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Essay: New Ordeal
The New Ordeal is the period of time between 1929 and 1949, when the American economy finally recovered from the Crash of '29. It encompasses the four presidential terms U.S. President Franklin D. Roosevelt had been elected to, the final term having been administered mostly by his successor, President Harry S. Truman. The New Ordeal also is sometimes referred to as the Great Ordeal or simply the Ordeal.
During the twenty years of the New Ordeal, America experienced 2 deep recessions, or essentially a second depression within the Great Depression, and World War II, a calamity that claimed the lives of 55 million people worldwide. Many of the nations involved in World War II resorted to "economic planning", as Economist Friedrich Hayek referred to it, to address the so-called "crisis in capitalism" in the 1930s.
The 1929-1949 recession had within it a recession from 1937-1943; 1933 to 1937 were recovery years stimulated by the New Deal government spending. However, by 1937 the nation had nowhere near recovered to where it was in 1929. Manufacturing demand stimulated by WWII led to the 1943-1949 recovery, where finally, in 1949, the New York Stock Exchange recovered to the level it had been at 1929.
In 1929 the DJIA declined 90.0% over a duration 34 months. Six successive market crashes comprised this famed bear market: (1) September to November 1929 (DJIA fell 40% in this first phase). (2) April to June 1930. (3) September to December 1930. (4) March to May 1931. (5) July to January 1932. (6) March to July 1932. A new bull market then started immediately, as did a business recovery.
Business had topped out mildly, a month before the first crash; a gradual mild decline continued to April 1930, then fell sharply into a depression simultaneously with the end of the 1930 stock market rally. The business decline halted in December 1930, stayed level for 6 months, then plunged again in steep economic decline that didn't lose its downward momentum for a full year, until July 1932. Business improved intermittently thereafter but still remained at depression levels through most of the decade of the 1930s except for a short recovery in 1936–37.
In 1934 a fall of 24.1% in the DJIA began again over 9 months. Then the market took seven more months to get back up to where 1934 began.
- 1 Economic planning
- 2 Wealth Tax Act of 1935
- 3 Crash of 1937
- 4 Theory of the Permanent Crisis
- 5 Stagnationism
- 6 Record keeping & construction trades
- 7 See also
- 8 Further reading
- 9 References
Economic planning
- Main article: Economic planning
|Planning will become a function of the federal government; either that or the planning agency will supersede the government, which is why, of course, such a scheme will be assimilated to the State.
The New Deal did not promote economic recovery, rather it established a system which required a permanent crisis to support a military industrial complex. The system resembled the managed and bureaucratized, state supported system of Germany before World War I. Before this regime the United States lived in a system which depended for its economic expansion upon private investment in private enterprise. After World War II the US lived in a system which depended for its expansion and vitality upon the government. This is a system, based upon a pre-World War II European model created at the moment when it had fallen into complete disrepute and disintegration in Europe.[3]
Enforcement of the Anti-trust Act was considered as an essential instrument to prevent cartels and trusts in restraint of trade which had been viewed as deadly to the system of free enterprise. On the campaign trail in 1932 Franklin Roosevelt called loudly for its strict enforcement. Yet immediately upon Roosevelt's accession to office the Anti-trust Act was suspended in order to cartelize every industry in America on the Italian fascist corporative model.[4]
The National Recovery Act (NRA) and the Agricultural Adjustment Act (AAA) were plans to take the whole industrial and agricultural life of the country under the wing of the government, organize it into vast farm and industrial cartels, as they were called in Germany, corporatives as they were called in Italy, and operate business and farms by economic planning schemes dictated and carried out under the supervision of government. This, at the time, was known as fascism. In those days fascism was not yet defined as anti-Semitism.[5][6]
Managerial state
James Burnham, a former Trotskyite, discovered in 1941 that the "workers revolution" which allegedly was to overthrow the capitalist "exploiters", was in real practice a "managerial revolution" which replaced older 19th century owners of capital with twentieth century technocrats and managers. Burnham found that "workers in this mythical 'workers' state' were, the facts showed, a subject class far more heavily exploited than the workers under capitalism," and that the new managers in a planned economy "have curbed the masses and have instituted a social structure in which they are on top, not by virtue of private property rights in the instruments of production, but through their monopoly control of a state power which has fused with the economy." [7]
Wealth Tax Act of 1935
The New Deal was able to expropriate the upper income brackets even before World War II. In 1929, total aggregate Personal Income was estimated at $80.6 billion and the tax brackets making above $50,000 retained $5.2 billion, after income and surtax; in 1936, when total Personal Income was estimated at $64.2 billion, not quite $1.2 billion was retained by "the Rich". Taxable income above $100,000 was wholly absorbed by the government when account is made of the inheritance tax. Economist and former Austrian Finance Minister Joseph Schumpeter described it in these terms:
- "a tremendous transfer of wealth has actually been effected, a transfer that quantitatively is comparable with that effected by Lenin. The present distribution of disposable incomes compares well with the one actually prevailing in Russia.[8]
Class warfare
- Main article: Class warfare
Robert H. Jackson, Assistant Attorney General, and Secretary of the Interior Harold Ickes in December 1937 made speeches inspired by the President on the conspiratorial Marxist diatribe, America's 60 Families. [9]
In February 1944 Congress rejected Roosevelt's demand for a $10,500,000,000 tax increase and cut it to $2,300,000,000. Roosevelt vetoed it saying this was a "bill not for relief of the needy but of the greedy." Senator Alben Barkley, Democratic leader, rose on the floor of the Senate to say the veto was "a calculated and deliberate assault upon the legislative integrity of every member of Congress." The entire Senate united in a roar of applause. Barkley declared that after seven years of carrying the New Deal banner for Roosevelt, he would resign his post as Democratic majority leader and he called on every member of the Congress to preserve its self-respect and override the veto. The Senate overrode it 72 to 14 and the House 299 to 95.
Crash of 1937
1937 DJIA declined 51.8% over 56 months. There were five crash phases: (1) August to November (DJIA fell 40% in this first phase). (2) February to March 1938. (3) January to April 1939. (4) May 1940. (5) October 1941 to April 1942. Business peaked out and fell violently, simultaneously with stocks. Economic indicators bottomed out 9 months later (May 1938). The recovery began mildly at first, but not until the World War II production boom was the country lifted out of the Great Depression.
The period 1941–42 contained the longest nonstop downswing crash (7 1/2 months) in history. Certain analysts call this two separate bear markets, one from September 1937 to March 1938, and the second from May 1940 to April 1942.
