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These may be one and the same computer. The host does not need to be an Arch system -- it can be a Debian or Redhat system, for example. The section entitled "Setup the host system" explains how to install pacman on the host. The following section "Setup the target system" explains how to use pacman from the host system to install Arch on the target system. Therefore if the host system is already running Arch, you can skip to "Setup the target system".
These may be one and the same computer. The host does not need to be an Arch system -- it can be a Debian or Redhat system, for example. The section entitled "Setup the host system" explains how to install pacman on the host. The following section "Setup the target system" explains how to use pacman from the host system to install Arch on the target system. Therefore if the host system is already running Arch, you can skip to "Setup the target system".
Alternatively, if you have an Arch Linux Live CD, you can directly mount and use the root image in the Live CD as the host system with pacman and required libraries already installed. See section [[
Alternatively, if you have an Arch Linux Live CD, you can directly mount and use the root image in the Live CD as the host system with pacman and required libraries already installed. See section [[#Use Arch Linux Live CD Root Image as Host System]]
==Setup the host system==
==Setup the host system==
Revision as of 01:39, 12 September 2012
zh-CN:Install from Existing Linux zh-TW:Install from Existing Linux
This guide is intended to combine and update the three previously existing and highly similar alternative install guides on this wiki. This guide is intended for anybody who wants to install Arch Linux from any other running Linux -- be it off a LiveCD or a pre-existing install of a different distro.
- 1 Overview
- 2 Setup the host system
- 2.1 Get the required packages
- 2.2 Use Arch Linux Live CD Root Image as Host System
- 2.3 Configure the host system
- 3 Setup the target system
- 4 An alternate, simpler installation method
- 5 Troubleshooting
Arch Linux's pacman can be configured (-r) to perform operations in any directory you like, using that as the context of "root" while running.
This is useful for building up new Arch Linux systems from scratch from another distro's LiveCD or existing installation. It is also useful for creating new chroot environments on a "host" system, maintaining a "golden-master" for development & distribution, or other fun topics like rootfs-over-NFS for diskless machines.
This guide requires that the existing host system be able to execute the new target Arch Linux architecture programs. In the case of an x86_64 host, it is possible to use i686-pacman to build a 32-bit chroot environment. See Arch64 Install bundled 32bit system. However it is not so easy to build a 64-bit environment when the host only supports running 32-bit programs.
Throughout this guide, we will refer to partitions as /dev/sdxx. This refers to whatever dev entry you have on your system for the partition in question. The convention is:
Drive 1, Partition 1: /dev/sda1 Drive 1, Partition 2: /dev/sda2 Drive 2, Partition 1: /dev/sdb1
We will refer to it as /dev/sdxx whenever possible.
In this article,
- host
- refers to the computer which is used to perform the installation.
- target
- refers to the computer where you want to install Arch.
These may be one and the same computer. The host does not need to be an Arch system -- it can be a Debian or Redhat system, for example. The section entitled "Setup the host system" explains how to install pacman on the host. The following section "Setup the target system" explains how to use pacman from the host system to install Arch on the target system. Therefore if the host system is already running Arch, you can skip to "Setup the target system".
Alternatively, if you have an Arch Linux Live CD, you can directly mount and use the root image in the Live CD as the host system with pacman and required libraries already installed. See section #Use Arch Linux Live CD Root Image as Host System
Setup the host system
You need to install the Arch Linux package manager, pacman, on your host Linux environment. In addition you will need a list of pacman mirror sites which is used to download data on available packages as well as the packages themselves. If you are already using Arch, skip this step and go to Install from Existing Linux#Setup the target system.
Get the required packages
You need to get the required packages for your host Linux environment. The examples given here assume you are using an i686 environment. If you are running on a 64-bit Linux instead you should replace each occurrence of "i686" with "x86_64".
All version numbers given here may change. Please check the version numbers the packages are at first and note them down. The version numbers can be found at:
Once you are sure of the version numbers, download the required packages (change the value of ARCH to either x86_64 or i686, see above):
ARCH=i686 base_chroot=/tmp mkdir ${base_chroot}/archlinux cd ${base_chroot}/archlinux
You want to install pacman in order to be able to install software in your new base directory. We first download the binaries for pacman, the Arch package manager.
- pacman: https://www.archlinux.org/packages/core/$ARCH/pacman/download/ . Change $ARCH according to your system.
- pacman-mirrorlist: https://www.archlinux.org/packages/core/any/pacman-mirrorlist/download/
Using wget to download
wget https://www.archlinux.org/packages/core/$ARCH/pacman/download/ --no-check-certificate --trust-server-names wget https://www.archlinux.org/packages/core/any/pacman-mirrorlist/download/ --no-check-certificate --trust-server-names
or this direct way (give attention to the date string in the file name, as it may need changing) :
wget http://mirrors.kernel.org/archlinux/core/os/i686/pacman-mirrorlist-20120626-1-any.pkg.tar.xz
See the man page and the official manual of wget for further details.
Using lftp to download
If you have issues with downloading pacman-mirrorlist use this direct way with lftp :
link_name=http://mirrors.kernel.org/archlinux/core/os/i686/ lftp -e "mget pacman-mirrorlist-*.tar.xz" "${link_name}"
Additional libraries
You may need additional libraries to make pacman work, for newer distributions:
for software_name in libarchive openssl xz expat ; do wget https://www.archlinux.org/packages/core/$ARCH/${software_name}/download/ --trust-server-names ; done
When using an older distribution to bootstrap, a few more libraries may be needed for it to work, for example :
for software_name in glibc gcc-libs binutils libssh2 curl gcc libarchive openssl xz expat ; do wget https://www.archlinux.org/packages/core/$ARCH/${software_name}/download/ --trust-server-names ; done
Also note that below when you set LD_LIBRARY_PATH you have to add /lib and /lib64:
export LD_LIBRARY_PATH=${base_chroot}/archlinux/usr/lib:${base_chroot}/archlinux/lib:${base_chroot}/archlinux/usr/lib64:$LD_LIBRARY_PATH
Unpack all needed packages:
for f in *.pkg.tar*; do tar xvf $f; done
To prepare for using pacman, do not forget to edit
/tmp/archlinux/etc/pacman.conf to point to
/tmp/archlinux/etc/pacman.d/mirrorlist and select your favorite mirror. For easier use (assuming you are using
bash or
zsh), you may set up an environment:
export PATH=${base_chroot}/archlinux/usr/bin:$PATH export LD_LIBRARY_PATH=${base_chroot}/archlinux/usr/lib:$LD_LIBRARY_PATH alias pacman="pacman --config ${base_chroot}/archlinux/etc/pacman.conf"
Install pacman on the host system
/tmp/archlinux/usr/bin/pacman: No such file or directory please symlink ld-linux-x86-64.so.2:
ln -s /lib64/ld-linux-x86-64.so.2 /lib/
If you do not mind littering your install host, you can extract all the downloaded tar balls into your root directory by running as root:
cd / for f in /tmp/archlinux/pacman-*pkg.tar.gz ; do tar xzf $f done
- If installing from Ubuntu 9.10's LiveCD (perhaps other versions), you will need more than just the pacman files (shared libs) to use pacman at all. Use Lucky's script described in [this thread] to get/install them for you!
- Alternatively, you can instead turn these tarballs into packages for your distribution with the alien tool. See the man page of the tool for instructions. The packages created that way may be installed into your host distribution using the usual package management tools available there. This approach offers the best integration into the host Linux environment. For a Debian package based system this is done with the following commands:
cd /tmp/archlinux alien -d pacman-*-i686.pkg.tar.xz alien -d pacman-mirrorlist-20120626-1-any.pkg.tar.xz
RPM based systems will need to replace the parameter "-d" with "-r".
These distribution packages can then get installed using the normal package management tools of the host Linux environment.
Under Fedora 12, I was not able to install pacman with any of the other methods, but with the nice script at https://bbs.archlinux.org/viewtopic.php?pid=734336#p734336 it will download and install it for you. Worked wonderfully for me.
- On Gentoo: Just unmask pacman by adding
/etc/portage/package.keywords. Now just run
emerge -av pacman.
