text:
It remains unclear whether Brian Kelly will leave Notre Dame after just three seasons for a job at the professional level. One way or another, though, his future should be resolved over the next 48 hours or so.
Wednesday, it was reported that Kelly had met with the Philadelphia Eagles about their coaching vacancy at some point after Notre Dame's BCS title game loss to Alabama Monday. The initial conversation went well enough that another meeting was scheduled for this weekend when Kelly returned from a vacation out of the country.
Many thought the leak was merely a ploy on the part of Kelly and/or his agent to wring every last dollar out of Notre Dame as he/they could. The fact that Kelly continues to speak to NFL personnel about the rigors of the job in that league, as the Chicago Tribune reports, suggests this is more than just flirtation aimed at some type of financial enhancement.
Indeed, athletic director Jack Swarbrick heavily intimated before the Irish's soul-crushing loss to the Tide that money would be no object in keeping Kelly in South Bend, which would seem to mitigate the financial angle somewhat.
"I'm really confident that Brian enjoys his experience at Notre Dame and when we're past (Monday), we'll sit down and talk about securing that future," Swarbrick said Sunday. "We love having him, and he loves being at Notre Dame."
When asked if a raise would be a part of those talks, Swarbrick said, "Everything that goes into the program is on the table when we have those discussions."
Kelly currently makes in the neighborhood of $3 million a year, and received a two-year contract extension last January, triggered by a clause in his original deal, last January that technically would keep him with the Irish through the 2016 season.
That's provided, of course, he makes it that long. The Philadelphia Inquirer reports that Kelly is one of the frontrunners for the Eagles job, along with Seattle Seahawks defensive coordinator Gus Bradley. According to Adam Schefter of ESPN, Kelly returns to the United States today and, barring an unexpected turn, will meet with the Eagles a second time.
Per the Tribune, a team meeting of some sort is tentatively scheduled for Monday, which suggests a conclusion one way or the other is in the offing by the close of business Sunday.
Well, a conclusion for this year at least. "A source close to Kelly believes he will end up in the NFL someday," the South Bend Tribune wrote Friday night. That sentiment is shared by many, with more than a handful of individuals looking at Kelly and the NFL as a when, not if proposition.
"All of that stuff intrigues me. … I never take any of that off the board," Kelly said prior to the title game in regards to future NFL interest. Again , when not if.
UPDATED 1:44 p.m. ET: For accounting purposes, Brian Hamilton of the Chicago Tribune tweets that "Kelly never left US soil this week. Miami, Nashville, vacation here with wife, now Connecticut." So, there's that.


text:
dman - SUNW,dman Sun Fire 15K management network device driver
The dman(7D) network device driver is a loadable, clonable, STREAMS hardware driver that supports the connectionless data link provider interface dlpi(7P) over the SUNW,dman network controller. The dman controller provides a highly available, secure communication channel between the dynamic system domains and the Sun Fire 15K system controller. The dman driver provides basic support for the SUNW,dman controller. Driver functions include network initialization, frame transit and receive, multicast and promiscuous sup- port, and error recovery and reporting. The dman controller is physically located in each Sun Fire 15K dynamic system domain and connects to SUNWscman con- trollers in the Sun Fire 15K chassis. See scman(7D). All links are point-to-point and are internal to the Sun Fire 15K chassis. Traffic between the dynamic system domains and the system controller is not accessible by any third party; for example, another system domain within the Sun Fire 15K chassis. Only the system controller is accessible through the dman controller. The link layer frame format is identical to that used by Ethernet (sys/ethernet.h).
The /dev/dman cloning character-special device is used to access the SUNW,dman controller installed on the system.
The dman driver is a style 2 data link provider interface. All M_PROTO and M_PCPROTO type messages are interpreted as DLPI primitives. Valid DLPI primitives are defined in sys/dlpi.h. Refer to dlpi(7P) for more information. An explicit DL_ATTACH_REQ message by the user is required to associate the opened stream with a particular device or phy- sical point of attachment (PPA). The PPA ID is interpreted as an unsigned long data type and indicates the corresponding device instance (unit) number. The only valid unit number is 0. An error (DL_ERROR_ACK) is returned by the driver if the PPA field value does not correspond to a valid device instance number for this sys- tem. The device is initialized on the first attach and deinitialized (stopped) upon the last detach. The values returned by the dman driver in the DL_INFO_ACK primitive in response to the DL_INFO_REQ from the user are: o Maximum service data units (SDU) are 1500. o Minimum SDU is 0. o Data link service access point (DLSAP) address length is 8. o Media access control (MAC) type is DL_ETHER. o Service access point (SAP) length value is -2, meaning the physical address component is followed immediately by a two-byte SAP component within the DLSAP address. o Service mode is DL_CLDLS. o Optional quality of service (QOS) support is not included; the QOS fields are 0. o Provider style is DL_STYLE2. o Version is DL_VERSION_2. o Broadcast address value is Ethernet/IEEE broadcast address (0xFFFFFF). Once in the DL_ATTACHED state, you can transmit a DL_BIND_REQ to associate a particular SAP with the stream. The dman driver interprets the SAP field within the DL_BIND_REQ as an Ethernet type; as a result, valid values for the SAP field are in the 0 through 0xFFFF range. Only one Ethernet type can be bound to the stream at any time. If you select the SAP with a value of 0, the receiver will be in 802.3 mode. All frames received from the media having a type field in the range from 0 through 1500 are assumed to be 802.3 frames and are routed up all open streams that are bound to SAP value 0. If more than one stream is in 802.3 mode, the frame is duplicated and routed up multiple streams as DL_UNITDATA_IND messages. In transmission, the driver checks the DL_BIND_REQ SAP field to determine if the SAP value is 0 and the destina- tion type field is in the range from 0 through 1500. If either is true, the driver computes the length of the mes- sage, not including the initial M_PROTO message block (mblk), of all subsequent DL_UNITDATA_REQ messages and transmits 802.3 frames that have this value in the MAC frame header length field. The dman driver DLSAP address format consists of the six- byte physical (Ethernet) address component followed immedi- ately by the two-byte SAP (type) component producing an eight-byte DLSAP address. Applications should not be hard- coded to this implementation-specific DLSAP address for- mat, but instead use information returned in the DL_INFO_ACK primitive to compose and decompose DLSAP addresses. The SAP length, full DLSAP length, and SAP physical ordering are included within the DL_INFO_ACK. The physical address length can be computed by subtracting the SAP length from the full DLSAP address length or by issuing the DL_PHYS_ADDR_REQ to obtain the current physical address associated with the stream. Once in the DL_BOUND state, youcan atransmit frames on the Ethernet by sending DL_UNITDATA_REQ messages to the dman driver. The dman driver routes received Ethernet frames as DL_UNITDATA_IND messages up all open and bound streams hav- ing a SAP matching the Ethernet type. Received Ethernet frames are duplicated and routed up multiple open streams, if necessary. The DLSAP address contained within the DL_UNITDATA_REQ and DL_UNITDATA_IND messages consists of both the SAP (type) and physical (Ethernet) components. PRIMITIVES In addition to the mandatory connectionless DLPI message set, the dman driver supports the following primitives. The DL_ENABMULTI_REQ and DL_DISABMULTI_REQ primitives enable or disable reception of individual multicast group addresses. A set of multicast addresses may be iteratively created and modified on a per-stream basis using these prim- itives. These primitives are accepted by the driver in any state following DL_ATTACHED. The DL_PROMISCON_REQ and DL_PROMISCOFF_REQ primitives with the DL_PROMISC_PHYS flag set in the dl_level field enables or disables reception of all promiscuous mode frames on the media, including frames generated by the local host. When used with the DL_PROMISC_SAP flag set, this enables or dis- ables reception of all SAP (Ethernet type) values. When used with the DL_PROMISC_MULTI flag set, this enables or disables reception of all multicast group addresses. The effect of each is always on a per-stream basis and indepen- dent of other SAP and physical level configurations on this stream or other streams. The DL_PHYS_ADDR_REQ primitive returns the six-octet Ether- net address currently associated (attached) to the stream in the DL_PHYS_ADDR_ACK primitive. This primitive is valid only in states following a successful DL_ATTACH_REQ. The DL_SET_PHYS_ADDR_REQ primitive is not supported. dman DRIVER The dman driver operates at 10 Mbps, full-duplex.
The dman driver allows you to set and get various parameters for the SUNW,dman device. The parameter list includes current transceiver status, current link status, interpacket gap, local transceiver capabilities, and link partner capa- bilities.
See attributes(5) for descriptions of the following attri- butes: ____________________________________________________________ | ATTRIBUTE TYPE | ATTRIBUTE VALUE | |_____________________________|_____________________________| | Architecture | Sun Fire high end systems | |_____________________________|_____________________________| | Availability | SUNWcar | |_____________________________|_____________________________|
The dman driver utilizes the following files: /dev/dman Special character device /platform/SUNW,Sun-Fire-<model>/kernel/drv/dman.conf System-wide default device driver properties
ndd(1M), netstat(1M), driver.conf(4), eri(7D), scman(7D),dlpi(7P)

subset: commoncrawl


text:
Building out the Mi-V RISC-V ecosystem with the Imperas Extendable Platform Kit (EPK™) is a vital piece of our ecosystem offering as we continue to expand this program and enhance our ability to deliver innovative solutions for customers. The Imperas EPK allows for rapid software development and debugging of corner cases when using Mi-V soft CPUs on Microsemi field programmable gate array (FPGA) products.
Microsemi Corporation


text:
This week, Tom and Andy discuss Digg's BP ad and its new CEO, the debut of Windows Phone 7, the effectiveness of twitter on social activism. Driverless Google cars, cracking glass on the iPhone 4, the popularity of smartphone apps, and Facebook loves Bing.
The Drill Down 157 Play Now | Play in Popup | Download (755)