During the Great Bear Market from 1929 to 1942, the Dow Jones Industrial Average (DJIA) had rallies of 48% (from November 13, 1929, to April 17, 1930), 94% (July 8, 1932, to September 7 of that year), 121% (February 27, 1933, to February 5, 1934), 127% (July 26, 1934, to March 10, 1937), 60% (March 31, 1938, to November 12 of that year), and 28% (April 8, 1939, to September 12 of that year). Yet, on April 28, 1942, the apex of the Malthusian crisis that was World War II, the DJIA was still at only 92.92, 76% below its September 3, 1929, high of 381.17.[10]
Double-dip recession
When FDR was inaugurated for his second term in March 1937 national income, payrolls, and industrial production[11] were still 20 per cent below the 1929 figure and construction was still only about one third what it had been in 1929 when the nation had a booming economy due to massive speculation that would ultimately lead to the stock market crash. By June, 1937 the U.S. Treasury reported relief payments were less than in the same period the preceding 12 months, however this was not so. The Treasury merely shifted relief payments to other accounts. Relief payments were, in fact, larger than the year before. The Treasury made a practice of "cooking the books" to produce phony numbers. Stock prices declined and by September the dire reality could be no longer hidden. By the end of October 1937 the market crashed. The U.S budget was running a deficit at the time of $300,000,000 a month.
Unemployment worse than in 1933
In January 1938, John D. Biggers in a study commissioned by President Roosevelt reported there were 10,870,000 people out of work, more than when FDR first took office in 1933. [12] Roosevelt realized that all the "pump priming" and spending $17 billion had failed. Despite the billions added to the debt, the Depression was back and Roosevelt was at the center of a tug-of-war with advocates of spending like Harry Hopkins, Leon Henderson and Rex Tugwell on one side, and opponents like Henry Morgenthau on the other.
DNC Chairman Jim Farley recalled on a meeting with Roosevelt on March 28, 1938. FDR told Farley he would have "to go in for pump priming or relief," but complained he could not spend on local projects because the states and cities did not want any more buildings and institutions which they would have to pay for in perpetuity. States and localities were having trouble paying the bills on New Deal projects already built. Many WPA projects approved by the federal government were abandoned because the states and cities could not raise the money to support and occupy them.
In the 1938 Congressional elections Harry Hopkins oversaw spending programs with no regard for economic utility to meet the immediate political necessities of an election, but the growth of debt could not go on indefinitely. And the New Dealers problem was complicated by pressure from within the Democratic party to balance the budget.
New capital made available for investment amounted to $348,000,000 in 1935. This was less than 1/10th of the amount available in 1929. By contrast, the British economy had nearly recovered to its 1929 levels by 1935, and the amount available for investment was almost twice as much as the United States.
|United States [13]
|Great Britain [14]
The country now reached a greater crisis than in 1933. The National debt, which was $22 billion when Roosevelt took office and largely a heritage of World War I, now was $37 billion. Taxes had been more than doubled by Roosevelt.
By April 1938 unemployment reached several thousand more than when Roosevelt was elected in 1932. This was now Roosevelt's Double Dip Depression. Voices began to speak up suggesting after all Hoover may have known what he was doing, but here, nine years after the Depression began the fundamental condition of the country was no further advanced than it was at the end of Hoover's three-year struggle with it.
The Second New Deal
All during the winter and spring of 1938 a group of young instructors from Harvard and Tufts were busy on a book which they called An Economic Program for American Democracy. which appeared in October, 1938. These instructors had been moving under the guidance of Dr. Alvin H. Hansen,[15] The theory propounded may be briefly stated thus: The expansion of the American economy came to an end in 1929. Before that it had grown for several well-known reasons. (1) There was a rapid increase in population due to free immigration. (2) The frontier was open to entry and exploitation. (3) Technological expansion went forward upon an amazing scale. But all this came an end. Population is no longer increasing save at a small rate. The frontier is gone, having been exploited and settled. Technological advance at the old rate is no longer possible—the great era of revolutionary inventions is over. A basic change had come over the structure of the American economy.
The theory continued: Government spending on the First New Deal had been proved to be a powerful. Too many people made the mistake of supposing that this was a temporary expedient to bring back a self-sustaining economic recovery. Government spending must be not be used as merely a pump primer, but as a permanent additional or auxiliary pump. The old pump—private industry and business—could no longer produce the national income required for a full life. The government had to set up built in stabilizers to maintain prosperity. "The government must assume full responsibility for maintaining national income at a sufficiently high level to assure full utilization of our human and material resource."
This must be done, they insisted, by government spending. "The notion that public spending can he safely resorted to as a temporary emergency device must he abandoned."
Their thesis was as follows. The people do not spend all of the income they receive on consumable goods and services. Each year they save great sums. These savings are thus withdrawn from the function of spending. They must be brought back into the stream of spending some way or the system collapses. The orthodox method of accomplishing this in the past has been through private investment. People who save and who do not wish to spend their money for food or clothes or consumable goods are willing to invest it. If they invest it they put it into what are called capital goods—goods designed to produce other goods such as houses, buildings, machinery, etc. If they do this the money is used to create jobs, experts, technicians, etc., and this gets into the hands of people who will consume it. To keep the capitalist system going there must he a continuous flow of all savings into investment—into new industries and the expansion of old industries. That was considered a perfectly sound theory for many years. It was the basis of the opinion of those who appealed to President Roosevelt in 1933 to adopt a program that would encourage business expansion. Instead the president promoted anti-business rhetoric and class warfare causing uncertainty, and job creation suffered.
The New Deal economists, however, as John Flynn cited, were just learning this important principle. But the Brain Trusters concluded that a continuous flow of savings into private investment was no longer possible. This is possible only when business men wish to borrow funds for new enterprises and expansion of old ones. But this would happen again, they said. Expansion on a sufficient scale in new enterprises and expanding old ones is hopeless because the economy has reached the end of its expansion era, as described above. The only way to avoid the inevitable collapse of the system, they proposed, was for the government to step in and borrow those sums which business refused to borrow and to spend the money on all sorts of welfare, educational, social and other public enterprises.
Government spending had already plunged the nation into debt to the tune of nearly $40 billion. Continuous spending of funds borrowed by the government would mean a continuous expansion of the government debt. Government debt, they argued, is not like private debt. It does not have to be paid. The government can keep it afloat indefinitely by redeeming old bonds with new bonds. Moreover, the interest on the government debt will not be a burden. "The debt is due by the people to themselves," they said. The people owe the debt. The people own the bonds which represent the debt. The government taxes the people to pay the interest on the bonds. It takes the taxes out of the pockets of the people and then pays it back to them in the form of interest. It is just taking it out of one pocket and putting it in the other.
The government therefore need not bother about the size of the debt. It can go on borrowing indefinitely.
At this same time Rex Tugwell and Leon Henderson both admitted that the New Deal spending programs failed. But they insisted it had failed because it had been on a far too modest scale. Instead of spending three billion a year, for which Roosevelt was being condemned, Tugwell said it should have spent twelve billion a year.