There is also a more detailed tutorial.
Use Arch Linux Live CD Root Image as Host System
Alternatively, instead of installing pacman on your host system, you can mount the root image of an Arch Linux Live CD and then chroot into it. This method has the advantage of providing you with a working Arch Linux installation right within your host system without the need to prepare it by installing specific packages.
Unsquash the root image
The root image exists in squashfs format on the Live CD. The squashfs format is not editable as such. Hence, we unsquash the root image and then mount it.
To unsquash the root image, run
unsquashfs -d /squashfs-root root-image.sqfs
Mount root file system
Then, mount the unsquashed root file system to a suitable mount point. We shall mount it to /arch. You can mount it wherever you want.
livecd_arch=/arch mount -B /squashfs-root ${livecd_arch}
Chroot into the Live CD root file system
Mount various file systems into the Live CD root file system:
mount -t proc /proc ${livecd_arch}/proc mount -t sysfs /sys ${livecd_arch}/sys mount -B /dev ${livecd_arch}/dev mount -t devpts /dev/pts ${livecd_arch}/dev/pts
Then, chroot into the Live CD root file system:
chroot ${livecd_arch} /bin/bash
Configure the host system
The main goal of this operation is to make a proper configuration to pacman.
Configure your /etc/pacman.conf to your liking, and remove unnecessary mirrors from /etc/pacman.d/mirrorlist. Also, enabling at least a few mirrors might become necessary, as you may experience errors during syncing if you have no mirror set. You may want to manually resolve DNS in the /etc/pacman.d/mirrorlist, because pacman for i686 may not be able to get address information on x86_64 systems.
If you are installing from a LiveCD, and you have a system with a low amount of combined RAM and swap (< 1 GB), be sure to set the cachedir in /etc/pacman.conf to be in the new Arch partition (e.g.
/newarch/var/cache/pacman/pkg). Otherwise you could exhaust memory between the overhead of the existing distro and downloading necessary packages to install.
Setup the target system
Prepare a partition for Arch
You do not have to install Arch on a separate partition. You could instead build up a root filesystem in a normal directory, and then create a master tarball from it, or transfer it across the network.
However, most users will want to be installing Arch onto its own partition.
Prepare any partitions and filesystems you need for your installation. If your host system has any GUI tools for this, such as gparted, cfdisk, or Mandrake's diskdrake, feel free to use them.
To format a partition as ext4, you run (where /dev/sdxx is the partition you want to setup):
mkfs.ext4 /dev/sdxx
To format it as ext3 with journaling and dir_index:
mkfs.ext4 -j -O dir_index /dev/sdxx
To format it as reiserfs:
mkreiserfs /dev/sdxx
To format a partition as swap, and to start using it:
mkswap /dev/sdxx swapon /dev/sdxx
Most other filesystems can be setup with their own mkfs variant, take a look using tab completion. Available filesystems depend entirely on your host system.
Once you have your filesystems setup, mount them. Throughout this guide, we will refer to the new Arch root directory as /newarch, however you can put it wherever you like.
new_arch=/newarch mkdir ${new_arch} mount /dev/sdxx ${new_arch}
Install the core
Update pacman. You may have to create the
/newarch/var/lib/pacman folder for it to work (see "Setup the host system" above):
mkdir -p ${new_arch}/var/lib/pacman pacman -Sy -r ${new_arch}
Install the 'base' group of packages and the Archlinux keyring:
mkdir -p ${new_arch}/var/cache/pacman/pkg pacman -S base archlinux-keyring --cachedir ${new_arch}/var/cache/pacman/pkg -r ${new_arch}
Prepare /dev nodes
First, ensure the correct
/dev nodes have been made for udev:
ls -alF ${new_arch}/dev
This result in a list containing lines similar to the following (the dates will differ for you):
crw------- 1 root root 5, 1 2008-12-27 21:40 console crw-rw-rw- 1 root root 1, 3 2008-12-27 21:42 null crw-rw-rw- 1 root root 1, 5 2008-12-27 21:40 zero
Delete and recreate any device which has a different set of permissions (the crw-... stuff plus the two root entries) and major/minor numbers (the two before the date).
cd ${new_arch}/dev rm -f console ; mknod -m 600 console c 5 1 rm -f null ; mknod -m 666 null c 1 3 rm -f zero ; mknod -m 666 zero c 1 5
All device nodes should have been created for you already with the right permissions and you should not need to recreate any of them.
Now we will chroot into the new Arch system.
In order for DNS to work properly you need to edit
${new_arch}/etc/resolv.conf or replace it with the resolv.conf from your running distribution
cp /etc/resolv.conf ${new_arch}/etc/
Also, you need to copy a correctly setup mirrorlist into the new system:
cp /etc/pacman.d/mirrorlist ${new_arch}/etc/pacman.d
Finally edit the pacman configuration file
${new_arch}/etc/pacman.conf setting "Architecture" so that it matches the one of the target system.
The default of "auto" might fail if it is different from the host system.
Architecture = i686 or x86_64
Mount various filesystems into the new Arch system:
mount -t proc proc ${new_arch}/proc mount -t sysfs sys ${new_arch}/sys mount -o bind /dev ${new_arch}/dev mount -t devpts pts ${new_arch}/dev/pts
If you have a separate
/boot partition, you will probably need to mount that too. See Change Root for more details.
/boot partition and plan on using grub2, make sure to mount
/boot after chrooting. If you mount the
/boot partition before the chroot, grub2 will assume that
/boot and root are on the same partition and will not update correctly.
When everything is prepared, chroot into the new filesystem:
chroot ${new_arch} /bin/bash
Then setup pacman-key and verify the Master keys:
pacman-key --init ; pacman-key --populate archlinux
Install the rest
Install your preferred kernel, and any other packages you may wish to install. For the default kernel (which is already installed!):
pacman -S --needed linux
If you wish to install extra packages now, you may do so with:
pacman -S packagename
Configure the target system
Edit your
/etc/fstab, remembering to add /, swap and any other partitions you may wish to use.
Edit your
/etc/hosts and
/etc/mkinitcpio.conf to your needs. If you are installing Arch Linux to a USB flash drive, don't forget to add the
usb hook to
/etc/mkinitcpio.conf. Then, rebuild the initcpio image:
mkinitcpio -p linux
/etc/locale.gen, uncommenting any locales you wish to have available, and build the locales:
Setup Grub
To use GRUB when chrooted, you need to ensure that
/etc/mtab is up-to-date:
diff /etc/mtab /proc/mounts
If you get any output from the previous command, run:
grep -v rootfs /proc/mounts > /etc/mtab
You can now run:
grub-install /dev/sdx
If grub-install fails, you can manually install:
grub grub> find /boot/grub/stage1 (You should see some results here if you have done everything right so far. If not, back up and retrace your steps.) grub> root (hd0,X) (Note that Grub 1 and Grub 2 differ in how they each handle partition numbering. See the GRUB articles for info.) grub> setup (hd0) grub> quit
Double-check your
/boot/grub/menu.lst. Depending on the host, it could need correcting from hda to sda, and a prefix of /boot as well in the paths.
Manual recovery of GRUB libs
*stage* files are expected to be in
/boot/grub, which may not be the case if the bootloader was not installed during system installation or if the partition/filesystem was damaged, accidentally deleted, etc.
Manually copy the grub libs like so:
# cp -a /usr/lib/grub/i386-pc/* /boot/grub
Detailed instructions for GRUB, GRUB2, LILO, Burg and Syslinux are available; see also Category:Boot loaders.
Finishing touches
See Beginners Guide:Configure the system. You can ignore 2.11, but the rest of that guide should be of use to you in post-installation configuration of your system.
exit umount ${new_arch}/boot # if you mounted this or any other separate partitions umount ${new_arch}/{proc,sys,dev} umount ${new_arch}
Reboot to your new Arch system!