text:
PR Newswire
NEW YORK, June 26, 2014
NEW YORK, June 26, 2014 /PRNewswire-USNewswire/ -- A new peer-reviewed publication from the Alzheimer's Drug Discovery Foundation (ADDF) and The Michael J. Fox Foundation for Parkinson's Research (MJFF) offers strategic insight on how philanthropy, industry and government organizations can advance repurposing of U.S. Food and Drug Administration (FDA)-approved drugs for the treatment of neurodegenerative diseases. The paper, published in the Annals of Clinical and Translational Neurology, was produced in collaboration with experts from these sectors and highlights the unique challenges and lack of commercial incentives for testing approved drugs in new disease indications, like Alzheimer's or Parkinson's disease, where they might be beneficial.
"Approved drugs generally have limited to no patent life remaining, which limits commercial interest in investing in the necessary trials that could prove efficacy for a new indication," said the paper's lead author, Diana Shineman, PhD, director of scientific affairs, ADDF. "Our paper addresses these challenges by outlining how foundations and government can work together to accelerate promising repurposed drugs to patients."
These ideas include increasing targeted funding from government and foundations; building innovative public-private partnerships; instituting changes in patent law related to repurposed drugs with new indications; addressing roadblocks in the FDA review and approval process; and creating innovative royalty structures to provide financial incentives to justify the cost of testing old drugs for new diseases.
"While it is important to continue developing new drugs, repurposing offers an opportunity to tap into drugs that have already gone through the lengthy and expensive approval process," said MJFF CEO Todd Sherer, PhD. "We have an obligation to our patient populations to ensure we are using all means possible to accelerate treatment development for neurodegenerative diseases."
Repurposing can rapidly expedite drug development timelines; drugs under investigation in repurposed studies have already gone through safety testing, formulation development and manufacturing. Repurposing can also eliminate many of the major challenges associated with bringing new compounds to market, including lengthy clinical trials, extremely high costs and large clinical trial patient populations.
The full paper can be accessed by visiting the Annals of Clinical and Translational Neurology webpage. http://onlinelibrary.wiley.com/doi/10.1002/acn3.76/full
About the Alzheimer's Drug Discovery Foundation (ADDF) The mission of the Alzheimer's Drug Discovery Foundation (ADDF) is to accelerate the discovery of drugs to prevent, treat and cure Alzheimer's diseases and related dementias. The ADDF has granted more than $65 million to fund nearly 450 Alzheimer's drug discovery programs in academic centers and biotechnology companies in 18 countries. In 2013, 100 percent of funds raised by the ADDF went directly to Alzheimer's drug research and other related programs. For more information, visit our website and follow us on Facebook and Twitter.
About The Michael J. Fox Foundation for Parkinson's ResearchAs the world's largest nonprofit funder of Parkinson's research, The Michael J. Fox Foundation is dedicated to accelerating a cure for Parkinson's disease and improved therapies for those living with the condition today. The Foundation pursues its goals through an aggressively funded, highly targeted research program coupled with active global engagement of scientists, Parkinson's patients, business leaders, clinical trial participants, donors and volunteers. In addition to funding more than $450 million in research to date, the Foundation has fundamentally altered the trajectory of progress toward a cure. Operating at the hub of worldwide Parkinson's research, the Foundation forges groundbreaking collaborations with industry leaders, academic scientists and government research funders; increases the flow of participants into Parkinson's disease clinical trials with its online tool, Fox Trial Finder; promotes Parkinson's awareness through high-profile advocacy, events and outreach; and coordinates the grassroots involvement of thousands of Team Fox members around the world. For more information, visit us on Facebook, Twitter, Web and LinkedIn.
Logo - http://photos.prnewswire.com/prnh/20130909/DC75486LOGO
SOURCE Alzheimer's Drug Discovery Foundation; Michael J. Fox Foundation for Parkinson's Research


text:
Job Information
Ryder System Rental Sales Representative in LAS VEGAS, Nevada
Position Description
At Ryder , our most important competitive advantage is our people. CULTURE- INTEGRITY- FAMILY. As a Rental Sales Rep , you'll be part of a dynamic team, equipped to succeed and empowered to develop your career.
The Rental Sales Rep is responsible for acting as the front line sales agent for the rental of vehicles to the Company's current lease and commercial rental accounts, as well as potential commercial rental customers and consumer household needs. This requires the Rental Representative to work cross functionally across Sales, Marketing, Operations and Asset Management departments, while utilizing excellent customer communication skills. In this role, you will acquire proven industry knowledge, skills and resources to develop your relationship building. We allow you to carve out your own career path and promote from within.
If you're motivated, coachable, and looking to get your sales or management career started, you've come to the right place.
Structured work weeks, rotational Saturday's, and competitive pay. We also offer a full benefits package, 401k employer match, and a discount on shares!
Rental Location- 4575 Statz St, North Las Vegas, NV 89081
Check out these videos!
Ryder System, Inc. has been recognized from Fortune Magazine's 2020 list of "World's Most Admired Employers" ."
High school diploma or GED
One (1) year or more of sales experience
Strong verbal and written communication skills; ability to get both verbal and written communication across that has the desired effect
Goal oriented, drive for results, assertiveness, and ability to deal well with ambiguity
High degree of initiative; must have high level of energy, be a self-motivated and self-directed
Ability to:
Manage multiple assignments and tasks, set priorities, and adapt to changing conditions and work assignments
Focus on multiple projects and activities simultaneously
Create and maintain professional relationships within all levels of the organization (peers, work groups, customers, and supervisors)
Flexibility to operate, and self-driven to excel, in a fast-paced environment
Demonstrated customer service skills
Proficiency in Microsoft Office environment (intermediate level)
Sales and marketing:
• Handle sales and sales process for inbound calls as well as outbound solicitation
• Responsible for executing the business unit's marketing plan
• Maintain current accurate data within the company's marketing database
• Maximize rate opportunities within the market place
• Responsible for generating rental, lease and used vehicle sales leads
• Maintain and expand relationships with existing customer base
• Maximize operational effectiveness by coordinating overall inventory levels to meet customer demand
• Meet overall Ryder market share by successfully executing the sales and marketing initiatives
Operations & Asset Management:
• Responsible for the overall profitably, operations and asset management of a rental location
• Accountable for coordinating with Maintenance, Asset Management, Sales, and Marketing to ensure customer satisfaction
• Maintain compliance with company, local, state, federal and other regulatory agencies
• Complete understanding of marketplace conditions in order to maximize utilization of the rental fleet
• Drive profitable revenue growth by maintaining and growing customer relationships
• Responsible for overall satisfaction for all internal and external customers
• Reconcile all customer concerns, issues, and disputes in order to maintain the ongoing relationship
• Build constructive and effective relationships with both internal and external customers
• Maintain composure when addressing stressful situations
• Clearly articulate Ryder's product and service offerings
• On a voluntary basis, as well as based on scheduling, the Rental Sales Representative will be required to perform the role of On-Call Representative based on work schedules as determined by Supervisor.
• Performs other duties as assigned
Ryder is proud to be an Equal Opportunity Employer and Drug Free workplace. All qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity, age, status as a protected veteran, among other things, or status as a qualified individual with disability.
Job Locations US-NV-LAS VEGAS
Posted Date 4 days ago (5/21/2020 4:40 PM)
Requisition ID 2020-86092
Category Rental
Employment Type Regular - Full Time (4)
Travel Requirements 10-20%
Position Code 7068


text:
The brother of murdered private investigator Daniel Morgan has called on the Metropolitan Police to "come clean" after explosive new evidence suggested links between his killing and the death of Stephen Lawrence.
The Ellison report revealed Detective Sergeant John Davidson, who allegedly had a corrupt relationship with the gangster father of one of Lawrence's killers, was also connected to the investigation into 37-year-old Mr Morgan's 1987 killing.
Mr Morgan, who lived in South Norwood and ran a private investigation firm in Thornton Heath, was found with an axe embedded in his head in a Sydenham pub car park.
It is thought he was set to blow the lid on police corruption.
Documents leaked to the Independent on Sunday this week suggested Mr Davidson was closely linked to one of the prime suspects in the murder, which remains unsolved despite five police probes, while Mark Ellison's report stated several officers who investigated the killing were suspected of corruption.
Speaking on the 27th anniversary of his brother's murder yesterday, Alistair Morgan said he believe a corrupt "firm within a firm" at the Metropolitan Police had been involved in covering up both murders.
He said: "We had always suspected that there could be crossovers but we'd never known anything specific.
"These are only allegations about Davidson but it clearly needs further investigation, because the Met, it seems, didn't give the right answers to the question.
"We want it all out in the open - everything. We won't stop until it is."
The 65-year-old, whose family has campaigned tirelessly for justice for nearly three decades, added he feared the Met's mass-shredding of documents on police corruption could jeopardise the work of an independent panel convened the review the investigations into his brother's death.
The top-secret Operation Othona, which ran from 1994 to 1998, uncovered widespread criminality within the Metropolitan Police but led to few prosecutions.
In 2003 the Met destroyed the intelligence gathered during the operation. The force has always denied that the Lawrence and Morgan murders were linked.
Mr Morgan said: "The revelation of the shredding of the Othona files, I find very worrying
"It makes me wonder whether papers will be missing from the independent panel that's looking into my brother's case, which is very worrying."
Home secretary Theresa May announced he establishment of the panel, constituted of independent experts, in May.
It will review how police corruption affected handling of Mr Morgan's murder investigation and treatment of his family.


