Sintec Optronics. Location of the scattering sites may be at a fixed depth within the substrate or at various levels within the substrate. Placement of the scattering sites can provide increased outcoupling for each individual color of the OLED device, or intentionally blend the colors of the OLED device to produce desired wavelengths, such as white light.
In a further embodiment of the first aspect, the first structure includes a first layer as an electrode for the electronic device. In another further embodiment, a second layer includes an organic active layer. In still another further embodiment, the electronic device includes a display, wherein the first layer and the second layer lie within an array of the display.
Other features and advantages of the invention will be apparent from the following detailed description, and from the claims. The detailed description first addresses Definitions and Clarification of Terms followed by Refraction, Reflection, and Waveguides, Fabrication Process, Device Operation, Other Embodiments.
Before addressing details of embodiments described below, some terms are defined or clarified.
The term "active" when referring to a layer or material is intended to mean a layer or material that exhibits electro-radiative or electro-magnetic properties. An active layer material may emit radiation or exhibit a change in concentration of electron-hole pairs when receiving radiation.
The term "charge-blocking," when referring to a layer, material, member, or structure, is intended to mean such layer, material, member or structure reduces the likelihood that a charge migrates into another layer, material, member or structure.
The term "charge carrier," with respect to an electronic component or circuit, is intended to mean the smallest unit of charge. Charge carriers can include n-type charge carriers (e.g., electrons or negatively charged ions), p-type charge carriers (e.g., holes or positively charged ions), or any combination thereof.
The term "charge-injecting," when referring to a layer, material, member, or structure, is intended to mean such layer, material, member or structure promotes charge migration into an adjacent layer, material, member or structure.
The term "electrically active structure" is intended to mean a structure within a radiation-emitting component, a radiation-responsive component, or a combination thereof, wherein such structure is designed such that a significant amount of charge carriers flow through, into, or out of such structure during normal operation of such radiation-emitting component, radiation-responsive component, or combination thereof. An example of an electrically active structure includes an anode, a cathode, a portion of an organic active layer, a buffer layer, a charge-blocking layer, a charge-injecting layer, a charge-transport layer, or any combination thereof.
The term "layer" refers to a film covering a desired area. The area can be as large as an entire display, or as small as a specific functional area, such as a single sub-pixel. A layer can be made from one or more organic or inorganic materials or mixtures thereof.
The term "organic active layer" is intended to mean one or more organic layers, wherein at least one of the organic layers, by itself, or when in contact with a dissimilar material is capable of forming a rectifying junction.
The term "precision deposition technique" is intended to mean a deposition technique that is capable of depositing one or more materials over a substrate at a dimension, as seen from a plan of the substrate, no greater than approximately one millimeter. A stencil mask, frame, well structure, patterned layer or other structure(s) may or may not be present during such deposition.
The term "primary surface" is intended to mean a surface of a substrate from which an electronic device is subsequently formed.
The term "radiation-emitting component" is intended to mean an electronic component, which when properly biased, emits radiation at a targeted wavelength or spectrum of wavelengths. The radiation may be within the visible-light spectrum or outside the visible-light spectrum (ultraviolet ("UV") or infrared ("IR")). A light-emitting diode is an example of a radiation-emitting component.
The term "radiation-responsive component" is intended to mean an electronic component can sense or otherwise respond to radiation at a targeted wavelength or spectrum of wavelengths. The radiation may be within the visible-light spectrum or outside the visible-light spectrum (UV or IR). Photodetectors, IR sensors, biosensors, and photovoltaic cells are examples of radiation-responsive components.
The term "substrate" is intended to mean a base material that can be either rigid or flexible and may be include one or more layers of one or more materials, which can include, but are not limited to, glass, polymer, metal or ceramic materials or combinations thereof.
The term "user side" is intended to mean a side of the electronic device principally used during normal operation of the electronic device. In the case of a display, the side of the electronic device seen by a user would be a user side. In the case of a detector or voltaic cell, the user side would be the side that principally receives radiation that is to be detected or converted to electrical energy. Note that an electronic device may have more than one user side.
Group numbers corresponding to columns within the Periodic Table of the elements use the "New Notation" convention as seen in the CRC Handbook of Chemistry and Physics, 81st Edition (2000).
Unless otherwise defined, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this invention belongs. Although suitable methods and materials are described herein for embodiments of the invention, or methods for making or using the same, other methods and materials similar or equivalent to those described can be used without departing from the scope of the invention. All publications, patent applications, patents, and other references mentioned herein are incorporated by reference in their entirety. In case of conflict, the present specification, including definitions, will control. In addition, the materials, methods, and examples are illustrative only and not intended to be limiting.
To the extent not described herein, many details regarding specific materials, processing acts, and circuits are conventional and may be found in textbooks and other sources within the organic light-emitting diode display, photodetector, photovoltaic, and semiconductor arts.
The waveguide effect is better understood with respect to FIG. 1. While the discussion of FIG. 1 is directed to light, other types of radiation may have similar effects. An electronic device 100 is depicted in FIG. 1, with substrate 102, an ITO electrode as first layer 104, an organic active layer 106 as a second layer and a cathode 108. An escape cone 110 is shown to depict the range of light 112 to escape the substrate 102. Light trapped within the substrate 102 is denoted at 114.
Radiation is emitted in a plurality of directions from the organic active layer 106. At the interfaces of 102, 104, 106 and 108 radiation may pass from one layer into another, be reflected at the interface, or both. Because the cathode 108 is a mirror, essentially all light reaching the surface of cathode 108 is reflected. Whether any or all of the radiation is reflected depends on the refractive indices of the layers at the interface and the incident angle of the radiation, which is the approach angle for the radiation as measured from a line perpendicular to the interface. Referring to FIG. 1, an incident angle of 0° corresponds to radiation propagating in a direction along a vertical axis. If the incident angle is larger than a critical angle, at least some of the radiation is reflected at the interface. If the incident angle is the same or less than the critical angle, substantially all of the radiation passes through the interface. The critical angle (θc) is given by Equation 1.
η2 is the refractive index of a second layer or material lying on the other side of the interface of the first layer or material.
Radiation 112 and 114 are emitted from organic active layer 106, and radiation 114 illustrates the waveguide effect. Radiation 114 reaches air interface of substrate 102, the incident angle is greater than the critical angle. Therefore, some of the radiation is reflected by the interface, as illustrated by radiation 114.
FIG. 2 indicates the percentages associated with the three loss mechanisms, where in one embodiment for a glass substrate, only 25% of the radiation emitted from the organic active layer 106 is actually detected by a user. Note the substrate 102 can consume 25% of the emitted radiation, and any improvement in this loss will add to overall efficiency.
While much of the discussion herein is directed towards radiation-emitting components, similar effects may occur for radiation-responsive components. The use of the designs described herein may be used to increase the effective reception area of a radiation-responsive component without increasing the actual size of the radiation-responsive component.
FIG. 3 includes a plan view of a portion of substrate 102. More specifically, FIG. 3 includes various embodiments for placement of scattering sites 302, also referred to as dots. In one embodiment scattering sites 302 are located at a fixed depth within substrate 102, in the illustrated case 350 μm depth of the total thickness of 700 μm. In a second embodiment, scattering sites 302 are shown at the 500 μm level. In a third embodiment the scattering sites 302 are shown at various depths, including 400 μm and 500 μm levels. Peripheral and remote circuitry are not illustrated to simplify the understanding of the invention. Such peripheral and remote circuitry may be formed before formation of the array, during formation of the array, after formation of the array, or any combination thereof. The substrate 102 can include nearly any type and number of materials including organic, inorganic, conductive, semiconductive, or insulating materials. The materials and thicknesses of materials are conventional. If the substrate 102 lies along a user side of the electronic device, the substrate 102 should be capable of transmitting at least 70% of the radiation propagating normal to the surface of the substrate 102 along the user side. Depending on the material(s) selected for the substrate 102, each of the materials may have a refractive index in a range of approximately 1.4 to 1.8. Glass and many types of plastics used in substrates have refractive indices in a range of approximately 1.5 to 1.6.
After reading this specification, skilled artisans appreciate that the selection of material(s) that can be used for the substrate 102 varies widely. After reading this specification, skilled artisans are capable of selecting the appropriate material(s) based on their physical, chemical, and electrical properties. For simplicity, the material(s) used for this base are referred to as substrate 102.
First electrodes 104 may then be formed over a primary surface of the substrate 102 as illustrated in FIG. 1. The first electrodes 104, which are a specific type of electrically active structure, can include nearly any conductive material. In this specific embodiment, the first electrodes 104 act as anodes for the electronic device being formed. In general, the material of the first electrodes 104 has a work function relatively higher than subsequently formed second electrodes 108 that act as the cathodes. A plurality of layers may be formed to create the first electrodes 104. One or more of the layers within the first electrodes 104 can have a refractive index in a range of approximately 1.8 to 3.0. In one particular embodiment, the first electrodes 104 include layers of silicon nitride and ITO. The ITO may have a refractive index of approximately 2.0.