An alternate, simpler installation method
This method is verified to be working as of 1-4-12. This works best if you are in a LiveCD environment (or, in the case of servers, a GNU/Linux-based rescue environment). Firstly, you need to mount the disk you want to use for the Archlinux installation at /mnt. In this example, /dev/sda1 is used.
mnt /dev/sda1 /mnt cd ~ wget http://tokland.googlecode.com/svn/trunk/archlinux/arch-bootstrap.sh && chmod +x arch-bootstrap.sh
If you are wanting to install a 32-bit system:
./arch-bootstrap.sh -a i686 -r "ftp://ftp.hosteurope.de/mirror/ftp.archlinux.org" /mnt/
Or a 64-bit system:
./arch-bootstrap.sh -a x86_64 -r "ftp://ftp.hosteurope.de/mirror/ftp.archlinux.org" /mnt/
The bootstrapping will take 2-5 minutes depending on the speed of your system.
mount -t proc none /mnt/proc mount -t sysfs none /mnt/sys mount -o bind /dev /mnt/dev
Mounting these is essential for the installation of a bootloader later on.
If you have switched between architectures, pacman auto-detection might not work, in this case you need to edit /etc/pacman.conf to:
From 64-bit to a 32-bit system:
Architecture = i686
Or from 32-bit to a 64-bit system:
Architecture = x86_64
Now for the fun part, chroot into your newly installed Arch installation:
chroot /mnt bash pacman -Sy base mkinitcpio -p linux
Choose a bootloader. You can find the installation instructions on their own dedicated pages. (Syslinux, Grub, Grub2, etc.).
Remember: You will still need to do any final configuration touches as you would in a normal Arch install.
Credits to the Turkish site Raptiye for the original guide.


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This Sticky was just a thought one day when I opened the "Life" forum and saw the "Suicide" thread and thought, "What about all of the happy people and things going on in people's lives."
My injury is C5C6 complete and I am about 2 and a half years post. I'm still new to all of this and feel blessed to have this website for all the info, resources and the people. When I first found this site I thought life was over and it wouldn't ever get better, but I was wrong. Here's a few thread's that show how my life has changed.
1. Does it really get better?
2. The New Life
Many things have changed since then and I am the happiest I have ever been, even pre-injury. I have many things and people in my life that I have to thank for that, but the thing that keeps me happy is me. When I get bummed something in the back of my mind starts to slap me around and lets me know that I don't want to spend my day like that. I maintain my positive outlook because I know the opposite too well and choose not to live day in and day out like that. Here's a couple of things I do to keep my spirits up.
- Fresh air always helps.
- Positive people. Whether it's in person, on the phone, internet and if no one is around or available put in a positive movie or t.v. show.
- Staying occupied keeps the mind busy.
- Pets, just watching the things they do makes me smile.
I'll post more as they come to mind, but the most important aspect for me is thinking positive constantly. Even when negative things slam me in the face I just step out of the box and put things in perspective in a positive way.
- Exercise. The feeling you get when doing positive things for your body is incredible.
This Sticky should provide any kind of information on what you do to keep positive and happy, and also what kind of positive things are going on in your life.


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What was so especially "wicked" about Niniveh that Jonah would have to go there?
Were they wicked in that they worshiped different god(s)? This is pretty much what every other country did.
Were they wicked in that they had high crime and murder rates?
Were they wicked in that they instituted high taxes?
Actually I am looking for how Niniveh was "different". For example, violent people, as we know, are common in all societies. So I wonder if they were unusually violent (i.e., if that was the issue).
What was it that set them apart in their wickedness?


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It did seem odd that Chase Utley was out of the lineup for the first few games of the Spring Training schedule. Originally, we were told that hard workouts were the cause of not seeing Chase's 2011 debut. Now it has been revealed that Utley has tendinitis in his right knee.
In this illustration we'll see exactly what tendinitis is and it is followed up with a medical description:
here is the medical description of tendinitis:
The onset of patellar tendonitis generally begins with soreness and pain at the inferior pole, or bottom of the patella, after an intense workout, sport practice, or gaming event. Tenderness, pain, and slight swelling can occur at the tibial tuberosity (bony projection to which the patellar tendon attaches). Pain increases as the condition progresses, occurring before, during, and after activity. Pain can also be increased when walking up or down stairs. If the condition continues without treatment, calcifications can appear in the tendon. There are three grades to label the levels of pain in relation to patellar tendonitis:
- Grade 1: pain after sport activity
- Grade 2: pain during and after activity
- Grade 3: pain during activity and prolonged pain after the activity. The condition may progress to constant pain and result in a complete rupture.
Treatment and management
Initial treatment of patellar tendonitis involves reducing pain and inflammation in the knee. Treatments for the injury can include, but are not limited to ice, electrical stimulation, phonophoresis (ultrasound), iontophoresis (uses a galvanic current), or non-steroidal anti-inflammatory drugs (NSAIDs). Often, treatment includes ice and NSAIDs, such as ibuprofen and naproxen, because they are convenient and are known to work.
To avoid injury, stretching and strengthening exercises should be performed prior to any activity. Stretching of the quadriceps, hamstrings, and calves should be performed on a daily basis. Strengthening exercises are used to prepare the body for regular activity. These exercises can include straight-leg raises in all directions, one-quarter squats, and progressive jumping. As the flexibility and strength returns close to normal, plyometric exercises can be added for more stability. Some athletes find that a patellar tendonitis brace, similar to counterforce braces used by tennis players helps to decrease pain and swelling. This brace fits just below the patella placing pressure on the tendon. Precaution prevents reinjuring a tendon or preventing an injury. Precautionary measures include stretching and regular strengthening exercises.
Athletes may return to play as soon as they can perform sport-specific exercises without pain. If available, the athlete should see their athletic trainer for evaluation, treatment, and rehabilitation.


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About Archives and Archivists
What is an archives?
Archives hold historical records of organizations and individuals. In the case of the Seattle Municipal Archives, it is the records of City government: records created by or for City agencies and elected officials. Archives differ from libraries in that their collections do not circulate and may not be checked out. Additionally, their records are unique; a letter or photograph held by an archives may be the only one in existence. The size of a collection in the archives can range from a single item to hundreds of boxes.
What kinds of records are in an archives?
The records may be in many different formats, including documents, photographs, audio, film, maps, architectural drawings. Records reflect the everyday activities of the agency or person who created them, but may be used by researchers for an entirely different purpose than for which they were created. For example, a letter to the City Council in 1893 complaining about the noise from cows (and their bells) running loose in the City tells us about the nature of the City changing from a rural to an urban environment, even though the reason the individual wrote the letter was to get action regarding a noise problem.
What types of archives are there?
Archival repositories are diverse. They can be located in federal, state, and local governments; schools, colleges, and universities; religious institutions; businesses; hospitals; museums; labor unions; and historical societies.
What does an archivist do?
Archivists preserve and provide access to these historical records. This involves identifying and selecting permanent records due to their enduring value, then arranging those records to make them usable and housing them in acid-free materials in order to aid in their long-term preservation. Archivists often create guides to collections to provide information about the scope of the records as well as contextual information about why, how, and by whom they were created. They also provide reference services and help researchers find records that are relevant to their area of interest. Additionally, archivists create exhibits, publications, and other outreach programs to increase awareness about the records in the archives.
See the Society of American Archivists' online publication Using Archives to learn more about archives and how to use them.
Seattle, Wash.
August 17 1893
To the Committee appointed by the Council to investigate the cattle nuisance of Brooklyn and Latona.
Gentlemen: On account of the press of business at the particular hour you convene at Latona and Brooklyn, I shall not be able to meet you, but presuming on your indulgence I have sent you my grievance by letter.
We are living in the city limits, pay our taxes for the same, and yet at present have but few priveledges, and none in the way of a cattle law.
There is scarce a night, the quiet of our streets is not broken and one continual pandemonium of brawling of cows and ringing of bells (nearly ever other cow has a bell) and the fearful cries of cows for their offsprings, and the tramp of horses, up and down the sidewalks, reaching over fences to obtain the same grasses, breaking fences and sidewalks and covering them with the excrements. I counted one moonlight night at 12 o clock no less than 17 head before my door. They were locking horns-bellowing for their young-ringing bells, tramping sidewalks, until night was made hideous.