text:
Puppy Linux Discussion Forum
Puppy HOME page :
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The time now is Fri 05 Jun 2020, 02:41
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Joined: 07 Jun 2008
Posts: 1651
Location: BigD Texas
Posted: Sat 23 Aug 2008, 20:51
Post subject:
@seeKnowevil , I hope you left a good comment on that clip at youtube!!!
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Joined: 22 Aug 2008
Posts: 8
Posted: Sun 24 Aug 2008, 00:40
Post subject:
so your the handheld camera buddapup guy???
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Joined: 22 Aug 2008
Posts: 8
Posted: Sun 24 Aug 2008, 00:49
Post subject:
have you played around any with the new systray module...
im eagar to try that one too.. (i think a RC release of open GEU is the only distro using it)... but it successfully incorporates a system tray (that other programs can use) in e17...
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Joined: 07 Jun 2008
Posts: 1651
Location: BigD Texas
Posted: Sun 24 Aug 2008, 13:50
Post subject:
If that was my clip you saw then yes I am the " handheld camera buddapup guy". WHERES MY COMMENT ??? LOL !
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Joined: 06 Jan 2008
Posts: 3509
Location: Chickasha Oklahoma
Posted: Mon 25 Aug 2008, 00:07
Post subject:
I have posted a comment twice, but they wont stick. There is a question about system req., but my response posts dont show up.??
Been a youtube member 1 yr+, never had this prob...hmmm
Answer the poor guy, please!!
Answer: System requirements= anything with 128mb+ ram and P2/400mhz+ CPU
Install = full, frugal, live CD, USB, SD, (Darn near anything)(You know)!!
Ill keep trying to post a comment....
PS.... If you can get xvidcap to record a Buddapup, ( 217/400) on your machine, why not post it, as I cant!!
My video mem is lacking!!
Close the Windows, and open your eyes, to a whole new world
I am Lead Dog of the
Puppy Linux Users Group on Facebook
Join us!
Puppy since 2.15CE...
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Joined: 07 Jun 2008
Posts: 1651
Location: BigD Texas
Posted: Mon 25 Aug 2008, 16:38
Post subject:
I did answer him but it didnt show up, I have no idea why.So I have emailed him several times. He wanted to know what MY specs where he knew about puppy's.
I'm working on a new vid,just for you, hang on, I want to Finnish my "other" project first.
Hey did you get my last email?
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Joined: 06 Jan 2008
Posts: 3509
Location: Chickasha Oklahoma
Posted: Mon 25 Aug 2008, 20:04
Post subject:
Yes, I did. And I responded, but I never sent it.
Now I did.....
Basic Email skills-1........Jay-0
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Joined: 12 Dec 2008
Posts: 55
Location: Valatie, New York, USA
Posted: Wed 07 Jan 2009, 10:03
Post subject:
First I want to let you know that I love Buddapup-dingo and have no doubt that interest in it will only increase, I read through your thread e-15 and saw you were a little discouraged in the response to it, but I am certain that once word gets out more people will try it.
I see this thread has not been posted to in a while so I do hope you are still working on it.
I don't think a lot of people are as familiar with enlightenment as other desktops. I know as a regular Archlinux user that has used many different desktops I like enlightenment the best, even though it can still be a little buggy at times.
And in looking around on the Puppy sites I think yours is the only puppy derivative that is using enlightenment ?
It works great, please keep up the good work!
The main reason I am posting though is to let you know that I suspect the iso on the puppylinux.ca site may be bad.
I downloaded it 4 times and the md5sum was the same incorrect code each time. I burned two of them anyway and tried them, because I really wanted to try Buddapup, but they did not work.
So I searched on Google and found a copy on a free hosting site, you must have uploaded to, and it work perfectly the first time. Both the md5sum was correct and it ran well.
I almost forgot, I was mobilized to Ft. Sill with the Army reserves last year and I got to go to the Indian parade / festival in Chickasha last year while I was there,.
I really liked Oklahoma and Chickasha, you have a nice town.
I still have friends in Lawton.
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Joined: 06 Jan 2008
Posts: 3509
Location: Chickasha Oklahoma
Posted: Tue 13 Jan 2009, 02:31
Post subject:
@tom4jesus, Thanks, and thanks for the heads up about the files on .ca, I will check it out..
I was not even aware my stuff was on .ca, as I had transfered it all to .asia, as in my link below, due to my directory drawing some bad problems to Caneris site, .ca...
No, Serenity is not forgotten, quite to the contrary, an update is in the works..Another member had expressed an interest in releasing an e-17 variant as well, and I was awaiting it to come out, but have not heard from him lately..
Really, other than updating a few programs, and streamlining a few things, I don`t want to mess with it too much, as I`m pretty happy with it..Ive tried a 4.10 and 4.12 based version, but lost a lot of stability..
Lately, Mozilla has been a real pain, so Serenity may see a Browser change, IDK..And Opera`s cache addiction is annoying as well....Maybe Midori??? So far the Mozilla crash problem hasnt effected Flock, but its a big, slow beast....
Also been playing with Zigberts Pwidgets and Enlightenment, with varying results...
I am also working with E-16 a lot more lately, and have a few possibilities in the works...
I actually like it better than E-17, as it is much more adaptable...
So, no, Puppy hasnt heard the last of Enlightenment outta me, LOL, just that this whole shuffling around thing has slowed me up a bit...
Anyhow, thanks for trying Serenity, I hope it serves you well, as it does me...
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Joined: 04 Sep 2007
Posts: 1578
Location: Canada
Posted: Tue 13 Jan 2009, 09:46
Post subject:
Hi Jay,
I checked the md5sum and the one on .ca is the same as .asia
Maybe post what the md5sum should be or re-upload the iso to .asaa so I can move it to .ca as a mirror.
Be not afraid to grow slowly, only be afraid of standing still.
Chinese Proverb
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Joined: 07 Jun 2008
Posts: 1651
Location: BigD Texas
Posted: Tue 13 Jan 2009, 18:16
Post subject:
Hey Puppyluvr, sorry I havent been around for the last few months , thing get real crazy at work during the holidays. I am just about to finish macpup foxy 2.0 and then I am going back to work on the e17 pup . Hang on its coming!!!
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Joined: 16 Jul 2008
Posts: 19
Posted: Tue 31 Mar 2009, 08:41
Post subject:
There appears to be a live e17/compiz "ecomorph" now...
Would this be feasable in Puppy?
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Joined: 06 Jan 2008
Posts: 3509
Location: Chickasha Oklahoma
Posted: Tue 31 Mar 2009, 21:08
Post subject:
Well, ironically enough, as I post this, I am on EcoMorph...I`ve just gotten it , so havent really had the chance to check it out thoroughly yet..
So far, about 12 hrs into it, and I`ll say this...
They`re right...It is not stable...Iceweasel especially...
Overall though, its really cool..
IDK where the 700 mb is though...Not enough there to explain it yet...
I just want to see how they achieved E-17 and E-16 interchangeability...
I would love to offer an E-16 / E-17 option at boot...
The Compiz / Enlightenment combo is SWEET...
This can be done in Puppy...
(By someone a whole lot smarter than me...LOL)
The resource req. are fairly minimal..
IMHO it has TOO much AutoConfigure stuff going on..
I still havent found how to manually configure half of it..
@That said, Buddapup is faster, Ripple is more beautiful, and Macpup Foxy E-17 is easier to use...The GUI is quirky still, although a lot better than the last release I tried..
I like it, its just too much..(And not enough)..
However, the engine behind it, Compiz using Enlightenment , has promise..Its nice and smooth...
But...Compiz, with Cairo behind (on top of ???) it, ,,, (IE Ripple), is faster and makes better use of Compiz, IMO..
Someone, IE Dinky, Tombh, ect.. with more knowledge of Compiz could make it work I`m sure.. Needless to say I shall hack it up anyhow...Gotta learn something from it, right...
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Joined: 04 Jun 2009
Posts: 27
Posted: Thu 04 Jun 2009, 14:15
Post subject: application menu
this is my favorite puppy, thanks for all the hard work!
i successfully have serenity up and running, and put the shrooms background in with the ice flames from the buddapup_e17 and with a few other tweaks it looks and works AWESOME.
I have added several packages with the get controller, which reported they were installed correctly. however, they do not show up on the application menu. can anyone tell me how to add them? i managed to run one from the command line but that is it.
also, how can i start the other DE that came with the pup? i was going to crank it up just to see if the programs show up there.
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Joined: 06 Jan 2008
Posts: 3509
Location: Chickasha Oklahoma
Posted: Thu 04 Jun 2009, 18:10
Post subject:
To get installed packages to show up in the menu, open a terminal and type "fixmenus"...This will correct the Jwm menu...
Then in the Enlightenment menu, click "reload Puppy menu"..
You may have to restart X to make them show up..("ctrl-alt-bkspace" and then xwin enlightenment_start)...
(Oh yea, to switch from Enlightenment to Jwm, drop out of X (ctrl-alt-bkspace" and type "xwin jwm" and hit enter.....)
If you have any problems/questions let me know...
...Jay...aka Puppyluvr....
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Salty looks forward to Red Sox reunion
PORT ST. LUCIE, Fla. -- A little while back, catcher Jarrod Saltalamacchia received a letter from Red Sox owner John Henry regarding the delivery of his World Series championship ring.
Since then he hasn't heard from his former club, but he will have a chance to face Boston on Thursday at Roger Dean Stadium.
"It's cool to see those guys," Saltalamacchia said. "I talk to them still. I'm not too far removed."
Actually, about 15 Boston players started a text group last season, a way for everyone to touch base easily. And at some point in the next month or so, Saltalamacchia should be receiving his ring.
"John Henry sent me a letter, and he said he looked forward to giving it to me in the spring," he said. "I think by spring he means April 5 or whatever."
Saltalamacchia doesn't expect to receive the ring until after the Red Sox have their ceremony.
"I think they're going to send somebody," he said. "I look forward to seeing them. I went through a lot with those guys. I consider them friends, and look forward to seeing them."


