text:
Hi folks,
I've been watching this thread off and on, although I don't really want to build an IR system (I have a z-tron one which works fine and am gradually moving over to radio) I am pleased that you seem to be making sme use of my decoder code. I am still puzzled as to what level of modifcation (if any) is required to make the code work Could some one clarify this?
In the meantime I've updated my site with hex images for those who just want to blow PICS.
Dont forget to read the caveats
Re: DIY Infra-red ?
Toko has published this info about DIY infra red on his web side. The side is written in Japan but the circuits are shown as gif - also many photos.
Look on his page under the technics.
The airplane flew in Andy's code.
The infrared receiver using Andy's program code was completed.
Andy's program code was changed a little so that my transmitter might be suited.
Simultaneously, the position of an output pin was also changed according to my receiver.
It completed by 0.64g including a DC/DC converter and FET.
The test flight was performed on Sunday last week in the gymnasium, and it flew satisfactory at all.
The hex file of the receiver which I made was updated to my homepage.
However, it is the receiver of two channels made since it carried in my airplane.
I appreciate offer of Andy's wonderful code.
Since the receiver was done lightly, my airplane became light to 10.9g.
This is the infrared receiver which is 0.64g.
Last edited by Koichi Tanaka; Nov 04, 2005 at 07:44 PM.
Early Results
In my test setup i'm running 9 LED'S AT 100MA.
peak, the system will operate across the long side
of a gym. But only if the tx. annd rx. can see each other.
My rx. uses a Vishay chip that has quite a bit of hystereses once signal is lost it
requires a larger signal for acquisition.
What can be done to reduce blind spots at the rx.
such as best location of sensor on the plane
( lens facing down, side, forward ect.)any advantage in using 2 sensors at 90 deg. or back
to back?
Also I need help with loading 12c509 chips using
IC-PROG. I purchased a UV erasable 12c509 to keep from wasting money on testing code and programer.
This chip needs information on the oscillator calibration value. I have been able to load a one time chip whiched worked even though the verify failed. I understand from reading FAQ'S that the calibration value must be entered, but I don't know wher it's located or how to enter it.
On the positive side the one rx. chip I loaded works fine al-though I may not have the same luck
next time with different code. Can anone help me
with this?
The OSCCAL value (determined by the factory) is automatically loaded into the W register upon reset, so if the first instruction moves it to the OSSCAL register, the on-chip oscillator is calibrated. Below is a small part of an ESC program as an example. (I can't get the post to format, it strips all the spaces before the opcodes)
ORG 0x000
reset movwf OSCCAL
clrf STATUS
;------------------------- set up outputs
movlw B'11000000'
movlw B'00100000' ;preset outputs
movwf GPIO
movwf long_mt ;motor off
movlw B'00110100'
movwf short_mt ;motor on
movlw B'00011011' ;GP5,GP2 as outputs
. tris GPIO
; lots more code after this
I use the PICSTART programmer. It is a bit expensive compared to the home-made programmers, but it has been very reliable.
Hope that clears things up for you,
Pat MacKenzie
I've had the verification fail on me as well although the chip works OK.
In my scenarios the verification was OK at the time of programming and then verifying a a later stage worked.
BTW I was only doing a verify because I dropped a programmed chip in among some blank ones, I now put a dot of paint on before I program
I'll check that I don't turn code protection on in the source code, but I don't think I do, so I suspect this isn't the problem.
Are you using the JDM programmer?
Best Regards,
I've been trying to folow this post and the progress made....i'm very curious about I/R especially in the realms of light weight control. I'm curious...does anyone have a simplified schematic of a RX and TX? I want to build a simple 2 channel(throttle, rudder) for a living room flyer. Thanks in advance-
The only code i tried so far was Koichi's receiver
i didn't want to risk to many chips till i understand
what i'm doing. Thats why i purchased the UV chip.
I'm using the JDM programmer along with ic-prog.
The above post about the osscal value is over my head
i thought maybe i was just a matter of changing one of
the HEX codes before loading anyway as long as i can
load chips and they work thats all that matters although
with out the verify im not sure that i did it corectly.
please ckeck post by Koichi and see his web site for
drawings and codes also sme great pictures.
I will do it.
Hello, I am a new to here. I am a member of the Koichi's " Slow Flyers Club".
I am trying to build the IR TX /RX designed by Koichi.
There are two people who are enjoying Koichi's IR unit including himself in Japan now. I would like to be the 3rd successor.
Koichi's plane is really light and slow. He could walk along the plane!.
I will post the results here after the completion.
If you are just loading someone elses hex files, it is a safe assumption that they would have incuded this instruction.
Now to try to confuse you again .
You may be having trouble verifying the code if you have set the "code protection" bit when you programmed the part. It is there to prevent others from seeing your program and "borrowing" it.
Pat MacKenzie
how bad is it that I just read this whole thread in an hour, and its now 1am on a school night! lol.
Anyhow, Im very interested in this kind of setup, have been for a long time, would be GREAT for so many of my projects (airborne and otherwise)
I'd love to know if there is anyone that can offer either a complete build, a kit, or full instructions on exactly what to use, the code to use, the programmer, programming software, and everything the average DIY (that has limited EE knowledge) would need to setup something like this?
I too haev a hitec system, the prism 7x. Would love a trainer-cord connected IR setup to use to build all the little 'bugs' I want to fly around my dorm (planes, helis, cars)
ANY help would be greatly appreciated.
I know a little about electronics, but it stops once it moves into the silicon based stuff... I know some of the basics, but not enough to do it on my own.
e-mail: firstname.lastname@example.com or msn @ firstname.lastname@example.com
I'll keep tabs on this thread and see if I can do something similar, would solve a lot of my problems with my micro habit
I followed your suggestion and changed
the hardware settings in ic-prog now the
verify works, thanks again.
Koichi' latest rx. code works just fine
although i did have a slight problem with
minimum throttle setting getting speed control
to turn off also i notice the it's reveresed compaired to GWS receivers. I'm now waiting
for the LTC dc-dc converter chips to arrive
to build the rx.
I understand a little more about OSSCALi was just
answering a question wrong whe using ic-prog.
|Thread Tools


