text:
After I had parted from the artilleryman, I went down the hill, and by the High Street across the bridge to Fulham. The red weed was tumultuous at that time, and nearly choked the bridge roadway; but its fronds were already whitened in patches by the spreading disease that presently removed it so swiftly.
At the corner of the lane that runs to Putney Bridge station I found a man lying. He was as black as a sweep with the black dust, alive, but helplessly and speechlessly drunk. I could get nothing from him but curses and furious lunges at my head. I think I should have stayed by him but for the brutal expression of his face.
There was black dust along the roadway from the bridge onwards, and it grew thicker in Fulham. The streets were horribly quiet. I got food—sour, hard, and mouldy, but quite eatable—in a baker's shop here. Some way towards Walham Green the streets became clear of powder, and I passed a white terrace of houses on fire; the noise of the burning was an absolute relief. Going on towards Brompton, the streets were quiet again.
Here I came once more upon the black powder in the streets and upon dead bodies. I saw altogether about a dozen in the length of the Fulham Road. They had been dead many days, so that I hurried quickly past them. The black powder covered them over, and softened their outlines. One or two had been disturbed by dogs.
Where there was no black powder, it was curiously like a Sunday in the City, with the closed shops, the houses locked up and the blinds drawn, the desertion, and the stillness. In some places plunderers had been at work, but rarely at other than the provision and wine shops. A jeweller's window had been broken open in one place, but apparently the thief had been disturbed, and a number of gold chains and a watch lay scattered on the pavement. I did not trouble to touch them. Farther on was a tattered woman in a heap on
a doorstep; the hand that hung over her knee was gashed and bled down her rusty brown dress, and a smashed magnum of champagne formed a pool across the pavement. She seemed asleep, but she was dead.
The farther I penetrated into London, the profounder grew the stillness. But it was not so much the stillness of death—it was the stillness of suspense, of expectation. At any time the destruction that had already singed the northwestern borders of the metropolis, and had annihilated Ealing and Kilburn, might strike among these houses and leave them smoking ruins. It was a city condemned and derelict. . . .
In South Kensington the streets were clear of dead and of black powder. It was near South Kensington that I first heard the howling. It crept almost imperceptibly upon my senses. It was a sobbing alternation of two notes, "Ulla, ulla, ulla, ulla," keeping on perpetually. When I passed streets that ran northward it grew in volume, and houses and buildings seemed to deaden and cut it off again. It came in a full tide down Exhibition Road. I stopped, staring towards Kensington Gardens, wondering at this strange, remote wailing. It was as if that mighty desert of houses had found a voice for its fear and solitude.
"Ulla, ulla, ulla, ulla," wailed that superhuman note—great waves of sound sweeping down the broad, sunlit roadway, between the tall buildings on each side. I turned northwards, marvelling, towards the iron gates of Hyde Park. I had half a mind to break into the Natural History Museum and find my way up to the summits of the towers, in order to see across the park. But I decided to keep to the ground, where quick hiding was possible, and so went on up the Exhibition Road. All the large mansions on each side of the road were empty and still, and my footsteps echoed against the sides of the houses. At the top, near the park gate, I came upon a strange sight—a bus overturned, and the skeleton of a horse picked clean. I puzzled over this for a time, and then went on to the bridge over the Serpentine. The voice grew stronger and stronger, though I could see nothing above the housetops on the north side of the park, save a haze of smoke to the northwest.
"Ulla, ulla, ulla, ulla," cried the voice, coming, as it seemed to me, from the district about Regent's Park. The desolating cry worked upon my mind. The mood that had sustained me passed. The wailing took possession of me. I found I was intensely weary, footsore, and now again hungry and thirsty.
It was already past noon. Why was I wandering alone in this city of the dead? Why was I alone when all London was lying in state, and in its black shroud? I felt intolerably lonely. My mind ran on old friends that I had forgotten for years. I thought of the poisons in the chemists' shops, of the liquors the wine merchants stored; I recalled the two sodden creatures of despair, who so far as I knew, shared the city with myself. . . .
I came into Oxford Street by the Marble Arch, and here again were black powder and several bodies, and an evil, ominous smell from the gratings of the cellars of some of the houses. I grew very thirsty after the heat of my long walk. With infinite trouble I managed to break into a public-house and get food and drink. I was weary after eating, and went into the parlour behind the bar, and slept on a black horsehair sofa I found there.
I awoke to find that dismal howling still in my ears, "Ulla, ulla, ulla, ulla." It was now dusk, and after I had routed out some biscuits and a cheese in the bar—there was a meat safe, but it contained nothing but maggots—I wandered on through the silent residential squares to Baker Street—Portman Square is the only one I can name—and so came out at last upon Regent's Park. And as I emerged from the top of Baker Street, I saw far away over the trees in the clearness of the sunset the hood of the Martian giant from which this howling proceeded. I was not terrified. I came upon him as if it were a matter of course. I watched him for some time, but he did not move. He appeared to be standing and yelling, for no reason that I could discover.
I tried to formulate a plan of action. That perpetual sound of "Ulla, ulla, ulla, ulla," confused my mind. Perhaps I was too tired to be very fearful. Certainly I was more curious to know the reason of this monotonous crying than afraid. I turned back away from the park and struck into Park Road, intending to skirt the park, went along under the shelter of the terraces, and got a view of this stationary, howling Martian from the direction of St. John's Wood. A couple of hundred yards out of Baker Street I heard a yelping chorus, and saw, first a dog with a piece of putrescent red meat in his jaws coming headlong towards me, and then a pack of starving mongrels in pursuit of him. He made a wide curve to avoid me, as though he feared I might prove a fresh competitor. As the yelping died away down the silent road, the wailing sound of "Ulla, ulla, ulla, ulla," reasserted itself.
I came upon the wrecked handling-machine halfway to St. John's Wood station. At first I thought a house had fallen across the road. It was only as I clambered among the ruins that I saw, with a start, this mechanical Samson lying, with its tentacles bent and smashed and twisted, among the ruins it had made. The forepart was shattered. It seemed as if it had driven blindly straight at the house, and had been overwhelmed in its overthrow. It seemed to me then that this might have happened by a handling-machine escaping from the guidance of its Martian. I could not clamber among the ruins to see it, and the twilight was now so far advanced that the blood with which its seat was smeared, and the gnawed gristle of the Martian that the dogs had left, were invisible to me.
Wondering still more at all that I had seen, I pushed on towards Primrose Hill. Far away, through a gap in the trees, I saw a second Martian, as motionless as the first, standing in the park towards the Zoological Gardens, and silent. A little beyond the ruins about the smashed handling-machine I came upon the red weed again, and found the Regent's Canal, a spongy mass of dark-red vegetation.
As I crossed the bridge, the sound of "Ulla, ulla, ulla, ulla," ceased. It was, as it were, cut off. The silence came like a thunderclap.
The dusky houses about me stood faint and tall and dim; the trees towards the park were growing black. All about me the red weed clambered among the ruins, writhing to get above me in the dimness. Night, the mother of fear and mystery, was coming upon me. But while that voice sounded the solitude, the desolation, had been endurable; by virtue of it London had still seemed alive, and the sense of life about me had upheld me. Then suddenly a change, the passing of something—I knew not what— and then a stillness that could be felt. Nothing but this gaunt quiet.
London about me gazed at me spectrally. The windows in the white houses were like the eye sockets of skulls. About me my imagination found a thousand noiseless enemies moving. Terror seized me, a horror of my temerity. In front of me the road became pitchy black as though it was tarred, and I saw a contorted shape lying across the pathway. I could not bring myself to go on. I turned down St. John's Wood Road, and ran headlong from this unendurable stillness towards Kilburn. I hid from the night and the silence, until long after midnight, in a cabmen's shelter in Harrow Road. But before the dawn my courage returned, and while the
stars were still in the sky I turned once more towards Regent's Park. I missed my way among the streets, and presently saw down a long avenue, in the half-light of the early dawn, the curve of Primrose Hill. On the summit, towering up to the fading stars, was a third Martian, erect and motionless like the others.
An insane resolve possessed me. I would die and end it. And I would save myself even the trouble of killing myself. I marched on recklessly towards this Titan, and then, as I drew nearer and the light grew, I saw that a multitude of black birds was circling and clustering about the hood. At that my heart gave a bound, and I began running along the road.
I hurried through the red weed that choked St. Edmund's Terrace (I waded breast-high across a torrent of water that was rushing down from the waterworks towards the Albert Road), and emerged upon the grass before the rising of the sun. Great mounds had been heaped about the crest of the hill, making a huge redoubt of it—it was the final and largest place the Martians had made—and from behind these heaps there rose a thin smoke against the sky. Against the sky line an eager dog ran and disappeared. The thought that had flashed into my mind grew real, grew credible. I felt no fear, only a wild, trembling exultation, as I ran up the hill towards the motionless monster. Out of the hood hung lank shreds of brown, at which the hungry birds pecked and tore.
In another moment I had scrambled up the earthen rampart and stood upon its crest, and the interior of the redoubt was below me. A mighty space it was, with gigantic machines here and there within it, huge mounds of material and strange shelter places. And scattered about it, some in their overturned war-machines, some in the now rigid handling-machines, and a dozen of them stark and silent and laid in a row, were the Martians—dead!
—slain by the putrefactive and disease bacteria against which their systems were unprepared; slain as the red weed was being slain; slain, after all man's devices had failed, by the humblest things that God, in his wisdom, has put upon this earth.