text:
The third series of the McFarlane Monsters action figure line focuses on the past:
A historical look back at some of the human race most notorious blood-letters and miscreants.
Incredibly detailed and fully accessorized, McFarlane Monsters 3 gives new meaning to the term monster.
This series includes: Attila the hun, Billy the kid, Elizabeth bathory,
Jack the ripper, Rasputin, Vlad the impaler.


text:
Friday, December 20, 2013
WASHINGTON (AP) — President Barack Obama on Friday gave the military one year to make progress on an epidemic of sexual assault or face potential tougher reforms, hours after Congress sent a sweeping defense bill for his signature that cracks down on the crime in its ranks.
Obama said the military has "an urgent obligation" to support victims and punish perpetrators as he directed military leaders to review their efforts to prevent and respond to the crime, including improvements to the military justice system. He said he wants Defense Secretary Chuck Hagel and Army Gen. Martin Dempsey, chairman of the Joint Chiefs of Staff, to report back to him by Dec. 1, 2014.
"If I do not see the kind of progress I expect, then we will consider additional reforms that may be required to eliminate this crime from our military ranks and protect our brave service members who stand guard for us every day at home and around the world," Obama said in a statement provided to The Associated Press.
Obama didn't specify what other reforms he would consider in the statement, his first remarks in response to the sexual assault legislation. The Senate is still debating a contentious proposal from Sen. Kirsten Gillibrand, D-N.Y., that would take away authority for prosecuting accused attackers from military commanders. The White House says Obama hasn't taken a position on the bill and remains open to all ideas for reform but that he supports the thrust of the reforms passed by the Senate in late-night session Thursday and wants to give them time to work.
The Senate voted 84-15 for the $632.8 billion bill that covers combat pay, new ships, aircraft and military bases. Drawing the greatest attention were the provisions cracking down on perpetrators of sexual assault and rape.
The Pentagon estimates that 26,000 members of the military may have been sexually assaulted last year, though thousands were afraid to come forward for fear of inaction or retribution. The scandal united Democrats and Republicans, House and Senate in a concerted effort to change the Uniform Code of Military Justice, with Senate women leading the fight.
"Today represents a huge win for victims of sexual assault, and for justice in America's armed forces, but this is no finish line," said Sen. Claire McCaskill, D-Mo., one of seven women on the Armed Services Committee who pushed for the changes. "In the months and years ahead, vigilance will be required to ensure that these historic reforms are implemented forcefully and effectively."
The legislation would strip military commanders of their ability to overturn jury convictions, require a civilian review if a commander declines to prosecute a case and require that any individual convicted of sexual assault face a dishonorable discharge or dismissal. The bill also would provide victims with legal counsel, eliminate the statute of limitations for courts-martial in rape and sexual assault cases, and criminalize retaliation against victims who report a sexual assault. The legislation also would change the military's Article 32 proceedings to limit intrusive questioning of victims, making it more similar to a grand jury.
Sen. Kelly Ayotte, R-N.H., said the legislation "will help encourage victims to come forward to seek justice, and it will help ensure that perpetrators are held accountable for their crimes."
The sexual assault provisions are part of a larger measure that would also provide $552.1 billion for the regular military budget and $80.7 billion for the war in Afghanistan and other overseas operations, a reflection of deficit-driven efforts to trim spending and the drawdown in a conflict lasting more than a decade.
The bill would give Obama additional flexibility to move detainees out of the U.S. prison at Guantanamo Bay, Cuba, to foreign countries, but it stops well short of the administration's goal of closing the detention facility and bans detainee transfers to the United States.
The legislation also would cover combat pay and other benefits, authorize funds for the destruction of chemical weapons in Syria and provide money to study the feasibility of establishing a missile defense site on the East Coast.
The sexual assault measures came after a contentious hearing earlier this year, when senators dressed down senior military leaders and insisted that sexual assault in the military had cost the services the trust and respect of the American people as well as the nation's men and women in uniform.
Dempsey and the beribboned four-star chiefs of the service branches conceded in an extraordinary hearing in June that they had faltered in dealing with sexual assault. One said assaults were "like a cancer" in the military.
Members of the Senate Armed Services Committee, especially Gillibrand and McCaskill, grilled the chiefs about whether the military's mostly male leadership understands differences between relatively minor sexual offenses and serious crimes that deserve swift and decisive justice.
"Not every single commander necessarily wants women in the force. Not every single commander believes what a sexual assault is. Not every single commander can distinguish between a slap on the ass and a rape because they merge all of these crimes together," Gillibrand said.
In his statement Friday, Obama called sexual assault in the military a "corrosive problem, which is a violation of the values our armed forces stand for, destroys trust among our troops, and undermines our readiness."
"As commander in chief, I've made it clear that these crimes have no place in the greatest military on earth," Obama said. "Since then, our armed forces have moved ahead with a broad range of initiatives, including reforms to the military justice system, improving and expanding prevention programs, and enhancing support for victims. Yet, so long as our women and men in uniform face the insider threat of sexual assault, we have an urgent obligation to do more to support victims and hold perpetrators accountable for their crimes, as appropriate under the military justice system."
Presidential aides said the White House will be working with the Pentagon to develop a set of benchmarks so that the military's review will be rigorous enough to bring about change. They said the review will include all the efforts underway to address the problem, including training and prevention programs and the way the justice system deters the problem and supports victims.
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text:
TNA Turning Point 2007 opened with AJ Styles upset backstage in TNA champion Kurt Angle's locker room. Styles was asking why Angle came to blows with Christian Cage and doesn't want to be associated with Cage. He asked what Angle has to lose. Angle says he could lose his authority and that Christian has never listened to anyone his own career. Styles asks what he has to lose and Angle finally says he'll talk to Christian. He walks off and AJ is all excited. Karen Angle says that Styles had better hope that Christian doesn't piss Angle off. Styles suddenly looked really worried. Tomko was in the background of all of this looking as if everyone around him had lost their minds.
TNA aired a video promoting the Turning Point show with lots of blood and sick spots.
Mike Tenay and Don West previewed the show.
Team 3D & Johnny Devine vs. X-Division champion Jay Lethal & The Motor City Machineguns
They showed a shot of a happy Socal Val clapping as Lethal came to the ring. Brother Ray grabbed the mic as the bell rang. He said 3D were the greatest tag team of all time. He told all of his opponents that they sucked and so did everyone in the crowd.
Devine and Shelley started trading slaps with Devine getting the better of the exchange. He stomped on Shelley. They showed several tables stationed around ringside. Shelley made a blind tag to Sabin, The babyfaces hit a series of springboard moves in rapid fire procession on Devine.
Sabin began measuring and nailing Devine, who tagged to Devon. Devon shoulderblocked Sabin down to the mat. Sabin ducked a clothesline and nailed Devon with a hurancanrana. He tagged Lethal, who came off the top with a double sledgehammer off the top. Devon caught Lethal with a snapping powerslam. Ray tagged in and worked over Lethal in the corner. He brought Lethal down to the mat, working over his arm. Lethal fought his way to his feet and jumped over the ropes, snapping Ray's arm on the ropes. Lethal fired back but was caught with an uranage.
The Gun hit the ring and hit a high low on Ray, then double backdropped Devine and Devon. The Guns and Lethal hit stereo bodypresses to the floor on 3D and Devine. All six battled around the ringside area. Shelley tossed Ray into a ringpost, but Ray came back with a series of chops on the floor. 3D cursed out the announcers as they grabbed a table in front of them. They placed it on the apron but the Guns both dropkicked it into them on the floor.
The Guns worked over Devine with double-team clotheslines and kicks. 3D hit the ring and laid out the Guns. They nailed Shelley with a sideslam/legdrop combination, then killed Sabin with a reverse neckbreaker. 3D began setting up a table inside the ring in one of the corners. Lethal, finally returning to the apron, nailed Ray with several punches. Ray charged him but Lethal moved. Ray hit the table and broke it. Lethal thought it meant they won the match but the referee ruled that Lethal hadn't put him through it.
Devine attacked Lethal and began choking him in the corner as the Guns got a table. Devine tried to do a baseball slide but the Guns lifted the table. When Devine landed outside the ring, then slammed the table backwards towards him. They set up the table on the floor. Devon attacked them, knocking them to the floor, flattening the table but not breaking it. Devon set up the table against one of the guard rails. Devon set up Alex Shelley for Devine, who dove out of the ring. Shelley moved and Devine crashed through the table.
Lethal brought a table into the ring and they set it up in the center. Lethal and Shelley went to suplex Devon through it but Ray shoved the table away. The former Dudleys went to set up the 3D but Shelley turned it into a DDT on Devon. Lethal hit an enziguiri on Ray, sending the referee down at the same time. Sabin and Shelley did stereo dives outside the ring on 3D and the cameras MISSED BOTH OF THEM, ONE RIGHT AFTER THE OTHER. Ugh. I can't think of anything more insulting to the guys taking these chances than to miss those camera shots.
Lethal laid out Devine with several kendo stick shots to the head and put him on the table. He went to the top rope for the flying elbow and nailed it. Team 3D attacked Lethal and the Guns, whipping them with the X-Division championship. They put Devine atop of Lethal and woke the referee, who saw Lethal underneath and called for the bell.
Your winners, Team 3D and Johnny Devine!
This is the type of finish that epitomizes everything that is wrong about TNA in my opinion. You have a match and style where the stunts and work ethic ensures that no matter who wins, everyone will get over. The match has great work from bell to bell and then TNA's creativity forces a finish that was lame 20 years ago onto it, killing all the momentum of the bout...and this is only the opener. Match was decent, despite the missed camera shots, which TNA has no excuse for five years into doing live PPV, until the end.
Crystal interviewed Kevin Nash and Samoa Joe. Crystal said that it looked like Scott Hall hadn't arrived yet. Nash said that they were pacing themselves. Nash said that he joined with Kurt Angle because he was getting older and wanted to see if he still had a shot at getting a woman that hot, not that he would have taken it. Joe looked like he was annoyed, took the mic and asked Nash if he was serious. He said they were going to go to war, but Nash was making jokes and Hall was nowhere to be found. He said when they were serious, they could find him in his locker room. The promo made perfect sense given Joe's character. He walked off. Nash asked if he was the Triple S - Super Serious Samoan and then said, "we'll be ready."
ODB and Roxxi vs. Angelina Love & Velvet Sky
Roxxi and Angelina started. Roxxi backed her into the corner, where ODB grabbed her by the hair. Still, Angelina ducked a charge and nailed Roxxi. She hit a sit down powerbomb. She tagged in Velvet and nailed a double hiptoss and elbow combination for a two count. ODB tagged in and the crowd chanted her name. Velvet disrespected her and got spanked for her troubles. Sky dropkicked her in the chest and rode her. All we needed was a saddle. Ron Bass and Barry Windham popped for it. She spanked ODB who liked it and tried to get the referee to spank her.
Roxxi kicked Sky as she rebounded off the ropes. ODB nailed her with a clothesline for a two count. Roxxi tagged in and hit a running rear splash in the corner. She used her boot to choke Sky. Roxxi continued to beat on Sky, tying her upside down in the corner. ODB tagged in and stepped on her groin then tried to cover her. Sky caused Roxxi to collide with ODB in the corner, then made the hot tag to Love.
Love nailed a clothesline and knee to the face. Love drilled ODB with a sit down stunner and a neckbreaker for a two count. All four brawled inside the ring. ODB and Roxxi were whipped into each other with ODB sent to the floor. Love nailed a running dropkick to Roxxi as Sky hit a side Russian legsweep. Love scored the pin.
Your winners, Angelina Love & Velvet Sky!
They worked their butts off. This was good stuff.
Jeremy Borash caught up with Kurt Angle as he was entering Christian Cage's locker room. Borash said he was too angry to be dealing with Cage while he was angry. He told Angle that he and Karen have a deep breathing exercise to calm down. Angle asked if he's been deep breathing with his wife and said he was going to keep an eye on Borash. He entered the locker room, where Cage was sitting there with Robert Roode. He told Cage that he didn't want to fight because if he did, he would have brought Tomko and Styles with him. He said he just wanted to talk and Cage said he talked enough when he got in Tomko and Styles' ears. Cage said if they, Cage and Roode came together as a unit, they couldn't be stopped. He said they don't have to get along, just co-exist. He said that he had to be the leader. Cage said it was all interesting until the last part. Angle said every group has a leader and he likes to consider himself the George Bush of TNA. Cage said he was nobody's lackey and Angle could take his offer and shove it up his ass along with Tomko and Styles. Angle asked if he was serious and Cage said it was real, damn real. Angle stormed off. Roode applauded Cage and Cage warned him that when they got to the ring, Roode was to follow his lead and told him to make sure he does. He walked off and Roode called him an a**hole. Ms. Brooks told Roode that it takes one to know one. He told her to get out of his face before he does something she'll regret. Good segment.
Video segment on James Storm vs. Eric Young.
Backstage, James Storm was dying for a beer but Jackie Moore had put it under lock and key because after what he did to Eric Young, he had to take Eric seriously. Storm screamed that he had to have his beer. She slapped him and told to get a grip on because he wasn't having any beer until after the match.
James Storm vs. Eric Young
Young attacked Storm from behind and they brawled up the ramp. Young dropkicked Storm on the ramp and he rolled into the ringside area. Young chased him into the ring and back to the floor. As he followed Storm into the ring, Jackie Moore tried to grab him, but Storm took her out by accident. Young tossed him into the ring He began working over Young's arm, then whipped him into the corner. Mike Tenay wondered if Storm would have been better off drinking. Young shoulderblocked Storm into the corner, but missed a second one, hitting the ringpost.
Storm went for his beer but Moore wouldn't let him. He instead worked over Young on the floor, slamming his arm across the guard rail. He brought Young to the ringpost and pulled his arm around it. He brought Young back into the ring and fish hooked his mouth. The referee admonished Storm, allowing Jackie to work over Young by the ropes. Storm dropped a knee across the hurt shoulder.
Storm cinched in a side chinlock. Young fought his way to his feet but Storm it him on the face. He whipped Young to the ropes but Young held on and backdropped Storm over the ropes. Storm landed on the apron and nailed a flying bodypress. Young rolled through but Storm kicked up. He hit a jawbreaker and a DDT variation.
Storm continued to work over Young and picked up Young, nailing him with the Whirlybird. He laid across the top rope, not taking Young seriously. He covered Young, who kicked up at two. Storm locked on an armbar submission, playing off all the offense he focused on Young's shoulder. He finally broke the hold before stomping the shoulder and going right back to the submission. Young began trying to fire up. He finally gets to his feet and nails a powerslam, but was too hurt to follow up. The crowd tried to rally Young.
Young nailed a back bodydrop and a discus clothesline with his good arm. He hit a flying elbow off the top and made the cover but only received a two count, partially because he was recovering from his bad arm. Young maneuvered Storm into a Northern Lights Perfectplex style move into a bridge but Storm got out of it. The storyline was that Young couldn't feel anything in his arm. Storm dropkicked Young in the back of the head and hit the back cracked for a two count.
Storm went for the superkick but missed. Young slammed him but was too hurt to make a cover quick enough. Young rolled up Storm. Moore got on the apron. She went to spit beer into Young's eyes as he was pushed off of the pin combination but he ducked and Storm got the beer, He acted like he needed it and drank the rest of the bottle. In plain view of the referee, Storm tried to nail Young with the bottle, but the ref grabbed his arm. Young sunset flipped Storm and got the pin.
Your winner, Eric Young!
A solid match. I enjoyed it.
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Music is the soul of life. It can bring you up, tear your down, make you giggle or wrench your heart. It can also be excellent for any kind of workout to help maximize performance, including water aerobics.
Conversely, it can also be terrible.
The key is knowing what kind of music to choose, and using it appropriately. It's also important to make sure that you're in the right frame of mind to work out. Aqua aerobics can be miserable if you hate your water aerobics swimwear and feel awful in it. Make sure what you put on doesn't put you down.
When you start your warm up, it's a good idea to have positive music— a favorite, slightly up-tempo song is a good choice here. This will get you in a positive state of mind.
For the actual workout itself stick to music that moves as fast as you want to. This means that you want to find quicker tempo music that has a beat you can time your exercises to. This can be the rate you normally move at, or if you're feeling ambitious, a faster rate than you're usually comfortable with. You'll find yourself unconsciously trying to stay in time with the music, producing a more even, repetitive and balanced workout.
As well, having music with a driving or pulsing beat will keep you going until the end of the song, and not simply stopping when you start feeling tired. Good music can surprise you by showing you your own capabilities.next article >>