Theory of the Permanent Crisis
Making provision for war increased business profits. In 1936 Roosevelt had said, "If we face the choice of profits or peace, the nation will answer – must answer - 'We choose peace'. It is the duty of all of us to encourage such a body of public opinion in this country that the answer will be clear." [17][18] By 1938 Roosevelt embarked on a massive defense appropriations buildup; the Administration would advance 30% to a defense contractor when placing an order. The National City Bank reported an increase of overall business profits in the year 1939 over 1938 of 63.6%, and in its December 1940 Bulletin showed for 284 companies "directly affected by war and defense program" a rise of 79.2%. The Wall Street Journal reported, "Betterment in profits was naturally more pronounced, as a rule, in those industries benefiting directly or indirectly from the European conflict." [19]
On February 28, 1934, Elliott Roosevelt, son of President Franklin Roosevelt, and Anthony Fokker each received half a million dollars for selling fifty military aircraft to the Soviet government.[20]
Curtiss-Wright Aircraft, to enlarge its plant, received a loan of $92 million at 4%. I. F. Stone of The Nation magazine wrote,
- "Offered as a non-recourse loan . . . the government would have no claim against the Wright company if it failed to repay the loan. All the government could do in that case would be to take the factory. Since the plant would be financed entirely by the government, the government would really be taking back its own property if the Wright company for some reason wanted to drop it. ...The Wall Street Journal reported on August 2 that while the loan was for $92,000,000, 'the cost of the proposed plant and its equipment is understood to be only $37,000,000 or $38,000,000'. When asked by the Journal correspondent about 'this apparent discrepancy', Jesse Jones said, 'We don't believe it would be in the public interest to break down that total at this time'....As this is being written, the Wright contract has yet to be signed. The company is now asking for five-year amortization instead of eight. Incidentally, a vice-president of this finicky company, T. P. Wright, was assigned to the Defense Commission on June 8 to help speed up production"
The Defense Commission was the same commission that would determine and approve the terms of the loan.[21] PM noted "For an $18,000,000 plant to command a $92,000,000 credit from any bank, including a federal one, may make financiers blink, but that is what has been arranged". The Curtiss-Wright loan was only a little over five times the value of the plant. But Boeing Aircraft, with a plant worth $3,000,000 was awarded a loan of $32,000,000, more than ten times. And Boeing was to own it in five years.[22]
- Main article: Keynesianism
1946 DJIA declined 24.6% over 37 months. There was only one crash phase (August–September 1946), and the bottom was hit within 4 months. But the market moved sideways for almost three years and tested the 1946 low area three times. The final time was in 1949, after which the market rose almost without interruption for the next 12 years (160 to 741 in 1961).
Record keeping & construction trades
Record keeping and even economic definitions then were not what they are today. By using the Dow Jones Industrial Average (which is practically the only measurement available in real time that scans the entire period) the Dow did not get back to the level it was at in 1929 until 1949 (160 pts on the Dow). Other economic indexes either did not exist, or were developed later, often by guess work. For example, the oft quotes unemployment rate of 25% which peaked in 1932 is only guess work based upon observations in New York City. No one knows what the real national figures were, or what it actually had been in places like Arkansas or Oklahoma. Gross output figures such as GDP did not exist either.
It was not until 1949 that living standards and peacetime employment returned to something like it was prior to 1929. The New Ordeal is evident today throughout American cities where one can see a distinct gap in the building and construction trades that took place in the decades of the 1930s and 40's. Little was built beyond quonset huts, tin structures with a semi-circular shape and a timber frame underneath. And what was built was either extremely expensive, or built by the government usually for military purposes.
See also
Further reading
- Road to Serfdom, Friedrich A. Hayek, Reader's Digest Condensed Version, April 1945.
- Other People's Money, John T. Flynn, The New Republic, February 20, 1935.
- The New Ordeal, Freeman Tilden, The North American Review, v. 239, February 1935, p. 131-7.
- Ordeal by Planning, John Jewkes, Macmillan, New York, 1948. [2]
- The New Ordeal by Planning, John Jewkes, Macmillan and Co., Ltd., 1968.
- The Ordeal of Total War, 1939-1945, Gordon Wright, New York, Evanston, and London, Harper & Row, 1968.
- Franklin D. Roosevelt: The Ordeal, Frank Freidel, Boston: Little, Brown and Company, 1954.
- ↑ Richard Cockett, Thinking the Unthinkable: Think-Tanks and the Economic Counter-Revolution, 1931–1983, Harper Collins, London 1995, pg. 100.
- ↑ The Principle of Planning and the Institution of Laissez Faire, Rexford G. Tugwell, The American Economic Review, vol. 22, no. 1, March 1932. [1]
- ↑ The Roosevelt Myth, Book 3, Ch. 14, John T. Flynn, Fox and Wilkes, 1948.
- ↑ The Roosevelt Myth, John T. Flynn, Fox and Wilkes, 1948, Book 1, Chapter 4, The New New Deal.
- ↑ Lawrence H. White, Pre-Keynsian Economic Policy. August 2010.
- ↑ The Roosevelt Myth, Book 1, Chapter 7, p. 78 An Enemy Is Welcomed, Flynn, 1948.
- ↑ James Burnham, The Managerial Revolution, Indiana University Press, Bloomingham 1966.
- ↑ Schumperter continues: "the Russian act of April 4, 1940, concerning the income tax, reveals that incomes as low as 1.812 rubles per year were subject to it. It also reveals the existence of incomes of over 300,000 rubles which were then taxed at the rate of 50 per cent. Now, let us neglect the tax on the lowest incomes entirely and put the modal income in the 1,812–2,400 ruble group at 2,000 rubles; further, let us put the modal retained income in the highest group at no higher than 150,000 rubles (though those 300,000 rubles before tax were a lower limit). Then we discover that the higher of these modes was 75 times the lower one. Even if we put, for 1940, the American equivalent (not of course in purchasing power, but in the sense of equivalent position in the income scale) of the lower mode at as low as $1,000, we shall evidently not find much in the United States income distribution of retained incomes (even apart from the reductions specifically motivated by the requirements of war finance) to support, in the light of the Russian paradigma, the current phrases about atrocious inequalities, "concentration of power" as measured by concentration of income, and the like. The evidence presented in the well-known book by Bienstock, Schwarz and Yugov on Industrial Management in Russia tends to support this view. Many other details point in the same direction, for instance, the fact that those ranges of the professions who could formerly but cannot now afford domestic servants in the United States, do enjoy this privilege—worth a ton of electrical household gadgets—in Russia. All this still fails to take account of advantages that do not pass through income accounts. The power and social position—which is one of the main reasons for valuing a high income—of the industrial manager, especially if leader of the local unit of the Bolshevik party, is far and away above that of an American industrialist. Interesting phenomenon—this Lag of Ideas! Many well-meaning people in this country now profess horror or indignation at social inequalities which did exist fifty years ago, but no longer do. Things change, slogans remain."
- ↑ New Deal Chorus, Time magazine, pg. 1pg. 2, Jan. 17, 1938.
- ↑ Daniel Turov, Mixed Message, Barron's, 21 May 2001, quoted in the Liethner Letter, Issue 1826 June 2001, retrieved 11 June 2007.
- ↑ League of Nations Monthly Bulletin of Statistics, June, 1936. Percentage change 1929 to March 1936, United States -21.8%, rank number 13.
- ↑ Two Schemes, Time magazine, Jan. 10, 1938.
- ↑ Standard Statistics Co., New Money for Operating and Producing.
- ↑ Midland Bank, London, New Issues for British Companies, converted from £ to $ at $4.8665.
- ↑ Alvin H. Hansen, Fiscal Policy and Business Cycles, (Norton, 1941).
- ↑ New Deal Policies and the Persistence of the Great Depression: A General Equilibrium Analysis, Harold L. Cole and Lee E. Ohanian, Journal of Political Economy, volume 112 (2004), pages 779–816.