In the embodiment illustrated in FIG. 1, the first electrodes 104 lie between a user side (not shown) of the electronic device 100 and the subsequently formed organic active layer 106. Therefore, first electrodes 104 should be transparent to allow the radiation to be transmitted through the first electrodes 104. Exemplary materials for first electrodes 104 include ITO, zirconium tin oxide ("ZTO"), elemental metals, metal alloys, and combinations thereof. ITO and ZTO may be thicker when used as the first electrodes 104 and still allow sufficient transmission of radiation. For example, when ITO or ZTO are used as the first electrode 104, the first electrodes 104 may have a thickness in a range of approximately 100 to 200 nm.
The organic active layer 106 is formed as illustrated in FIG. 1. The organic active layer 106 may include one or more layers. For example, the organic layer 106 may include a hole-transport layer (not shown). Although not shown, the organic active layer 106 may include an electron-transport layer. It is further understood that organic active layer 106 in organic electronic devices may include a variety of organic materials, such as charge transport materials, anti-quenching materials, a variety of active materials (e.g. light-emitters, photodetectors, IR detectors and other radiation sensitive materials).
The hole-transport layer (not shown) and the organic active layer 106 are formed sequentially over the first electrode 104. Each of the hole-transport layer and the organic active layer 106 can be formed by using a liquid deposition technique to deposit appropriate materials as described below. One or both of the hole-transport layer and the organic active layer 106 may be cured after it is applied. In one embodiment, the organic active layer 106 overlies all of first electrode 104. In this embodiment, a precision deposition technique, such as ink-jet printing or slot die coating, may be used to dispense a small amount of the organic layer, such that the organic active layer 106 is discontinuous between the radiation-emitting components.
In one embodiment, the hole-transport layer can include an organic polymer, such as polyaniline ("PANI"), poly(3,4-ethylenedioxythiophene) ("PEDOT"), or an organic charge transfer compound, such as tetrathiafulvalene tetracyanoquinodimethane (TTF-TCQN). The hole-transport layer typically has a thickness in a range of approximately 100 to 250 nm.
The composition of the organic active layer 106 typically depends upon the application of the electronic device. When the organic active layer 106 is used in a radiation-emitting electronic device, the material(s) of the organic active layer 106 will emit radiation when sufficient bias voltage is applied to the anode and cathode. The radiation-emitting active layer may contain nearly any organic electroluminescent or other organic radiation-emitting materials.
Such materials can be small molecule materials or polymeric materials. Small molecule materials may include those described in, for example, U.S. Pat. No. 4,356,429 and U.S. Pat. No. 4,539,507. Alternatively, polymeric materials may include those described in U.S. Pat. No. 5,247,190, U.S. Pat. No. 5,408,109, and U.S. Pat. No. 5,317,169. Exemplary materials are semiconducting conjugated polymers. An example of such a polymer is poly (phenylenevinylene) referred to as "PPV." The light-emitting materials may be dispersed in a matrix of another material, with or without additives, but typically form a layer alone. The organic active layer generally has a thickness in the range of approximately 40 to 100 nm.
When the organic active layer 106 is incorporated into a radiation-responsive electronic device, the material(s) of the organic active layer 106 may include many conjugated polymers and electroluminescent materials. Such materials include for example, many conjugated polymers and electro- and photo-luminescent materials. Specific examples include poly(2-methoxy,5-(2-ethyl-hexyloxy)-1,4-phenylene vinylene) ("MEH-PPV") and MEH-PPV composites with CN-PPV. The organic active layer 104 typically has a thickness in a range of approximately 50 to 500 nm.
Although not shown, an optional electron-transport layer may be formed over the organic active layer 106. In one specific embodiment, the electron-transport layer can include metal-chelated oxinoid compounds (e.g., Alq3); phenanthroline-based compounds (e.g., 2,9-dimethyl-4,7-diphenyl-1,10-phenanthroline ("DDPA"), 4,7-diphenyl-1,10-phenanthroline ("DPA")); azole compounds (e.g., 2-(4-biphenyl)-5-(4-t-butylphenyl)-1,3,4-oxadiazole ("PBD"), 3-(4-biphenyl)-4-phenyl-5-(4-t-butylphenyl)-1,2,4-triazole ("TAZ"); or any one or more combinations thereof. Alternatively, the optional electron-transport layer may be inorganic and include BaO, LiF, or Li2O. The electron-transport layer typically has a thickness in a range of approximately 30 to 500 nm.
Second electrodes 108 are formed over the organic active layer 106 as shown in FIG. 1. The second electrodes 108 act as cathodes for the electronic device. In one embodiment, the second electrodes 108 can include a metal-containing layer having a low work function, which is lower than the first electrodes 104 that have a high work function. Materials for the second electrodes 108 can be selected from Group 1 metals (e.g., Li, Cs), the Group 2 (alkaline earth) metals, the rare earth metals including the lanthanides and the actinides. The second electrodes 108 have a thickness in a range of approximately 300 to 600 nm. In one specific, non-limiting embodiment, a Ba layer of less than approximately 10 nm followed by an Al layer of approximately 500 nm may be deposited. A stencil mask corresponding to the pattern of the second electrodes 108 can be used with a conventional deposition process, such as evaporation, sputtering, or the like. For simplicity, the second electrodes 108 are considered an optical mirror.
Other circuitry not illustrated in FIG. 1 may be formed using any number of the previously described or additional layers. Although not shown, additional insulating layer(s) and interconnect level(s) may be formed to allow for circuitry in peripheral areas (not shown) that may lie outside the array. Such circuitry may include row or column decoders, strobes (e.g., row array strobe, column array strobe), or sense amplifiers.
An encapsulating layer (not shown) can be formed over the array and the peripheral and remote circuitry to form a substantially completed electrical component, such as an electronic display, a radiation detector, and a voltaic cell. The encapsulating layer may be attached to the substrate 102. Radiation may be transmitted through the encapsulating layer. If so, the encapsulating layer should be transparent to the radiation.
In one embodiment, the electronic device comprises one or more radiation-emitting components, one or more radiation-responsive components, or any combination thereof. Within each of the radiation-emitting component(s) or radiation-responsive components, electrically active structures can include the first electrodes 104, the second electrodes 108, and the organic active layer 106 lying between the first electrodes 104 and second electrodes 108. Charge carriers can flow through the first electrodes 104, second electrodes 108, or both. With respect to the organic active layer 106, for a radiation-emitting component, charge carriers can flow into the organic active layer 106 from the first electrodes 104, second electrode 108, or both, and radiation can be emitted from the organic active layer 106. For a radiation-responsive component, radiation can be received by the organic active layer 106, thus producing charge carriers that can flow from the organic active layer 106 to the first electrodes 104, second electrodes 108, or both. For the purposes of this specification, a thin-film transistor is not considered an electrically active structure because it is not part of a radiation-emitting component (e.g., an OLED) or a radiation-responsive component (e.g., radiation sensor or photovoltaic cell).
In one embodiment, a full-color active matrix display may be formed. Portions of the organic active layer 104 may selectively receive organic dye(s) using an inkjet to allow the different colors within a pixel (a collection of radiation-emitting components) to be realized. Alternatively, different organic active layers may be used for the different radiation-emitting components within a pixel. If an active matrix OLED display is being formed, thin-film circuits may be present with substrate 102. Such thin-film circuits are conventional.
In still other embodiments, the materials used for the first electrodes 104 and second electrodes 108 can be reversed. In this manner, the anodes and cathodes are effectively reversed (cathode closer to the user side rather than the anode). Note that if the cathode lies closer to the user side, it may need to be substantially transparent to radiation emitted or received by the electronic device. Similarly, note that the embodiment described within FIG. 1 may also have the electrodes reversed.
At least some of the embodiments described herein may improve radiation emission characteristics without an increase in size of the radiation-emitting components or power. Additionally, optical cross talk between radiation-emitting components may be reduced. Designs can be achieved that take advantage of the waveguide effect and redirect radiation that may otherwise propagate to other components or outside the viewing area of the display to be emitted within the viewing area of the display. Concepts described herein can be used to potentially create radiation-responsive components that may be more sensitive to radiation. Note that one or more of the advantages are not required for all embodiments.
directing the sub-surface engraving tool to etch scattering sites within the substrate at one or more designated locations.
2. The process of claim 1, wherein the substrate is glass.
3. The process of claim 1, wherein the substrate is plastic.
4. The process of claim 2, wherein the sub-surface engraving tool is a laser.
5. The process of claim 4, wherein the scattering sites are located at uniform depth of the substrate.
6. The process of claim 4, wherein the scattering sites are located at various depths of the substrate.
7. The process of claim 4, wherein the laser power is within a range of 0.1 mJ to 5 mJ.
8. The process of claim 4, wherein the laser power is within a range of 1 mJ to 5 mJ.
9. The process of claim 8, wherein the laser pulse duration is from 1 nsec to 100 nsec.
10. The process of claim 4, wherein the scattering sites are between 10 micrometers and 500 micrometers in diameter.
11. The process of claim 4, wherein the scattering sites are between 20 micrometers and 50 micrometers in diameter.
12. The process of claim 11, wherein the distance between scattering sites is greater than 100 micrometers.
13. An electronic device formed by the process of claim 1.
14. An electronic device formed by the process of claim 3.
15. An electronic device formed by the process of claim 12.