For so it had come about, as indeed I and many men might have foreseen had not terror and disaster blinded our minds. These germs of disease have taken toll of humanity since the beginning of things—taken toll of our prehuman ancestors since life began here. But by virtue of this natural selection of our kind we have developed resisting power; to no germs do we
succumb without a struggle, and to many—those that cause putrefaction in dead matter, for instance—our living frames are altogether immune. But there are no bacteria in Mars, and directly these invaders arrived, directly they drank and fed, our microscopic allies began to work their overthrow. Already when I watched them they were irrevocably doomed, dying and rotting even as they went to and fro. It was inevitable. By the toll of a billion deaths man has bought his birthright of the earth, and it is his against all comers; it would still be his were the Martians ten times as mighty as they are. For neither do men live nor die in vain.
Here and there they were scattered, nearly fifty altogether, in that great gulf they had made, overtaken by a death that must have seemed to them as incomprehensible as any death could be. To me also at that time this death was incomprehensible. All I knew was that these things that had been alive and so terrible to men were dead. For a moment I believed that the destruction of Sennacherib had been repeated, that God had repented, that the Angel of Death had slain them in the night.
I stood staring into the pit, and my heart lightened gloriously, even as the rising sun struck the world to fire about me with his rays. The pit was still in darkness; the mighty engines, so great and wonderful in their power and complexity, so unearthly in their tortuous forms, rose weird and vague and strange out of the shadows towards the light. A multitude of dogs, I could hear, fought over the bodies that lay darkly in the depth of the pit, far below me. Across the pit on its farther lip, flat and vast and strange, lay the great flying-machine with which they had been experimenting upon our denser atmosphere when decay and death arrested them. Death had come not a day too soon. At the sound of a cawing overhead I looked up at the huge fighting-machine that would fight no more for ever, at the tattered red shreds of flesh that dripped down upon the overturned seats on the summit of Primrose Hill.
I turned and looked down the slope of the hill to where, enhaloed now in birds, stood those other two Martians that I had seen overnight, just as death had overtaken them. The one had died, even as it had been crying to its companions; perhaps it was the last to die, and its voice had gone on perpetually until the force of its machinery was exhausted. They glittered now, harmless tripod towers of shining metal, in the brightness of the rising sun.
All about the pit, and saved as by a miracle from everlasting destruction, stretched the great Mother of Cities. Those who have only seen London veiled in her sombre robes of smoke can scarcely imagine the naked clearness and beauty of the silent wilderness of houses.
Eastward, over the blackened ruins of the Albert Terrace and the splintered spire of the church, the sun blazed dazzling in a clear sky, and here and there some facet in the great wilderness of roofs caught the light and glared with a white intensity.
Northward were Kilburn and Hampsted, blue and crowded with houses; westward the great city was dimmed; and southward, beyond the Martians, the green waves of Regent's Park, the Langham Hotel, the dome of the Albert Hall, the Imperial Institute, and the giant mansions of the Brompton Road came out clear and little in the sunrise, the jagged ruins of Westminster rising hazily beyond. Far away and blue were the Surrey hills, and the towers of the Crystal Palace glittered like two silver rods. The dome of St. Paul's was dark against the sunrise, and injured, I saw for the first time, by a huge gaping cavity on its western side.
And as I looked at this wide expanse of houses and factories and churches, silent and abandoned; as I thought of the multitudinous hopes and efforts, the innumerable hosts of lives that had gone to build this human reef, and of the swift and ruthless destruction that had hung over it all; when I realised that the shadow had been rolled back, and that men might still live in the streets, and this dear vast dead city of mine be once more alive and powerful, I felt a wave of emotion that was near akin to tears.
The torment was over. Even that day the healing would begin. The survivors of the people scattered over the country—leaderless, lawless, foodless, like sheep without a shepherd—the thousands who had fled by sea, would begin to return; the pulse of life, growing stronger and stronger, would beat again in the empty streets and pour across the vacant squares. Whatever destruction was done, the hand of the destroyer was stayed. All the gaunt wrecks, the blackened skeletons of houses that stared so dismally at the sunlit grass of the hill, would presently be echoing with the hammers of the restorers and ringing with the tapping of their trowels. At the thought I extended my hands towards the sky and began thanking God. In a year, thought I—in a year. . . .
With overwhelming force came the thought of myself, of my wife, and the old life of hope and tender helpfulness that had ceased for ever.

subset: commoncrawl


text:
cash app balance:- +1 855 233 1940 Cash App Payment pending means the recipient hasn't received or accepted the payment yet. Cash App waiting to complete payment is required for the initial transaction and you need to manually accept the payments Under the "Pending" Tab. The recipient can accept or deny the Cash App pending payment.
Why is Cash App pending? If a cash app card balance says "Pending" in 18552331940 your feed, this means your money is stuck somewhere between your account and the account you're trying to send it to. For first-time users, you need to manually accept the payments Under the "Pending" Tab.
Is the money deducted from your where can i load my cash app card or bank account? Knowing this will also help in locating the source of the problem that is leading to your pending transactions.
When you choose to Settle a payment via cash app send money to wrong person, the transactions are almost available instantly. However, in the rare case that sometimes it can show as Pending Payment.
When you send a payment and it doesn't get credited to your friend. Instead, you get a message that your transaction is "cash app direct deposit."
If a payment that you sent is cash app direct deposit unemployment, it means the recipient hasn't received it. Don't panic if it happened to you as it can be resolved.
As mentioned above, in most cases cash app direct deposit late are usually available instantaneously.
According to the cash app direct deposit failed, it states that "If a payment is showing as pending it could mean that an action is required from your end and you need to follow the steps outlined in your activity feed to process the payment."
Why is my Cash App Payment Pending?
Your Cash App payment may be cash app direct deposit pending because the transactions haven't been fully processed yet. For example, it may be because the online payment service holds funds in certain cases it senses fraudulent transactions. You need to follow the steps outlined in your activity feed to complete.
Cash App might be pending your money if it feels like your account is compromised and there are ways to expedite the release of funds and let the payment go through.
What does it Mean When Cash App says Pending?
When cash app transfer failed say Pending +1 855 233 1940 , it means that your Cash App transaction is stuck between or not accepted by the recipient. However, it could also mean that there are site-wide issues and indicates some issue with the server, and it is not responding simultaneously.
There could be several reasons why your cash app add cash failed is in a Pending situation. Hence, we could not provide one-fix solutions as each have their problems.
We will outline all the possible reasons why it is Pending and how to complete the payment.
This is the reason why cash app add cash pending itself doesn't list down any troubleshooting guide, rather a statement "follow the steps outlined in your activity feed to complete the payment." which is quite vague but makes sense as each has its own issue.
Reasons why your Payment is Pending on Cash App?
Why does Cash App say cash app cash out pending? First of all, it could be caused by a security issue with your account. You just need to follow any steps that are specifically outlined in your activity feed in order to resolve the issue.
For example, cash app cash out failed allows has a limitation to send up to $250 within any 7-day period and receive up to $1,000 within any 30-day period for unverified accounts.
If you try to send or receive a payment exceeding those limitations, you would be asked to increase those limits by verifying your account activate cash app card and all the payments send during that limitation period before resetting might be all in a pending state.
If we are to assume that is not the issue and everything is within the limits, it could be from the technical end and you might have some sort of connectivity issues cash app account closed, insufficient balance, and other limitations to process payments in a timely manner.
I don't wanna mix the two guides, so you can check that article to fix the issues.
How do I Accept Pending Payments on Cash App:
Open Cash App on your Phone.
Visit the "Activity" tab from the clock icon located at the bottom-right corner of your screen.
Right Under the "Pending" tab, you'll see all the pending transactions.
An Accept Button with green color will be shown next to the pending payments.
Click on "Accept" to accept the pending payments and receive the money to your Cash App wallet.
When you select accept, a pop-up will show on your screen asking to confirm that you would like to receive the payment from the user.
Select the "Confirm" button from the bottom of the screen.
Click on "Done" to accept the pending payments on Cash App.
This pending payment authorization cash app closed account is required only if you are receiving funds and doing transactions for the first time with the user. Once authorized, there is no need to confirm as all funds are sent directly and received to Cash App wallet automatically. How long Does a Pending Payment take on Cash App? Cash App Pending Payment usually takes from a few minutes to even days. There is no one fixed time frame. +1 855 233 1940 For a pending direct deposit take on closed my account, the direct deposit payment is usually processed between 4-5 working days. In the case of PayPal, If your PayPal money is pending, it is because the online payment service is holding your money in certain cases. In some cases, PayPal may even place your funds on hold for up to 21 days. The same concept can be applied here, as if payments are on Pending for security and suspicious activities, it would require you to require to confirm your identity which can take a few days in order to verify your account.
In the case that it is pending for a lighter reason, it usually goes cash app cash out failed through in a few minutes to an hour. You can contact Cash App support if you still got pending after solving the issues that they have outlined in your feed. Can you cancel a Pending transaction on Cash App?