text:
Is The Engineering Sector Feeling Its Age?
Engineering recruitment advice and industry expertise from Reed Engineering
According to the Department for Business, Innovation and Skills (BIS), the UK engineering sector is suffering from an increasingly lean talent pipeline and ageing workforce, which forecasters argue will lead to a huge shortfall in qualified engineers by 2050. According to reports, employers need to match the adventure of new government initiatives and invest in young talent before it's too late.
Many engineering companies will often favour hiring more experienced workers over newly skilled talent - the thinking being that this will save them money on training and development. In the short-term, perhaps; unfortunately, in the long-term, the ramifications for the industry as a whole could be dire.
The UK is competing with the international engineering community for its young talent. Projects in preparation for the World Cup and the Olympics in Brazil are an alluring prospect for frustrated young British engineers – the decision to move abroad for work is often an easy one for in-debt UK graduates. Indeed, since 2007 work-related migration has been on the rise, and work-related immigration has fallen. More talent leaving, and less coming in - a growing and worrying trend.
To put the scale of the problem in context, EDF will invest over £20bn in nuclear engineering over the next 15 years, though by 2025 over 70% of the UK nuclear workforce will have retired.
But, it's not all doom and gloom for the engineering sector.
Acting on a report by the Department for Business, Innovation and Skills (BIS), labelled 'a call to action', the UK Government have agreed to act. Prof Anthony Perkins, author of the new report, explains that 'it is important that we act now to ensure businesses have access to the skills they require to enable them to grow.' Perkins went on to say, 'I am calling on employers to get involved and inspire the next generation of engineers.'
Employers have a wealth of new talent to choose from, but must be willing to invest time and money in moulding this talent, rather than relying on the safer, or easier, option for the short term. The UK Government has pledged nearly £50m and has reiterated the necessity to 'act now' if the UK is to prevent the shortfall in skills that has been predicted.
Under new Government proposals £30m will be made available to employers who want to contribute to preventing this skills shortfall by investing in young talent. Plans have been outlined to bridge the gap between educational institutions and businesses, with apprenticeships and grant schemes making it easier for employers to hire less experienced workers.
Existing cultures that have made it so difficult for young engineers are becoming extinct, and employers are reminded not to be left behind in giving opportunities to a wealth of skilled engineers just waiting to be given their chance.
To discuss your succession planning, and put steps in place to secure the next generation of engineering talent, contact your nearest Reed Engineering office today »
Reed Engineering recruitment services »
UK 'faces 36,800 shortfall in qualified engineers by 2050'
BIS scientific adviser launches £49m engineering skills call to action
Employers, educators and engineering professionals called on to encourage more people into engineering careers

subset: commoncrawl


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Baylor College of Medicine, Houston, TX
PURPOSE: Sleep deprivation is a common problem in health care workers and is compounded by shift-work related disruptions in circadian rhythmicity. Recent studies have implicated sleepiness in nurses (RNs)as a cause for errors in administration of care. There is also the issue of safety to theRNs themselves. Objective data on sleepiness in RNs is lacking in our review of literature.
METHODS: Post-call night shift RNs in ICU and those on general floors (medicine and surgery) were assessed using subjective measures- Epworth sleepiness scores (ESS) as well as objective measures- by Mean Sleep Latency Test (MSLT). A modified MSLT was performed using only two 20 minute sleep periods. MSLTs were scored based on published guidelines.
RESULTS: RNs post-call were found to have excess sleepiness. ESS was abnormal (>8) in 5 of 6 ICU nurses compared to none of the floor nurses (median values 10+/− 2 vs. 4+/− 8 respectively, p=0.009). MSLT in both ICU nurses and floor nurses was pathological (6.5+/− 16 and 3.5+/− 6 minute respectively, p=0.528). Moreover, it was noted that 6 out of 8 RNs who fell asleep during the test had no perception of sleep.
CONCLUSION: Post-call RNs have pathological MSLT values. Subjectively ICU RNs are significantly more sleepy than floor RNs. There is significant lack of sleep/wake perception amongst post-call. All these factors could have important implications for patients as well as RN safety.
CLINICAL IMPLICATIONS: This study can have an implication in formulating law governing the RNs work hours and help in ensuring patient and RNs safety.
DISCLOSURE: Harsh Babbar, None.
Wednesday, October 25, 2006
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text:
Finished Infinity Pi Quilt!
Joyce Park stashed this in Craft
Stashed in: Awesome, Math!, Knitta, please!, DIY, Knitta PLEASE!, Time Lapse!, Mathy, Troutgirl Pix
To save this post, select a stash from drop-down menu or type in a new one:
The production method was mysteriously in sync with the domain expertise...
No, he's selling it:
I am extremely pleased with the result, and have decided to make the quilt available for sale. Due to the stitching time, and the use of expensive wool batting, this quilt costs 200π ($628.30), twice the price of the older, lower-density pi quilt.


text:
Great times. Memerable
Sail Date: August 21, 2016
Reviewed: 9 months ago
Traveled As: Couple
Room Type: Oceanview
Too short of time in Mexico. We didnt want to leave. Would do this again and extend all friends to do so also. More port locations is what we will be looking forward to in our next cruise. My only complaint was the bingo game. For the amount one pays and the payout should of been more or even a few more games should of been played. Overall you guys did a great job. All went above and beyond to make us feel like family
Category Ratings
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|Cabin / Stateroom
|Great job. No complaints
|Embarkation and Disembarkation
|Ship Quality
|Destinations and Excursions
|Onboard Activities
|Children's Programs
|Did not have children with us
|Service and Staff
|Food and Dining
Port Ratings
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|Long Beach (Los Angeles), California
|Catalina Island, California
|Ensenada, Mexico
|Great times here.
For the first time in a cruise. It was amazing. Meeting other people and the staff of any part of the ship were so pleasant to speak with and interact. Next time we cruise we will find an adults cruise. That's my only issue. To interact with all the others we stayed on the lido deck.
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text:
Breaking Bad spin-off show 'Better Call Saul' may feature a lot more of Bryan Cranston's Walter White than we previously thought.
The new show was initially tipped to take place in the 1980s, before Mr White and Jesse went into business together. However, it now turns out the show will follow a 'flexible' timeline spanning over several decades meaning producers will have 'the ability to bring back characters that were killed on Breaking Bad'.
Executive producer Peter Gould explained: 'One of the great things about having a time line which is flexible is that perhaps some of it takes place before Breaking Bad, during Breaking Bad, and after Breaking Bad.'
Gould also said that the cast and crew are under 'enormous pressure' to live up to expectations independent from Walter White's return.
'We want to make a show that stands on it own, is its own story and is a brand extension,' he continued.
'We think we have a story that is worth making,' he added to Daily News.
We can't f*cking wait.