My neighbor has nearly a dozen head of cows, besides their young, 3 or 4 horses, and a pig. And the stench when the wind is blowing from the west is unbearable. An all in the sample city of the sound. I have lived in the country but never have been annoyed half as much as in this City, by stock ranging at night.
Again the damages to the lives of travelers should not be over looked. One night on coming home we almost ran into three cows, and it was with the greatest difficulty we stopped the car in time, or we would have been thrown into the lake.
Today I asked a conductor if he had any trouble with stock on the track-his answer was, "We ran into one cow just as we were turning a curve and smashed in our head light. If the committee wants to know what a nuisance the cattle are, let them go to the rail road company."
Gentlemen I don't wish to hurt the poor man with his one cow-that man could tether it out, or for a few cents per week could have it herded. It is the city farmer, or stockmen, who want City priviledges so as to be near to sell other commodities at the expense of citizens who pay high taxes for priviledges which they never get, in fact less than we should have in the country and pay scare any taxes.
Gentlemen you have 59 voters for a cattle law against a little over 30 for no cattle law, and a large number of those are neutral because many of them are friends or receive some favor from the cattle men.
Gentlemen those 59 voters, certainly have some rights that should be respected. Our houses are becoming empty and I assure you I would never have bought with such a cattle anoyance around me. Such a state of affairs is detremental to the growth of this portion of our favored City and brings a blush to the cheek of those who love suburb City life.
Gentlemen we leave the matter in your hands, trusting that you will respect our rights and give us a cattle law.
I am
yours very respectfully
[signed] W. Chapman, M. D.
General Files document 992804
Seattle Municipal Archives


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Through March 6th the MyFreeTaxes.com van, sponsored by Walmart Foundation, will visit Bay Area cities to help people who earned less than $58,000 in 2009 file taxes free of charge and obtain assistance from IRS-trained volunteers. For more information visit www.myfreetaxes.com/tour or e-mail firstname.lastname@example.com.
Bay Area residents who miss the MyFreeTaxes.com van, can still get free tax preparation through April 15 at one of more than 200 free tax sites operated by Earn It! Keep It! Save It! program. The program, which is lead by United Way, provides free tax filing help to households that earned less than $52,000 in 2009. To locate a free tax site, call 2-1-1 or visit www.earnitkeepitsaveit.org.
– Posted by Tom Abate


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Reserve-Component Families Face Universal Challenges
By Capt. Steve Alvarez, USA
Special to American Forces Press Service
MACDILL AIR FORCE BASE, Fla., Sept. 21, 2007 - Problems facing reserve-component servicemembers are universal, regardless of which country they come from, international officials here this week learned.
Representatives from the United States, Britain, Canada, Australia, and New Zealand here to discuss reserve personnel issues all agreed that the biggest challenges facing reserve-component family programs are communication and overcoming the stigma of receiving support.
The group, known as the ABCA Information Team -- for America, Britain, Canada and Australia; New Zealand joined only recently -- has met for the past eight years to ensure member armies have necessary capabilities to conduct full-spectrum operations in a joint environment.
"Getting (reservists and their families) to admit they need help and then plugging them into the help is the challenge," British Brigadier Greg Smith, deputy inspector general for the territorial army of the United Kingdom, told the panel.
Spouses who may need support from family programs sometimes incorrectly assume that receiving assistance will hurt their spouse's military career. But beyond that the majority of reserve families do not live on military installations and aren't traditional Army families, Smith added.
"Where they are living, these neighbors aren't having these types of problems," Brig. Gen. David N. Blackledge, commander of the U.S. Army Reserve's 352nd Civil Affairs Command, said.
Not only are Army Reserve families isolated in the uniqueness of their problems in their communities, but they also feel disconnected from the Army, Paula Savage, director of Army Reserve family programs, said. "Any avenue we can communicate we try to take advantage of," she said.
The communication and isolation obstacles facing Army Reserve family-program personnel -- 345 of them geographically organized by region -- caused Army Reserve officials to rethink their approach to family support and deliver solutions that would lessen feelings of isolation and expand access to benefits.
Enter the Army Reserve's "Virtual Installations" Program.
The concept came into fruition after Laura Stultz, wife of Army Reserve chief Lt. Gen. Jack C. Stultz, realized how scattered personnel from a single unit can be.
"A few years ago my husband had a unit in Florida and we decided to mail Christmas cards to children in the command," Mrs. Stultz said.
She then realized the unit's families were spread out in many different communities by themselves and likely felt isolated. The Virtual Installations program will help virtually unite these families in the same spirit of civilian social Web sites, but it also will inform Army Reserve families about benefits and services available to them.
"Virtual Installations is an important project to me," Stultz said. "Everything you can get on a regular installation, we want to offer to our soldiers."
The goal of Virtual Installations is to be a one-stop shop that Army Reserve families can go to and receive information on benefits and services. Many Army Reserve families do not have access to military posts and cannot take advantage of the many on-post services available to active-duty families. Stultz said the site also someday may include chat rooms for children of Army reservists, an idea the Stultzes' daughter floated.
The Virtual Installations Web site is just one piece of a two-pronged approach to reach out to Army Reserve families. The other branch is a community-based effort.
Stultz recounted to the panel an anecdote where a boy was elated to hear that his father, a deployed Army Reserve soldier, was coming home. His family and others assumed the boy knew that someday his father would return from the war. But what Mrs. Stultz and the boy's family didn't realize was that the child had learned that other soldiers had been killed in the war, and the boy presumed his father would meet the same fate and was walking around with that angst for months.
The child, Stultz said, didn't have commonality with his peers. Other kids in his community didn't have a deployed father, so he not only was misinformed, but also couldn't share his emotions with anyone who was like him -- a child from an Army Reserve family.
To fill that void, the Army is involved in multiple programs for children of Army families that occur regularly and are held regionally. The Army Reserve hosts enrichment camps, conferences and retreats that bring together children and allow them to find the missing commonality by interacting with kids living through similar experiences. The events are not only cathartic for many of the children, but they help kids establish contact with those in similar situations, the panel said.
Stultz admitted that while the Web site and community programs are effective, more needs to be done. She said Army Reserve family-programs personnel are trying to get more doctors to accept Tricare.
She noted that soldiers are offered counseling to help them cope with experiences during deployment. "We want to be able to tell these families how and where to get counseling," she added.
"These families deserve everything we can do for them," she said, adding that Army Reserve families don't want new services, just access to those that already exist for active-duty families.
Australian and New Zealand officers said they had similar issues in their forces, but that theirs paled in comparison to what U.S. reserve forces face because of the duration and magnitude of U.S. deployments.
"We have to get smarter about all this, and this has helped me," Canadian Brig. Gen. J.P. O'Brien said at the conclusion of the panel discussion.
(Army Capt. Steve Alvarez is the public affairs officer for 143rd Sustainment Command (Expeditionary).)
Reserve-Component Families Face Universal Challenges [ http://www.defenselink.mil/news/newsarticle.aspx?id=47534 ]


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Alright, I've been plugging away at this code for quite some time. I finally felt it necessary to seek assistance in an online forum, as my JAVA mentor is away for the time being.
My idea is to populate a String array, instantiated in the varlib class, with lines from a .txt document. This is the code of my method.
try{ BufferedReader br = new BufferedReader(new FileReader("db/tableA.txt")); for(int i=0; i<varlib.tableA.length; i++) { varlib.tableA[i] = ("" + br.readLine()); System.out.println(varlib.tableA[i]); } }catch(IOException e) { System.err.println(e.getMessage()); }
I'm fairly new at the JAVA thing, but I've been doing some net searching... Not quite sure exactly what I am doing wrong here. Any help would be appreciated!
EDIT: I forgot to tell what it was doing. Basically, the println displays null for every value that there is in the txt file. For example, if the first line was the word Apple, the value of Table[0] is printed as Null


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March, 1968
Since World War II, the point-contact diode has been the most useful converter of microwave signals to lower frequencies. Now, a new device—the Schottky-barrier diode—is claimed to offer improved electrical efficiency and higher reliability for this and other applications. A comprehensive evaluation of both devices leads to the conclusion that each has its place in microwave design. Here are the facts.