- ↑ Getting Us into War, Porter Sargent Publisher: P. Sargent, Boston, 1941. No More Millionaires, pg. 372 pdf
- ↑ Never Let a Crisis Go to Waste, Mario Rizzo, August 10, 2010.
- ↑ Wall Street Journal, May 3, 1940.
- ↑ Son's Scheme, Time magazine, Oct. 19, 1936,
- ↑ Getting Us into War, Sargent, 1941, pg. 433.
- ↑ Roger Ingersoll, PM, August. 9, 1940.


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'The Fault in Our Stars' Sets Pre-Sell Tickets Recordby Thomas Chau | PopCrush
'The Fault in Our Stars' was a bestselling novel and it looks like the movie will be just as big, if not bigger.
The upcoming film adaptation of the John Green book has already set a record on Fandango for biggest pre-selling romantic drama ever, reports Variety. The previous record holder was 2012's 'The Vow' starring Channing Tatum and Rachel McAdams.
One caveat, according to the trade, is that films like 'Twilight' haven't been factored into the same category as film like 'The Fault in Our Stars' and 'The Vow' since the ticketing agency considers them fantasy romances instead.
Needless to say, however, there are many fans of the book and who are likely eager to watch the movie starring Shailene Woodley and Ansel Elgort. The romantic story tells of Augustus (Elgort) and Hazel (Woodley), two teens who meet at a cancer support group. Augustus is a cancer survivor while Hazel's condition is terminal. While in the process of falling in love, Augustus sets out to grant Hazel's wish of meeting her favorite author in Amsterdam before it's too late.
'The Fault in Our Stars' opens this Friday, June 6.

subset: commoncrawl


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When communicating with clients, is it better to write, call or to meet in person? In addition, can we as advisors provide details to those clients who want the details and stick to the big picture for clients who do not wish to be bogged down with the finer points? Given each individual's inherent differences, is it feasible for advisors to tailor their communication to fit each specific client?
I'm confident there are advisors who successfully use the same communication method and style with all clients. However, can advisors increase their effectiveness by tailoring their communication to fit specific clients? I believe we can and should, as this will strengthen the relationship. Although obvious, the relationship is important to retention. You don't have to be their buddy, but you do have to form a professional bond.
Accomplishing this will require knowledge and effort. The solution will depend, in part, on your own unique personality along with that of your client. To begin, let's examine three primary communication methods: writing, calling, and meeting in person.
Communication Methods
When you write, everyone reads the same thing. If customization is your goal, unless you write multiple pieces for specific clients, writing is the most impersonal and least effective method. When you call, though you can modify what you say, you cannot see their reaction. Therefore, the most effective method for customizing your communication is face to face. As your practice grows, however, it becomes increasingly difficult to meet with every client as often as you might like.
Here are some steps you can take to get started:
Step 1: Poll Your Clients
The goal is to understand what your clients think. Therefore, you might consider an online survey or a face-to-face meeting. As far as style is concerned, do they prefer knowing the details or will a summary suffice? Do they prefer meeting face to face or is online acceptable? Perhaps a combination of the two? How often would they like to hear from you? Collect the data!
Step 2: Examine Your Own Personality
This is important because we all tend to view the world through the prism of our personality. For instance, if we are detail oriented, we tend to use more details. Our answers may be longer than some clients desire. Moreover, changing our communication style can prove challenging, as old habits are hard to break.
Step 3: Understand Your Strengths and Weaknesses
Are you detail-oriented? Do you have clients who are not? They probably don't like the details as much as you. This often results in advisors working with people with similar personalities. For example, a big-picture advisor may avoid working with an analytical client, etc. If you're weak in one area, consider strengthening that area or partnering with someone who compliments your weaknesses.
Step 4: Implement
Use this information along with your contact management system to create a customized, repeatable, consistent deliverable. This will incorporate content, style and alarms to remind you when to contact each client.
Step 5: Monitor-Feedback
After a six months or a year, ask the client if they are satisfied with the method, style and frequency of your communications. In addition, get as much feedback as you can. Many clients will be happy to assist. Finally, use their feedback to make improvements where possible.
The key is to enhance the client's experience, so communication is crucial. Therefore, take inventory of your clients' wishes, examine your own personality, create a consistent deliverable and enhance when possible.
Thanks for reading and have a great week!
Happy Thanksgiving!


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Where are the downloads?
Posted 05 December 2006 - 03:58 PM
Robb Brunansky
Posted 05 December 2006 - 05:19 PM
Alejandro, did you re-run Accordance after updating your modules? If not, the widget will not know they were updated.
Assistant Professor of Hebrew Bible Boston, MA 02215-1401
Boston University School of Theology http://www.bu.edu/st...taff/botta.html
Tel. 617-353-3063
Fax 617-353-3061
Posted 06 December 2006 - 05:40 AM
Good morning Helen. Yea, after the first malfunction with it I did check of an update. I'm currently downloading it again and I'll give it another shot. I'll let you know either way.
I downloaded the widget (again) and installed it and I'm still getting the same indication. Entering the admin password makes the widget freeze. Cancel and download again gets it going. Downloads the Waltke module and then says Installing... forever.
I have never been able to get the other widget working either. I wonder if I have a bad install of Accordance or something?
I'm running OS X 10.4.8 on a G4 867MHz Powerbook with 1G of memory. Using the most recent version of Accordance.
Same here.
Latest version of the widget.
Latest version of Accordance.
Latest version of OS X.
The previous widget seemed to at least acknowledge the input of the user password.
Question: do you need to have Dashboard activated and brought to the front for the widget to work, or can you let it run in the background, unseen?
Posted 06 December 2006 - 10:27 AM
Joel wonders whether you may have done a custom install of OS X. he is contacting you directly. We will have an update on the widget very soon.
OakTree Software
Posted 06 December 2006 - 12:04 PM
OakTree Software
Posted 06 December 2006 - 03:00 PM
You can download the AccUpdater 2.1.2 widget and the Read me.
OakTree Software
Posted 06 December 2006 - 09:14 PM
When I first used the new version of the widget it showed me several new module updates. I used the widget to update all available modules and it did so successfully except for the module PSEUD-T and APOSP-T which is not available for download via the internet (It doesn't have a check-box next to it). I have attempted 8 more time to download PSEUD-T 4.1. Five times it failed and told me to try again and twice it said that the download was sucessful, installation was successful and that I should open Accordance. However, when I go to Accordance it still shows the PSUED-T 4.0 module is present not 4.1. When I open the Text folder it still shows the same date (Nov 3, 2006).
Please advise!
Dave Hunt
Posted 06 December 2006 - 10:10 PM
You did quit Accordance completely before the update and rerun Accordance afterwards?
OK, we see problems in those two modules, trying to track them down.
Both seem to be working now, please try again.
OakTree Software
Posted 07 December 2006 - 06:18 AM
I downloaded the latest version of AccUpdater 2.1.2. It appeared to have run successfully. After starting and quitting Accordance, I reran Accupdater. The same modules were still listed as out-of-date. I then downloaded and installed 7.1.1. Now AccUpdater failed on the first run and indicated that an error occurred on the next attempt. According to AccUpdater almost every module in my file is out-of-date.