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Facebook has made a promising name in the world of social media today. It allows the users to share pictures, videos and even comment on each others posts. It is an ever growing and ever popular source on the social media platform. Millions of users all around the world are getting connected through this platform.
In the past when the mobile devices were not so superior, people generally accessed Facebook through their desktops or PCs. But now, thanks to the mobile revolution, just about everything is available as an app on the mobile devices. One such option is the Facebook mobile.
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text:
AutoQ3D Community is a cross-platform CAD software, suited for 3D modeling and texturing. The main objective of this software development is to take away the hassle and complexity for sketching and drawing in 3D. AutoQ3D Community is not a professional CAD program and it is targeted at beginners who want to make rapid 3D designs. It offers plenty of features but is relatively simple to learn and use.

AutoQ3D Community is written in C++ using the Qt application framework and supports the OpenGL API.

Software Features
 Command line support
Color and Texture (Multiple materials for any model, Materials can be solid colors or image-map textures, Simple texture coordinate editing, Texture UV)
Extras. (Predefined views options, UNDO command).
Graphics Tools ( UCS icon, Flip Triangles, Zoom, Pan, Circle, Polygon, Move, Rotate, Scale, Line, Move, Stretch, Mirror, Snap To Objects, Revolve, Array)
 Multiple Image File Formats Support
Rendering (Normal Shading, Wireframe, Shade Hide Lines Option)
 Supported 3D File Formats. (Import .DXF File Format 2004, 2000, R14. Export .DXF File Format (DXF 2000). Import .MD2 Frames File Format (Quake File Format).