Construction differences
The manner in which the construction of the Schottky diode differs from the point-contact device is shown in Fig. 1.
Both the point-contact and Schottky diodes consist of a die of semiconductor material on which an epitaxial layer is deposited. The point-contact diode uses a metal whisker to make pressure contact against the epitaxial layer, forming the rectifying junction. The Schottky diode has an additional oxide layer deposited over the epitaxial layer. A "window" is photo-etched through the oxide layer to the epitaxial layer through which a metal contact is then deposited. Thus, the main difference between these devices is the pressure contact used in the point-contact diode compared with the deposited contact in the Schottky diode. The pressure contact in the point-contact diode can damage the junction, depending on the amount of pressure exerted on the contact, while the Schottky diode lends itself to better control and more repeatable fabrication.
Mode of operation
Download this article in .PDF format
At the semiconductor-to-metal interference an energy barrier (Schottky) exists due to the differences in work functions of the two materials. This barrier level decreases with forward bias and increases with reverse bias, thus making rectification possible. During forward bias the majority carriers (electrons) are injected from the semiconductor to the metal where they are at a higher energy level than the metal-free electrons. Once in the metal, the electrons then give up energy very fast, becoming free electrons. This process occurs with very little flow of minority carriers from the metal to the semiconductor. In this form, a fast response to change in bias is achieved.
Detection and mixing
The mixer diode can be treated in somewhat the same manner (see Fig. 4). Conduction for the Schottky diode occurs only after about 300 mV, while the point-contact diode will operate as an efficient mixer, with a bias of only about 200 mV p-p and a signal of 40 mV p-p. Also, if the LO drive is increased to a point where the Schottky diode is driven into forward conduction, it also becomes an efficient mixer. The use of a dc bias, as shown in Fig. 4, permits the Schottky diode to operate with less LO drive. Use of dc bias also enables the point-contact diode to operate with lower drive.
Typical E-I curves for both the point-contact and Schottky-barrier diodes are shown in Fig. 2. So far as video detection is concerned, the main difference between the two curves is the point at which forward conduction starts; i.e., "zero" for the point-contact diode and 200 mV for the Schottky diode. The reverse current is assumed to be zero for either diode over the range of the signal input. If, as in Fig. 3, a small rf voltage (40 mV p-p), is applied at α, the resulting detected output is as shown. As noted, the Schottky diode cannot detect at levels below 200 mV. But, if a dc bias is applied to the Schottky diode equal to current cut-off voltage, detected output from the Schottky diode occurs as a result of the signal applied at b. Therefore, if the Schottky diode is properly biased, efficient detection may be realized.
Dc characteristics
Forward characteristics of point-contact and Schottky diodes are shown in Fig. 5. Comparisons are made between typical S, X, and Ka-band types. From 1-50 mA, the point-contact and Schottky diodes are similar, but below 1 mA they are quite different.
A comparison of the reverse characteristics of the two types is shown in Fig. 6. The point-contact diodes have very low reverse voltage drops for any given reverse current as compared to the Schottky diodes. Although not generally specified, point-contact diodes typically have 3-V PIV's at 100 μA; whereas, Schottky diodes are generally specified as 10 μA and a 7-V PIV. At 100 μA, the Schottky PIV would be about 12 V or four times that of a point-contact diode.
A comparison of forward characteristics with temperature is shown in Fig. 7. At currents of 1 mA or more, the change vs. temperature is much less than at currents of 100 μA or less. This is because at higher currents, variation dude to internal heating caused by forward conduction I-R drop tends to swamp out variations due to ambient temperature. Although the changes for Schottky diodes are less than those for point-contact units, they still follow the same general pattern.
Comparison of reverse characteristics vs. temperature is shown in Fig. 8. The change in PIV at 150-deg. C is extreme for the point-contact diodes—becoming 1/3 its room temperature value—whereas, the change is only about 10% for the Schottky diode.
Comparison of rf characteristics
A cross section of the diode, as it appears when packaged, is shown in Fig. 9. The unit consists of two metal ends and a glass body. The glass is sealed to the kovar ends, thus making a true hermetic seal. Length is approximately 0.2 in., body diameter, 0.08 in. and metal-end diameter 0.062 in.A variety of packages for both point-contact and Schottky diodes is available, including cartridge, coax, picomin, and MQM. Various packages have different impedances. For comparison, the same MQM package configuration for point-contact and Schottky diodes was used. This package was chosen because of its inherent broadband capabilities which emphasize semiconductor differences.
For test purposes, each diode was placed in a holder matched to the diode's impedance at spot frequencies. Although the MQM package is suitable for strip-line and miniature packages, the holders used for testing were selected to mate with standard test equipment. Holders for S-band and X-band are shown in Fig. 10.
The test set-up for measurements at both S- and X-band is shown in Fig. 11. A low-noise klystron was used. Since the measurements were made in a single-diode mixer, it was essential to have a narrow band-pass filter to ensure rejection of the LO sideband noise. The 30-Mc amplifier was matched to the resistance and capacitance presented by the diode holder combination.
Mixer characteristics
The change in noise figure vs. local-oscillator drive for S-band diodes is shown in Fig. 12, and is similar to the X-band diodes. The Schottky diode has the best performance over the range from +6 to +3 dBm, similar performance from 0 to -6 dBm, and marked degradation beginning around -10 dBm. The point-contact diode gives better noise figure in the -12 dBm range.Comparison of point-contact and Schottky diode performance as a microwave converter, or mixer, is shown in Figs. 12 through 23.
In Fig. 13, which shows VSWR vs. LO drive, the two diodes are comparable until the drive drops to -9 dBm, beyond which the Schottky diode deteriorates faster than the point-contact device.
As shown in Fig. 14, the change in i-f impedance vs. LO drive is comparable for both diodes. The use of dc bias will improve the characteristics for both diodes beyond -12 dBm.
The change in noise figure vs. temperature for both diodes at S and X-bands is shown in Fig. 15. Over the range from -55-deg. C to +150-deg. C, the Schottky diode changes 1 dB at S band while the point-contact diode changes about 5 dB. Most of this change occurs over the high temperature range. Somewhat better performance is obtained with both diodes at X-band, as shown.
The VSWR vs. temperature response for S-band diodes, similar to that for X-band diodes, is shown in Fig. 16.
Variation in i-f impedance with temperature for S-band diodes is shown in Fig. 17. The point-contact device varies about 100 ohms. Similar results were obtained on X-band diodes.
The Schottky diode lends itself to broadband applications, as seen from the impedance charts in Fig. 18. It becomes obvious, however, that the Schottky diode cannot be used as a direct replacement for the point-contact type. For example, systems with video detectors using point-contact diodes cannot be replaced by Schottkys without redesigning the system by the addition of bias.
Another concern in mixer performance is low-frequency noise introduced either by LO or dc bias. Noise voltages obtained at various i-f frequencies for Schottky, and point-contact diodes, as compared to a resistor, are shown in Fig. 19. The two curves for each type diode are for two different bias levels. In each case, the Schottky-diode noise voltage at 1 kc is better than the point-contact by a factor of 3, with the two diodes reaching a comparable condition at 1000 kc.
Microphonics is another problem area, often encountered in systems operating at low i-f frequencies. This phenomenon is noise generated by the diode due to mechanical shock. A block diagram of the microphone test set-up is shown in Fig. 20. The diode is shocked by means of a small vibrator driven at 80 cps while under dc bias condition. The noise generated by the diode is then amplified and displayed on an oscilloscope.
The response obtained while shocking typical point-contact diodes is shown in Fig. 21. The ringing effect is caused by the change in pressure exerted on the contact as the whisker vibrates, thus causing a change in the diode's barrier resistance.
The waveform in Fig. 22 is obtained for a typical point-contact diode which has been filled with a damping medium to reduce the mechanical oscillation of the whisker. Note the drastic reduction in microphonics. Noise from a typical Schottky diode is shown in Fig. 23. The improvement over the point-contact diode is apparent.