Oak Tree makes an excellent application, but the methods of updating available completely unacceptable. The situation continues to worsen.
Jack Caviness
Posted 07 December 2006 - 12:48 PM
I am running the newest one from Dec. 6th (I believe this is 2.1.2).
The widget scans properly and tells me that I have two modules that may be updated online. When I check them and then click update the widget flips and prompts me for my username / password. I enter this data and then click continue and... nothing. It doesn't appear to do anything at all. I left it for a few hours (there are only two modules and I have tried one at a time) but the widget just seems to die.
I can click cancel and I am returned to the module list.
I may have found my problem. Here's to reading the instructions...
Installing the Widget
The Accordance installer places the AccUpdater.wdgt on the desktop.
If you have OS 10.4.2 or higher, double-click the file to install the widget in your user ~/Library/Widgets/. You will work through two standard widget dialog boxes.
If you have 10.4 or 10.4.1, you must manually place the widget in that folder (you may have to create a Widgets folder in your user/Library). Do not put it in the hard drive/Library/Widgets/ as it will not work from there. Then you can launch it with a double-click or install it via the dashboard by clicking the + sign.
Edited by jarcher, 07 December 2006 - 12:54 PM.
Posted 07 December 2006 - 07:39 PM
You did quit Accordance completely before the update and rerun Accordance afterwards?
OK, we see problems in those two modules, trying to track them down.
Both seem to be working now, please try again.
Yes Helen, I did all the appropriate restarts of Accordance.
Once I got home today I tried the download again and eveything went fine. All up to date the easy and
less expensive way. Thanks!
I thought I'd let you have some good news since I know that the Download Widget has been a difficult birth and seems, in the early stages, to be a "strong willed child".
Dave Hunt
Posted 08 December 2006 - 02:05 PM
OakTree Software
Posted 11 December 2006 - 01:43 PM
It did take me a few tries to get it to work, but still, much better than the "old way" of updating modules.
Thanks for staying on top of all the bugs and for suggesting solutions so quickly.
Doctoral Student
University of Stellenbosch (South Africa)
Posted 23 January 2007 - 07:19 AM
Can you add a version number to the widget?
It would help us know which one we have immediately.
Posted 23 January 2007 - 10:34 AM
Joel Brown
By day: Lead Software Engineer at Accordance
By night: Freelance Trombonist
Posted 24 January 2007 - 01:59 PM
That is a good idea though, in the next release I'll put a visible version number so people can easily tell what version they are running.
Thank you!
Edited by yetsirah, 24 January 2007 - 02:00 PM.
Posted 25 January 2007 - 03:12 AM
I wish to add my thanks.
Thank you!
The old ways of upgrading modules was to get the new CD, which included all the upgraded modules, and run a standard install.
That had the drawback that you had to wait for the new CD to be released, usually in November. Now it is possible to suggest a correction to a module and download the upgraded module within a shorter time. This is very valuable to me.
P. Università della S. Croce
Rome, Italy
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Yukka necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 181 diseños de 38 diseñadores freelance.
Yukka at http://www.yukka.co.uk
What is Yukka? Yukka sells the coolest of the cool when it comes to Young Fashion, whether you're into U.S. labels, cool European streetwear, the best of the British or following the latest style clippings from Jay-Z, Kanye West or Lily Allen then Yukka should be your first point of call!
Visit the store to get a better feel for what we do: http://www.yukka.co.uk/
Read more about us! : http://www.yukka.co.uk/about/
16-24 year olds, predominantly male
Fashion genre's closely related to music/street culture, we define our fashion genre's as:
* Urban/Hip Hop (Think Jay-Z, Kanye West)
* Skate (Think Rob Dyrdek, Zoo York, DC Shoes)
* Streetwear (Think David Beckham, Kanye West Now! Chris Brown)
* Sneaker Freaks (Think Adidas Originals, Reebok, Nike, Supra)
We are going through a redesign of our new store, launching in the next 8 weeks - we're looking for a logo/symbol/icon that can be placed along side our main "yukka" logo which I've attached in our new finalised colourway.
The icon will be used with and without our main "Yukka" logo so needs the ability to work on a standalone basis.
Check out the "Anatomy of Yukka" background on this page:
....which will give you an idea of where Yukka as a fashion retailer sits in the market, ultimately we sell the latest in streetwear/urban fashion so our logo needs to have an element of fashion, some random ideas could be:
* Sneakers
* B Boy
* Denim
* T-Shirt
* Entire Look
* ....Whatever you think will work!
Attributes of the logo:
- Used in a Monochrome fashion (and work backwards into a non-mono fashion if logo is a good one!)
- Clean
Caveat: Feel free to amend our current logo to add an icon to it similar to Nike's Swoosh and Adidas Tre Foil logo....
- Would like to avoid graffiti elements unless something amazing comes through
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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Ozzie Guillen responded to Bobby Jenks. Gonzales @ CT:
"Too bad that all the stuff we had between me and Kenny interrupted his career because he did a lot of bad things last year," Guillen quipped. "We lied for him, we protected him. I'm the first manager in the history of baseball to give a guy a week off to take care of his kids when his father-in-law was sick. It wasn't even his wife, it even wasn't a (family) member. But it was out of respect I have for his family. I sent him home because he had to babysit his kids because his father-in-law was sick. I don't think any manager is doing that. But coming from him, I expect that."
"We don't miss him," Guillen said. "You ask 30 guys in there. By the way, I was asking for his phone number to talk him to about it, and nobody had his phone number. None of his (former) teammates had his phone number. That you can tell what happened. But (criticism of ) me, that's fine. He wasn't talking about the ballclub, he was talking about Ozzie and Kenny (Williams). I respect that. "
"Thank God he wasn't talking about the club. If Bobby was taking about the club, I would have been everywhere on ESPN because I will rip his guts. But he was talking about me. I can take that. Just be careful of what you say about Oney because Oney will say stuff he's not supposed to be saying. That's just a warning for him just in case somebody don't call him. Just stay away and don't name Oney for this because it will be pretty ugly."
"First of all he can't make any comments about last year because he was never in the clubhouse," Guillen said. "He spent more time at his house than he did in the clubhouse. They told me about it. I didn't read it yet. The only thing I can say is that I feel bad for him because I think the way we treated this kid, just the White Sox and myself, or our front-office people, we helped him a lot on the field and off the field."
"Just worry about Boston, don't worry about the White Sox," Guillen said. "He has to worry about Boston and what he has to do for them. And I bet you (Red Sox manager) Tito Francona won't put up with the (bleep) we put up with here. I have Tito's number here to call him and say make sure you tell Bobby to worry about the Boston Red Sox and don't worry about what happened here or whatever. We don't miss him.
"Please, someone who knows [Jenks], please [tell him not to] talk about Oney," Guillen said. "It's going to be ugly. I talked to my wife about it, to make sure to tell Oney to let it go. It can [end] bad. Me? That's OK. Kenny is OK with it—I talked to Kenny. But Oney? Stay away from Oney. He's not a good kid. When you go to that point with him, Oney knows a lot about a lot of things. Make sure [Jenks] stays away from [Oney]."