External links

https://sourceforge.net/projects/autoq3d/
 3D Modeling Software for Beginners

Free 3D graphics software
Free computer-aided design software
Free software programmed in C++
Computer-aided design software for Linux
3D modeling software for Linux
Computer-aided design software for Windows
MacOS computer-aided design software
3D graphics software
Computer-aided design software
Engineering software that uses Qt
3D graphics software that uses Qt

redpajama_set_name: RedPajamaWikipedia


When you wish to add something new to your house or you wish to simply give it a complete makeover, renovation is the way to go. When done well, your house would look fresh and gorgeous. It would also be a place you would be proud to call your home. Therefore if you wish to renovate your home here are a few things you should keep in mind.
This is something all home renovation builders central coast should keep in mind. Budgeting is important especially in cases such as Renovation where costs can slowly spiral out of control. Therefore if you have a budget it would keep in line and would provide a guideline as to how much you can afford to spend and on what. When making a budget, always be realistic. You simply cannot do a complete luxury looking overhaul on your kitchen under 100 dollars. So either increase the amount you are willing to spend on this or just replace the idea with one that your budget can afford.
When designing your renovation, innovation is great. However you should keep a foot grounded in reality. As mentioned above, design according to your budget but also pay heed to your current house, resources and external factors such as weather conditions. If you wish to use a resource that is unavailable in your area and is expensive to import, unless you really want it and it would add a huge value to your house, don't use it. Try to find a substitute that is available locally. Locally sourced resources are easy to replace or purchase again. Furthermore if there is a defect in the product you've bought you can easily get it replaced or refunded. Resources sourced from elsewhere would be more difficult to replace or even repair. Moreover if you want to purchase more units, you may have to wait for a long period of time to get it delivered. If you wish to have some extra home additions, then first check if your house can accommodate in the first place. An extra floor may seem useful but if your house's foundation does not allow it then building it would be dangerous.
Any person looking into renovation should first do sufficient research on the matter. If you wish to convert a new space, then check out existing ideas and form a plan. Even before deciding on your building materials, you should do research and find out what information about what you are planning to use, its benefits and disadvantages, and what its substitutes are. The initial resource you chose could be cost efficient however it could also be injurious to health or not be durable. Therefore always do your research to ensure that you do not regret your decisions afterwards. Renovation is wonderful to breathe new life into your space, however it should be done with care. For more information, please click here.