As a detector
Results of this evaluation are shown in Fig. 24, which clearly shows the comparison between X-band Schottky and point-contact diodes. When operating without dc bias, the Schottky diodes are approximately 30 dB poorer in this test than the point-contact units. This would be expected, because the Schottky diodes are non-conducting at low bias levels. With dc bias, the Schottky diode is comparable to the point-contact unit.To evaluate detector diodes, tangential signal sensitivity was chosen as the test parameter. This is defined as "that power below a 1-mW reference (0 dBm) required to produce an output pulse sufficient to raise the noise fluctuation by an amount equal to the average noise level, or 4 dB above the minimum detectable signal."
The use of dc bias changes the video impedance and noise characteristics of the diodes. Point-contact diodes without bias have video impedances of approximately 4 kΩ to 100 kΩ. Schottky diodes are in the 10's of megohms. With 50 μA dc bias, point-contact diodes have video impedances in the range of 1.5 to 4 kΩ, whereas the Schottkys are in the range of 5 to 6 kΩ. The video impedance, coupled with the capacitance of the holder-amplifier combination, has a critical effect on the plus fidelity due to the charging time-constant of the circuit. Bias on point-contact diodes will result in better pulse fidelity than with Schottkys because of the lower video impedance.
The noise generated within the diode by the dc bias is lower in the Schottky than in the point-contact device. However, Schottky diodes with very low capacitances have shown high noise. This is attributed to the high RS associated with low capacitance.
Temperature runs of both diodes show the Schottkys to be more stable with temperature variation, while the point-contact tangential signal sensitivity varied 3-5 dB at high temperatures.
Families of curves, showing voltage output vs. power input and load resistance for both point-contact and Schottky diodes, are shown in Fig. 25. The higher peak inverse voltages of the Schottkys, as compared with the point-contacts, are evidenced by their higher open-circuited voltage. The higher starting voltage of the Schottky diode, compared to the point-contact, is also evident.
The future of the Schottky diodes
What does the future hold in store for the Schottky diode?
At present, these diodes are limited to an upper frequency of about 40 Gc. Research and development now in process will push this limit higher. The Schottky diode has the potential of being the circuit designer's "dream" diode—the active junction with no package.
Burnout comparison
Continuous power seldom exceeds ratings in most applications since microwave mixer diodes operate with a local-oscillator power input of a few mW, well within their rating. As a detector covering a wide dynamic range, the diode's capability may be exceeded at the high-power inputs. In practice, this problem can be eliminated by adding enough attenuation to protect the diode at the maximum input-power level while accepting reduced signal output at low-input power.Burnout is a major cause of operation failure of microwave diodes. Burnout (for this discussion) is defined as catastrophic failure such as an open or short circuit or a 3-dB degradation in electrical performance. Burnout may be due to excessive energy (continuous or transient) dissipated in the diode.
It is more difficult to protect against transient energy. Two major causes of excessive transient energy are TR tube leakage and high-energy signal pulses.
Using the same MQM packaging configuration, burnout comparison of Schottky and point-contact S- and X-band diodes is shown in Fig. 26. The tests were performed by subjecting groups of diodes, one at a time, to a single pulse from a Torrey line. The charging voltage was increased with successive pulses until the diodes were destroyed.
The S-band Schottky diodes were better at higher voltage levels than the point-contact diodes, as shown at α. The X-band Schottky diodes were better than the point-contact diodes at the lower voltage levels, as shown at b. X-band devices withstand less voltage than the S-band diodes because of the smaller junction of the higher frequency diodes.
Using a repetitive-pulse test, results were somewhat different as shown in Fig. 27. The tests were performed by subjecting a group of diodes one at a time to a series of pulses and then repeating at increasing voltages until all diodes were destroyed. A diode that will withstand one pulse may be destroyed by repetitive pulses of the same energy content.
The Schottky diodes appear better at lower charging voltages at S-band, as shown in Fig. 27a. At X-band, the point contact diodes appear better, as shown at b. These curves point out the significance of the application and the test procedure in evaluating diode burnout resistance.
Another type of pulse burnout of interest is that encountered with high-powered pulses in the order of 50 ns to a few ms duration. Such pulse widths might be experiences by a diode in a video receiver. The peak pulse power is the significant factor in causing diode burnout. In testing for this, Schottky diodes are superior at both the 1.0- and 10.0-ms pulse widths, as shown in Fig. 28.
Cw power capability
The ability to withstand cw power is of interest in some applications of microwave diodes, such as in power monitors on an intermittent basis or in harmonic generators on a continuous basis.
Cw power-capability tests were performed by applying power to the group of diodes at a sequence of increasing power levels for short periods of time until the diodes were destroyed or the maximum power of the test circuit was reached. X-band point-contact and Schottky diodes were mounted in a holder one at a time. Each diode was matched to the power source at each power level, in order to get maximum power dissipation in the diode. Two different diode loads were used.
With the 10-kΩ load, point-contact diodes started to fail at 640 mW while Schottky diodes showed no failures up to 800 mW. With the 10-Ω load, Schottky didoes showed changes at 160 mW while the point-contact diodes showed no change up to 800 mW.
These results can be understood in terms of the diode characteristics. With the 10-Ω load, the forward current will be greater in the Schottky diode because of its lower series resistance; and consequently, the power dissipated in the device will be higher at the same input power level. With the 10-kΩ load, less forward current will exist and less power will be dissipated in the diode.
However, the voltage built up across the diode in the reverse direction will be much higher with the 10-kΩ load; and the point contact diode with its much lower PIV characteristics will start to conduct much sooner in the reverse direction with subsequent diode damage. The better PIV characteristics of the Schottky diode will also be an advantage in some applications, such as in video detector systems, where a possibility of pulse leakage from nearby transmitters exists.
Schottky didoes withstand burnout better than point-contact diodes. The amount of superiority demonstrated varies from one type of test to another and is a reflection of the problems of test instrumentation. The experimental data support the theoretical superiority of a junction device, with its greater uniformity, over a point-contact device which depends on a pressure contact between tungsten and silicon for rectifying junction.
Environmental and fabrication considerations
These tests prove that Schottky diodes are suitable for severe military and space environments. Point-contact devices, likewise, withstand the same degree of mechanical and thermal stress as the Schottky diode.Since most microwave diodes will be used in military equipment with rugged service environments, it is necessary to know the ability of microwave devices to withstand severe environmental stress. Schottky didoes will withstand high mechanical and thermal stresses as demonstrated by tests performed under the standard conditions of MIL-STD-750 for semiconductors. Schottky didoes will withstand mechanical stresses of 20 G vibration, 1500 G shock, and 20,000 G acceleration. Schottky diodes will withstand temperatures cycling from -65 to 150-deg. C. No deterioration was evident after 1000-h storage at 150-deg C.
Schottky diodes have two fabrication advantages over point-contact devices that result in greater uniformity and, therefore, in greater reliability in large-scale production. Schottky diodes are made by forming a large number of junctions on a single wafer of semiconductor material. This process, which is one used for the majority of semiconductors, is capable of close control. These junctions can be measured for dc characteristics and capacitance while still on the wafer or in chip form, which results in tight process control. Point-contact devices, however, are made by a pressure contact between the semiconductor and the metal contact. This fabrication method results in significant variation in dc characteristics from device to device. Furthermore, these dc characteristics can only be measured in the finished assembly.
The Schottky diode should be much more uniform in high-volume production than the point-contact diode. Variations in package materials and processes can be separated from semiconductor variations so that impedance variations from device to device should be much less with Schottky diodes.
Using Schottkys in circuits
Beamlead technology has been applied to produce a unique microwave mixer circuit configuration, in which two silicon Schottky-barrier diodes are fabricated monolithically and beamleaded in series with a center beam between them. The resultant diode pair is shown in Fig. 29.
The complete mixer is shown in Fig. 30. Here the diodes are bonded to the arms of a quarter-wavelength branch line hybrid, and the i-f signals are combined at the center top of the diode pair and fed out through a low-pass filter. This mixer has successfully performed at X-band with a noise figure of 7 dB.