"He had a lot of problems, but we were loyal to him by playing him. I was a very bad manager because I kept him as my closer when he couldn't [close]. He has to look [at] himself in the mirror."
"I'm very sad," Guillen said. "I'm not even mad about it. I'm very sad about the way he thinks about us. Am I going to say anything bad about him? I'm not going to waste my time—he's not part of my program. It's very sad because he should look at himself in the mirror, and all the things he said in the paper, to realize what he said. Like I said in January, if there was one player I ever managed, I did more stuff for him than anybody else, on the field and off the field.
"He did a lot of bad things last year. We lied for him. We protect[ed] him."
UPDATE: Audio from ESPN (3:15).


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Dominik Hasek, at 47, wants a multiyear deal
For most 47-year-old hockey players, single-year contracts are out of the question. Dominik Hasek, attempting an NHL comeback at that age, doesn't have much interest in that logic.
Hasek, a former Vezina-winning goalie who hasn't played in the NHL since 2008, wants a multiyear contract, agent Ritch Winter told Dave Davis of Kukla's Korner (via Pro Hockey Talk).
Winter also said that since the Buffalo Sabres aren't interested in their former star, he's exploring deals with other teams.
Sabres general manager Darcy Reiger confirmed to BuffaloNews.com that Hasek's agent did reach out to him and that the team had met with Hasek, but Buffalo says they are pleased to have Ryan Miller and Jhonas Enroth in net.
Reiger said Hasek was excited at the prospect of returning to the NHL.
"He was excited. I think it's tremendous," Regier told BuffaloNews.com. "He'll be 47 at the start of this season. I hope he finds a team to play with. I would love to see him back in the league and hopefully he would play well - in the Western Conference."
Hasek was a two-time NHL MVP and won the Vezina six times. His last season as professional was with Spartak Moscow in the KHL during the 2010-11 season.
Over the course of 16 NHL seasons, Hasek played for the Chicago Blackhawks, Sabres, Detroit Red Wings and Ottawa Senators.
It still seems unbelievable that Hasek has a real chance of returning in any capacity. It'd theoretically happen as a backup, though most teams' goaltending situations are already solidified. The Toronto Maple Leafs are the team most actively seeking a veteran option, but nothing suggests they'd consider Hasek.


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aaronklaw necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 195 diseños de 88 diseñadores freelance.
A2Zing is my second company. I am a 29 year old lawyer that owns his own law firm. Marketing and consulting has always been my passion....as people are my passion. I'm social, personable, tech savvy, and very nerdy. My companies name derives from a few things: My name is Aaron (hence a2), there's the "A to Z" aspect, I'm in arizona (AZ), and i like the word zing. It's a word that kind of pops out at you. I want name recognition and brand recognition. The styles I like are: Modern, edgy, corporate
My company is called A2Zing
I started an internet consulting company that does seo, social media, design (reluctantly), and internet consulting. Right now my main target is lawyers, but I will also target other niche's as well. I will also be doing affiliate marketing through my site. What sets my company apart from the countless rest is that I care about my customers, and offer them attention to detail and personal service. For instance, on bigger projects I spend up to thirty days with a client getting to know them so that I can "lift" their offline brand/identity and put it online. I want them "everywhere" online, i offer them just about everything but the kitchen sink. From blogs, to social media, affiliate marketing, etc. I not only do this for them but I teach them. I offer transparency. I'm not like the countless others that make promises or guarantees. I'm not going to tell you what you want to hear. I make a plan, I act on that plan, and I bring you in so that you're not left wondering "hey am I getting any value for my money"? I am also able to explain things to people in a way they can understand. I work hard for my clients, and I send them any opportunities that come my way.
1. not cartoonish or comical
2. not too fancy
3. playful, catchy
4. two parts to the logo: the text and the actual mark. A2Zing is the text, the mark can be anything (it doesn't just have to be a2z or something it can be something you've designed to represent me)
5. no bright colors.
6. I like squares more than circles. and lines/edges.
7. modern, edgy, corporate, professional.
8. Transfer to all mediums (business cards, shirts, websites, etc)
Logo really has to stand out. My law firm logo is very unique in its own right, you can see it here: http://tasteofinkstudios.com/portfo…-law-firm/
Others I like:
The logo should have unique text and something else that stands alone to represent my company. For instance, my logo for my firm has the counter form K that can stand alone or with the text can represent my company. I want something even better, something where the text and the "mark" look well together but can stand separate (like the nike swoosh).
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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Made for serious play.Now there's a notebook PC made for the way you play. In fact, the HP Pavilion dv7 comes with software that lets you start playing right out of the box. With amazing graphics, audio, and video, plus a wide array of options, the HP Pavilion dv7 Entertainment series notebook delivers power and performance to match your fast-paced lifestyle.
It's always showtime.Exclusive HP MediaSmart software gives you instant access to the music and movies you love. Immerse yourself in videos, games and intensive graphics on the high-definition 17.3" diagonal HP BrightView LED display. Look your best in any light with the HP TrueVision Webcam and sound great with integrated dual-array digital microphones for improved noise reduction. With the large hard drive, you can store volumes of data, movies, and music.- Intel Core i7 processor maximizes speed for demanding applications with Intel Turbo Boost Technology. By accelerating performance to match your workload, it unleashes the ultimate digital media creation experience with fast video editing and encoding, plus incredible performance for image rendering, photo retouching and editing.- Blaze through intensive graphics with an ATI Mobility Radeon HD 6570.- Support for Microsoft DirectX 11.- Expand your entertainment with a Blu-ray optical drive for stunning HD video and digital audio.- Intel Wi-Di ready to wirelessly stream your photos, videos and other PC content to an HD TV. - Sync and print wirelessly with Bluetooth-enabled smart phones and printers up to 30 feet away.- Enter data faster and calculate more easily with the numeric keypad.- Get up to 5 hours of life with the 9-cell 93WHr Li-Ion battery.
Impressive inside and out.The Pavilion dv7 notebook offers style with substance, featuring an attention-getting HP Imprint finish. Built for longevity with higher-quality components, the Pavilion dv7 also includes a comfortable, responsive island-style keyboard. An easy-to-use, oversized Clickpad supports multi-touch gestures to keep you operating at maximum efficiency.
Do it all at the speed of life.The latest mobile processors provide the performance you need. Longer battery life makes it last. With integrated WiFi and Bluetooth technology, you'll never feel out of touch. To make the best use of your time, one-touch keys launch the applications and functions you use most. And if you hit any bumps along the way, HP ProtectSmart Hard Drive Protection can help save your valuable information.
Enjoy PC content on your HD TV wirelesslyThe dv7 features Intel Wireless Display so you can sit back and experience your favorite videos, photos and music on your HD TV. Stop crowding around a laptop screen! Intel Wi-Di lets you view content from your dv7's hard disk, your home network or anywhere a browser will take you on the biggest screen in your home. Connection is a snap: Simply connect a Netgear Push2TV Adapter to your TV's HDMI or composite A/V input, follow a few steps, then start sharing with a push of a button.