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Searching for Deeper Meaning in Sentiment Analysis at #SAS12
By Marisa Peacock
Today, several market analysts, community managers, academics and statisticians interested in gleaning as much insight as they can from opinions and attitudes in social media, news and enterprise feedback gathered in New York for the Sentiment Symposium 2012.
Sentiment, Subjectivity, Sense
With the advent of social media, there is so much information being spread about that doesn't get picked up by traditional customer research and methods. People are talking about your brand, company, products and services in ways that are different and unabashed from what they would say in focus groups and online surveys. When users are on social media, their behavior is much more candid and real, because they are talking about it as it happens.
Symposium morning sessions aimed to present multiple industry perspectives from retail to financial services to news media, all of which are able to mine and measure sentiments with the intent of influencing the market.
For as many comprehensive analytics tools and solutions there are to help companies dig deeper within their user communities, there are a considerable amount of free tools that can be used to mine data similarly on a much smaller scale. However, as technologies evolve, so does the depth at which you can use basic data to analyze results.
For those who may dismiss social media as an outlet for determining what's hot and what's not, chances are you're not in tune to what people are saying about your brand. But if you're relying solely on Google alerts or Twitter searches to keep you up to date, you're missing the point -- and a lot of sentiment. Looking for mentions of product names is only part of the puzzle -- being able to effectively understand the emotions associated with it can help you meet customer needs much better, while avoiding product pitfalls.
Thomson Reuters, for instance, regularly analyzes new feeds to produce metrics for expected market impact of stocks. By compiling sentiment, headlines, frequency of mentions, as well as how far into articles the stock or company is mentioned, machine-driven data analysis can indicate impact accurately. While this may make for a cool party trick, within the news media and financial world it's a significant asset to help them navigate copious amounts of data (otherwise known as Big Data) effectively and efficiently. However, this isn't to say that by simply following Tweets about the stock market will turn you into a Wall Street savant. Rather, it's about being able to identify behavioral and crowd-based models to explain cyclical booms and busts, as well as sorting trusted news sources from the charlatans.
While there is much science and statistics that go into sentiment analysis, much of the decisions and data being used is really dependent on the behaviors of individuals and the environmental factors that impact them. Stuck in traffic? Late for work? Fighting with your spouse? What stock you pick to invest in or the policy decisions you make may be more aggressive than conservative and as such will influence trends in one way or another.
As the day continues at Sentiment Analytics Symposium 2012, we'll be exploring more about the role of emotion in consumer behaviors and how we can turn measurable social insights into business results.
Marisa Peacock has more than seven years experience as amarketing consultant and social media strategist. With a strong background, experience and interest in social media, emerging web technologies, web design and multimedia, Marisa has defined and developed web, social media and multimedia marketing strategies for non-profits, small businesses and independent schools.
behavioral sciencecustomer feedbacksentimentsentiment analysis symposiumsentiment visualizationcomment sensecustomer emotionenterprise 2.0information managementsas12sentiment analysissocial businesssocial media
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Recently, the news has been awash with wonderings and reports of schools going online as a way forward. As a modern learning pedagogy enthusiast and someone who believes in strong technology use within the classroom, you would think I would be fully behind the announcement. And I am. But, we must not lose sight of one of the most fundamental elements of learning. The very best piece of technology a student will ever have access to is a good teacher. The context of the drive to establish communities of online learning has perhaps been lost in the responses to the original announcement. Here we are faced with the opportunity to respond to the ever-changing needs of students, and keep them entirely at the centre of learning. We know that technology is not the silver bullet. It is often described by those less inclined to use it as 'being as effective as giving a fish a bicycle'. But, is this the real picture? Once the engagement with the device as a shiny object has subsided, we can really begin to unpack just what learning with digital technology can do for our learners. The key areas are perhaps summarised best by the Woolf Fisher Research Centre's ongoing research with a progressive cluster of low-decile Auckland schools.
These areas have become known as the 'five affordances of digital technology' and stem from over three years' worth of professional research into the use of technology to accelerate student progress and achievement.
Very recently, I was fortunate to have the opportunity to unpack the affordances with a group of senior teachers and school leaders. All of these are currently in the second year of a three-year supported programme focused on raising student achievement and making accelerated progress. This is underpinned by a shared cluster pedagogy and a base of visibility through access to technology.
After the box has been unpacked and the glow of the device has subsided, what is left? Just how can using an internet-enabled device in a well-organised 1:1 programme add to student engagement? We know that intrinsic motivation stems from learning that has high levels of interest or opportunity to explore curiosity (Woolfolk-Hoy and Hoy, 2009), so, perhaps the first area to unpack with regards to engagement is authenticity. Having access to the wider world and the understanding that a piece of work is not finished when it's handed to the teacher, means that students have the opportunity to engage with an authentic audience. In context, this could be as simple as preparing a speech on world poverty and famine. Previously, the student would write and present the speech to their peers, and then receive their feedback before moving on to the next topic of study. Having an internet-ready device opens up a world of possibilities. The speech can be blogged for others outside of the school to see. It could be recorded and shared via a multitude of audio and video hosting platforms with the intention of reaching those who can actually make a difference. Just recently, this very scenario happened. An intermediate level student shared their writing about equality and the lives of refugees to their blog. The post was automatically tweeted by the cluster account and within an hour had been read and retweeted by a small human rights organisation based in Europe. The connection came to life and the writing had, very quickly, gone far beyond the walls of the classroom. This example alone feeds well into some of the other areas felt to be related to student engagement. The writing had been completed both in and out of the classroom, researched using sources from across the globe, and curated for relevance. The learning had become relevant, meaningful, and powerful; engagement was simply a wonderful by-product.
Something New Zealand teachers do well is conferencing with students. Since moving to NZ over six years ago, I have been shown the value of purposeful, powerful teaching conversations between students and teachers. So, how can digital technology improve something that is already very strong in many learning institutions? Having access to learning via a device means that students have the opportunity to learn anytime, anywhere, and any-how. They continue their journey on a ubiquitous platform of lifelong education, underpinned by the access their device affords. Both the student and teacher have this access. Teachers in 1:1 environments have the opportunity to comment, unpack, and question student learning without being constrained by the ten-minute window to talk during the working day. When that face-to-face window finally comes around, the conversation has already begun online (through commenting and collaboration) and can be instantly focused. Simply recording the conversation with an audio tool means the student can return to it at any point and listen again to the feedback and discussion around their learning. The face-to-face, human interaction is not lost, merely extended.
Aside from not being limited by the space on the page, students have the opportunity to evolve their learning based on their understanding of an authentic audience. As they begin to explore blogging and publishing online, there is a need to think about what a 'global audience' really means, and how it can affect their outcome. We know that students learn in a variety of ways. Having access to multiple tools, with the expert guidance of a skilled teacher means that learning does not end when the work has been written and edited. The 'final piece' can now be presented as a piece of a much larger puzzle, showing research, conversations, editing, commenting and alternative ways to present- all feeding a multimodal learning outcome for an audience to interact with.
Something else that needs to be considered is ownership. Student engagement is known to be higher when there is a feeling of ownership of the learning that is taking place. Students who understand how they learn are able self-scaffold their learning, increasing or decreasing its complexity to suit their needs. Under guidance, this can not only increase the complexity of learning taking place, but also tailor or differentiate it to a self-selected level and add considerable value.
In placing learning onto a visible and accessible portal, students are able to access it at a pace and time they feel most comfortable. Most teachers I meet have become experts at planning the tasks and steps needed in order to achieve a predetermined final outcome. However, for those that learn differently, having access to ongoing learning both in and out of school hours, coupled with a strong grasp of how to access information, there is the possibility to learn around an area and build a much wider understanding. Potentially, students are able to develop a clearer perception of themselves as a learner and apply this to future situations, without the need to have the processes carefully constructed by a teacher. They are able to take responsibility for accessing the methods that they have found to be successful and use them when confronted with new and unfamiliar contexts.
Perhaps the most obvious affordance of digital technology is the ability to connect and make learning visible. As a teacher, there is the opportunity to share planning, activities and learning outcomes via a class portal. Not only are parents and caregivers able to see this and provide support, but also other teachers and colleagues, who are able to adapt and extend the ideas to meet the needs of their own learners.
In making their learning visible, students are able to make their learning 'real' and purposeful. The new connections have the potential to drive learning to a level well beyond the initial plan. Sharing authentic writing and learning via a blog allows students to develop meaningful relationships with students from the classroom next door just as easily as with students from a classroom halfway across the world.
Bringing technology and digital learning into the classroom must never be about learning the tool. While understanding how to use a device effectively remains important, the learners of today already have many of the skills needed to navigate the online world as a consumer of information. As 1:1 device rich environments grow, we have a real chance to make today's learners creators of knowledge and information for their peers of the future.
Whatever your view on the use of technology in schools, the fact remains that technology on its own cannot accelerate student progress and achievement. Without a teacher with strong pedagogy, the fish and bicycle scenario remains. With a teacher with strong pedagogy, the possibilities, in my humble opinion, are limitless….
Do you remember this sort of acronym? Watching the 'well-behaved' students being rewarded and praised for their listening, or being praised yourself for not making any noise? It very much reminds me of the quiet assembly line, industrialised education with a one-size-fits-all product at the end of a process, led by teacher instruction. Seeing this in a classroom recently made me begin to wonder… Do we sometimes confuse good manners as good learning?
Perhaps it's a case of unpacking the meaning behind what it is to shine at school. Our very purpose is to educate our students. Whether this is providing them with the fine motor skills and phonics to access learning, or to unpack advanced pure maths at NCEA level, we have a duty to engage and enable our students. So, does this mean that sitting nicely is shining? Or perhaps, making no noise is an example of a shining learner? I am, of course, being facetious. As we baulk the trends of the industrialised education model in favour of innovative learning and opportunity, it seems strange that this mantra can still exist today. Can it not now be said that a shining student is one who 'thinks things that have never been thought, to solve problems we do not know exist?' A true shining student is one who innovates, one who evolves, and one who shows resilience in the face of failure. Risk taking is hard, it promotes failure and learning from it. It creates hindsight and powerful short and long-term memories from which our personalities grow. Sitting nicely with folded hands is, in my opinion, not indicative of a risk taker, nor an innovative student.
Shining now often means learning through experiences. Creating and failing in order to inform learning and create again. These processes are, at best, a little (and, at times, a lot) noisy! Sitting quietly with folded hands reminds me of an old expression my grandmother once used: "Children should be seen and not heard". And, within her generation, as a product of a regimented system of education ruled by the teacher and fear, she was correct. But times have changed.
Changing teaching practice to meet the needs of the learner has been well researched in recent years. Our role is to educate the child, not force the child to fit the curriculum. How many learners show excitement and wonder quietly? How many of us would be disappointed if we tried to engage our students only to be greeted with an assembly line of identically sat children, hands folded, in their learning place on the mat, making no noise and staring forward? Personally, I find the thought of it rather eerie.
We have a duty to make the learning fit the needs of our students, not the other way around. So, why do the expectations of some, when thinking about student behaviour, still reflect this? Perhaps a new acronym is needed — Shine 2.0.
Some days, it can be hard not to confuse good manners with good learning. But, perhaps you should stop and just watch your students for a moment. Question whether those who are sitting beautifully really understand what they are being asked to complete. Or, is their behaviour a learned 'coping-mechanism', and one that more often than not brings them reward. A good friend and incredible teacher I once worked with said, 'Learning is messy.' And, do you know something?… She was right.
Teacher A (a Beginning Teacher) is upset about the behaviour of the students she teaches. There has been a notable decline since the beginning of the week, due to lack of outdoor time and disruption of the calendar because of inclement weather. Her students are making choices that seem to show they do not value the learning or the learning environment. Teacher A is visibly upset and harbouring a growing feeling of failure. She turns to Teacher B (a senior teacher with many years' experience) for support.
Pause and take a moment to ask, what you would do in this situation. How can you reassure your colleague without over-sheltering her from some of the hard truths she has yet to learn? As an experienced professional, it certainly crossed my mind that it was not something that Teacher A needed to be or should have been particularly upset about. It is common for student behaviour to decline when outdoor time is limited. One of the first expressions I found myself thinking was, 'stir-crazy.' But is that okay? Is it right for me to dismiss the feeling of my colleague because she is disappointed in the choices being made by her students, when my experience tells me it's common? Of course not. Whether I, as a leader, would be upset by the same scenario is not particularly relevant. The fact remains, she is, and has turned to me for support — not to be told it's 'one of those things' and to 'brush it off.' Furthermore, other issues the teacher may be experiencing are not being taken into account. For example, it's the middle of the second term and she is a Beginning Teacher in her first year at a new school. She has also just finished writing reports for the first time in her career, and feels like she has had to rewrite them all after peer review. Everything is new, each inquiry, each topic, each success and failure. She is well within her rights to be utterly overwhelmed.
Although we choose to lead in different ways and by using different leadership models to inform our practice, there are many simple strategies we can draw from.
Listen — Let them vent and let them speak freely. Sometimes our colleagues just need to let off steam and share their frustration. Offer nothing but your thanks for their honesty.
Ask yourself what they are saying and whether it's what has really upset them — Often, we begin to share our frustration with a situation, but it is merely the 'straw that broke the camel's back', masking several other issues that, given time, may rise to the surface.
Do not invalidate — You may have been through a similar experience and survived, but dismissing their emotions as unnecessary, or, offering an 'it'll-be-fine' response could be detrimental to the moving forward process.
Wait — Do they need you to actively help them in this situation or simply listen? Instead of leading in with, 'Well, this is what I'd do…' ask 'Would you like some advice or help with this?' Allow them to make the decision to take the next stage of help.
Hall, Karyn. "Understanding Invalidation". Psych Central.com. N.p., 2012. Web source.
I paused this morning, a much needed stop after a week of tremendous pressure and workload. As the world passed by around me, I began to wonder about former students. Those I have impacted, shared with, and taught. How much of an effect did I really have? How often do we, as educators, see what they become? And it reminded me of a message received out of the blue before Christmas.
A young man from my time in the classroom had found me. Not only had he found me, he had taken the plunge and reached out, with words that after three months of contemplating, have inspired me to take a moment to reflect on the effect we have on those we teach.
How often do we take for granted the connections made in our learning environments? It is not until they no longer feature in our everyday lives that we begin to realise how powerful they are. Not just for the students we guide and watch grow, but for us as professionals. The personal connections and depth to which we connect to students continues to evolve and change as the locus of control shifts and the need to understand the learner on multiple levels becomes increasingly important. Emotions are integral to learning as recognised in the OECD Report The Nature of Learning: Using Research to Inspire Practice (2010).
It stands to reason that as our practice evolves to reflect some or all of the seven principles outlined in the report, and to ensure that learners remain firmly at the centre of their learning, we are literally going to change lives. But do we realise we're doing it?
I remember the young man who contacted me very fondly. He was an incredible learner who struggled academically but connected easily. He showed more empathy than any student I have ever taught, more kindness and openness than I've seen in the majority of my own peers and friends. He was a genuine enigma. And I knew. I knew I had bonded with him and shaped the way he saw the world. Although incredibly grateful for his kind words and thoughts, I knew the connection we formed in a very close knit class, perhaps the closest and certainly the most challenging class I've taught, as it stretched my practice and pedagogy, to a realm I'd not previously contemplated or experienced, was one I wouldn't forget. I will forever be humbled at how such an incredible student let me share his world. Perhaps, in time, I will even find the words to explain that he 'changed MY life far more than he will ever realise.
Our classrooms are often an extension of our personality and passion. We take great pride in the displays we create to show students how fantastic their learning is. The vibrancy, colour, and time invested all directly link to the individual ethos and commitment of the teacher. One look at teacher groups on social media shows just how committed New Zealand educators are to making a difference. Whether photos of displays and excited teachers looking forward to meeting their new students, or others sharing tips and bargains knowing just how much we spend from our own pockets every year, the drive and desire to create purposeful, meaningful, and engaging spaces has never been more evident. But, in the end it comes down to the one factor: that all teachers have always been short on — time.
So, sometimes we need to stop, to take a break from worrying about achievement objectives and curriculum coverage, and just look at the effect we have. The words we use with our learners last a lifetime. We need to take time to listen and teach our students to learn from their mistakes, whilst balancing the need to let them digest them at their own pace. We need to focus on the opportunities for learning or support given to their individual inquiries. It all starts with how we connect.
There's no doubt in my mind, Simon Sinek's Golden Circle and his philosophy behind 'Starting with the why is one of the most genuinely powerful theories I have ever come across. Its simplicity and ease to understand, but complexity in its personalisation is nothing short of incredible. I have continued to use and model establishing a clear 'why' for over twelve months, revisiting it with people, discussing elements that may have changed as they continue on their journey, underpinned by strong modern learning practice. As the workload builds and the general busyness of school life begins to take over, how often do we really stop, take a minute and remind ourselves why we do what we do?
Just last week, I invited a staff to begin thinking and sharing their why. Using The Golden Circle and Sinek's amazing TED Talk we began to explore people's motivations and drivers. Some sat patiently listening and digesting the views of their peers; others launched into questioning why they got out of bed that morning, what they wanted to bring to their classroom, and what they wanted their students to aspire to. And quickly they fell into the 'what' trap: What they wanted as outcomes, what they believed their purpose and role was. Of course, they could see that the role of the educator has evolved away from the knowledge brokering sage on the stage and one of a guide on the side, but their underpinning elements still revolved around what they wanted their students to achieve. So we stopped. And, I asked them the question again, 'Why do you get out of bed in the morning?' I followed it up with, 'Do you think the why has changed, and is that okay?' The silence was breathtaking. A room of highly-skilled educators reflecting on why they chose to teach as a profession and then asking whether it was the same reason as they continued, some into their third decade. And it struck them. Like a firework that lights up a cold winter night… Our why can evolve!