text:
SLAyer: Memory Safety for Systems-Level Code. SLAyer is a program analysis tool designed to automatically prove memory safety of industrial systems code. In this paper we describe SLAyer's implementation, and its application to Windows device drivers. This paper accompanies the first release of SLAyer.
Keywords for this software
References in zbMATH (referenced in 9 articles )
Showing results 1 to 9 of 9.
- Brotherston, James; Gorogiannis, Nikos; Kanovich, Max; Rowe, Reuben: Model checking for symbolic-heap separation logic with inductive predicates (2016)
- Jacobs, Bart; Vogels, Frédéric; Piessens, Frank: Featherweight verifast (2015)
- Antonopoulos, Timos; Gorogiannis, Nikos; Haase, Christoph; Kanovich, Max; Ouaknine, Joël: Foundations for decision problems in separation logic with general inductive predicates (2014)
- Cox, Arlen; Chang, Bor-Yuh Evan; Sankaranarayanan, Sriram: Quicr: a reusable library for parametric abstraction of sets and numbers (2014)
- Berdine, Josh; Bjørner, Nikolaj; Ishtiaq, Samin; Kriener, Jael E.; Wintersteiger, Christoph M.: Resourceful reachability as HORN-LA (2013)
- Bjørner, Nikolaj: Taking satisfiability to the next level with Z3 (abstract) (2012)
- Stewart, Gordon; Beringer, Lennart; Appel, Andrew W.: Verified heap theorem prover by paramodulation (2012)
- Appel, Andrew W.: VeriSmall: verified Smallfoot shape analysis (2011) ioport
- Berdine, Josh; Cook, Byron; Ishtiaq, Samin: SLAyer: Memory safety for systems-level code (2011) ioport


text:
Member since 5/25/2012
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Didn't Last Longer Than Two Days - Colorado, CO
I am a smoker with lines around my mouth. My Dr. Said this product would reduce the severity of them, perk up my checks and fill in the bagging under my eyes. I was very pleased with the results on my upper lip. I left the office in horrible pain. I got huge lumps on the inside of my cheeks, and within two days my face just"fell". It looks like the product just dropped into my chin. I am so... READ MORE


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Commercial Design Using Autodesk Revit Architecture 2010
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Good or bad, we want to know what you think! Sharing your thoughts with us will help improve future editions of this book. All reviews and information are kept private.


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| Faza Suraj |
SULTAN Abu Bakar Secondary Girls' School (SABSGS) of Muar, Johor from West Malaysia yesterday attended a workshop organised by Anthony Abell College (AAC) of Seria.
The Ingenious Sharing Session Programme with the theme 'Innovative Thinking (iThinking) in Learning Mathematics' witnessed the students from both institutions actively engaging with each other during the event.
The workshop started off with presentations by SABSGS' students on the different methods in solving mathematical problems such as quadratic equations, trigonometry and statistics.
Wan Hjh Normala binti Abdul Rahman, the Deputy Principal (student welfare) of SABSGS who led 16 female students, sat with the Bulletin in an interview and was keen to share details regarding their visit. "This visit is one of the programmes for schools that received the 'Cluster Schools of Excellence' status award by the Education Ministry of Malaysia and is aimed at gaining to experience and learning from the schools during the stay. Another objective is to share the concept of iThinking which is widely used in schools in Malaysia as an educational tool for a more efficient way of learning," she said.
Wan Hjh Normala further explained, "In Malaysia, schools are categorised by the ranking which depends on the results of the academic achievements of the students of the school and our school falls under Category Two out of six categories with Category One being the highest and Category Six being the lowest."
She also expressed the aspirations of the school to achieve the highest category next year, adding that the Education Ministry awards schools with the highest category with a budget and the schools that fall under it are given the opportunity to choose two 'expertise' options — academic and co-curriculum.
The Deputy Principal of SABSGS continued, "In the academic side, we will choose Mathematics because we are one of the schools which has the highest achievement in the subject with 90 per cent of the students achieving A grade and the rest B."
Netball is the co-curriculum expertise the school aims to select as most of the students who take part in Netball can reach National Level, Wan Hjh Normala said.
Halizawati binti Hj Kepli, the Principal of AAC, who was also as the coordinator of the programme in an interview said, "Twenty students from Year 10 from our side participated in the workshop where they learnt and applied the iThinking after sitting through presentations by the students from SABSGS."
The principal hoped that the collaboration between the two schools will help produce quality students thanks to the experience shared among the students and she also mentioned that the school plans to conduct a response visit to SABSGS in the near future.
Cynthia Phua Kai Shien, the leader of the student entourage, was keen on sharing her experience with the media and said, "Every Wednesday for a few months prior to this visit, we had practices for the presentations. This is actually our first time as students to visit Brunei and join this sort of a programme."
When asked about what kind of preparations they made to support their visit, Cynthia replied, "We conducted a fund-raising by selling food items during sports day and the school's open day, and on top of that we started an online business to support the budget needed for the trip."
The Bulletin also sat with Mohd Rafizan bin Aminoorashid, the Head of the Student Council of AAC. "I've learnt a lot from the workshop as I've never thought of the possibility of the existence of other methods in solving math problems apart from the ones that are taught in school. I see the importance of sharing information with schools from other countries as they may have a different approach of education which can be adopted to further better the quality of our education," he said.
The Malaysian team expressed interest in watching Brunei's first feature film, Yasmine, as one of the attempts to learn the culture of Brunei.
The entourage will also visit other places in Brunei guided by Freme Travel Agency. They are expected to leave Brunei on Saturday.