Yes, you may be able to cancel a pending transaction. If you have gone through all the troubleshooting guides and the solution they provide, but still can't get the solution. However, there may be a cancel option available on the receipt for pending payment and in some cases, they may not be available, in that case, you need to wait out. If your Cash app is pending, Don't Resend your transaction. But I don't recommend resending the money just because the transaction is in pending status. If the payment goes through, you could be sending double. Either cancel, get the refund and resend . If none of these tips are helping you with the issue, it is recommended to contact Cash App customer support. Unfortunately, Cash App has no live chat or phone number to speak to a live person. You will have to send an email or tweet describing the problem and wait for their follow-up. Cash Out Failed: How to fix it, If the cash app cash out failed & pending due to some reason? Call Cash App Cash Out Failed +18552331940 Cash-out failed is one of the common issues. Cash App users often complain about this "why the Cash app cash out fail?" If you are also experiencing the +18552331940 then you do not need to worry you can easily resolve the Cash out failed issue? You can fix the Cash-out failed issue by following some troubleshooting steps
Easy Steps to fix cash app cash out failed: Cashouts to your bank account from your Cash App appear on your statement with the prefix Cash App If we are unable to send your funds instantly, they will be available in your bank account within 1–3 business days and you will be refunded any Instant Deposit Fees. Download Transaction History Download a copy of your transaction history. Cash Out Instructions Deposit funds from your Cash App to your bank account. Problem Linking Bank Account Can't link a bank account to Cash App. Cash Out Speed Options Cash App offers standard and Instant deposits. Cash Out wasn't Instant If your debit card doesn't accept Instant Deposit, you will be refunded any Instant Deposit fees and your deposit will arrive in your bank account in 1–3 business days. Closed Bank Accounts or Expired Cards When a payment is sent to a closed bank account or a canceled debit card, several things could happen. Increase Cash Out Speed Having a debit card linked to your Cash App may let you deposit money in your bank account faster. Check Your Cash Out Status You can check your Cash Out status in your activity feed in your Cash App. If you are experiencing the cash-out failed issue there can be many reasons behind this. You can resolve the issue by following some easy steps: Review the balance of the Cash App account: The first thing that you need to do is check the Cash App balance. The transfer fails due to insufficient balance in the account. So you should always be sure that there is enough money in the account to successfully transfer it. Use always an updated version of the Cash App: If there are any issues on the Cash App account then, you need to immediately update the Cash App on your mobile phone. Verify payment information and other details: The transfer failure is possible from your account if you enter the incorrect details. It is recommended that you should always recheck the information while making a transaction on Cash App. Cancel Transactions: You should cancel the failed Cash App transaction within 24 hours of sending that your fund will not be deducted from a bank account. In such a situation you won't see the option of canceling the payment. You need to take some steps on Cash App to cancel a Cash App payment. Pending Charges: If a Cash-out failed it means that you have any pending charge on your card statement. It may look like the charge has been posted to their account, but it should fall off after a few business days. Your bank will get a void notification as soon as a payment becomes voided. So, then it is up to the bank to release any hold on the cardholder's funds. If any Cash App transaction does not show up in your payment history but appears on a customer's card statement, this is a sign that your customer is seeing a pending transaction and not an actual charge. Declined Cards: If a Cash-out is failed on Cash App and then these messages pop up: The card has expired. Please use a different card." Please use a different card." Please have a cardholder call the issuer before retrying the transaction." Please verify the card number, expiry date, CVV, and ZIP code." You need to check the card number, expiration date, CVV, and ZIP code." You must also contact your card issuing bank if you repeatedly get Cash App payment declined on screen. Connect to a strong Wi-fi connection: Cash App requires a strong internet connection to process payments. This can be either a Wi-Fi connection or data service (such as 3G, 4G, or EDGE). You should always prefer Wi-Fi over your cellular network for a faster processing experience on Cash App. Call Cash App Cash Out Failed 18552331940 Cash App cash out pending: Sometimes Cash App cash out pending is possible due to technical reasons. The pending payment on Cash App is what it sounds like the cash out is struck for some issues. This issue mainly occurs due to server issues with the bank. You should not worry about why Cash App cash out is pending and fix this issue. You should not immediately cancel the payment and wait for some time to get this pending payment clear. Call Cash App Cash Out Failed 18552331940 FAQ For Cash App Cash out Pending & Failed Q: Why has my cash out not been processed? A: You can expect the Cash out process to complete within 5 business days however if there are any delays in payment that is often due to incorrect routing or bank account number being entered. Q: Why does my cash out keep failing? A: Many users complain about this "Why do Cash App payments failed" but they do not check the payment credentials they have entered for Cash App transfer. Your cash out failure can possible because you may have entered the wrong payment details of the recipient Q: Why is my cash App not letting me receive money? A: Your Cash App is not letting you receive money because you may have crossed the daily limit of the amount that can be received on the Cash App. So, to increase the Cash App limit you need to verify a Cash App account. Q: What happens when you press cash out? A: On Cash App when you receive money it stays in the app but you can 'Cash out failed' the money from Cash Card which can be used as a debit card and spend your balance anywhere that accepts Visa. Hence, when you press "Cash out pending" you simply have to transfer your balance in the app to your linked bank account.


text:
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text:
The ARRL Letter
Volume 19, Number 5
February 4, 2000
- +League to inaugurate Certification Program
- +FCC widens W5YI-VEC audit
- +ARRL asks FCC to deny Kenwood petition
- +ARRL, IARU represent ham radio at ITU session
- +Swan, Atlas Radio founder Herb Johnson, W6QKI, SK
- What's the Frequency, Dennis?
- Solar update
- In Brief: This weekend on the radio; +Revised question pools now available; Court of Appeals upholds FCC preemption on RFI issues; Russia launches supply ship to Mir; +Ham was aboard Flight 261; Memphis-area Amateur Radio clubs welcome ARRL Board; On-line Amateur Radio practice tests; Restructuring boosts VE session attendance; American Lung Association seeks hams for 2000 "Big Ride"
+Available on ARRL Audio News
The ARRL Board of Directors has approved the development and implementation of an initiative to promote self-education by radio amateurs. The new ARRL Certification Program will aim to inspire amateurs to continue acquiring technical knowledge and operating expertise beyond that required to become licensed and give them a chance to test their own limits. Following up on the "2010 Vision" discussions at last July's Board meeting, ARRL Executive Vice President David Sumner, K1ZZ, presented the broad strokes of the Certification Program during the Board's January 21-22 meeting in Memphis.
At this point, the Certification Program only exists as a concept, with the details to be worked out, but plans call for having the program in place by later this year. The first step in putting the program in place will be to solicit the ideas of ARRL members, via a Web-based message board, on appropriate topics to be included in the initial rollout. "The idea is to make this program what members want it to be, and not something imposed from 'on high,'" Sumner said.
"Many ARRL members believe there is a widening gap between what the FCC requires amateur licensees to know and what it takes to be truly knowledgeable about Amateur Radio," he continued. "Whether or not you agree, it's certainly true that those of us who took our FCC exams years ago have never had to demonstrate an understanding of current technology. We could use a new challenge."
The new Certification Program will offer participants an opportunity to earn credentials at various levels of depth and difficulty in different courses of study--perhaps in such areas as ionospheric propagation, receiver design, and Morse code proficiency. Sumner said the ARRL should and will continue to encourage the development of Morse code proficiency beyond the basic HF licensing requirements. He observed that the standards for ARRL certification could be more stringent and more uniform than those used for FCC exams.
Sumner said he sees the certification program not only as a welcome opportunity for individual self-development but a response to the perceived "dumbing down" of Amateur Radio qualifications--especially in the aftermath of the FCC's recently announced license restructuring plan. While the plan was not developed directly in response to restructuring, its timing could not be better, Sumner said, conceding that the restructuring debate "has moved it up the agenda."
As envisioned, the program would be largely self-supporting, but startup costs would be funded from the Exceptional Merit Stipend established by the late Ethel Smith, K4LMB. The Certification Program will be dedicated to her memory. Smith--who helped found the Young Ladies Radio League and served as its first president--died in 1997, leaving the bulk of her estate to the ARRL.
Sumner says a Web-based message board will be set up in a few weeks to gather input from members in terms of specific programs and areas of study or skills development they would like to see become part of the voluntary certification program. The League plans to seek outside expert input to assist in setting the knowledge or performance threshold at the optimal level.
The program likely will include some professional development aspects and could include the granting of Continuing Education Units--CEUs. The League also is seeking cooperative arrangements with related professional organizations. It already has a memorandum of understanding with the National Association of Radio-Television Engineers and has approached the Society of Broadcast Engineers for a similar agreement.
The voluntary certification program dovetails neatly with goals expressed by the League's new President Jim Haynie, W5JBP. Following his election January 21 in Memphis, Haynie said he favors even greater promotion of Amateur Radio, especially among youth and in schools, as well as programs to rekindle interest and activity among current licensees.
Citing complaints concerning the administration of Amateur Radio examinations, the FCC has expanded an audit of the W5YI-Volunteer Examiner Coordinator operated by Fred Maia, W5YI, in Dallas, Texas. In a February 2 letter, FCC Special Counsel for Amateur Radio Enforcement Riley Hollingsworth said the complaints "allege the selling of both original licenses and upgrade licenses in Puerto Rico and the Virgin Islands" by W5YI-VEC volunteer examiners.
The eight-page FCC letter also cites an ongoing probe begun late last fall into three 1999 W5YI-VEC exam sessions in South Carolina and seeks additional details from Maia. At the South Carolina sessions, Hollingsworth said, VEs have filed statements claiming their names were forged on session documents by the W5YI session manager. The FCC says a session manager's license apparently was upgraded to Amateur Extra, an unannounced "sub session" was held after a regular VE session, and a General class session manager administered an Extra class examination.