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The following policy was recommended by the Academic Senate in its meeting of March 14, 1985, and received the concurrence of the President on April 5, 1985. This policy is also incorporated in the University Curriculum Handbook.
A Certificate Program is a coherent grouping of courses from one or more disciplines. Such a Program may provide an application focus in a particular field of study, or a multidisciplinary focus on a specific topic or area. A certificate provides formal recognition by the University that the course of study involves substantial exposure to the field or topic. A Certificate Program will differ substantially in focus from a degree program, although certain common courses may be applied to both degree and certificate courses of study. Certificates, however, are not awarded by the University prior to awarding of a bachelor's degree. The Writing Proficiency Examination must be passed before awarding of a Certificate.
A Certificate neither credentials nor licenses the student, nor does it guarantee the ability of the student to put into practice what has been studied. By conferring a Certificate, the University validates the course of study as being a substantial exposure to the main features of the field or topic.
Extension and/or transfer credit, approved by the Program/Department Chair, may comprise no more than one-fourth of the course-work applied to an undergraduate Certificate or no more than one-sixth of the course-work applied to the Graduate Certificate. Course-work applied to the Certificate Program must show evaluations with traditional letter or number grading (e.g., A through F through 0 grade points) except for courses graded C/NC only. Credit earned by correspondence, examination, and/or experiential portfolio may not be applied to the Certificate Program.
The requirements in effect for the Program will be those published in the University Bulletin at the initiation or at the completion of the course-work applied to the Certificate, as determined by the students choice when he/she files for awarding of the Certificate.
When a student is accepted into the Certificate Program, an official course of study is to be approved by the Program Advisor, the Program/ Department Chair, the School Dean, and forwarded to the Records Office. Copies of the Course of Study Form will be kept by the Program/Department Chair and the School Dean for use in the periodic program evaluation required by Councils. The student will file a Request for Certificate Form at the time of filing for Graduation Check if the Certificate is to be awarded concurrently with the bachelor's degree, or at least one semester prior to awarding of the Certificate, if a bachelor's degree has already been awarded.
Course-work is at the undergraduate level and must include at least 18 units of study, of which at least 15 shall be at the upper-division level. Undergraduate course-work requirements for Certificate Programs are determined by the School or Schools offering or participating in the various Certificate Programs. (A maximum of two 500-level courses may be acceptable in the same manner that 500-level work may be used for the bachelor's degree and subject to the same limitations as to class standing and grade point average.) A program may specify a maximum time for completion of the requirements. A grade point average of at least 2.0 must be maintained in the Certificate Program course-work. The Program shall include a basic core of at least three courses common to all students awarded the Certificate. (The core may include "either/or" choices between two alternatives for one or two of the three required core courses.)
Acceptance in a Graduate Certificate Program requires a bachelor's degree from an accredited university, a passing score in the University Writing Proficiency Examination, and at least a 2.5 grade point average in the most recently completed 60 units. Course-work is at the graduate level (500/600), with undergraduate courses acceptable if they are asterisked in the University Bulletin as acceptable for graduate work, subject to all limitations which follow.
The Graduate Certificate Program must include at least 18 units of study, of which at least 12 must be at the 500/600 level. A grade point average of at least 3.0 must be maintained in the course-work applied to the Graduate Certificate. The Program shall include a basic core of at least 3 courses common to all students awarded the Certificate. (One of these three core courses may include an "either/or" choice between two alternatives.) Courses in directed research, directed reading, internship, independent study may comprise no more than 3 units total on a Graduate Certificate Program. Thesis and student teaching may not be used. A Certificate Program must be completed within five calendar years from its initial course-work.
Proposals for establishing Certificate Programs are approved by the President of the University after review of curricular and administrative framework and recommendation by the appropriate Council and the Academic Senate. Programs housed within a Department or School will be reviewed in the same program review cycle as degree programs within that Department or School and according to guidelines for Review of Certificate Programs. Multi-disciplinary Certificate Programs offered jointly by more than one School will be reviewed according to a special five-year cycle established by the appropriate Council.
The Certificate Program Chair shall be tenured/tenure track faculty member with a full-time assignment for the full academic year. The Chair is responsible for academic advising, coordination of course offerings, processing of Course of Study forms, and preparation/submission of Program Review materials.
|Section 2: Program Development and Approval
|<- Table of Contents
Section 2 - A
|Next Section ->