text:
- Nathaniel Miller
- 1 years ago
- Views:
1 A VIRTUAL FACTORY TEACHING SYSTEM IN SUPPORT OF MANUFACTURING EDUCATION Maged M. Dessouky 1 Department of Industrial and Systems Engineering University of Southern California Los Angeles, CA Phone: Fax: Diane E. Bailey Department of Industrial and Systems Engineering University of Southern California Los Angeles, CA Phone: Fax: Sushil Verma Department of Industrial and Systems Engineering University of Southern California Los Angeles, CA Phone: Fax: Sadashiv Adiga Control Factory Systems Hercules, CA Phone: George A. Bekey Department of Computer Science University of Southern California Los Angeles, CA Phone: Fax: Edward J. Kazlauskas Department of Instructional Technology University of Southern California Los Angeles, CA Phone: Fax: corresponding author
2 A VIRTUAL FACTORY TEACHING SYSTEM IN SUPPORT OF MANUFACTURING EDUCATION Abstract To accommodate increasing product specialization, modern factories are increasingly becoming more flexible. A large measure of this flexibility is achieved via the integration of the various components of the manufacturing system (e.g., design, production, purchasing, etc). To be successful in this new manufacturing environment, an engineering college graduate must understand the total business process from design to production to delivery in order to develop a holistic view of manufacturing systems. Yet, traditional pedagogical tools are ill-equipped to develop this holistic view in students. In this paper, we describe a Virtual Factory Teaching System, VFTS, that is under development. The intent of the VFTS is to provide a tool for university instructors to illustrate the concepts of factory management and design as applied in a realistic setting. The focus of this paper is to present our pedagogical approach of the VFTS, the development of the prototype and its use in a senior-level industrial engineering class. I. Introduction To be successful in today's business environment, a new engineering college graduate must be educated in all aspects of a manufacturing system. That is, the student must understand the total business process from design to production to delivery in order to develop a holistic view of the manufacturing process [1]. Chisholm [2] contends that many manufacturing engineering program curricula are overloaded with theoretical science content, with little emphasis given to deeper learning of the total manufacturing environment. For example, engineering courses on factory topics such as inventory control, production planning, and operations scheduling focus on 1
3 teaching mathematical models based on simplifying assumptions, ignoring many of the factors that exist in real factories such as machine breakage and a surge in demand [3]. Traditional pedagogical tools for transferring hands-on learning to students are ill-equipped to handle the complexity that surrounds the modern factory. Manufacturing education tools have traditionally required physical laboratories. However, factory experimentation through full-scale on-campus laboratories is an infeasible alternative for engineering programs due to the high expense associated with development and maintenance. Their lack of flexibility allows them to cover only a small portion of the entire manufacturing spectrum. Additionally they can serve only a single site, inhibiting the creation of teams whose members are not co-located (i.e., "virtual" teams). Working and functioning well on virtual teams that may span continents is increasingly becoming a requirement for engineers [4,5]. In this paper, we describe an on-going National Science Foundation funded project to develop a multi-media collaborative learning network referred to as a Virtual Factory Teaching System (VFTS), whose purpose is to provide a tool for university instructors to illustrate the concepts of factory management and design as applied in a realistic setting. In order to assess the viability of a virtual factory teaching system on manufacturing education, a prototype was first developed which aids students in learning a specific topic in industrial and manufacturing engineering, factory scheduling. Over the years, simplification of the models used in such courses has caused them to stray from the realities of complex manufacturing systems [3]. This course thus provides an ideal environment in which to evaluate the uses of and potential gains from the VFTS. The focus of this paper is to describe the prototype VFTS and its use in the Fall 1997 Semester in a senior-level industrial engineering class at the University of Southern California. II. Literature Review 2
4 Numerous studies already indicate the potential for computer-based learning tools to aid in the classroom instruction of students [6,7,8,9]. For this reason, various computer-based learning tools have been designed specifically for courses in engineering and the hard sciences. Examples include the work by Price [10] in CAD, Samaan and Sutano [11] in electrical engineering, Hoburg [12] in electromagnetics, and Smith [13] in nuclear engineering. While many computer-based tools are designed for use on individual computers, applications designed for networks of students are also on the rise. Harasim et al. [14] document a wide array of learning networks aimed at primary, secondary, and tertiary students. Traditional face-to-face classroom learning is generally assumed to be superior to learning carried out over networks, but Harasim et al. argue that no evidence exists to support this view; in fact, on-line environments were found to lead to learning outcomes equal or superior to those gained in traditional settings [15,16,17]. Bailey and Cotlar [18] outline the benefits of using the Internet in education to stimulate deeper learning from extended interaction. Several universities have already developed network educational tools for instruction (see for example references [1, 19, 20, 21]). Learning networks do have some disadvantages. Preparation time for teachers is generally longer than for lecture-based courses, and some material is simply ill-suited for network learning [14]. Darby [22] notes that the adoption of computer learning technologies is hampered more by organizational constraints, such as the failure of universities to utilize existing materials, than it is by technical issues. For instance, Sweeny and Oram [23] found that while use of information technologies aided distance learning among students in an MBA program; their instructors failed to make use of those same technologies for communicating with students outside the classroom. Tomlinson and Henderson [24] highlight issues concerning the value, viability, and development of distributed computer-supported collaborative learning software. Blair, Coulson, and Davies 3
5 [25] outline some technological requirements for a distributed multimedia application. A few efforts have been made to re-vamp entire educational programs via the integration of learning networks and computer tools, with traditional course material. For example, Sheater, Martin, and Harris [26] describe a new degree program leading to a Bachelor of Manufacturing Management at the University of Technology, Sydney. One final note concerns the capabilities of learning networks in promoting collaborative learning. Learning to work as part of a team is an important skill for new engineers and managers [27,28]. Rada et al. [29] found that students working in collaborative groups have been better able to formulate concrete ideas and avoid misconceptions. Group work may further serve to interest female students in engineering careers, as suggested by Heller and Martin [30]. III. Prototype Development of VFTS The prototype VFTS focuses in aiding students learning one specific topic in industrial and manufacturing engineering, factory scheduling. This topic is covered in a senior-level course taught in the Department of Industrial and Systems Engineering at the University of Southern California, Production Planning and Control (ISE 410). This course is a traditional Industrial Engineering course found in many engineering programs; it covers factory topics such as inventory control, production planning, and machine scheduling. Over the years, simplification of the models used in such courses has caused them to stray from the realities of complex manufacturing systems [3]. This course thus provides an ideal environment in which to evaluate the uses of and potential gains from the VFTS. Factory scheduling is the particular aspect of ISE 410 that the prototype aids the student in learning. Factory scheduling decisions include release and dispatching rules. Release rules determine when to release a new lot of raw material into the production line. Release rules are 4
6 either push-based such as a Materials Requirement Planning (MRP) system or pull-based such as a Kanban system. The push systems tend to generate factory output that closer matches the customer demand pattern while the pull systems tend to minimize factory work-in-process (WIP) inventory. Hence, there is a trade-off between the release rules that factory schedulers must consider with no single rule dominating in all manufacturing situations. Dispatching rules select which product(s) to manufacture next at a machine when it becomes idle. Sample dispatching rules include first-in-first-out, shortest processing time, earliest due date, and least slack. The performance of each dispatching rules depends on the performance criteria. For example, the shortest processing time rule tends to minimize WIP while the least slack rule tends to minimize the lateness of the production jobs. These scheduling rules are interrelated and in most cases no single rule dominates. It depends on many factors including the factory layout, processing times, demand pattern, and machine reliability. VFTS demonstrates these rules on one particular type of a factory, a hybrid flowshop. In a traditional flowshop, all part types visit the manufacturing workcenters in the same sequence. In a hybrid flowshop, each manufacturing workcenter may have multiple identical machines. This type of configuration is selected because it is common in many industries such as electronics, garment, chemical, etc., and an instructor can naturally show factory behavior as a function of the dispatching and release using a hybrid flowshop. We provide examples of its usage in the next section. The prototype resides at and requires Microsoft Internet Explorer Version 3.0 or higher. The architecture of the prototype is outlined in Figure 1. The design was kept simple and modular. There are three layers in the design: AweSim [31] Server, VFTS Java Server and Clients. Clients, which are students in our case, use a standard WWW browser like, Microsoft Internet Explorer, to connect to the VFTS Java Server using its Web Page. Most of the 5
7 communication between the clients and the server takes place using Java applets. The Java Server functions as a mediator between the AweSim factory servers and the clients. The Awesim Server is solely responsible for factory knowledge and simulation. The layers interface using a message protocol set up to minimize bandwidth requirements. We next describe some of the windows of the prototype. Figure 2 shows the first two windows of the prototype. Students can either create their own factory or join an existing factory. The students interaction with the VFTS depends on whether they are building a factory model or running a factory model. The former interaction is typically during the design time, while the latter interaction is during the run time. During the students' design time, the users create a factory model to be used for simulation purposes. Figure 3 shows the VFTS windows which create the factory. As shown in the first window, the student inputs the number of workcenters and whether the factory will be either deterministic or stochastic. In the stochastic case, the input parameters are treated as random variables. The remaining windows allow the student to input information on processing times, due dates, etc. For each workcenter, students can select a dispatching rule from a predefined list. The student also specifies the release rule, either push-based or zero inventory (a strict pull system). During the run time, students execute simulations, change decision parameters, and interact with other team members in conversations mediated by the system over a network using the built-in chat room. At run time, a complete factory model is fed into the simulation engine along with the simulation parameters. Figure 4 shows a sample simulation window and the control panel. The students can dynamically see plots of the factory status. For example, Figure 5 shows the windows used in the creation and resulting plot of the number of jobs completed as a function of the simulation clock. At the end of a simulation run, outcome reports are broadcast to the team members. 6
8 IV. Assessment of the Prototype In an effort to ascertain the pedagogical benefits of the VFTS, we tested its use in a senior-level Production Planning and Control class, ISE 410, in the fall of Class performance was compared to that of the fall 1996 class, in which the VFTS was not implemented. The two classes covered the same material in the same order, were given very similar quizzes, homework, and midterm, took the same final, and were taught by the same professor at the same time of day using the same textbook. In other words, everything possible was done to maintain consistency across the two classes, with the exception of the introduction of the VFTS. Students in both classes filled out a survey on the last day of class which captured demographic data, study pattern information, self-assessment of learning outcomes, and interest in the subject matter (see Table 1). Because the VFTS prototype currently includes only a factory scheduling module, it was not incorporated into the entire curriculum. Rather, it was introduced in the last month of the course coincident with the covering of factory scheduling topics in the lecture. Two homeworks were assigned which were similar in nature to the previous year s homework, except that in the 1997 class, students were to complement their hand calculations by setting up factories on the VFTS, running simulations, and generating reports to verify their calculations. Another difference was that the students were grouped in pairs for the VFTS tasks, with each student given different system accessing capabilities such that participation of both students was required in order for the work to be completed. It was expected that the VFTS would improve the students learning outcomes by aiding them in visualizing complex factory dynamics. For example, with the VFTS, students were able to build and analyze larger factories then they reasonably could do by hand. It was thought that 7
9 such large simulations would help students to better understand how Kanban policies change work-in-process (WIP) inventory patterns. This concept is difficult to convey in classroom chalk lectures, which is largely how it was presented to the 1996 class. Both classes also performed inclass physical simulations using pennies to represent jobs advancing through workstations, but these simulations involved only four workstations with one machine each. Thus, the VFTS added several features to the learning process: scale, simulation with animation, factory creation, and teamwork. Results of the comparison are presented in Table 2. There were three significant demographic differences between the two classes that could not be controlled: the 1997 class was half the size of the 1996 class, the 1996 class was nearly two years younger on average, and the 1997 class was less strong academically, with an incoming average GPA over.3 lower on a 4- point scale than the 1996 class. These factors would perhaps work against each other, as a smaller class size and older population presumably would benefit the 1997 class, but their lower GPA seemingly would predict lower performance. Other demographic factors were consistent across the two classes: most members were male, spoke English as a second language, had little manufacturing work experience, and were first semester seniors. There was also a difference in academic preparation between the two classes. More students in the 1996 class had taken or expected to take the linear programming course than in the 1997 class, while more students in the 1997 class had taken or expected to take the quality control class. In terms of study patterns, the 1997 class read the textbook more frequently on average than did the 1996 class. There is also a significant difference in the time spent studying for the midterm, with the 1997 class spending on average nearly twice as much time as the 1996 class. Other study factors were similar between the two classes. Members in both classes paid few visits to the professor or TA, and spent between seven and eight hours on homework each week. 8