Maia, who's been cooperating in the FCC's South Carolina probe, told the ARRL that he was surprised, confused, and "a little discouraged" to learn that the FCC had expanded its audit. He suggested that the FCC might be acting on the basis of "incorrect information" and said he's not aware that anyone ever paid for any licenses through a W5YI-VEC volunteer examiner.
In December, Maia conceded that there was reason to believe that W5YI-VEC paperwork may have been forged in South Carolina, that some volunteer examiners actually were impostors, and that one examiner also was an examinee.
In his letter, Hollingsworth noted that no Virgin Islands licensees originally tested by W5YI-VEC and later called in by the FCC for retesting have appeared for retesting. The FCC this week canceled licenses of five US Virgin Islands residents for failing to appear for retesting. Maia says the W5YI-VEC has not administered amateur exams in the US Virgin Islands since 1992, and he's looking into the situation. "I am totally in the dark on that one," Maia said of the Virgin Islands inquiry.
Of W5YI-VEC examinees recalled in Puerto Rico, the FCC said, only one showed up for retesting. Maia says he knows of only one situation in Puerto Rico that involved a VE who was disaccredited after being called in for retesting. Maia said he would contact Hollingsworth to get more specifics about the latest allegations of W5YI-VEC testing irregularities.
The FCC letter asks Maia if he's received complaints about the possible selling of licenses and upgrades by W5YI-VEs in Puerto Rico, the US Virgin Islands, and South Carolina and, if so, how they've been handled. Among other things, the Commission also seeks details regarding screening and accreditation of W5YI-VEC volunteer examiners; examination materials and their handling and grading; how exam results are verified; and the names of VEs and the applicants they tested over the past three years. The FCC asked W5YI-VEC if VE sessions are announced publicly in advance, as required by Part 97, and if any have not been.
Hollingsworth's letter cited the 1983 Report and Order that established the volunteer examiner program. The R&O says that being a VE, "by its very nature, demands the highest degree of integrity." The FCC asked the W5YI-VEC to respond within 30 days.
The League says the FCC should deny a request by the Kenwood Communications Corporation to permit operation of its "Sky Command" system in the 2-meter band. In December, Kenwood asked the FCC either to declare that Sky Command complies with Commission rules or to waive applicable sections of the rules to make it legal. The ARRL filed comments on Kenwood's petition, DA 99-2805, on January 31.
Sky Command, which lets the user control a fixed HF station via a pair of dual-band transceivers, has been on the market for more than two years. The ARRL has declined to permit Sky Command advertisements in QST, however, because it maintains that the system is not legal to use as configured. Sky Command operates in full duplex, using a 70-cm frequency to transmit audio and control commands to a dualband transceiver at the remote station and a 2-meter frequency to transmit received audio via the remote station's Sky Command transceiver to the operator's transceiver.
The League maintains that Kenwood's use of a 2-meter frequency would cause amateurs using the system to violate Section 97.201(b), which limits auxiliary operation to certain frequencies above 222.15 MHz.
In its comments to the FCC, the League said the type of operation employed by the Sky Command System is "clearly auxiliary operation, and as such is not permitted in the 144-148 MHz band." Kenwood had asserted that the 2-meter link constitutes third-party communications. The League said Kenwood's reasoning flies in the face of the FCC rules, which restrict automatic retransmittal of other amateur stations to auxiliary, repeater, and space stations. "The question of whether third-party communications is involved is simply irrelevant," the League said.
The League called Kenwood's Sky Command System "a fine product" that would be of interest to many hams if designed for frequencies on which auxiliary operation is legally permitted. Carving out an exemption by waiving the rules for Kenwood's product, the League argued, would amount to "inappropriate favoritism."
The League suggested that Kenwood could remedy its problem by using its TH-89 transceiver, which operates in the 430 MHz and 1.2 GHz bands. "Auxiliary operation is permitted in both of these bands," the League said. "Kenwood markets the TH-89 in Japan but has chosen not to export it to the United States."
In 1986, the FCC turned down a petition by the QCWA to remove frequency restrictions on auxiliary operation. The ARRL said growth in the hobby since then makes 2 meters even less appropriate today--especially given the growth in the amateur population and the use of packet and APRS.
Comments on the Kenwood petition were due by January 31, 2000. Reply comments are due by February 14, 2000. Commenters should reference DA 99-2805. The full text of the ARRL comments are available at http://www.arrl.org/announce/regulatory/arrl-da99-2805.pdf.
Walt Ireland, WB7CSL, of the League's Technical Relations Office represented the ARRL on the US Delegation to an International Telecommunication Union meeting in Orlando, Florida, January 24-28. International Amateur Radio Union Technical Expert Ken Pulfer, VE3PU, attended on behalf of the IARU (Pulfer also is Radio Amateurs of Canada International Affairs Vice President).
The meeting of ITU Working Party 7C concerned Earth exploration satellites. ARRL's primary interest in this working party relates to threats to the Amateur Services in the 70-cm band from synthetic aperture radars--or SARs. ARRL, the Department of Defense, and Jet Propulsion Labs submitted a joint document showing the results of computer simulations indicating that SARs in the 420-450 MHz band would cause interference to amateurs and to military radars. A document outlining the status of studies conducted since 1998 and work that must be completed was prepared and approved at the meeting. This will cause the SAR proponents--namely the Netherlands--to conduct further sharing studies.
At WRC-2000, SAR proponents will try to have the 70-cm SAR issue placed on the agenda for WRC-2003, in an attempt to obtain an allocation at WRC-2003. The ARRL Technical Relations Office will continue to work with the US Air Force on sharing studies and computer simulations.
Herb Johnson, W6QKI--who founded Amateur Radio equipment manufacturer Swan Electronics in the 1960s--died February 1. Johnson, who lived in Cardiff, California, was 79 and had been in ill health for several years. According to Gary Smith, VE4YH (proprietor of the VE4YH Virtual Swan Museum, http://www.pcs.mb.ca/~standard/), Swan Electronics, then Swan Engineering, began during the winter of 1960-1961 as a one-man operation with Johnson, then W7GRA, building the first 10 Swan SSB rigs in a garage in Benson, Arizona.
Swan moved to California in 1962 and became a subsidiary of Cubic Corporation in 1967. Amateur equipment production continued until around 1979. In its heyday, Swan cranked out some 400 transceivers a month from its Oceanside, California, plant. Swan also manufactured station accessories.
Johnson subsequently formed Atlas Radio, which produced solid-state transceivers, including the popular Atlas 210. In 1995, a revived Atlas Radio promised to produce a new-generation Atlas 400X and even collected deposits and full payments for radios it ultimately failed to deliver or which failed to meet expectations. Johnson conceded in 1996 that he had "wandered into a mire of technical problems" in trying to design a new Atlas HF rig. He said he personally lost thousands of dollars on the revived Atlas Radio venture and estimated that as many as 250 hams had made deposits, while only a few ever saw their money again. Many hams complained to the ARRL, and a few sought legal action against Atlas Radio.
Other hams who invested in Atlas Radio also were left in the cold. In 1995, a company called O.M. Radio struck a deal to take over Atlas Radio's assets and manage the company. O.M. Radio also operated an Atlas Radio repair service and even promised to make good on delivering the new transceiver, but nothing ever came of the effort.
Ham moviegoers report seeing previews for the new movie Frequency, starring Dennis Quaid and directed by Gregory Hoblit, that's set for an April release. The ARRL was consulted in the interests of accuracy and came up with an unused W2 call sign for the movie's protagonist to use. The movie also recently got a plug on Entertainment Tonight.
Frequency is billed as a sci-fi thriller, but boatanchor fans may believe the movie was made just for them. The gist of it is that a long-dead father and his adult son meet up on the airwaves via ham radio (during the mother of all sunspot cycles), and the son tries to prevent his father's death by altering the past. Both also attempt to prevent a murder. It reportedly winds off into the ozone after that, but we don't want to spoil it for anyone.
According to someone who caught one of the trailers, the son (Quaid) uses an old Heathkit sans cabinet. "I guess the idea is to nail down the point that this is an old radio because you can see all the tubes glowing right out in the open," said Avery Comarow, W3AVE, who caught the preview. Information on Frequency is available at http://www.frequencymovie.com. Visit the Internet Movie Database at http://us.imdb.com/Title?0186151 for additional details and a look at the trailer.--thanks to Mark G Ewell, KC5IZN and Avery Comarow, W3AVE (via John Dilks, K2TQN)
Solar solon Tad Cook, K7VVV, Seattle, Washington, reports: Average solar flux and sunspot numbers were down over the past week, and geomagnetic indices were about the same as the week before. Average solar flux was down over 10 points to 138, and average sunspot numbers were off over 36 points to 99.
For this weekend, expect moderate planetary A indices of 7, 7 and 10 for Friday through Sunday, rising to 15 on Monday. Geomagnetic indices should stay moderate until February 23-26, when the planetary A index could reach 20.
Predicted solar flux for Friday through Sunday is 155, 170 and 180, rising to 190 on Monday, 195 on Tuesday, and peaking around 205 on February 11-12. Solar flux is expected to drop below 150 again after February 18, and bottom out around 130 from February 23-25.
Sunspot numbers for January 27 through February 2 were 110, 96, 81, 90, 82, 107 and 127 with a mean of 99. The 10.7-cm flux was 132.4, 152, 127.7, 132.7, 138.6, 138.1 and 144.4, with a mean of 138. The estimated planetary A indices were 12, 29, 25, 11, 6, 8 and 7, with a mean of 14.