As an illustration of other applications of this technique, a demonstration model of a cw integrated Dopplr radar has been fabricated as shown in Fig. 31. It consists of a 9.5-Gc avalanche-diode oscillator, which serves as transmitter and local oscillator (the system operates at zero i-f frequency), a directional coupler, separate transmit and receive antennas, a Schottky-diode balanced mixer, low-pass filter, audio amplifier and loud speaker. A moving target produces a Doppler-shifted return signal, which is down converted to an audio frequency, amplified and fed to the speaker.


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|Commission Home Page
|View PDF version of Newsletter
|In This Issue:
Commission Promotes NJEDge
NJEDge will soon be synonymous with New Jersey's colleges and universities...
|New and Expanded Initiatives Proposed
|Consistent with recommendations in the Commission
on Higher Education's budget policy statement, the proposed fiscal
year 2002 budget includes new teacher education and recruitment initiatives
and an expansion of higher education's role in high-tech training
and research...
|Colleges Step Up to P-3 Challenge
For the state's 30 Abbott school districts, implementing the Supreme Court's mandate for preschool programs has been a daunting challenge...
|Sharing Distance Learning Resources
Online courses offered through the New Jersey Virtual Community College Consortium (NJVCCC) combine the flexibility of distance learning with a full range of campus-based services...
|NJIT Research Reaches New Heights
Thanks to near-perfect climactic conditions and an unusual design, New Jersey Institute of Technology's Big Bear Solar Observatory provides new data and dramatic images that are expanding scientific knowledge about the sun...
|Fifth Annual Systemwide Accountability Report
The Commission's fifth annual systemwide accountability report, adopted in March, provides valuable data and information about the state's system of public and independent colleges and universities...
|New Commission Members
The Commission on Higher Education welcomed two new members in January, Laurence M. Downes and Henry C. Johnson...
Commission Promotes NJEDgeCommon Identity Emphasizes the Competitive Edge
New Jersey's Colleges and Universities Provide
NJEDge will soon be synonymous with New Jersey's colleges and universities. Creation of the NJEDge "brand" is part of an effort by the Commission on Higher Education and the Presidents' Council to raise the profile of the state's higher education system and increase awareness about its educational, economic, and societal contributions.As a critical part of the state's economy, New Jersey's 57 diverse colleges and universities serve students, employers, government and policymakers, and the general citizenry. NJEDge provides a unifying identity that communicates higher education's pivotal role in maintaining the state's economic edge and providing all New Jerseyans with an educational advantage in today's competitive marketplace. For example, top-quality education and training programs give students the edge in achieving their academic and career goals. New Jersey's strategic location at the heart of the northeastern corridor, along with a wide range of on-campus and distance learning offerings, and the state's deep commitment to student access make it a great place to attend college. In addition, linkages with elementary and secondary schools, public service projects, and cultural activities provide advantages for residents throughout the state. And, from large corporations to small businesses, New Jersey employers depend on well-prepared graduates and high-tech research and development to give them the competitive edge in today's global economy. With this issue, the Commission's quarterly newsletter becomes NJEDge News, providing a broad audience with information about statewide higher education issues and accomplishments as well as notable programs at individual institutions. An NJEDge web portal, www.njedge.org, is already in place. It links users to college and university websites, financial aid information, searchable indexes of degree programs and distance learning offerings, the Commission's website, and a host of other information about higher education in New Jersey. A new network linking public and independent institutions with high-speed data and video communication will be known as NJEDge.Net. The network will further hone New Jersey's edge with new and expanded opportunities to integrate technology into collegiate teaching and research, and through links to preschool to grade 12 schools as well as corporate and community constituents. NJEDge complements college and university image and identity campaigns, and institutions are invited to identify themselves with NJEDge by using the logo in their own publications and marketing materials.
New and Expanded Initiatives Proposed
Consistent with recommendations in the Commission on Higher Education's budget policy statement, the proposed fiscal year 2002 budget includes new teacher education and recruitment initiatives and an expansion of higher education's role in high-tech training and research.
The proposed budget includes $10 million to improve teacher preparation quality and capacity, and an additional $5 million to recruit high-achieving teachers for disadvantaged school districts.
Recognizing the need for more and better-prepared teachers, the first initiative will challenge New Jersey colleges and universities to make teacher preparation a top priority. Institution-specific strategies will enable them to expand the capacity of their programs and improve linkages with the state's preschool to grade 12 core curriculum content standards.
To ease shortages in critical disciplines, the budget proposes stipends for new preschool, science, math, special education, and world language teachers in disadvantaged school districts. The recruitment program will provide state bonuses of $5,000 per year for five years to eligible teachers who graduate with at least a 3.0 grade point average. Increasing the diversity of the teaching force will be a particular emphasis.
The proposed budget also includes a package of initiatives to make New Jersey more competitive in creating and retaining high-tech jobs.
The High-Tech Workforce Excellence Grants launched this year will be continued, enabling the Commission to award a second round of grants to strengthen programs in computer science and information technology; physical, life, and health sciences; engineering and engineering technology; and math and science teacher education.
Also proposed are two funds to boost university research in biomedical and other technology fields. The Fund for Technology Innovation will increase capacity at the six research universities, and funding to match federal research grants will be extended. A new Higher Ed/Business and Industry Partnership Fund will provide funds to match new private sector research grants in science and technology.
The proposed budget also includes $5 million for the Commission on Science and Technology to establish more specialized business incubators in partnership with colleges and universities. Increases are proposed in college and university operating aid, although not at the levels requested for the senior public and independent institutions. Level funding was recommended in several other key areas where the Commission sought increases, including the Educational Opportunity Fund, College Bound, and part-time TAG. ¤
Colleges Step Up to P-3 Challenge
New Jersey's two- and four-year colleges and universities have stepped up to assist in the statewide endeavor, working hard to help teachers in those programs meet new certification requirements. They are also striving to recruit and train new early childhood teachers to meet the growing demand.
To accelerate implementation of programs for three- and four-year olds, the Abbott districts were permitted to contract with licensed community child care centers. Now teachers at those centers must move expeditiously toward the required Preschool to Grade 3 (P-3) certification.
Any new teachers hired this year must hold a bachelor's degree and the new certificate by September. Teachers working at the centers before September 2000 have until 2004 to meet the requirement. The state is providing special scholarships to pay for their required coursework.
Recognizing the daunting timelines, five state colleges and universities--The College of New Jersey, Kean University, Montclair State University, New Jersey City University, and Rowan University--launched programs last summer to help teachers with a baccalaureate degree earn the new P-3 certificate. William Paterson University initiated a program in the fall. All six institutions are also helping child care center teachers who possess only an associate degree to work toward a baccalaureate degree that includes the preschool certification.
The demand for certified preschool teachers will continue to rise, as approximately 100 additional districts will be required to offer preschool programs for four-year-olds in the fall. Several additional colleges and universities are in various stages of developing new programs to meet that burgeoning demand. Along with the six institutions with programs in place, they will strive to meet the high demand for preschool teachers by recruiting both undergraduate and graduate students to pursue the preschool certificate.
Thirteen New Jersey community colleges are also joining the effort to prepare teachers in child care centers to meet the new certification requirements. Representatives from community colleges that have an Abbott district within their county are visiting child care centers to help teachers without a degree get started in a community college program that will transfer to a four-year institution. Given the tight timelines within which these teachers must earn their baccalaureate degree and preschool certification, the colleges are making special efforts to provide flexible scheduling and support services. ¤
Sharing Distance Learning Resources
The consortium enables New Jersey's 19 community colleges to expand the range of online offerings available to their students by sharing their distance learning resources. Institutions may open successful online courses to other consortium members that have a similar course as part of their curriculum but do not offer it online.
When a member institution agrees to host another college's course, it effectively becomes their course as well. Students enroll in and receive credit for the online course through their home institution. The local college provides student services such as advisement and counseling, as well as access to the library, computer lab, and other facilities.
The host/provider model lets students know for certain whether credits for a particular online course will count toward their degree. All consortium courses have a uniform tuition rate of $80 per credit with no service fees.
"We think this is the best model for the students, so they know ahead of time what is happening," said Mary Wall, chair of the NJVCCC executive committee and dean of academic computing and distance learning at Atlantic Cape Community College.