10 About 70% of the students in each class regularly worked in groups to do their homework. In rating their own abilities or learning outcomes, the 1996 students felt more confident than the 1997 cohort in the area of demand forecasting, while the 1997 class felt more confident in the area of factory scheduling. The latter is perhaps a positive indicator of the benefit of the VFTS. In all other areas, there are no significant differences in self-ratings. There are a number of interesting differences in terms of the grades of the students. We hesitate to term the grades objective measures of performance, as all quizzes and exams were graded by the professor, who is an author on this paper. However, every attempt was made to maintain grading consistency. For example, when the 1996 finals were graded, a sheet was maintained of how to deduct points on each problem. The 1996 exams were reviewed problemby-problem as the 1997 exams were graded, to ensure further that similar errors received the same point deduction. There are two significant differences among the quiz scores, one on machine scheduling, where the 1997 class outperformed the 1996 class, and one on Gantt charts (also used in scheduling), where the outcomes were reversed. Thus, while the former bodes well for the VFTS, the latter s results are perplexing. However, the VFTS does not include Gantt charts in its report generation window, and therefore no doubt adds very little to the student s understanding of them. The more striking difference comes in the comparison of the midterm and final grades. The midterm included no material on factory scheduling, which had yet to be covered. Here, the 1996 class on average outperformed the 1997 class by over 17%. On the final, which included factory scheduling, the gap was lowered to only 4%, and was not significant. The drastic improvement of the 1997 class in the second half of the course bodes well for the benefits of the VFTS. The final course grade was also significant, with the 1996 class scoring better; this result derives from the high weight collectively assigned to homeworks, quizzes, and the midterm in comparison to that of the final (35%). 9
11 V. Conclusions and Future Work While overall our preliminary study appears to show a positive indication of the pedagogical benefits of the VFTS, further extensive testing is required to preclude a conclusive affirmation. In addition to further testing of the VFTS, we plan on expanding the functionality of the VFTS. For example, the domain of our factory model is expected to evolve over the next year. The developed prototype limits the model to that of a hybrid flow shop. Moreover, the modeling done is at an operational level only; the higher-level business processes like forecasting and inventory management are not integrated into the production problem. We plan to steadily expand the domain to general factory layouts, as well as to a variety of business processes, such that an entire enterprise in its essential elements can be modeled. Acknowledgement The research reported in this paper was partially supported by the National Science Foundation under grant CDA We thank Ajay Singh, Mohammad Reza Kolahdouzan, Parthiv Patel, H. O. Reed, and Zachary Baker for their help in developing the prototype VFTS. We also would like to thank the members of the advisory board consisting of Mr. Jack Ferrell, Dr. Patricia Heffernan-Cabrera, Dr. Elizabeth Morris, and Dr. A. Alan Pritsker for providing input in the content of the VFTS. 10
12 References 1. Sackett, P. and D. McCluney, "Inter enterprise CIM - A Mechannism for Graduate-education," Robotics and Computer-Integrated Manufacturing, vol. 9, no. 1, 1992, pp Chisholm, A. W. J., "Manufacturing Science as the Core of Engineering Education," Robotics & Computer-Integrated Manufacturing, vol. 9, no. 4-5, 1992, pp Hopp, W. J. and M. L. Spearman, Factory Physics: Foundations of Manufactuirng Management, Irwin Publishing, New York, Adler, N.J, International Dimensions of Organizational Behavior, (2nd ed.), PSW-Kent, Boston, MA, Chidambaram, L. and B. Jones, "Impact of Communication Medium and Computer Support on Group: Perceptions and Performance - A Comparison of Face-to-Face and Dispersed Meetings," MIS Quarterly, vol. 17, no. 4, 1993, pp Bostow, D.E., K. M. Kritch, and B. F. Tomplins, "Computers and Pedagogy: Replacing Telling with Interactive Computer-programmed Instruction," Behavior Research Methods Instruments and Computers, vol. 27, no. 2, 1995, pp Duplessis, J.P., J. A. Vanbiljon, C. J. Tolmie, and T. Wollinger, "A Model for Intelligent Computer -aided Education Systems," Computers & Education, vol. 24, no. 2, 1995, pp Woolf, B.P. and W. Hall, "Multimedia Pedagogues - Interactive Systems for Teaching and Learning," Computer, vol. 28, no. 5, 1995, pp Steeples, C., P. Goodyear, and H. Mellar, "Flexible Learning in Higher Education - The Use of Computer-mediated Communications," Computers & Education, vol. 22, no. 1-2, 1994, pp Price, T.E., "Computer-assisted Learning in an Electronics Course," International Journal of Electrical Engineering Education, vol. 29, no. 3, 1992, pp Samaan, N. and D. Sutano, "An Interactive Computer-aided Package for Electrical Engineering Education," International Journal of Electrical Engineering Education, vol. 31, no. 3, 1994, pp Hoburg, J.F. "Can Computers Really Help Students Understand Electromagnetics," IEEE Transactions on Education, vol. 36, no. 1, 1993, pp Smith, P.R., "Computer-mediated Learning in Engineering-Education," Computers & Education, vol. 19, no. 1-2, 1992, pp
13 14. Harasim, L., S. R. Hiltz, L. Teles, and M. Turoff, Learning Networks: A Field Guide to Teaching and Learning Online, MIT Press, Cambridge, Massachusetts, Hiltz, S.R., "A Virtual Classroom on E.I.E.S. Vol. 1: Learning in a Virtual Classroom," Research Report 25," Center for Computerized Conferencing and Communication, NJIT, Newark, NJ, Hiltz, S.R., The Virtual Classroom: Learning Without Limits via Computer Networks, Human-Computer Interaction Series, Ablex Publishing Corp, Norwood, NJ, Wells, R.A., "Distributed Training for the Reserved Component: Remote Delivery Using Asynchronous Computer Conferencing," Report 2Q263743A794, Idaho National Engineering Laboratory, Idaho, Falls, ID, Bailey, E.K. and M. Cotlar, "Teaching Via the Internet," Communication Education, vol. 43, no. 2, 1994, pp McConnell, D., "Managing Open Learning in Computer-supported Collaborative Learning Environments," Studies in Higher Education, vol. 19, no. 3, 1994, pp Fay, D.Q.M. "Internet and the Electronic Classroom," Microprocessing and Microprogramming, vol. 40, no , 1994, pp Dwyer, D., K. Barbieri, and H. M. Doerr, "Creating a Virtual Classroom for Interactive Education on the Web," Computer Networks and ISDN Systems, vol. 27, no. 6, 1995, pp Darby, J. "The Future of Computers in Teaching and Learning," Computers & Education, vol. 19, no. 1-2, 1992, Sweeny, M.T. and I. Oram, "Information Technology for Management Education - The Benefits and Barriers," International Journal of Information Management, vol. 12, no. 4, 1992, pp Tomlinson, H. and W. Henderson, "Computer-supported Collaborative Learning in Schools - a Distributed Approach," British Journal of Educational Technology, vol. 26, no. 2, 1995, pp Blair, G. S., G. Coulson, and N. Davies, "System Support for Multimedia Applications: an Assessment of the State of the Art," Information and Software Technology, vol. 36, no. 4, 1994, pp Sheater, G., R. Martin, and D. Harris, "Partners in Excellence - a New Model for Cooperative Education," Educational & Training Technology International, vol. 30, no. 1, 1993, pp Reich, R. B. "Entrepreneurship Reconsidered: The Team as Hero," Harvard Business Review, 12
14 vol. 65, no. 3, 1987, pp Committee on Analysis of Research Directions and Needs in U.S. Manufacturing and Manufacturing Studies Board, "The competitive edge: Research priorities for U.S. manufacturing," Commission on Engineering and Technical Systems, National Research Council, National Academy Press, Washington, D.C., Rada, R., S. Acquah, B., Baker, and P. Ramsey, "Collaborative Learning and the MUCH System," Computers & Education, vol. 20, no. 3, 1993, pp Heller, R.S. and C. D. Martin, "Attracting Young Minority Women to Engineering and Science - Necessary Characteristics for Exemplary Programs," IEEE Transactions on Education, vol. 37, no. 1, 1994, pp Pritkser, A. A. B, J. J. O Reilly, and D. Laval, Simulation with Visual Slam and AWESim, John Wiley & Sons, New York, New York,
15 SELF-ASSESSMENT Please indicate how well each statement matches your assessment of your skills, knowledge, and abilities in each area we have studied: Not Some- Pretty Very at All what Well Much So MACHINE SCHEDULING I understand the various objectives related to scheduling jobs on machines (e.g. minimize average cycle time). I know which rule to apply (e.g. SPT, EDD) to achieve various objectives. I can build Gantt charts and interpret them. I understand the difference between serial and parallel arrangement of machines. I feel confident that I could solve machine scheduling problems on the job. DISPATCHING SYSTEMS I know how to draw and interpret Gozinto charts. I can construct, interpret, and use bill of materials (B) and total requirements (R) matrices. I can apply the MRP procedure to problems with demand over time. I understand conceptually how push-based systems like MRP differ from pull-based ones like JIT/Kanban. I can draw and interpret Gantt charts using Kanban release policies. I feel confident that I could operate an MRP system in a factory. I feel confident that I could operate a JIT system in a factory. Table 1. Sample Questions from the Student Survey
16 Mean Significance Level Demographics Sample size (number of students) Age * Gender (1=male, 0=female) Number of semesters including the current one Manufacturing experience (1=yes, 0=no) Language (1=English is second, 0=English is first) Grade point average prior to taking the course * Previous Coursework Manufacturing class (4 point scale Study Patterns 1 ) Linear programming, operations research class * Queueing theory, operations research class Facility design and layout class Quality control class * Simulation class Time spent reading the textbook (5 point scale Time spent in professor's office hours (5 point scale Time spent in TA's office hours (5 point scale 2 ) * 3 ) ) Study in a group (1=yes, 0=no) Size of the study group Hours spent working in a group on homework Hours spent on homework (total) Hours spent studying for the midterm * Self-assessment Dispatching (29 pts max) Grades Forecasting (16 pts max) * Fundamentals (20 pts max) Production planning (16 pts max) Scheduling (20 pts max) * Integration (20 pts max) Inventory (32 pts max) Quizzes (25 pts max) Forecasting Production planning Inventory - EOQ models Inventory - EMQ models Machine scheduling * Gantt charts * Material requirements planning Average quiz score Midterm exam grade (75 pts max) * Final exam grade (120 pts max) Course grade (percentage) * Impact Level of interest in the course prior to taking it Level of interest in the course after taking it * items with an asterik are significant at the.10 level or below = already taken, 2= currently taking, 3= will take, 4= will not take 1= never, 2= once or twice, 3= for half the HW or less, 4= for over half the HW, 5=for all the HW 1=never, 2= once or twice, 3= 3-7 times, 4= 8-12 times, 5= 13 times or more Table 2. T-test Results Comparing the 1996 and 1997 ISE 410 Classes
17 AweSim Servers AweSim Server for Team A AweSim Server for Team B Message Passing Protocol VFTS Java Server Factory Manager Client Manager AweSim Manager VFTS Java Server Group Manager Main Program Clients Applets & Message Passing Team A Team B Figure 1. Architecture of Prototype
18 Figure 2. Main Windows of the Prototype VFTS
19 Figure 3. Prototype VFTS Factory Creation Windows
20 Figure 4. Sample Simulation Windows
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Muslim Voice - News, blogs, issues concerning Muslims. Terrorism around World and conflicts of Middle East | muslimvoiceofamerica.com/blog
Trump the Troll has crossed all the boundaries when he insinuated that our President is a terrorist Sympathizer. He not only disrespected our President , but he has disrespected the office of presidency itself.
Seth Meyers Bans Donald Trump from his Late Night Show. Its time others follow his suit. Trupm has secured his nomination through free publicity via these news channels and talk shows.
It had began as a joke but now the Joke is on "US". We must be aware of the power of media and its exploitation in the wrong hands by veil and demeaning propaganda tactics by Trump Candidacy. We should ask Bushes, Perries, and Rubios of Grand Old Party.
Media shall not allow this unfit Man to get free coverage where he can fool the gullible masses, otherwise it will be a disaster.
As a Muslim American now I can declare that Elections are here Officially in United States of America. The Islamophobia is starting to echo in Republican campaign trails and blatant bigotry against Muslims is at display.And amid all yet again the President of United States of America and his religion.
The most latest one,
Now some seasoned Republican politicians will come to speak against this bigotry and will say,"No, president Obama is a good, decent man, he is not a Muslim."
Here is the classics Republican defense;
President Obama wants Ahmed Mohamed, the 14-year-old who was arrested for bringing a homemade clock to school, to bring his creation to the White House. Obama tweeted out support for Mohamed this morning, saying that America ought to be encouraging students to get into science and engineering — presumably, rather than arresting them. "Cool clock, Ahmed. Want to bring it to the White House?" he said. "We should inspire more kids like you to like science. It's what makes America great."
President tweeted;
Cool clock, Ahmed. Want to bring it to the White House? We should inspire more kids like you to like science. It's what makes America great.
Almost as soon as Avi Selk's eye-popping story — about Irving 9th-grader Ahmed Mohamed's arrest after teachers mistook his homemade clock for a bomb — posted Tuesday night, national media figures started weighing in.
How big is has it gotten? Just check out this visualization from Twitter:
Presidential candidate Hillary Clinton has weighed in:
Assumptions and fear don't keep us safe—they hold us back. Ahmed, stay curious and keep building. https://twitter.com/dallasnews/status/643952536681115648 …
#IStandWithAhmed students deserve teachers who can tell the difference between a clock and a bomb; Sylva
Ahmed, I'd be happy to show you how we drive the Opportunity rover. Come visit us at JPL any time. #IStandWithAhmed https://twitter.com/cirquelar/status/644033990509268992 … Mike Seibert @mikeseibert
To keep reading please click;
Stand with Ahmed Muslim Student finds Support and Encouragement; Social Media
He insisted that the clock wasn't a bomb, but the authorities at the school weren't impressed:
The teacher kept the clock. When the principal and a police officer pulled Ahmed out of sixth period, he suspected he wouldn't get it back.
They led Ahmed into a room where four other police officers waited. He said an officer he'd never seen before leaned back in his chair and remarked: "Yup. That's who I thought it was."
Ahmed felt suddenly conscious of his brown skin and his name — one of the most common in the Muslim religion. But the police kept him busy with questions.
"They were like, 'So you tried to make a bomb?'" Ahmed said.
"I told them no, I was trying to make a clock."
To keep reading click below.
Muslim ninth grader arrested for bringing an electronics project to school