In Brief:
- This weekend on the radio: The North American Sprint (SSB), the Minnesota, Delaware, Vermont and New Hampshire QSO parties, the FYBO Winter QRP Field Day, the Ten Ten International Net Winter Phone QSO Party, the YL-OM Contest (CW), the Spring Classic Radio Exchange, and the Mexico RTTY International Contest are the weekend of February 5-7. Just ahead: The North American Sprint (CW), the YL-OM Contest (SSB), the Winter Fireside SSB Sprint, the World Wide RTTY WPX Contest, and the PACC Contest are the weekend of February 12-14. See February QST, page 96, for more information.
- Revised question pools now available: Revised Amateur Radio examination question pools for the new Elements 2, 3 and 4 that become effective April 15, 2000, now are available on ARRLWeb at http://www.arrl.org/arrlvec/pools.html. The ARRL-VEC's Wayne Irwin, W1KI, says the revised pools remain a work-in-progress, and graphics still are being integrated. Irwin says the current Novice, Technician, Advanced and Amateur Extra graphic sheets remain available and valid. Examinations for Elements 2 and 3 will contain 35 questions; examinations for Element 4 contain 50 questions.
- Court of Appeals upholds FCC preemption on RFI issues: The US Court of Appeals for the 10th Circuit has upheld FCC preemption of RFI issues. In Southwestern Bell Wireless Inc v Johnson [Kansas] County Board of County Commissioners, the court invalidated a zoning regulation adopted by the county that permitted the county zoning administrator to determine that a communications tower or antenna was causing interference to public safety communications and to order the site to cease operations. The county included a restriction that tracked the terms of the regulation in a conditional-use permit to construct a 150-foot tower to be used by Southwestern Bell. Southwestern Bell successfully sought a declaratory judgment that the regulation was preempted by federal law. On the county's appeal, the Tenth Circuit held that Congress intended the FCC to have exclusive jurisdiction over RFI matters, leaving no room for local regulation. In a Ham-Law Reflector posting, ARRL Volunteer Counsel Edward Ricco, N5LI, says the decision "should be of value to those continuing to encounter problems with local government efforts to regulate antenna structures by purporting to regulate RF interference."--Edward Ricco, N5LI/Ham-Law Reflector
- Russia launches supply ship to Mir: Russia has launched a Progress cargo rocket to Mir that's carrying fuel and supplies needed to recommission the Russian space outpost. Russia is planning to send another crew to Mir in March. The Progress rocket docked automatically on February 2. It carried fuel, water and other supplies, plus equipment needed to build up pressure inside Mir, which has a minor leak. Russia had been prepared to scuttle Mir, which saw its last crew in August, to concentrate on its role in developing the International Space Station. A foreign investor reportedly has agreed to pay $20 million for at least one more Mir mission, however. The next crew is due to spend between 45 days and four months aboard Mir. It's not known if Amateur Radio gear aboard the aging space station will be reactivated.
- Ham was aboard Flight 261: At least one Amateur Radio operator reportedly was aboard the ill-fated Alaska Airlines Flight 261 that crashed into the Pacific this week. According to Dianna Killeen, KB6NAN, the passenger was Robert A. "Bob" Ost, KC6ZUC, a Technician class licensee from San Bruno, California. Killeen reports Ost was a fireman and a hang glider and "a great guy." Ost was 39 years old. His wife Ileana and infant daughter Emily also were aboard Flight 261.
ARRL President Jim Haynie, W5JBP (right), gets a Memphis welcome from (l-r) Melvin Jerkins, W4STI, president of the Olive Branch ARC; Lionel LeJeune, WA4KOG, of the Tri-State Repeater Organization; Kathy Troughton, KE4UYU, of the Delta ARC; Michael West, KD5DCJ, of the Dixie ARC; and Steve Greer, N4SG, of the Federal Express ARC. - Memphis-area Amateur Radio clubs welcome ARRL Board: When the ARRL Board of Directors met January 21-22 in Memphis, the Amateur Radio clubs in the Memphis area put out the welcome mat and hosted a hospitality suite for the League officers and Board members. Assisting were the Delta Amateur Radio Club, the Dixie Amateur Radio Group, the Hickory-Withe DX Club, the Olive Branch ARC, Federal Express ARC, Mid-South Amateur Radio Association, and the Tri-State Repeater Organization. To show the Board the diversity and longevity of Amateur Radio in the Memphis area, the clubs documented the histories of several area clubs spanning a period of more than 65 years.
- On-line Amateur Radio practice tests: The West Valley Amateur Radio Association has added on-line practice examinations for all written elements to its Web site. "Our program will automatically generate a test and grade it after you are done!" says Webmaster Mike Polkinghorn, K6PUD. Visit http://www.wvara.org and follow the link in the bulletin on the front page.--Mike Polkinghorn. K6PUD/WVARA
- Restructuring boosts VE session attendance: If reports like one recently from Volunteer Examiner Mark Mowery, AA8TC, are any indication, attendance at Amateur Radio examination sessions has gone through the roof. "Our first test session after the restructuring was announced was unbelievable," Mowery said. His Corunna VE Team in Michigan normally sees three to five at a session, but an evening session last month attracted 30. "It was great! We kept looking at each other in disbelief as the check-in line snaked out the door and into the parking lot, and kept getting longer." Mowery says that about half of the test-takers now are "Generals or Extras in waiting" while the other half wants to hurry up and upgrade "the old way" before the new structure takes effect.--Mark Mowery, AA8TC
- American Lung Association seeks hams for 2000 "Big Ride": The American Lung Association is recruiting ham radio "communicators" to assist in its Big Ride Across America 2000. The 2000 ride--only the second to use ham radio operators--is the third annual event to raise money and awareness for the American Lung Association's fight against lung disease. It's a 3500-mile bicycle trek from Seattle, Washington, to Washington, DC, from June 19, 2000 to August 5, 2000. More than 850 cyclists have raised in excess of $7.2 million during the previous rides. Details are available at http://www.bigride.com. To volunteer or to obtain more information about volunteer responsibilities, contact Volunteer Support Manager Mark Ewert, KB1ECH, email@example.com or call toll free at 877-BIGRIDE (877-244-7433).


text:
LaTeX CV Template
Creating a CV or resume in LaTeX can be time-consuming, especially if you're relatively new to it or only know the basic math commands (like 9 out of 10 mathematicians). Thus, I present to you the LaTeX CV template that I use, which is based on the template found on David Grant's website. The template makes use of the framed, tocloft, and xcolor packages, which come pretty standard with most LaTeX distributions. I have also made a few (in my mind) improvements and fixes to the original template:
- Added dot separators to the "Awards" list to make it easier to read.
- Fixed a shading glitch when using tex2pdf.
- Pretty-ified heading borders a bit.
- LaTeX files: CV Template (cv_temp.tex), My CV (cv.tex)
- PDF files: CV Template (cv_temp.pdf), My CV (cv.pdf)


text:
Main content:
Information and Education, Research and Innovation
Capacity building also includes the access to information and education. This enables people in analysing problems and influencing politics and markets on the base of solid information as well as choosing options concerning lifestyles. Furthermore, it assists in creating and accelerating new solutions in research and development and thereby shaping our paths to the future.
- Strengthening education and science along with the role of private business and information technology is emphasized by the Agenda 21 and the Millennium Declaration (UN 1992, 30, 35, 36).
to ensure that ... children everywhere, boys and girls alike, will be able to complete a full course of primary schooling
, by 2015 (UN 2000, 19.2).- The benefits of information and communication technologies shall be available to all (UN 2000, 20.5).
Trend: +
- About 85% of the children in the South had completed their course of primary school in 2005/2006, and 88% were enrolled in primary school (except countries in conflict or post-conflict situations, for which data is not available). But the attendance in school is lower and late enrolment is very common. Some 25% of children in rural areas of the less developed world did not attend school in 2005/2006. One child in five who was old enough to attend secondary school was, in the global South, still enrolled in primary school. (UN 2008, 12
Worldwide literacy rate has risen up to 84% of all adults ( 2008).
- There is still a "digital divide": In the North, 58% of the people had Internet access in 2006, while in the South it was only 11% (increasing; UN 2008, 48).
- Patent activity shows continuous growth from 1978 to 2002, including environment-related patents (particularly in air and water pollution innovations). Governments of many countries increased their investment in environmental research and development from 1981 to 2005 (OECD 2008, 59f.)
- OECD 2008 – Organisation for Economic Co-operation and Development: OECD Environmental Outlook to 2030. Paris, 2008. ISBN 978-92-64-04048-9. Summary in English.
- UN 1992 – United Nations Conference on Environment and Development: Agenda 21. Rio de Janeiro, June 1992.
- UN 2000 – United Nations, General Assembly: United Nations Millennium Declaration.
- UN 2008 – United Nations: The Millennium Development Goals Report 2008. [Published by the United Nations Department of Economic and Social Affairs DESA – August 2008.]
- UNESCO 2008 – United Nations Educational, Scientific and Cultural Organization: Regional literacy rates for youths (15-24) and adults (15+): Regional adult literacy rate, total, 2005-2007, World. April 2008 release.
Draft (2008)
This draft is to be reviewed by experts. Your hints are welcome, please use the contact form.
Photo credit: © FAO/A.