The NJVCCC started in 1999 with only 38 students. This semester, over 600 students are enrolled in 119 credit-bearing courses offered through the consortium.
Four of the participating institutions-Atlantic Cape Community, Bergen Community, Burlington County, and Mercer County Community Colleges-offer full degree programs through the NJVCCC.
The consortium is committed to keeping online classes small, maximizing students' contact with the instructor and each other.
Dr. Wall believes that for a certain type of student, online learning offers a better experience, especially at a community college where many students typically attend class and then leave campus. Many students perform better and develop closer relationships with instructors and peers in the online environment, she said.
Dr. Wall sees exponential growth ahead for the NJVCCC, as the colleges expand the number of online courses offered. Faculty development available through the New Jersey Virtual University (NJVU) is helping all New Jersey public and independent institutions offer more and better-quality online courses and programs. For more information, visit the NJVCCC website at www.njvccc.cc.state.nj.us.¤
NJIT Research Reaches New HeightsBig Bear Solar Observation Lets NJIT Scientists View Our Nearest Star
The California observatory, operated by NJIT since 1997, is considered the world's best site for studying the sun. Its location in the middle of Big Bear Lake reduces image distortion caused by heat rising off the ground. Plus, high elevation and usually cloudless skies enable scientists to observe daily changes in the sun.
Scientists' interest in our nearest star is not just academic. Solar activity directly affects many aspects of daily life on earth, including radio communication, electric power systems, satellites, local and global climates, and depletion of the earth's ozone layer. Solar research will become increasingly significant as we on earth become more dependent on wireless communication. In addition, since the sun is the only star close enough to observe surface features, scientists can learn more about other stars by studying solar activity through the observatory's four specialized telescopes.
The Center for Solar Physics, which operates the observatory, has built on NJIT's expertise in optoelectronics and infrared imaging to develop new and enhanced devices that record high-resolution images of the sun and allow measurement of its magnetic fields. With funding from NASA, the National Science Foundation, the Office of Naval Research, the Air Force Office of Scientific Research, and other agencies, the observatory is providing new information about sunspots and solar eruptions, or coronal mass ejections and flares, that shower the earth with high-energy particles and can affect satellites and our communications and power systems.
These explosions occurring 150 million kilometers away are extremely significant to the scientific community. Big Bear provides a "space weather" forecasting service and posts solar activity reports on the Internet.
The Center for Solar Physics also operates a second California facility, the Owens Valley Radio Observatory, which complements Big Bear's research about the surface of the sun with data about what is occurring high in the sun's atmosphere. Radio antennae at Owens Valley map radiation coming from the sun to provide a greater level of understanding about solar activity. ¤
To learn more about solar research or view images of the sun recorded at Big Bear, visit its website at www.bbso.njit.edu.
5th Annual Systemwide Accountability Report
This year's report highlights the need for more high-tech graduates to meet the demand for skilled workers for the state's telecommunications, pharmaceutical, and other high-tech industries. The report indicates that while the number of high-tech graduates is increasing, it's not growing enough to meet escalating demand.
Other key findings from the report include increases in full-time undergraduate enrollment, continued growth in minority enrollment, and graduation rates at four-year public colleges that exceed national averages. Tuition and fees remain high at public institutions compared to national averages, but New Jersey remains a national leader in state-funded need-based student aid.
"The systemwide accountability report highlights progress in higher education and underscores the critical importance of ongoing investment to keep New Jersey's colleges and universities competitive and strong, while enhancing student access and affordability," said Dr. James E. Sulton, Jr., Executive Director of the New Jersey Commission on Higher Education. ¤
Copies of the report are available from the Commission's office or on the web at www.state.nj.us/highereducation/accrep05.htm.


text: Job Discussion Forums :: View topic - OXFORD Get TEFL Certified & Start Your Adventure Today! Job Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in OXFORD Job Discussion Forums Forum Index -> Colombia View previous topic :: View next topic Author Message meshellJoined: 25 Feb 2010Posts: 9Location: Boston, MA Posted: Mon Mar 01, 2010 6:05 pm Post subject: OXFORD Has anyone heard anything about Oxford as far as getting your TOFEL?? It is only 60 hours of inclass work... PLEASE tell me your thoughts??? Back to top New2ColombiaJoined: 17 Jan 2010Posts: 10 Posted: Thu Mar 04, 2010 3:55 pm Post subject: waste of your time! You need a cert with 120 hours in class, at least 6 of which must be observed teaching. That's just the way it is. Back to top ghostdogJoined: 13 Mar 2004Posts: 119Location: Wherever the sun doesn't shine Posted: Thu Mar 04, 2010 8:34 pm Post subject: Then again, it may be enough to meet Colombian requirements for your work visa. I am told the authorities put a high premium on certificates, useful or not, issued in their own country. I wouldn´t pay more than a half a million pesos for one of these local classes, though. And you would have to accept that the certificate might only serve you in Colombia. But the second poster is right. For anyplace serious, anything under 120 hours, including at least six hours of observed teaching practice, is a waste of time. And while there are probably smaller programs out there that are fine, if I were spending the money, I would want the course to be certified by a well-known organization (Cambridge, Trinity, SIT) to make sure it´s recognized. Back to top meshellJoined: 25 Feb 2010Posts: 9Location: Boston, MA Posted: Tue Mar 09, 2010 6:52 pm Post subject: I live in Boston, MA and I would like to get my certificate before I leave.. I would also perfer an inclass setting rather than an online course... what would you recommend?? I have not signed up for the Oxford class, and I don't want to if is just going to be a waste of my time... I would only want to go places in South America, so would 60 hrs be an issue for South America?? PLEASE HELP!! Back to top meshellJoined: 25 Feb 2010Posts: 9Location: Boston, MA Posted: Tue Mar 09, 2010 7:01 pm Post subject: Or should I sign up for an online course with International Teacher Training Organizations (ITTO) online TEFL certificate course that is 120 hours and then volunteer my time to get in class experience??? Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Job Discussion Forums Forum Index -> Colombia All times are GMT Page 1 of 1 Jump to: Select a forum Where to Begin----------------General DiscussionNewbie ForumCurrent Events ForumTechnology ForumOnline Teaching Forum Africa Forums----------------General Africa Forum Asia Forums----------------CambodiaChina (Job-related Posts Only)China (Off-Topic)Hong KongIndiaIndonesiaJapanMalaysiaPhilippinesSingaporeTaiwanThailandGeneral Asia ForumVietnam Caribbean Forums----------------General Caribbean Forum Europe Forums----------------Czech RepublicFranceGermanyGreeceItalyMacedonia and the BalkansPolandRomaniaRussia & C.I.S.SpainTurkeyUkraineUnited KingdomGeneral Europe Forum Latin America Forums----------------ArgentinaBrazilChileColombiaCosta RicaMexicoMexico (off-topic)PeruGeneral Latin America Forum The Middle East Forums----------------BahrainEgyptIsraelKuwaitOmanQatarSaudi ArabiaUnited Arab EmiratesGeneral Middle East Forum North America Forums----------------General North America Forum Oceania----------------Australia/New Zealand You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum This page is maintained by the one and only Dave Sperling. Contact Dave's ESL Cafe Copyright © 2018 Dave Sperling. All Rights Reserved. Powered by phpBB © 2001, 2002 phpBB Group Teaching Jobs in China


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For the ABC's of Dining - the public voted and chose Pera Mediterranean which is in Mt Lookout square in the former location of Betta's.
$5 lunch menu. Parking is always a challenge on the square but we headed up Delta a bit and found plenty of free open spots just a block away!
The taste on the alfredo was fine and the shrimp was good. The portion is small - which seems like a bit of a gip when we're talking about pasta and some sauce - it's like 50 cents worth of pasta & sauce for $5 - give me a portion size that's worth it!
Why Should You Go? Well - our food tasted fine but the disappointment over my lack of vegetables and the cost of the soda left us with a "not so much" feeling on the thought of a return visit. I did feel bad for not really trying anything "mediterranean" but I just wasn't in the mood. Meh - doubt we'll go back - especially since Cafe Mediterranean is back open again. (Their website does not list their new address in Blue Ash but Urbanspoon does.)