Relax With 24/7 SupportEnjoy the lifetime use of HP Support Assistant to keep your PC up to date, troubleshoot problems, and get assistance when you need help. While your PC is within Warranty, HP Care Pack Support gives you access to complimentary help whichever way you prefer.
OPERATING SYSTEMGenuine Windows 7 Home Premium 64-bit
PROCESSOR2nd generation Intel Core i7-2630QM Processor 2.00GHz with Turbo Boost Technology up to 2.90 GHz
MEMORY6GB DDR3 System Memory (2 DIMM)Max supported = 8GB
VIDEO GRAPHICSATI Mobility Radeon HD 6570 graphics with 1024MB GDDR5 with up to 3830MB total graphics memory
HARD DRIVE1TB (5400RPM) Hard Drive (SATA) with HP ProtectSmart Hard Drive Protection
FINISH AND FEATURESBrushed aluminum finish with the stream design in argentoHP TrueVision Webcam with integrated digital microphone HP SimplePass Identity Protection with integrated fingerprint reader
MULTIMEDIA DRIVELightScribe Blu-ray ROM with SuperMulti DVD?R/RW Double Layer Support
DISPLAY17.3" diagonal High Definition+ HP BrightView LED Display (1600 x 900)
NETWORK CARDIntegrated 10/100/1000 Gigabit Ethernet LAN (RJ-45 connector)
WIRELESS OPTIONWireless LAN 802.11b/g/n WLAN & Bluetooth with WiDi
DIGITAL MEDIA5-in-1 integrated Digital Media Reader for Secure Digital cards, MultiMedia cards, Memory Stick, Memory Stick Pro, or
xD Picture cards
AUDIOBeats Audio and HP Triple Bass Reflex Subwoofer
KEYBOARD101-key compatible with island-style full-size keyboard with integrated numeric keypad
POINTING DEVICEHP Clickpad with On/Off button
EXTERNAL NOTEBOOK PORTS4 Universal Serial Bus (USB) 2.0, 4th port shared with eSATA1 HDMI1 VGA (15-pin)1 RJ -45 (LAN)1 Headphone-out1 Microphone-in
DIMENSIONS16.35" (W) x 10.8" (D) x 1.25" (min H)/1.46" (max H)
WEIGHT6.86 lbs
SECURITY Kensington MicroSaver lock slotPower-on passwordAccepts 3rd party security lock devices
POWER120W AC Adapter9-Cell 93WHr Lithium-Ion Battery
BATTERY LIFE Up to 5 hours
WARRANTY AND SUPPORT1-Year Limited Hardware Warranty with Toll Free Support (NA)1-Year Free Hardware Technical Support30-Days Free Limited Software Support with 1-Year (from date of purchase)Free Limited Software Support with Product Registration.
SECURITY AND SUPPORTSymantec Norton Internet Security 2011 60-day TrialHP SimplePass Identity ProtectionHP Recovery ManagerSun JavaHP ProtectSmart Hard Drive Protection (3D DriveGuard)HP Support Assistant
PRODUCTIVITY AND FINANCEMicrosoft Office 2010 preloaded (purchase of a Product Key required to activate a full Office 2010 suite)Microsoft Silverlight
MULTIMEDIA AND ENTERTAINMENTeBayBeats AudioHP MediaSmart: HP Music Store by RhapsodySnapfishFacebookFlickrHuluNetflixRoxio CinemaNowMTVNickelodeonHP Games Powered by Wild TangentSnapfish Picture MoverCorel PaintShop Photo PRO X3Corel VideoStudio Pro X3HP Photo CreationsAdobe ReaderAdobe FlashWindows Live Photo GalleryHP Barnes and Noble e-readerNew York Times e-Reader
INTERNET SOLUTIONSHP SetupISP Partners (in HP Setup)HP Wireless AssistantWindows Live MessengerWindows Live MailNorton Online Back-UpBing ToolbarMicrosoft PortalAccellor (Broadband Aggregator in HP Setup)


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PLAY WITHOUT FEARTake out the competition with the unrivaled speed of the latest 4th generation Intel Core i7 processor and the power of the NVIDIA GeForce GTX 770M graphics card. With more power than the previous generation, enhance your gaming experience to whole new levels. Push your games to the limit, with NVIDIA GPU Boost 2.0, extracting every inch of power for breathtaking visuals.
MATRIX MULTI-DISPLAYTransform your gaming space into the ultimate multimedia center with the Matrix Display. Multi-task like a pro with support of up to 4 independent displays, including the native notebook display, to work, watch, and play all at the same time.
COOLER BOOST 2A smart, quiet, and highly efficient single fan cooling solution will keep you in the heat of battle without breaking a sweat. This one-touch instant cooling feature lowers the average temperature by 8? C with a shared heat pipe technology while saving battery life for a longer, and better gaming experience.
KILLER DOUBLESHOTDesigned with exclusive networking optimizations, Killer DoubleShot offers up to 5x better latency than the competition and has the horsepower to handle multiple data streams at once.
With Visual Bandwidth Control, you'll see what those streams are doing in real-time for superior control over your precious bandwidth. Killer DoubleShot gives you unequalled hardware and software technology for your notebook Wi-Fi and Ethernet connections.
GAMING KEYBOARD BY STEELSERIESThere is no exception for error when it comes to serious gaming. Play flawlessly with extreme anti-ghosting allowing for simultaneous key presses and rapid response times. Personalize your rig with unlimited customization possibilities with 3 color zones, 5 pre-configured settings, and over thousands of color options giving you the power of choice
COMMAND. CONTROL. NAVIGATE.Take control of your system instantly in a single touch. Conveniently access all features and functions with the System Control Manager, a simple user-interface to access and navigate through essential programs.
SOUND BY DYNAUDIODynaudio, one of the most extreme sound systems brands, has been integrated into MSI G Series gaming laptops. The premium speakers have been meticulously fine tuned for authentic sound reproduction quality and a built-in subwoofer has been added for a truly immersive experience.
AMP UP YOUR AUDIOGold plated audio jacks working in sync with an audio amplifier provides maximum sound fidelity for best, and sonically accurate headset experience. Gain the advantage with Audio Boost.