text:
Distance learning is most easily defined as an educational model where the student and the teacher are in locations different from one another while the instruction is taking place. The use of technology is an inherent part of the process. Technology such as computers, the Internet, televisions, telephones, and mobile phones are used to bridge the gap between teacher and student, bringing material from one to the other and back again as the learning process takes place.
Distance learning can take place synchronously, with students and teachers interacting in real time from their various locations, or more commonly asynchronously, with students and teachers communicating at different times via online message boards, forums, and email. Online learning offers students the chance to attend college courses, certificate programs, and vocational classes occurring all over the world. Courses are taught in a variety of formats: telecourses, online courses, videotaped courses, CD-ROM/DVD-ROM courses, correspondence courses, or live-interactive courses.
Career Options
Billing and Posting Clerks and Machine Operators
Brokerage Clerks
Cargo and Freight Agents
Communications Equipment Operator
Computer Operators
Couriers and Messengers
Credit Authorizers, Checkers, and Clerks
Customer Service Representatives
Data-Entry and Information-Processing Workers
Dispatchers, Except Police, Fire, and Ambulance
Eligibility Interviewers, Government Programs
File Clerks
Gaming Cage Workers
Interviewers, except eligibility and loan
Loan Interviewers and Clerks
Meter Readers, Utilities
Office and Administrative Support Worker Supervisors and Managers
Order Clerks
Payroll and Timekeeping Clerks
Police, Fire, and Ambulance Dispatchers
Postal Service Clerks
Postal Service Mail Carriers
Postal Service Mail Sorters, Processors, and Processing Machine Operators
Procurement Clerks
Production, Planning, and Expediting Clerks
Reservation and Transportation Ticket Agents and Travel Clerks
Shipping, Receiving, and Traffic Clerks
Stock Clerks and Order Fillers
Weighers, Measurers, Checkers, and Samplers, Record Keeping
Agricultural Products Graders and Sorters
Agricultural Inspectors
Forest and Conservation Workers
Fishers and Fishing Vessel Operators
Logging Workers
Other Agricultural Workers
Computer Database, Network, and Systems Administrators
Computer and Information Systems Managers
Computer Scientists
Computer Software Engineers and Computer Programmers
Computer Support Specialists
Computer Systems Analysts
Computers and Mathematics
Computer Careers
Brickmasons, Blockmasons, and Stonemasons
Carpet, Floor, and Tile Installers and Finishers
Cement Masons, Concrete Finishers, Segmental Pavers, and Terrazzo Workers
Construction Equipment Operators
Construction Laborers
Construction and Building Inspectors
Drywall and Ceiling Tile Installers, Tapers, Plasterers, and Stucco Masons
Elevator Installers and Repairers
Hazardous Materials Removal Workers
Insulation Workers
Painters and Paperhangers
Plumbers, Pipelayers, Pipefitters, and Steamfitters
Sheet Metal Workers
Structural and Reinforcing Iron and Metal Workers
Health / Medical
Acupuncture Schools
Athletic Trainers
Cardiovascular Technologists and Technicians
Clinical Laboratory Technologists and Technicians
Dental Hygienists
Diagnostic Medical Sonographers
Dietitians and Nutritionists
Dispensing Opticians
Emergency Medical Technicians and Paramedics
Home Health Aides and Personal and Home Care Aides
Licensed Practical and Licensed Vocational Nurses
Life Coach Training
Kinesiology Schools and Careers
Massage Therapists
Medical Assistants
Medical Records and Health Information Technicians
Medical Transcriptionists
Midwifery Schools
Nuclear Medicine Technologists
Nursing and Psychiatric Aides
Occupational Health and Safety Specialists
Occupational Health and Safety Technicians
Occupational Therapist Assistants and Occupational Therapist Aides
Occupational Therapists
Pharmacy Technicians and Aides
Physicians and Surgeons
Physician Assistants
Physical Therapists
Physical Therapist Assistants and Aides
Personal Training Schools and Certification
Radiation Therapists
Radiologic Technologists and Technicians
Recreational Therapists
Registered Nurses
Reiki Training and Healing Schools
Respiratory Therapists
Respiratory Therapy Technicians
Speech-Language Pathologists
Surgical Technologists
Veterinary Technologists and Technicians
Yoga Schools and Yoga Certification
Hotel, Motel, and Resort Desk Clerks
Installation & Repair
Aircraft and Avionics Equipment Mechanics and Service Technicians
Automotive Body and Related Repairers
Automotive Service Technicians and Mechanics
Camera and Photographic Equipment Repairers
Coin, Vending, and Amusement Machine Servicers and Repairers
Diesel Service Technicians and Mechanics
Electrical and Electronics Installers and Repairers
Electronic Home Entertainment Equipment Installers and Repairers
Heating, Air-Conditioning, and Refrigeration Mechanics and Installers
Heavy Vehicle and Mobile Equipment Service
Home Appliance Repairers
Industrial Machinery Mechanics and Millwrights
Line Installers and Repairers
Maintenance and Repair Workers
Medical Equipment Repairers
Musical Instrument Repairers and Tuners
Small Engine Mechanics
Watch Repairers
Correctional Officers
Court Reporters
Judges, Magistrates, and Other Judicial Workers
Police and Detectives
Media Communications
Authors, Writers, and Editors
Broadcast and Sound Engineering Technicians and Radio Operators
Interpreters and Translators
News Analysts, Reporters, and Correspondents
Public Relations Specialists
Technical Writers
Television, Video, and Motion Picture Camera operators and Editors
Assemblers and Fabricators
Bookbinders and Bindery Workers
Computer Control Programmers and Operators
Food Processing Occupations
Inspectors, Testers, Sorters, Samplers, and Weighers
Jewelers and Precious Stone and Metal Workers
Machine Setters, Operators, and Tenders
Medical, Dental, and Ophthalmic Laboratory Technicians
Painting and Coating Workers, except Construction and Maintenance
Photographic Process Workers and Processing Machine Operators
Power Plant Operators, Distributors, and Dispatchers
Prepress Technicians and Workers
Printing Machine Operators
Semiconductor Processors
Stationary Engineers and Boiler Operators Workers
Textile, Apparel, and Furnishings Occupations
Tool and Die Makers
Water and Liquid Waste Treatment Plant and System Operators
Accountants and Auditors
Actors, Producers, and Directors
Appraisers and Assessors of Real Estate
Archivists, Curators, Conservators, and Museum and Archives Technicians
Artists and Related Workers
Athletes, Coaches, Umpires, and Related Workers
Budget Analysts
Claims Adjusters, Appraisers, Examiners, and Investigators
Commercial and Industrial Designers
Cost Estimators
Dancers and Choreographers
Dental Assistants
Desktop Publishers
Fashion Designers
Floral Designers
Financial Analysts
Graphic Designers
Health Educators
Instructional Coordinators
Insurance Underwriters
Interior Designers
Library Technicians and Library Assistants
Loan Officers
Management Analysts
Market and Survey Researchers
Meeting and Convention Planners
Musicians, Singers, and Related Workers
Personal Financial Advisors
Probation Officers, Parole Officers, and Correctional Treatment Specialists
Purchasing Managers, Buyers, and Purchasing Agents
Social Scientist
Social and Human Service Assistants
Sociologist or Political Scientist
Social Workers
Tax Examiners, Collectors, and Revenue Agents
Top Executives
Urban and Regional Planners
Agricultural and Food Scientists
Atmospheric Scientists
Biological Scientists
Chemists and Materials Scientists
Conservation Scientist or Forester
Environmental Scientists and Specialists
Geoscientists and Hydrologists
Medical Scientist
Physicists and Astronomers
Science Technicians
Agricultural and Food Scientists
Atmospheric Scientists
Biological Scientists
Chemists and Materials Scientists
Conservation Scientist or Forester
Environmental Scientists and Specialists
Geoscientists and Hydrologists
Medical Scientist
Physicists and Astronomers
Science Technicians
Aircraft Pilots and Flight Engineers
Air Traffic Controllers
Bus Drivers
Material Moving
Rail Transportation
Taxi Drivers and Chauffuers
Truck Drivers and Drivers / Sales Workers
Water Transportation Occupations (Merchant Marines)
Computer Database, Network, and Systems Administrators
Computer and Information Systems Managers
Computer Scientists
Computer Software Engineers and Computer Programmers
Computer Support Specialists
Computers and Mathematics
With today's technology, online learning is able to provide students with more choices of majors than ever before. Students with a head for numbers and a high attention to detail might choose to major in accounting. Students more interested in the intricacies of interpersonal relationships and human patterns of behavior might choose to study psychology instead. Distance schools offer criminal justice programs, marketing degrees, a foundation in real estate, and even majors such as arts, literature, nursing, and education.
Students can choose to take courses as they interest them, one at a time, or pursue a variety of degrees. Schools offer certificate programs, associate's degrees, bachelor's degrees, and even advanced degrees such as master's and doctoral degrees. With all of the available options, everyone can benefit from distance education. The ability to set the pace makes distance education a great choice for the casual student, the busy working professional, and everyone in between.
The number-one benefit of an online learning program is the flexibility it allows. Students of every age group, educational background, and geographic area are taking advantage of the multitude of distance learning opportunities available. They are achieving educational success by choosing programs tailored to their specific needs and taking classes that conform to their schedules, not the other way around. The freedom and flexibility of distance education offers students career paths, knowledge, and experiences that would never be available to them with traditional campus-based learning
Advantages of Distance Education
There are many advantages to online learning as an education choice for students. It may be more affordable, but it's also more convenient, self-paced and individualized than conventional methods of learning. With many options available, there is a suitable choice for everyone.