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INDIANAPOLIS -- If money is the best way to measure the worth of a player, then nose tackle Paul Soliai is better than Zach Thomas, Jason Taylor, Sam Madison and Nick Buoniconti in Miami Dolphins history.
Soliai has signed his franchise tag. That means he's guaranteed about $12.5 million for next season, the average of the five highest-paid NFL defensive linemen.
No Dolphins defensive player has come close to making that much money for one season of work.
Soliai's agent, David Canter, tweeted the signing Saturday night.
Soliai is important to the Dolphins' defense because he's a solid 3-4 nose tackle, one of the more premium positions in the game.
But he hasn't been to so much as a Pro Bowl.
Dolphins outside linebacker Cameron Wake was a Pro Bowler and second-team All-Pro this past season. Defensive lineman Randy Starks was a Pro Bowler, too.
Strong safety Yeremiah Bell went to the Pro Bowl two seasons go. The Dolphins made Karlos Dansby the highest-paid inside linebacker at an average of about $8 million a year.
So you have to ask: Where does Soliai rank as the best defender on the Dolphins' current roster?


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Lack of snow raises Canadian forest fire concerns
VANCOUVER (Reuters) - Two Canadian provinces are worried about an early start to this year's forest fire season because of below-normal winter snowfall and dry spring conditions.
British Columbia has put fire-fighting aircraft on 48-hour alert, something they do not normally do until May, and other crews may also be put on early standby, Forest Minister Pat Bell said on Monday.
"I am very concerned about where we are at right now ... As everyone across this province knows, we have had record-low snowfalls (and) very early season drying trends," Bell told reporters.
The low snow pack conditions in Western Canada are blamed on the El Nino weather pattern in the Pacific Ocean that brought unseasonably mild weather to the Pacific Coast and caused havoc with the Vancouver Olympics.
"While the high-elevation snowpack continues to be at an acceptable level, the middle and low-elevation snow packs are very low, and that's an issue for us that cannot be mitigated," Bell said.
The snow pack is low in all of British Columbia's major river basins, ranging from 65 percent of normal in the East Kootenay basin to 95 percent in the North Thompson, according to provincial reports.
Ontario expects to release information later this week on expectations for the upcoming fire season, but preliminary data indicates it could get under way earlier than it has in the past two years, an official said.
"Snowfall has been well below normal," said Art Osborne, a fire information officer with Ontario's Ministry of Natural Resources.
It is difficult to give a long-term predictions of forest fire activity in Ontario, because any spring rains it receives could help mitigate the lack of winter snow, Osborne said. Continued...