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text:
Championing Utah's Air Quality
Championing community prosperity has always been a central focus of the Chamber. This charge has led the Chamber to engage on initiatives that some would think are not core business issues. While many help make Utah a better place to not only work but also live, the Chamber has played an outsize role in elevating Utah's natural environment.
While Utah's air quality is better now than it has been in decades, the issue reemerged as a major public concern in 2010. Not only was the state's prized quality of life at stake, but also its access to transportation funding and future economic development. Poor air quality also risked greater regulatory burdens and increased costs for business, potentially hurting our reputation as having one of the best business climates in the country.
"It's very easy to look at our air quality and say that it is someone else's problem," said Keith Rattie, former Chamber chair and Questar president and CEO. "The business community needed to be involved in formulating and implementing the solution."
The Chamber organized a comprehensive effort to reposition the business community's stance on air quality.
"Local chambers know private sector solutions are better than government mandates," said Ryan Evans, former Chamber vice president of business and community relations.
The Chamber established the Clean Air Champions program to engage the business community in an innovative program to save fuel, reduce vehicle emissions, and improve business attraction and retention in Salt Lake City. The program helped reshape the business case for better air quality and repositioned the business community as responsible environmental stewards. It was a true business solution that improved not only economic well-being, but also the quality of life in the region. The program was so successful Gov. Gary Herbert made it the official business arm of the state's clean air efforts through the Utah Clean Air Partnership (UCAIR).
"We get so many people that come to Utah because of our quality of life. Why in the world would we want to jeopardize that?" said Beattie. "In fact, the more we find ways to preserve it, the better we are for businesses."
By MBomis|2017-04-26T12:48:30-07:00April 9th, 2017|Chamber History, Chamber Public Policy|0 Comments
Spreading Information About Utah
New Era of Leadership
The Leadership Transition Before the Beattie Years
Leading a New Era of Business Advocacy
Fighting for Businesses Core Interests
Speaking on Business: Summit Sotheby's International
Jennifer Goodwin: Do You Still Have 2020 Vision?