One advantage of distance education is that classes, lectures, examinations and other aspects of one's coursework are accessible from any computer with Internet access. If one anticipates the need to use public access computers or the computer of a friend or family member, his or her program information is available. This opens up opportunities for students in any location.
Online courses and programs tend to be more cost-efficient and affordable than traditional learning environments. Often, tuition costs are less. Overhead costs are less for schools and so they can offer the savings to their students. Additionally, students no longer need to commute to class, live on campus or incur other costs associated with traditional colleges or universities.
Students are offered opportunities to create their own customized education through flexible scheduling, course selection and use of various learning methods. Because students learn in different ways, classes are offered with a variety of approaches. Students may select courses that allow them to chat and interact with fellow students or simply complete coursework. It's up to the student's preference.
Because online learning opportunities often utilize the newest developments in technology, students are able to explore new technology developments and learn to use advancing trends in communication methods.
Also, because many classes are self-paced, students may achieve learning in more effective ways that help them advance through the world.
Can Access From Any Computer
Unlike traditional learning settings where students may only obtain class information and course assignments by physically going to the classroom, lessons and information may be accessed from any computer when utilizing distance learning methods. This is a definite advantage to seeking one's degree or education through an online setting.
Because of this, students who otherwise might not have an opportunity to attend class may reap the benefits of education. For instance, students who are ill, injured or disabled and unable to attend class in a classroom may obtain degrees or certifications by attending online classes through their laptops.
Many rural area students must drive a hundred miles or more to attend classes if they go to a traditional university or college. Distance education provides opportunities for students to get the same education simply by logging online for class.
While text books are still often used for classwork, students can get lecture information, test preparation and the benefits of class discussion through interactive methods online. Students can access these opportunities by using any computer, provided they know their log-in information and passwords. This is a convenience for students who may not own their own computer or who travel often. Any computer becomes a portal to knowledge and education.
Distance Education Is More Cost Efficient
There are many reasons that online learning is considered to be more cost efficient than more traditional methods of receiving an education, whether it's an undergraduate degree or corporate training (and all other types in between). Because it is often considered more cost efficient, the doors to education are opened up to many who otherwise would be unable to afford additional learning.
One reason that online education is considered more cost efficient is that schools, colleges and universities do not have to incur the overhead costs that conventional learning environments must. There are no classrooms to heat or cool, furnish or for which technology need be provided. Students do not come to campus, so a full campus of buildings with dorms, classrooms and student lounge areas is unnecessary.
Additionally, distance education becomes more cost efficient for the student because he or she incurs fewer costs to go to class. Many students in rural areas must travel nearly 100 miles to attend class at a college or university. Online classes make traveling a non-issue. Students may attend class by simply logging on using their computer, which many already have prior to enrolling.
Major corporations, government entities and schools find that online school is a much more affordable option for providing training and continuing education to their employees and professionals. The costs to provide a webinar for their staff are much less than the costs to bring in a trainer. When companies bring in trainers to conduct seminars, there are travel and lodging costs to pay in addition to compensating the trainer for his or her expertise and time.
Customized Online Education
Students who utilize distance learning often have an opportunity to customize their education process. Through a variety of programs, class options and unique interactions with students from all over the world, the education that is received through e-learning is often unique from classes in traditional model learning environments.
Students may select from asynchronous and synchronous courses as one way to customize their educations. Asynchronous courses are available at any time the student chooses to log in to the class. There are no set times for lectures or timed class discussions. Students may pick up their assignments and listen to lectures during the time they have available. These kinds of classes allow for flexibility that helps a student maintain his or her other professional and personal responsibilities. Synchronous classes are available at scheduled times, and students must log in with professors and classmates in order to get credit. These classes involve more direct interaction and often include group chats and video conferences. Students may select either type of course depending on the programs they choose and their own personal learning styles, in addition to what works with their schedules.
Additionally, students have many options regrading the types of programs they select. Thousands of opportunities exist for online learning, and students may pick and choose the options they prefer. Often, even within course selections, students have the opportunity to customize their education experiences just by interacting more and communicating with other members of the class, thus increasing their exposure to new ideas and insights.
Increases Knowledge of Technology
Students who are not overly tech-savvy often learn much more than just the lessons from the curriculum when employing distance learning. The world of distance education has evolved drastically from the days of only using mail correspondence for its coursework and examinations.
Students who engage in e-learning often are required to take advantage of advanced technology. Lectures are provided in MP3 format, which may be downloaded and played on a computer or an MP3 player as students are "on the go." Video conferencing is available with the use of webcams, which are included as accessories on many modern computers. Chat rooms and instant messaging allow for up-to-the-minute discussions. Live or prepared webinars are used to teach important core concepts. Many students wouldn't take part in these activities unless provided with opportunities through their coursework.
Additionally, many older or senior students participate in distance program opportunities. These older students get accustomed to using the Internet for their lessons and for research for their assignments. They learn how to search for information and use social networking websites, as well.
Some assignments require learning to use special software or obtaining the skills to transform a zip file into readable information or turning a document into a .pdf file.
Students often obtain more than just their degrees when using online resources to further their education; they also learn life skills.
Interactivity with Online Instructors
Communication between students and instructors in online programs is often enhanced compared to communication in traditional educational settings. Students who participate in online learning often receive more personalized attention from their instructors. This is possible because communication between the instructor and student is a necessary component for class success.
Often, instantaneous messaging (or regular communication) occurs between instructors and students through online chats or numerous email messages. Typical classroom settings often do not allow for the individualized attention that online learning can provide. In conventional classrooms, many students compete for the teacher's attention. While there may still be a significant number of students who are participating in an instructor's class, an instructor is responsible for replying to each and every question, request and message from every student.
Additionally, students are often encouraged to participate in call-in seminars where they may speak to their professors and ask them questions directly and receive instant answers.
Interacting with one's professors or teachers is much more enhanced in the distance learning environment, especially compared to traditional settings. With the use of technology and direct contact with professors, students may communicate and interact with their instructors day or night. Often, instructors even allow students to text message or instant-message (IM) them about questions they may have concerning assignments or examinations. By using the most up-to-date methods of communication, interactivity between students and instructors is at an all-time high.
Self-paced Online Learning
Students who live busy lives will appreciate the fact that many programs and courses may be completed at one's own pace. Self-paced classes and courses are becoming more and more popular as student demographics prove that busy lives and real-life responsibilities are typical parts of most students' lives. Many self-paced courses offer an open enrollment period. This means that a student may enroll in any course at any time of the year. The courses are not based on a semester's schedule as traditional college classes are, typically. Students don't have to wait until the start of a semester if they have made the decision to attend school. Classwork may start as soon as a student is accepted into a program and enrolls in the class.
Students enjoy the fact that self-paced classes do not designate due dates for assignments or dates for examinations. In traditional classes, if a student cannot complete an assignment on time because of a work schedule or a sick family member, a low grade is given for the assignment. In self-paced classes, a student is able to take appropriate time to complete an assignment and turn it in when finished, without any penalties.
Self-paced classes allow for students to complete their coursework quickly or to take extra time to finish, if necessary. These classes are perfect for a student who wishes to work hard for a short amount of time in order to complete a class sooner than would be possible in a traditional environment. Additionally, if a student has the drive to further his education, but little extra time, he is given the opportunity to complete classes within an extended amount of time.
Effective Learning
Of concern to many, one of the realities of distance learning is that the education one receives is truly effective and just as good, if not better, than any traditional learning environment can offer. Students experience effective learning through various techniques, interactions and the courses they take.
In many traditional learning environments where students may be one of 500 in a lecture hall, it's very difficult to get an appointment to speak to one's professor or teacher. In an online learning environment, students often have more accessibility to their teachers and professors through instant messaging, discussion boards and direct email communication. This helps to enhance the student experience and to help a student get questions answered about assignments or concepts.
Students have the opportunity to achieve better comprehension of course material. By being able to pace themselves in coursework, they don't have to move beyond a concept before they have a good understanding of it. By being able to take their time, students learn more. Additionally, because many classes are available when students are available, students are able to give their classes full concentration, instead of worrying that they should be at work or doing something else.
Many classes are centered toward ways that students learn best. This is especially the case when students have a variety of courses to pick from when working toward their degrees or certificates. Some students function better when taking lecture-based courses, while others learn better in a more open, creative environment. With the wide variety of selection of classes, students may achieve more by being able to pick classes that enhance their learning skills.
Disadvantages of Online Learning
Despite the fact that distance learning has many advantages for students, it also has some definite disadvantages to consider before enrolling for classes. It's best for a student to weigh the advantages and disadvantages in order to come to an informed conclusion.
One concern that students may have is the level of learning they may receive and whether or not their professors will be as qualified as teachers in more conventional learning environments. With many classes offering "open book" examinations, one may wonder whether the information is really learned by students or if students simply learn to research the information for tests. Additionally, many professors who do not fare well in traditional classrooms (or have never taught in front of a class) find themselves leading online courses. This may be a concern to students.
Equipment or Internet connection malfunctions can trigger big trouble for students involved in online learning. Essentially, it can completely shut down one's ability to complete a class or an assignment.
There are often hidden fees for online courses that do not appear until the very last keystrokes when enrolling for e-learning. This is a definite disadvantage for students who are trying to be cost-efficient and are working on a budget.