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Connected knowledge, collective learning
Allison Littlejohn
Our increasing reliance on technology has led to an unstoppable demand for new knowledge. Because of our growing requirements for energy, the sector has to continually innovate to extract fuel from more difficult sources. Our need for improved healthcare drives the health sector has to find better forms of diagnosis and care. These demands have led to a growth in 'immaterial labour' – work that has knowledge as the output – transforming societal output from the production of material artefacts towards the creation of knowledge (Hardt and Negri, 2003). Our grand challenge is that people have to learn to solve real-world problems faster and more effectively to keep up with demand.
These real-world problems are now too complex to be solved by a single person. The knowledge and expertise needed to solve them is increasingly distributed across networks (Paavola & Hakkarainen, 2005; Nardi, et al 2000). Debates have contested whether large groups of connected people are better able to produce knowledge to solve problems and foster innovation than a select few (Keen, 2005; Surowiecki, 2004). The supposition is that if the problems are open to a large number of people, rather than just a few individuals, the knowledge of 'the many' will afford greater diversity and ideas to help solve a given problem. Thus knowledge building may be more effective when large numbers of individuals draw upon and, at the same time, feed into the collective knowledge – the knowledge distributed across people, machines, networks and artefacts. Through connecting and making sense of knowledge fragments within the large pool of collective knowledge, people are learning (Siemens, 2005), How people learn by navigating the collective knowledge is yet unknown.
'Collective learning' is the term used to describe learning processes that make use of this collective knowledge (see for example Stankeveciute & Jucivicius). A unique aspect of collective learning is it generates a new paradigm for learning in which the individual and 'the many' are indivisible, in the same way as an individual user of a social network is inseparable from the set of connections that comprises the network itself. Traditionally, learning has been viewed as either cognitive (individualistic) or social (participatory) (Sfard, 1998). This third metaphor of learning through social knowledge creation breaks from the dichotomy of learning as individual knowledge acquisition or as participation in social practice (Paavola, & Hakkarainen, 2005; Paavola, Lipponen & Hakkarainen, 2004). Individual people learn by both drawing on and, at the same time, contributing to collective knowledge. This knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new knowledge artefacts and products while working and learning. It is inherently linked with 'immaterial labour'. We need a better understanding of the interrelationships between the individual and the collective by collating and analysing examples of learning that bind the individual and the collective. This will be our first quest.
Collective learning is framed by a number of societal and technological trends:
Firstly, knowledge is becoming increasingly openly available for problem solving and learning. To solve complex problems and to learn people have to find ways connecting more and more openly available knowledge across the collective knowledge space to create new meanings (Jonassenn and Land, 2000). Characteristics of collective learning include connections across people, teams, organizations, communities, and societies as well as the relationships, shared vision and meanings generated from the wealth of available knowledge (Ganavan and McArthy, 2008). For learning to be effective, these connections and relationships have to help individual people in navigating and making sense of the collective knowledge (Margaryan, Milligan & Littlejohn, 2009). Social technologies (Web2.0) are a potentially effective way to connect people who create knowledge together, working in networks, situated within the collective knowledge space (Littlejohn, Margaryan & Milligan, 2009).
Jon Dron's empirical research around sensemaking and the 'collective' conscious (Dron, 2003) demonstrated how social software provides an extra dimension to learning, in addition to conventional interactions between learners, teachers and knowledge resources (Dron, 2004). Learners co-operate within different constructs, such as groups, networks and with the collective (Dron and Anderson, 2009). Their cooperation is dependent on processes of discovery, synthesis and sharing of fragmented (tacit and explicit) knowledge. As they build knowledge, the knowledge changes and diversifies (Kaschig et al, 2010). However, we don't have a good understanding of the 'binding force' that connects people while they are learning and building knowledge. This will be our second quest.
One suggestion, from socio-cultural theory, is that people connect via so-called 'social objects' (Knorr-Cetina, 2001). For example, health professionals working on a common case will bring knowledge together from different disciplinary domains into a single case report (Edwards, 2010). The case report is the social object that connects health professionals who are working together. The social object connecting people who are learning together could be a shared learning goal that binds individuals as they journey together through the collective knowledge to achieve their goal (Littlejohn, Margaryan & Milligan, 2009). Our early research suggests that a 'learning goal' could be the social object that binds people together to solve problems. Individual people might connect with others by sharing a common learning goal. While achieving their goal they can journey together, navigating and make sense of the collective knowledge – a sensemaking process we have termed 'charting' (ibid). Understanding the relationship between the individual and the collective and the implications of their association for learning and knowledge building is fundamental to appreciating how social technology tools can impact learning.
Secondly, our view of what constitutes learning is broadening as the knowledge-creation view of learning questions and challenges the conventional controls and boundaries around learning (Paavola, Lipponen & Hakkarainen, 2004). Changes in the way learners work together (in groups, networks and collectives) to build knowledge is mirrored by a shift in conceptual debates about what constitutes learning at work. The view of learning in the workplace has moved from individual problem solving (Schmidt, Norman & Boshuizen, 1990) to knowledge building negotiated with others around tasks (Paavola and Hakkarainen, 2005; Engeström & Middleton, 1996). We don't have a clear picture of how knowledge workers learn and how collective learning can improve learning and development in the workplace. This will be our third quest.
Our research with large organisations is improving our understanding about what knowledge workers do as they carry out their work and learning goals and make sense of the available knowledge (Margaryan, Milligan & Littlejohn 2011). We know that, while working within the collective knowledge space, individuals carry out discreet, yet intertwined, actions of connecting, consuming, creating and contributing knowledge (Margaryan, Milligan & Littlejohn, 2009). Our work is important in solving the problem many organisations experience in trying to make sure novice workers develop expertise as quickly as possible. The time lag between beginning a new job and being able to work 'competently' is termed 'time to competence'. This time lag can be up to five years in some industries (eg graduate engineers in the energy sector).
Insight into how novices can develop expertise while drawing on the collective knowledge comes from research on how knowledge workers learn across sites. We know that expertise development involves interpreting a common problem, then finding appropriate responses to those interpretations (Edwards, 2010). Expertise development is, therefore, best situated within continuous workplace learning, where people work on real-world, common problems, rather than being contained within formal training (Eraut, 2007; Billett, 2002).
Thirdly, new knowledge practices connecting people and knowledge are emerging. As different types of knowledge resources come on-stream (Littlejohn, Falconer & McGill, 2008; Margaryan and Littlejohn, 2008; Falconer & Littlejohn, 2007), learners are unsure as to how they can use these resources for learning (Littlejohn and Margaryan 2010; Littlejohn and Margaryan 2006). One of the factors that distinguishes an expert from a novice (who has a much simpler concept map of the collective knowledge space) is the ability to navigate knowledge as a holistic network with multiple links (Bradley, Paul and Seeman, 2006). Becoming competent could be viewed as the ability to perceive the links between these loosely related knowledge fragments (Falconer, 2008; Siemens, 2005).
Our research in learner literacies calls for new literacy practices that enables learners to navigate and use the collective knowledge space in ways that develops their competence (Beetham, McGill & Littlejohn, 2008). Our research exposes an immense – and growing – gap between knowledge practices in higher education and in workplaces raising questions around what constitutes 'literacies' and how these might be integrated within the curriculum to ensure learners are better prepared for the workplace (Beetham, Littlejohn & Milligan, 2011). Perhaps more importantly, if learning is to become more self-regulated, rather than teacher-regulated, what sorts of mindsets do learners require to take control and self regulate their own learning (Zimmermann & Schunk, 2001). In task 4 we will explore the practices, literacies and mindsets do people need for collective learning.
Fourthly, we increasingly rely on networked technologies, making choices and behaviours explicit, instantly recorded and potentially analysed to make sense of collective knowledge. Learning analytics is already examining how people solve problems, recording learner preferences and using predictive analytics to offer personalisation and adaptation of learner connections. The learning pathways and behaviours of previous learners are potentially become a valuable resource that future learners can source and use. Complex problem solving requires learners to have flexible responses which could not have been anticipated (Nardi, Whittaker and Schwarz, 2000). But we don't yet understand how different resource types might support collective learning and knowledge building. This will be our fifth quest.
As researchers, we need to fully understand collective learning processes, the factors that affect these, and the emergent nature of collective learning. As practitioners, we have to face the challenges around whether collective learning can be planned, structured, and managed. As learners, we have to understand the inter-relationships between individual and the collective.
The aim of this week is to introduce ideas around collective learning. During the week we will collectively explore what is 'the individual' what is 'the collective' and examine how technology helps us redefine relationships between the two. I hope you will join our collective quests.
Connected knowledge, collective learning by Allison Littlejohn http://www.slideshare.net/caledonianacademy/littlejohn-mooc-collectivefinalsm
Beetham, H, McGill, L. and Littlejohn, A (2008) Thiving in the 21st Centuary: Learning literacies for a Digital Age (LLiDA), JISC Final Report http://www.jisc.ac.uk/media/documents/projects/llidareportjune2009.pdf
Beetham, H, Littlejohn, A and Milligan, C. (2011) Digital literacies for the research institution, Handbook of Digital Dissertations and Theses, Sage: London
Billett S (2002) Critiquing workplace learning discourses: Participation and continuity at work Studies in the Education of Adults 34 no 1 pp. 56-67. –
Bradley, J.H., Paul, R. and Seeman, E. (2006) Analyzing the structure of expert knowledge. Information and Management, 43, 77 – 91.
Dron, J. (2003) The blog and the borg: a collective approach to e-learning In: E-learn 2003: world conference on e-learning in corporate, government, healthcare and higher education, Nov. 2003 Phoenix. Association for the Advancement of Computing in Education, Norfolk, Va, pp. 440-443. ISBN 1880094509
Dron, J. (2004) A loophole in Moore's law of transactional distance In: Proceedings of the 4th IEEE International Conference on Advanced Learning Technologies, Joensuu, Finland, 30 August – 1 September 2004. IEEE Computer Society, Los Alamitos, Ca, pp. 41-45. ISBN 0769521819
Dron, J., & Anderson, T. (2009). How the Crowd Can Teach. Handbook of Research on Social Software and Developing Ontologies London IGI Global(Vol. Handbook o, pp. 1-17). IGI Global. Retrieved from http://www.igi-global.com/viewtitlesample.aspx?id=48657
Edwards, A. (2010), Learning how to know who: Professional learning for expansive practice between organizations Learning across sites, New Perspectives on Learning and Instruction (Eds S. Ludvigsen, A. Lund, I. Rasmussen and R. Saljo)
Engeström, Y. and Middleton (eds), (1996). Cognition and Communication at Work. Cambridge: Cambridge University Press. Expertise: Professional and educational perspectives. Amsterdam: Elsevier.
Eraut, M (2007) Learning from other people in the workplace. Oxford Review of Education, 33(4), 403-422.
Falconer, I (2008) http://caledonianacademy.blogspot.com/2007/11/some-thoughts-about-charting-wisdom-of.html
Falconer, I., and Littlejohn, A. (2007) 'Designing for blended learning, sharing and reuse', Journal of Further and Higher Education, Volume 31, Issue 1, February 2007 , p 41 – 52
Ganavan, T and McArthy, A (2008) Advances in developing Human Resources August 2008vol. 10 no. 4 451-471 Collective Learning Processes and Human Resource Development
Hardt, M. and Negri, A. (2003), Multitude: was and democracy in the age of empire. Penguin, New York
Jonassenn, D and Land, S (2000) Theoretical foundations of learning environments, Lawrence Erbaum Associate Publishers: New Jersey
Kaschig, A., Maier, R., Sandow, A., Lazoi, M., Barnes, S-anne, Bimrose, J., Bradley, C., et al. (2010). Knowledge Maturing Activities and Practices Fostering Organisational Learning?: Results of an Empirical Study. In M. Wolpers, P. A.
Keen, A. (2007) The Cult of the Amateur: How Today's Internet Is Killing Our Culture and Assaulting Our Economy, Random House, New York
Knorr-Cetina, K (2001) Objectual Practice. In Schatzki, T. R., Knorr-Cetina, K., & Savigny, E. V. (Eds). The practice turn in contemporary theory. p175-188 Routledge. Retrieved from Retreived from: http://kops.ub.uni-konstanz.de/bitstream/handle/urn:nbn:de:bsz:352-opus-81918/kcobjectualpractice.pdf?sequence=1
Littlejohn, A., I. Falconer & L. McGill (2008) Characterising effective eLearning resources, Computers and Education 50, 757–771 [impact factor 2.059] http://tinyurl.com/63okour
Littlejohn, A., & Margaryan, A. (2010). Sharing resources in educational communities International Journal of Emerging Technologies in Learning (iJET), 5(2). doi:10.3991/ijet.v5i2.857 http://online-journals.org/i-jet/article/view/857
Littlejohn, A. and Margaryan, A. (2006). Cultural issues in the sharing and reuse of resources for learning. Research and Practice in Technology-Enhanced Learning, 1(3), 269-284.
Margaryan, A., & Littlejohn A. (2008). Repositories and communities at cross-purposes: Issues in sharing and reuse of digital learning resources. Journal of Computer Assisted Learning (JCAL), 24(4), 333-347 http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2007.00267.x/full
Littlejohn, A., Margaryan, A. and Milligan, C (2009) Charting Collective Knowledge: Supporting Self-regulated Learning in the Workplace, Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009) July 15-17, 2009, Riga, Latvia
Margaryan, A., Milligan, C. & Littlejohn, A. (2011).Validation of Davenport's Classification Structure of Knowledge-intensive Processes, Journal of Knowledge Management, 15(4) http://www.emeraldinsight.com/journals.htm?articleid=1939680&ini=aob
Margaryan, A., Milligan, C., & Littlejohn, A. (2009). Self-regulated learning and knowledge sharing in the workplace: Differences and similarities between experts and novices. In Proceedings of 2009 Researching Work and Learning (RWL) Conference, Roskilde, Denmark. http://www.academy.gcal.ac.uk/anoush/documents/MargaryanEtAl-forRWL09.doc
Schmidt, H. G., Norman, G. R. and Boshuizen, H. P. A. (1990). A Cognitive Perspective on Expertise: Theory and implications, Academic Medicine, 65 (10), 611–621
Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor: An emergent epistemological approach to learning. Science and Education, 14(6), 535-557
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), 557-576. AERA. Retrieved from http://rer.sagepub.com/cgi/doi/10.3102/00346543074004557
Siemens, G. (2005) Connectivism: Learning as Network-Creation http://www.elearnspace.org/Articles/networks.htm
Surowiecki, J (2004) The Wisdom of the Crowds, Random House, New York
Sfard, A., (1998) On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27(2), 4-13.
Zimmerman, B.J. & Schunk, D.H. (2001) Self-regulated learning and academic achievement: theoretical perspectives (Lawrence Erlbaum Associates, New Jersey).
Zittoun, T (2009) La circulation des connaisaissanses: un regard socioculturel, Review Economique et Sociale, No2, p129-238