Home Jesus Was Christ created into existence (Colossians 1:15)?
Was Christ created into existence (Colossians 1:15)?
"He is the image of the invisible God, the firstborn over all creation" (Colossians 1:15).
Colossians 1:15 should be understood in a way that brings it wholly in harmony with the context of this chapter and the general teaching of Scripture. In the context of Colossians 1, Christ is here presented as the Creator of all and as preceding creation "For by Him all things were created that are in heaven and that are on earth, visible and invisible, whether thrones or dominions or principalities or powers. All things were created through Him and for Him" (Col. 1:16).
In the rest of the scripture, Christ is presented as divine and One with the Father and the Holy Spirit "Jesus Christ is the same yesterday, today, and forever" (Hebrews 13:8). "But you, Bethlehem Ephrathah, though you are little among the thousands of Judah, yet out of you shall come forth to Me The One to be Ruler in Israel, whose goings forth are from of old, from everlasting" (Micah 5:2). Here, Micah clearly sets forth the pre-existence of the One who was to be born in Bethlehem. The "goings forth" of Christ reach to eternity in the past "In the beginning was the Word" (John 1:1–3).
From the days of eternity the Lord Jesus Christ was one with the Father. Jesus said, "I am the Alpha and the Omega, the Beginning and the End," says the Lord, "who is and who was and who is to come, the Almighty" (Revelation 1:8). The Father and the Son both share these timeless attributes.
Therefore, first born or prōtotokos, in Colossians 1:15, should be understood as a figurative expression describing Jesus Christ as the first in rank, or the first in a royal family. Christ's position is unique, authoritative, and absolute. He has been entrusted with all prerogatives and authority in heaven and earth.


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Farewell note to Peter Tighe, working class warrior of the ETU
Farewell note to Peter Tighe, working-class warrior of the ETU
A life spent standing up for workers and their safety.
Today, we say a heartfelt thanks to a real working-class warrior who has served the Electrical Trades Union for decades and fought for the safety of Australian workers every day of his working life.
Today, Peter Tighe, a man who served as National Secretary for the ETU for two decades, will step into the next stage of his life: a well-earned retirement.
For the past few years Peter has headed up the Asbestos Safety and Eradication Agency where he's continued his life-long work of standing up for the safety of Australians.
Peter has always made workers' health and safety his priority - be they young, old, apprentices or master tradies, Peter has had their back.
He was elected as a union organiser in 1983, after spending 17 years on the tools.
Then in 1991, he ascended to the role of National Secretary of the ETU where he served the union and its 60,000-plus members until 2013. Peter also became the first secretary of the the Communications, Electrical and Plumbers Union in 1994, when the ETU merged with the Communications Workers Union, which was comprised of more than 120,000 members across Australia.
"I didn't come into the union for my own betterment and glory," Peter said when he stepped down. "But I know my work has been recognised by my peers and that's all the matters."
In those 22 years in the top job, Peter never backed down from a fight – no matter who brought it.
Whether it was battling union-busting Tories and their privatisation pushes or scrapping with comrades in the unfortunate but unavoidable internal squabbles of the union movement, Peter put the members first.
Peter embodies the term "Union Man" and spent most of his working life fighting for members of the ETU and CEPU and for working men and women across Australia. Their safety was his priority.
In 2013 Peter was awarded Occupational Health and Safety Campaigner of the year.
Ged Kearney, then-ACTU President, said Peter had made an enormous contribution to improving workplace health and safety standards in Australia.
"Peter has always taken a keen interest in the health and safety of all workers, especially young workers and apprentices," she said.
It's thanks to Peter's hard work and vision that the ETU remained strong through the 1980s, '90s and 2000s and brought more electrical workers into the fold when other trades were being forced to relax their standards.
It's a legacy we fight hard to build upon every day.
So I know you'll join me in thanking Peter Tighe for his lifetime of dedication to fighting the good fight as he heads off on well-earned holiday in the next stage of his life.
Allen Hicks
National Secretary
Rob Derepas commented 2018-08-19 12:47:19 +1000
He got this from his dad;Pat


San Diego, CA- Beal Racing, a 300mph NHRA nitro funny car team, has decided to withdraw from the NHRA U.S. Nationals that is slated to take place August 31- September 5 in Indianapolis. The team is instead going to utilize the weekend to test their new clutch setup and tune for the NHRA Midwest Nationals. As a result, Beal Racing has added the NHRA Toyota Nationals in Las Vegas to their race schedule. The event will take place October 27th-October 30th.
Beal Racing's next race is set for September 23- September 25 in St. Louis.