Finally, many employers scrutinize one's online education when applying for jobs. If a student lists a more traditional schooling experience, employers often do not even question it. The overall acceptance of online education is growing, but it is still a challenge for many potential employees.
Learning Quality Concerns
When enrolling in any type of classes, students should be concerned with what the quality of learning will be as a result. Learning quality can be considered one potential disadvantage to distance education opportunities. Students often take "open book" examinations that do not require comprehension of material; a lack of interaction may exist between students and professors; and course work is too incomplete and hurried.
In many online courses, "open book" examinations are the typical testing method to determine how well students have comprehended the material. Critics often argue that these kinds of exams only teach students to be familiar with their text books or notes, not with the material, itself. These kinds of examinations do not encourage the type of life-long learning that is needed to truly learn the course material.
Direct interaction between students and professors often has a significant impact on learning quality within any learning environment. When a course is given over the Internet, the level of direct interaction during class time between students and professors is directly affected. If students don't have an opportunity to ask questions during lectures or the assignment of projects, learning and effective performance may be decreased in an online education environment.
Many classes are the type that may be completed at a student's own pace. While in theory, this may sound like an advantage that will allow an ambitious student to acquire his or her education more quickly, it may actually put the student at a disadvantage. By completing coursework too quickly, the material may not be fully learned. Additionally, the student may not perform to the utmost of his or her abilities due to rushing or attempting to hurry through information.
Hidden Fees for Online College Courses
As with attending a traditional college or university, hidden fees seem to be common in distance learning opportunities. Typically, the fees remain hidden until it's time for final approval. These fees may be for a variety of purposes, but unless they are already factored into the tuition costs, you are apt to see them at some point later, during the enrollment process.
Most colleges and universities charge additional fees on top of tuition costs to help provide funding for a variety of programs at the school. Fees may help fund student healthcare, athletics, campus upgrades and additions, or computers and technology. While the purposes of these funds may be legitimate and positive for the advancement of the school, most students don't benefit from what these funds work to improve, especially students who never step foot on campus because they are online students.
Online courses often have their set of hidden fees that differ from the usual extra fees. Schools often charge fees to help offset the costs for production of the classes, licensing fees or copyrights costs. Schools also incur costs to design and develop classes and coursework and to evaluate student, teacher and class performance.
Additional hidden fees may result due to special equipment, such as webcams or Internet connections, needed for online classes. Some classes may require specific software, as well, which will cause students to incur extra costs.
Problems with Internet Connections and Online Classes
Distance learning classes require the use of the Internet. Class information, assignments, lectures and other aspects of courses are acquired from online access or emails. Problems arise if one's Internet connection is not fast enough to utilize all class aspects, or if one's Internet access fails, or when one must access the Internet via public access computers.
Some online classes require more from a student's Internet access than others. For instance, many classes have sizable downloads that students must access in order to learn about assignments or information for examinations. If a student's Internet is not fast enough to allow the student to download necessary documents effectively, then he or she will lose out. Additionally, many classes include lectures that must be accessed through a video component. If one's Internet does not allow transmission of this video lecture, a student may miss important information.
If a student's Internet access fails or is temporarily interrupted for any reason, he or she may miss integral parts of the class, such as lectures, examinations, assignments or other necessary components. Having steady Internet access is vital to being able to complete a distance education program successfully. Without steady Internet access, a student cannot be guaranteed a positive learning experience.
It is sometimes a real inconvenience to use public access computers because one does not have an Internet connection at home. Public access computers are often only available for a specified length of time, which at times may not be sufficient to complete classwork. Additionally, relying on wireless internet connections (wi-fi) feeds at coffee shops or other locations is not always an advantage for studying. Public areas where wi-fi is available are not always good study environments and may not be open during the hours that a student has available in which to study.
Problems with Equipment
Students who engage in distance learning depend on their equipment in order to complete their classes and in order to obtain a degree or an expert certification. In order to successfully complete classes, equipment must be working properly, dependably and unfailingly. When there is an equipment malfunction, it can cause serious problems for a student taking online courses.
A student's primary need when engaging in e-learning is his or her computer. One's computer not only must have appropriate memory capacity to store information and software on its hard drive, but it also must have enough memory (RAM) to run all functions that are required when taking an online course. This can include being able to stream video or audio files, which requires more memory. Additionally, if one's computer contracts a virus or gets bogged down with too much spyware, its functions may be severely limited or halted altogether. Once in awhile, updates to a computer will cause certain software malfunctions to occur, which could cause problems for a student who needs to complete an assignment or log into class.
Email access may be one of the primary ways that a student communicates with his or her professor about class information. If one's email access malfunctions, it can severely limit a student's ability to keep up in class or learn about new assignments or critiques.
One way that many professors communicate with their students is through call-in discussions. If a student has a phone with very little battery or signal, his or her ability to engage in these discussions will be limited, which will impact his or her grade for the class. Having a functional land-line phone or cell phone is necessary for success.
Negative View of Online Learning By Employers
Many employers have a negative view of distance learning when interviewing potential employees. Their conceptions about online learning vary considerably, but many feel that students who have earned degrees through online learning did not receive a quality learning experience, lacked commitment to attend a "real" college or failed to acquire a positive experience related to the work world.
Many employers feel that online classes fail to teach as much as traditional classrooms. They perceive that it's a watered-down version of a real education. Many employers feel that professors and teachers of online classes are not as accomplished as those who teach in traditional environments. Employers have become cynical due to non-accredited schools boasting false accolades and they often lump all online learning experiences into this category.
Students who have graduated from a typical four-year university or college are viewed as having committed to a long-term goal. While students may commit to this same goal, employers do not always perceive their commitment equally. Many employers view this is an easier alternative to traditional schooling.
Many students who are recent graduates do not have any work experience related to their future careers. However, employers look at one's extra-curricular activities during college as an indicator of a student's potential success. For example, students who belong to organizations and student groups or who are leaders in student government are viewed as achievers who will succeed. By obtaining one's degree through online learning, a student may not have had the opportunity to participate in such activities, which may make them appear to be less conscientious or ambitious when compared to other candidates.
Concerns about Professors
When enrolling for any type of class, one of the biggest concerns for students is whether or not a good teacher or professor instructs the class. This is no different when enrolling for a distance learning class. However, often it's not just a worry about whether the teacher is good; it's often a worry about the teacher, in general. Many people feel that online classes are at a disadvantage because teachers who lead online courses lack qualifications, dedication and ability.
The first concern about professors for online courses is their qualifications. Some online learning environments do not require qualifications for their online instructors to be as high. If they don't have to be as qualified, teachers may not be as proficient as teachers at more traditional schools. Not requiring as much education or qualifications can result in professors being less knowledgeable about their subjects.
Some teachers and professors for online classes lack the dedication possessed by teachers who stand before a classroom full of students everyday. By not establishing that face-to-face connection, many professors fail to bond with students which creates an attitude where a professor just does his job and doesn't see his role as anything more significant. Many professors who instruct online courses lack classroom abilities that allow them to connect with students and create a positive environment where learning is encouraged. This can create a real disadvantage for students enrolled in distance education who hope to achieve a degree for lifelong learning.


text:
Book Three in the Of Love and Madness Series
Unable to overcome the loss and betrayal she's faced, Kate Donaldson knows there's only one way for her to heal—and that's to walk away from everything and pick up the pieces of her shattered life.
Cutting herself off from everyone she loves, Kate settles in on the rocky coast of southern Maine. At first wanting nothing more than to be left alone, she eventually learns to deal with all of her hurts except one—Billy, her estranged husband.
But when her past comes roaring back, Kate must choose between her head and her heart.
Billy McDonald has hit rock bottom. When his wife disappears, he is forced to confront his demons. Winning that battle brings success, and for the first time in more than two decades, his music career is finally about to take off. But without Katie by his side, it's a bitter victory.
What do you do when the thing you thought you wanted isn't really what you wanted after all?
All I Ever Wanted is the third book in the Of Love and Madness trilogy, and the conclusion of a love story that defied the odds for twenty five years. But for Kate and Billy, it's up to them to decide if it's the end, or a new beginning.
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He gently guided her so that she faced him straight on and took both of her hands in his. "When I look into your eyes and see myself reflected there, I want to be the man you fell in love with. The man you need me to be. The man you deserve."
Every word pierced her heart like arrows, as if he were trying to reinsert himself there. What he didn't understand was that he already lived there. He would always live there, whether she wanted him there or not.
"The past year and a half has been the worst time of my life," she said. "But I've dealt with almost all of it: Joey's death, Eileen's death, the shooting, this fucked-up world we live in. I've even come to grips with my shitty childhood. I've processed it all—except you." A painful little cry slipped past her lips. "I don't know how to process you or what you've done. I don't know if I can."
"I don't want to be dealt with or processed, Katie." Agitation fueled his voice. "I want to be forgiven, and I want you to love me again."
She shook her head. "It's never been about love, Billy, I told you that. In spite of everything, I've never stopped loving you. I just don't know if I can forgive you. Or trust you."
Karen Cimms was born and raised in New Jersey and still thinks of the Garden State as home. She is a journalist and lifestyle editor of a daily newspaper. She and her husband live in Northeast Pennsylvania. They have four children.
Twitter: @KCimms
At This Moment: Of Love and Madness Book One
We All Fall Down: Of Love and Madness Book Two