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"Proximity is everything," so some people believe. The adage certainly applies to the current exhibit at The Pollock Krasner House where Conrad Marca-Relli's work (from 1953-56) garnishes the walls. Marca-Relli was a neighbor of Jackson Pollock and Lee Krasner's, which was the impetus for the friendship that grew between them. Artist Alex Russo bought Marca–Relli's home soon after he and his wife moved to Europe, and a friendship also grew between Russo and Krasner because of proximity.
Artists who live near each other often form more than friendships, however. Encouragement and respect are exchanged as well. Sometimes, these artists become collaborators and mentors, and even adopt a similar style or aesthetic. Of course, regarding Marca-Relli, it's safe to say he developed and maintained his own special signature. However, it's intriguing to wonder if he was influenced in any way by Pollock or Krasner. Perhaps the friendship simply contributed to making his years in Springs pleasant ones. We don't know the answer; we're just asking.
Marca-Relli's paintings conjure up emotions, senses and an appreciation of texture/tone. They allow the mind to play, to experience a "stream-of-consciousness" as we engage with the work. Here are some impressions that give voice to such spontaneous interpretations. They are meant to be subjective and respectful rather than flip. [expand]
Generally speaking, Marci-Relli's canvases recall an abstract quilt or puzzle, put together piece-by-piece with parts that fit succinctly and some which overlap. Colors are often earth tones, suggesting a fundamental, primitive, essential sensibility. The terrain can be varied: a desert or a cityscape if we were to expand our imagination. Figures sometimes seem part of the setting, but we're not sure. At times (like in "S-54-11"), these figures dwell inside, perhaps in a living room, surrounded by their personal possessions.
In a work like "S-54-18," a seated figure is more definitive and appears to be outside; the picture plane is congested. Conversely, some works are not crowded at all, the individual shapes reminding us of paper dolls, of all things. (Remember, we suggested interpretations would be a result of spontaneous reactions.) Another piece looks like a girl clinging to a cloud and perhaps about to be attacked by aliens. Maybe not aliens, but mysterious creatures or an event that evokes discomfort.
A few works use color, including one with a seated woman. It is painted on cardboard, providing a different kind of environment. Other materials are equally arresting, like the artist's ink on canvas. What stands out, however, is Marca-Relli's "Death of Jackson Pollock," a heartfelt homage to his neighbor and more important, his friend.
Bob Markell at Siren's Song
Bob Markell's etchings and monotypes are also an homage, this time to the female figure or "Femme" as the show is called. The collection of works has both an evocative and provocative theme, featuring women who are putting on or taking off some article of clothing. While the effects are sensual, that's not the only aspect of Markell's work worth noting. Rather, it's the details that are so charming.
Details come in all sizes, of course. There's the specific, yet whimsical lines of each figure, the expression on a woman's face, the articulation of the body. And the movement inherent in each activity. There are also the details, which convey a particular time and place: period furniture, patterned bedspreads, the females' clothes. It's not present time, that's for sure. Perhaps it's the turn-of-the-century, a time that speaks for itself in Markell's fetching images.
That the artist has a fine sense of detail and articulation is no surprise, given Markell's experience as a set designer, particularly during the "Golden Age of TV." After seeing this show, we say, "Bring back the good-old days."
Conrad Marca-Relli's works can be seen at East Hampton's Pollock Krasner House (830 Springs-Fireplace Road) until July 30. Call 631-324-4929.
Bob Markell's "Femme" can be seen at Greenport's Siren's Song Gallery (516 Main Street) until July 25. Call 631- 477-1021. [/expand]