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The 4th annual congress of the Marxist workers league of Finland
The fourth annual congress of the Marxist workers league was held in Oulu, 23.-25.1.2009. During the congress, we debated with intensity about the current crisis of imperialism, the economical and political situation in the world, as well in the Finland. Also we discussed with critic of our own work in Finland, and made some serious re-orientations in our forthcoming activities. The main-issue of the congress could be stated: From propaganda to agitation. Decisions were made about to strengthen our publication-politics both in quantity and quality. Also, we decided to take part so much as possible, to the international work of the CRFI. For example to join our comrades in Greece, in the next summer camp of EEK, if possible.
The grave situation of the world imperialism, with its all socio-economical implications, serves maybe the best circumstance ever to the revolutionary organisations of the working class to grow, and to overthrow the capitalist system as a whole. This doesn't happen automatically, but via consistent and hard work of agitation and struggle. We in the Marxist workers league, understand this, and the duty what it sets on the shoulders of the vanguard of the working class. As a collective we make our best to meet these urgent responsibilities. We, as a Finnish section of the CRFI, have reached a rather pleasant state of continuity in our work. Our organisation is small, but consists of committed comrades with high level of class-consciousness.
We warmly thank our comrades from different sections of CRFI, for their warm and comradely greetings sent to our congress. They were all read in the opening of the congress, 23.1.
Long live the CRFI!
Long live the socialist world revolution!
On the behalf of Marxist workers league,
Jani Poimala