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Puntin
@puntanious
Bio: Puntin, is an American Hip Hop artist, entrepreneur, and record producer. He is the president, and founder of the independent record label Puntanious Entertainment. Puntin debuted with Rap'n Rev in 2007 through Worldwide Impact Records. He began garnering national attention when he performed at the 2011 BET Music Matters Showcase in LA, California. On December, 14, 2011, Greg released his first mixtape, Champion, which pushed over 5,000 units on hotnewhiphop.com, and over 3,500 units on datpiff. Considering his buzz from Champion, Puntin released the 1st installment to his mixtape series, Bananas 1, December 30, 2012, the mixtape was downloaded of 7,000 times on datpiff. The last three albums to the installment was downloaded over 30,000 times and became an internet hit. His independent album release, Back to the Basics, came out on April, 22, 2014, and it became his first Hip-Hop album to chart on the iTunes Hip-Hop/Rap charts. The album became a best seller on Amazon.com. Puntin has performed on the same stages as Ludacris, Juvenile, Mystical, Paul Wall, Chamillionaire, and Lil Flip. He has toured overseas in England, New Zealand, and across the U.S. His mission is to touch lives through his musical gift, and prove that there can be great rap music without profanity, or glorifying violence. Puntin has gained fans and supporters worldwide from performing, and utilizing social media to stay connected with them. He has produced a major majority of his own beats, along with writing his own songs. His uniqueness, hard work, dedication, and humble spirit makes him a fan favorite.
Puntin's tracks
Untamed (feat. Big Pokey) by Puntin
On My Own (feat. Ca$$o) by Puntin
LeCrae - Hammer Time (Instrumental) Remade by Puntin by Puntin
Kevin Gates - "2 Phones" (Remix) by Puntin
Erica Campbell - I Luh God (feat. Puntin) by Puntin
Puntin's likes
Puntin's playlists
Puntin's tracks
Puntin's comments


They started dating just nine months ago but Scarlett Johansson and French journalist Romain Dauriac are already engaged. Now, I have nothing against quick engagements but considering Scarlett split from her first husband Ryan Reynolds after just two years in 2010 (divorce was finalised in 2011), I'm surprised at her rush to tie the knot again. Then again, Reynolds is already on to wife number two, (aka Blake Lively), so maybe she was feeling left out?
Also, People magazine (aka the mouthpiece of celebrity publicists) is speculating that Ashton Kutcher and Mila Kunis are engaged. It hasn't been confirmed yet but when something gets printed in People, it's a sign of things to come. Ashton's still working out the details of a messy divorce from Demi Moore so I just find it baffling that he would want to rush into another marriage before his first is even officially over.
No one wants to end up like poor Zsa Zsa Gabor, who was married nine times and is now stuck with Prince Frederic. This charmer TMZ every time she has a health scare and didn't even tell her that her leg had been amputated!
This entry was posted in Gossip and tagged Ashton Kutcher, Demi Moore, Mila Kunis, Prince Frederic, Scarlett Johansson, Venice Film Festival, Zsa Zsa Gabor. Bookmark the permalink.


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Rock groups actually have high price of touring | The Off-Topic Members Lounge | Forum
ForumThe Off-Topic Members LoungeRock groups actually have high pric…
Rock groups actually have high price of touring
joshuajones
June 5, 2014 - 7:44 am
Some people may think that the life of a touring music performer is attractive and also profitable, but it's anything but. The price of touring for a rock band or whatever is actually fairly high and very few trips really make enormous amounts of money, except for the very top tier of artists. Article resource: visit currently much of our blog.
Cost of touring makes rock and roll hard living
Some people might imagine the life of a touring musician involves plush tour buses, groupies, endless partying and lots of cash. Maybe for some, but most groups or artists trying to make a living don't make much of one.
It is quite interesting whenever you consider what The Dresden Dolls, a Boston group, made on their tour, according to a 2007 NPR interview. The two in the group, Brian Viglione and Amanda Palmer, only made $1,500 a month from the tour each. That is not a ton of cash for spending time in a record deal and touring. They even opened from some pretty large gigs.
Supposing they tour frequently, they will make $18,000 a year.
Granted, they also had earnings from CD sales -- royalties of $1 per CD sold -- and merchandise.
Slowly gets better
Oh, Sleeper is a band that is known as "mid-level" since it has existed for a few years and has a following. Band member Shane Blay posted typical expenses associated with touring. He said that bands make cash based on the amount of merchandise sold and the number of fans who arrive. The groups have to pay the venue for using the facility too. His band made about $600 per night for the venues on average due to $300 in merchandise sales and $300 in venue profits.
Bands pay to print shirts. He reported $7.50 per shirt, which they sell typically at $15 per, meaning its half the price. So of that $300, $150 is already gone. Venues typically charge a 25 percent commission, $75, and the band's manager gets a 15 percent cut of the profits, or $11.25, meaning the band makes $63.75 from $300 in merchandise sales. From guaranties go, 15 percent off the top goes to the band's manager and 10 percent goes to their booking agent, who arranges tour dates. That leaves $225 per night, before paying travel expenses, which he quotes an average of $150 just in gasoline between gigs, leaving $75. Then, after a $10 per day food spending budget for all five band members plus their merchandise seller, $60, which leaves $15. In total, that's $78.75 per night.
Then there are additional emergency costs not calculated out. Without the emergency situations, each band member will get $13.12 a night to play, which is not a ton of cash.
Not all costs bad
Big time individuals are the only ones who can make a big buck off of touring. This consists of Pink Floyd's Roger Waters who did a tour in 2010, according to the Daily Mail. According to Music Television, he grossed about $90 million on the tour and paid out $60 million to pay for the lavish tour and production.
NBC News explained that most bands were close to having to end tours and quit due to fuel prices in 2008. Most young groups struggle more than you would know.
Whenever you download music for free, the band ends up losing cash there too.
MetalInjection
It always seemed like hard living to me. On the road, constantly. Away from the people and things that help to ground you. Constantly around temptations of every kind. Having to do the same sets over, and over, and over, and somehow keep it fresh. (it's gotta be a weird feeling when you are sick of hearing , singing, or playing a song you wrote..that..at one time brought you amazing release, and possible joy, and satif]sfaction). That does not sound like easy living to me. Lotsa partying going on, probably. Lots of pampering and sycophant ass kssing, perhaps. But not easy living. Not at all. Respect.
Willie Wonka quotes..
What is this Wonka, some kind of funhouse?
Why? Are you having fun?
A little nonsense now and then is relished by the wisest men.
We are the music makers, we are the dreamers of dreams


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