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Photo size: we need information
There has been some discussion of photo size lately. In short, we have either no information or conflicting information.
Where do we find out how big a submitted photo (dimensions and file size) can be? There is nothing on the main TrekEarth page. If I dig down into the FAQs I find that the maximum file size is 300 kb. But nothing about dimensions. Then when I go to upload a photo I finally find out the allowed dimensions (which are quite large), but it's too late by this stage as I have already sized the photo. Now I have to go back and resize it. Also I find here that the maximum file size is 500 kb, not 300 kb - which is correct?
Then when I submit a large photo it is presented at 800 pixels maximum - so what's the point of submitting a large photo? Where on the website does it say that this will happen? In fact I only discovered a few days ago, by reading through the forum, that if I right click on the photo and open it in a new tab, it will appear at the large size (this works in Chrome and Safari but not Internet Explorer). Where does it say that we can do this? How many TrekEarth members are unaware of this? Where are the instructions that tell us to do this if we want to see the full size photo?
We need all this information up front where it easily found. This can't be a difficult thing to do. Surely these are the most important matters for members: what are the size limits on photos, and how do I view them properly?
I'm not sure if this will help but this is what I do.
You might have noticed that there is a beta version of TE and here you can view larger images. This is the link to your member page http://beta.trekearth.com/members/vjmite/
These days I load shots up on the normal TE site and add a link in my notes to the beta version where you can view the larger size. Have a look here to get the idea,http://www.trekearth.com/gallery/Afr...oto1442149.htm click on the "Here is a larger version" and it will take you to the beta image
I upload images at a Jpeg size of 1185px wide at a resolution of 72 DPI, these are re-sized down for the normal TE site but fit well screen-wise on the beta version.
Let me know if this helps Vincent.
Photo size
Thanks Rosemary. I didn't know how to get the beta version.
However, I can see the large version in the standard TE site simply by right clicking on your photo and choosing "Open image in new tab" (at least in Chrome or Safari). Did you know that? All you have to do is put a sentence at the end of your note giving that instruction.
My point is that I (and anyone else viewing the site) should not have to trawl through the forum to find this out. There should be a note on the page showing the photo that tells us to do this. Just as there should be a note telling us what photo size is allowed on the site.
There are probably thousands of people looking at this site who are only seeing the small versions of photos when larger versions are available, and there are probably hundreds of TE members who don't realize that they can submit larger photos that will actually appear at the original size, not just at 800 pixels maximum.
You're right
Hi Vince - I agree with what you say, it is a bit of a mission to navigate around the site and proper instruction are needed. Mods.... when you read this could you pass the requirements on to the tech team please?
It's now seven days since this thread was started and no moderator or administrator has bothered to answer !
I find they let go of the defaults, and don't seem to really do anything about them.
Same with the map viewing. Is something being done about this ?
This message was seen last week however it wasn't until today that I received the answer from tech team.
Here are the parameters I got from them:
UPLOAD SIZE = 7 Megs per image; maximum size is 3500px X 3500px.
However, on the live version pictures would be re-sized to 800px. The reason for that was already discussed in other threads (after we increased to px size many users were complaining that they cannot see the picture "at once" and asked to change it back).
I asked Tech team to rewrite the FAQ and Upload Section so that there is no confusion and we have the same information. I cannot do that unfortunately.
Tech team just updated the Upload section as well as FAQ #11. Please have a look:
Thank you!
Photo size
The new information in the FAQ and the upload page is good. Now it is fairly easy to work out what size limits apply to photos.
However, there is still the crazy situation that we can upload a photo of 3500 pixels but it will only be shown at 800 pixels. Anyone new to the site, or who has not wasted many hours searching through the forum, will ask: why bother uploading a big photo? There needs to be a note on the upload page saying that right clicking on the photo and opening it in a new tab will reveal the original photo at full size, so it is indeed worth submitting a large photo.
I have also been shown how to open up the beta version of TrekEarth, which will present the full size photo. But this is pretty useless - most members probably don't even know there is a beta version (like me until recently), given that there is no information about it on this site (none that I can find).
I'm in complete agreement with you Vince. I can't see the point of being able to post a large file and then having it re-sized before being shown on the site.
I've only seen a couple of images where this has been done and the image (as viewed on TE) actually looks to have been poorly compressed / resized and quality lost.
Far better I would say to do your own resizing and compressing to ensure you get the best possible result.
Here are the parameters I got from them:
UPLOAD SIZE = 7 Megs per image; maximum size is 3500px X 3500px.
However, on the live version pictures would be re-sized to 800px. The reason for that was already discussed in other threads (after we increased to px size many users were complaining that they cannot see the picture "at once" and asked to change it back).
Hi Alex - I'm back again with the sizing issue and refer to your quote above. After reading various threads on this issue and the problems encountered, is it not possible to the tech team to assess what size the picture placement 'holder' should be to allow the maximum size shot which can be seen in its entirety on the new TE site and then for them to compute the number of pixels/cm/inches an upload should be to work within that frame? Simply allowing a 3500x3500 obviously means the shot will be too large for a screen. On my screen the maximum # of pixels I can view an image at is 1500 wide and 1000 deep if I wish to see the whole shot at once. Larger than this in either width or depth means I have to scroll. It should also be noted that at this size my screen is full so it is too large for any text to be seen at the same time. Most recently I have been uploading shots at about 1250 px wide and 892 px deep, this allows them to be seen at a good size and resolution on the beta version but it would be excellent if the tech team could apply similar dimensions to the main TE site.
Reading through the various comments/threads on this subject, I get th feeling that the tech team didn't really do their homework before making the initial changes. I'm sure with a little thought they are more than capable of getting this right.
I look forward to your feedback.
Thanks for you time.
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K-12 Education Tax Credits Save Millions
The latest fiscal impact review of Arizona's scholarship tax credit programs estimates that they saved between $44 million and $186 million last year. The programs offer individuals and businesses dollar‐for‐dollar tax credits if they make donations to non‐profit K-12 scholarship‐granting organizations. Those organizations, in turn, provide private school tuition assistance.
This is much higher than the savings estimate offered by the Arizona Republic last month, as the AZ Republic story linked above is quick to point out. I deal with the reasons for the discrepancy below, but first, here's the crucial fact that the Republic has missed yet again: if the tax credit programs were significantly expanded, such as by raising the donation caps, the state would undeniably save many hundreds of millions of dollars annually. In fact, if the share of AZ schoolchildren participating in the program rose to just 40 percent, taxpayers would save billions of dollars a year — even if the size of the individual scholarships had to triple to achieve that result.
The Republic's failure to report that inescapable and rather important fact does it no credit.
Now, on to the reason for the discrepancy in savings numbers. The body of the story hints at it: the Republic's estimate assumed that private school enrollment would have been flat or increasing without the tax credit program, while the latest estimate does not.
As I pointed out at the time, the Republic's assumption is demonstrably mistaken. Official AZ statistics show that enrollment in private schools peaked before the tax credit program had gotten under way, and had begun to decline as a result of rapid growth in the (tuition‐free) charter school sector. So the Republic's savings estimate was almost certainly too low.
As the author of the latest study admits, his assumptions about the true number of students who have migrated to private schools as a result of the program are speculative, but at least they are reasonable and not obviously erroneous, as the Republic's were. In any event, the savings from a much larger migration to the private sector are not in doubt.


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The lawyer for a veterinarian who mistakenly euthanized a cat brought in for a flea bath said there was a mix-up, but the cat's owner signed paperwork indicating he wanted the cat put to sleep and Dr. Muhammad Malik explained that to him.
Michael Sheridan said Dr. Malik's office received a call from a man wanting to have his cat euthanized around the same time Colleen A. Conlon called to confirm flea bath appointments for Lady and Little Bit, her two cats.
"But she didn't bring the cat in, her son did," Mr. Sheridan said, adding that clinic staff assumed he was the man who had just called about euthanizing when he arrived with one cat. Ms. Conlon said her son took the cats in one at a time because they had just one carrier.
While Mr. Sheridan said that mistake may be understandable, things should have been cleared up quickly when Ms. Conlon's son, Jesse Conlon, 24, was taken to a room and handed the forms, which have the word "euthanasia" in at least two places. He was also asked a routine series of questions that most veterinarians run though before injecting an animal with a life-ending solution, Mr. Sheridan explained.
"Dr. Malik asked whether the cat had bitten anyone, because it would have had to be quarantined, and he asked about post-mortem care," Mr. Sheridan said.
When Mr. Conlon arrived back a short time later with Little Bit in the carrier and learned that Lady had been euthanized, he was stunned. He told his mother the paperwork seemed routine, like something any new client would fill out, and since the cats hadn't been to this veterinarian before, he didn't question it.
Mr. Sheridan said he doesn't believe Dr. Malik can be held liable, but all the same, the doctor is devastated by what happened.
"He loves animals, that's why he's a vet," Mr. Sheridan said. "He's treated thousands of animals and his heart really goes out to this family."
It's unclear why Mr. Conlon didn't understand that Lady was to be put down, though Mr. Sheridan wondered if his youth and the term euthanasia instead of something more descriptive and easily understood may have factored in. He said he's sure the highly publicized incident has other veterinarians reading the forms they use and going over their practices to avoid ever having a similar situation.
The experience has been painful for everyone involved, he said. The Conlons lost a beloved pet that once belonged to Ms. Conlon's late daughter, who gave her the cat a year before she was killed in a car accident.
And Dr. Malik, who is also quite upset, has had to call police because he's receiving death threats, including one from a person who said he would slit the doctor's throat, Mr. Sheridan said.
"That's not the answer," Mr. Sheridan said, adding that Lady's story should be a cautionary tale for all to read what they're signing and to ask questions, and for veterinarians to be sure their clients understand completely what will be done to their animals.