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REDUCED! Breathtaking Brielle Estate sitting on 3+ acres affords you every luxury. Custom built-ins throughout, first floor Master suite, radiant heat, cedar closets, third floor office with magnificent views, peaceful sun room overlooking spectacular gardens, unsurpassed custom mill work,4 bedrooms, 4.5 baths, finished basement, with bath, darkroom & family rm.The grounds have been meticulously maintained & offer caretaker's cottage,barn stalls, organic farmette w/ raised vegetable beds, a climate controlled greenhouse, full house generator, copper gutters, fiberglass deck, glorious gardens, pond, brilliant outdoor lighting on the most serene setting. Enjoy the luxurious lifestyle this rare estate provides.Tax appeal has been successful in reducing taxes to 33,992 effective May 1, 2017.
Listing Courtesy of Diane Turton, Realtors-Wall


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Design District Art Walk.. and Wynwood Art Walk
Saturday, April 11th
Bombay Sapphire cocktails, lots of artsy booze, no covers / 7pm-10pm
It's the second Saturday of the month, which means there's more reason to make your way out to Wynwood for a chance to take part in the opening receptions of this month's exhibitions. Interesting art along with artsy booze makes for a pretty good night.
My suggestion is still to start out here with a few Bombay Sapphire concoctions and grab an art walk map. All of the galleries on the official map, as well as the others in Wynwood, will provide you with artsy booze to drink and plenty of good art to look at. Hit them up and then head back here for one last drink and some mingling before you're off to the after-party.
Galleries Include: David Castillo Gallery, Spinello Gallery, Gallery Diet, Federic Snitzer Gallery, Harold Golen Gallery, Galerie Emmanuel Perrotin, Damien B Contemporary Art Center, & O.H.W.O.W. Bombay Sapphire Art Lounge2234 NW 2nd Ave. Behind David Castillo Gallery, Wynwood, Miami


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I make uncreative pixel fonts with absurd character coverage in languages I don't know
@Luc Devroye: My name isn't Tamagotchi and there isn't a space in Umbreon126 (´∀`;)
if i don't publish it incomplete i'll probably never publish it
i really do write my d's and p's like that, it's great, no more ugly loops
not complete because i'm a bum
i don't remember why i did this
i think i referenced a unicode encoding draft proposal or something i don't even know
Instead of doing homework I tried to make a Ming-Blackletter-Fraktur-something bastard monstrosity. My imagination is bored and I don't think I'll ever finish this one so whatever why not publish it.
Inspired by Kitay.
Students can enjoy 10% discount on all purchases!
The tilted exclamation point is dedicated to Yahoo! (RIP in pieces and let your degenerate algorithm rot in hell. Also, your choice of colors is lousy.) It doesn't measure to nine degrees.
Alternate glyphs are stored in Latin Ext-B.
A pitiful tribute to the sexy fonts of the original Macs
real circles and squares and stuff, thanks to filters (1:0.95:0.95:1)
more extravagant than the normal 7×5 dot font (maybe too extravagant? i will not deny that a lot of the letters are flat out weird)
the style is so incoherent lolThis is a clone of Let's Remix
Thai font. Comes with both normal Thai, and faux Thai at the request of people below↓


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Different car owners have varying needs and tastes when it comes to selecting windscreen wipers. There are several factors that influence the type of windscreens that will be purchased. The article will discuss the factors in details.
Windscreen Wipers Selection Guide
There is no sure way of ensuring that an individual buys the best brand and model of a WiperAdvisor blade that will offer the best performance and fit. The only way to know if it works is to buy and install them before knowing the performance level. Here is a basic buying guide:
l The type of blade: Will it be the conventional or the beam blade? The beam blade is the most ideal as it suitable for any weather conditions. It does not wear off easily and is a favorite of many car owners.
l It works better in icy and snowy conditions compared to the conventional ones. However, there are traditional blades that can offer a similar performance.
l Finding the right size: Read through the manual and determine what size fits your car /truck. Visit in-store and online stores and compare the different brands and prices of the recommended size before making a purchase.
l Check what is working for others: Look through the online forums and see what blades are receiving a high rating. Read through the reviews. It will help you make a wise decision based on the pros and cons as stipulated by other buyers.
l Budget: How much are you willing to spend? There are blades that one may be wishing to buy yet they cannot afford it. It is important to work with your budget while purchasing the windscreen.
The bottom line is finding a bosch wiper review that fits the car perfectly. While at it, make a point of replacing it on a regular basis.


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Nail Care Salon
Nail Care Salon in Dubai, Barsha, UAE. Map location, telephone number, operating hours, photos and reviews of Nail Care Salon in Dubai, UAE
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Where can I find a reasonably priced nail spa?
You can go to @Nstyle Nail Lounge or @Nail Care Salon i usually go to @Nail Candy Beauty Spa the prices are ok if you want color or nail art
Where can I find nail salons?
@Nail Care Salon would be of interest.