CPU- Type: Intel Core i7-4700MQ- Speed: 3.2 - 3.4GHz- Cache: 6MB
OPERATING SYSTEM- Operating System: Windows 7 Home Premium
COLOR- Color: Brush Aluminum Black
LCD- Size: 17.3" Full HD Anti-Reflective- Resolution: 1920 x 1080 (16:9)
CHIPSET- Chipset: Intel HM87
GRAPHICS- GPU: NVIDIA GeForce GTX 770M- Video Memory: 3GB GDDR5
AUDIO- Audio: Sound Blaster- Speaker: Dynaudio Premium Speakers w/ Subwoofer
SYSTEM MEMORY- Spec: 12GB DDR3L 1600MHz
STORAGE- HDD Capacity: 1TB (7200RPM) HDD- HDD Interface: SATA
OPTICAL DRIVE- Optical Drive Type: DVD Super Multi
COMMUNICATION- LAN: Killer E2200 Game Networking- WLAN: Killer N1202 a/b/g/n- Bluetooth: Yes
SUPPLEMENTAL DRIVE- Card Reader: SD (XC/HC)
WEBCAM RESOLUTION- Webcam: 720P HD Webcam
I/O PORT- USB: USB 3.0 x 3, USB 2.0 x 2- ESATA: Yes- Video Port: VGA x 1, HDMI 1.4 x 1, mDP x 1- Audio Port: Mic-in X 1, Headphone-out X 1
AC ADAPTOR- AC Power Adaptor: Output: 19V DC, 180W, Input: 100~240V AC, 50/60Hz universal
BATTERY- Battery Pack: 9 Cells
PHYSICAL SPEC- Dimension: 16.85" (L) x 11.34" (W) x 2.17" (H)- Weight: 8.6 lbs
WARRANTY- Manufacturer Warranty: 2 Years Limited Warranty (Includes 1 Year Global Warranty)


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The installations of the MarinaSol & Aqua Spa Apartamentos have been designed and constructed with great attention to detail. The result is a superb, architecturally friendly development where great emphasis has been placed on the quality of the materials and furnishings and on all aspects of safety in a vacation, sports, leisure and health complex designed to satisfy the requirements of the most demanding customer. One of the strengths of our development is the wide range of spa and fitness installations which we are able to offer the visitor. The MarinaSol Apartamentos and its star installation Aqua Spa enable the guest to enjoy an uncrowned health centre which boasts spa and fitness amenities of the first order. Under the supervision of our qualified staff you will be able to plunge into an ocean of sensations by means of our hydrotherapy pool, Jacuzzi, Turkish baths and Scandinavian saunas equipped with colour therapy and aroma therapy, dream showers, ice baths, thermal recliners, foot massage water jets and gymnasium. We round off this service with a massage and health and beauty treatment which will reward you with some well deserved moments of relaxation. MarinaSol has two outdoors swimming pools in its gardens, one for adults (1.35 m. deep all around), and another for children (40 cm. deep), heated throughout the winter months. Money Change. - Motorcycle and bicycle hire. - Storage facilities for large sport equipment.- Flower shop. Laundry service.- Shuttle service to the airport (additional cost) .
- Bookings for outings.- Tickets for theme parks, sport and leisure activities.- Safe (additional cost).- Wake-up call.
- Sending and receiving telefaxes (additional cost).- Postal service (stamps, post cards).- Daily press.- Internet (additional cost).- Underground parking lot (additional cost).- Lost and found.- Panoramic TV.- Cash-point machine.
## Location
One of the main advantages of choosing MarinaSol & Aqua Spa is the rersort's strategic location. The MarinaSol & Aqua Spa Apartment is situated in one of the best areas in the island of Gran Canaria. Just 10 minutes from the tourist resorts of Playa del Ingles and Maspalomas, 40 minutes from Las Palmas de Gran Canaria and only 22 km. from Gran Canaria Airport, the resort's enviable location enables the visitor to get to the island main leisure, cultural and business centres rapidly without having to forego peace and quiet. The complex is located on the sandy beach of Morro Besudo, between the beaches of El guila and San Agust n.Welcome to Apartamentos MarinaSol & Aqua Spa, a new health and holiday centre concept which combines the full range of services available in a hotel with the comfort of an apartment complex built to include every possible additional luxury to guarantee the maximum comfort
## Distance
2 kms to city centre
22 kms to the nearest airport (gran canaria international airport)
6 minute walk to the nearest bus stop
8 km to the nearest fair site (maspalomas)
Close to the beach
## Rooms
The MarinaSol & Aqua Spa Apartamentos has 55 rooms available (one of which has been especially equipped for disabled guests) all of which have been designed to ensure our customers a comfortable stay. Each apartment features a living room/dining room, kitchen with fridge and hot plates, a double bedroom with a generously sized wardrobe, bathroom with complete shower facility and hair dryer and a furnished terrace with superlative views over the Atlantic Ocean. Furthermore, each room is soundproofed and is equipped with piped music, television, telephone, internet connection and air-conditioning
## Restaurant
Inside our installations you will discover Restaurante La Caleta, which opens from 8 a.m. until 11.30 p.m. and serves hot and cold buffet breakfasts as well as self-service, menu or a la carte lunches and dinners. The restaurant boasts a wide offer of international cuisine and also provides guests with a cafe bar area, all overlooking the resort's well kept gardens which feature examples of native Canary Islands flora
## Exterior
Traditional and nice atmosphere
## Lobby
Medium size lobby
Club Travel Destinations


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Web Event Archives
LEARN Web Events allow subject-matter specialists, teachers, consultants & administrators to come together to investigate topics that are of interest to them. Using our online platform, educators from anywhere can connect, share and learn. Each month, a new live web event will be scheduled with a completely different focus and target audience.
If you missed one... we've got you covered! Check out the archived web events below and feel free to share your favourites with your esteemed colleagues.
Anxiety in the Classroom: Identification and Management
This webinar is designed specifically for teachers to help them understand the different pathways anxiety can manifest in students and the effects this can have on their learning. Specifically, strategies will be provided to help teachers balance the need for students to reach educational goals while being sensitive to the underlying stress and consequences this can have.
January 25, 2016
Audience : All Teachers, Administrators
Presenter Dr. Felicia Kaufman has been managing the Counselling Department at Agence Ometz over the past few years, supervising the team of therapists and students and coordinating the adult and family therapy programs. Dr. Kaufman has a private practice where she works with adolescents, young adults, and adults specializing in anxiety, depression, addictions, autism spectrum disorders, divorce, and various forms of life stress.
Applying UDL Principles to my Class
Many of you will have encountered this term at conferences, in training and publications. It sounds appealing, ground breaking and slightly daunting!
This session will seek to introduce the basic concepts of Universal Design for Learning from a hands-on-perspective: What is it? Why is it becoming increasingly important in achieving inclusion? How can I start exploring and implementing it as a teacher everyday in my own clasroom?
February 3, 2014
Audience : Secondary Teachers
Presenter Frederic Fovet brings to the field of inclusion a unique profile in the sense that he has a combined background in Law (he was a practising solicitor in the UK) and an academic research interest in Social, Emotional and Behavioural Difficulties (he holds a MEd in SEBD from the University of Birmingham in the UK). It is undoubtedly this dual perspective that makes UDL so appealing. He has himself been a Special Ed teacher and the principal of a residential school for adolescents with Learning Disabilities and behaviour difficulties for over a decade, before triggering at the head of the OSD at McGill a radical and campus wide drive for UDL implementation.
Bullies: Their Making and Unmaking
Once we understand how bullies are made, our attempts to unmake them can be more effective and long lasting. This presentation will dissect the bully syndrome to reveal its deep instinctive roots in the dynamics of attachment and vulnerability. This understanding will then inform interventions that are more likely to be successful.
January 27, 2015
Audience : All Teachers, Administrators
Presenter Eva de Gosztonyi, M.A., is a psychologist who has worked for 40 years in schools across Canada. She is the Co-ordinator of the Centre of Excellence for Behaviour Management, a support to the English School Boards of Quebec, helping them to provide effective interventions for students with behavioural challenges.
External links
Coding to Learn
Learning to code has become an increasingly popular activity for children. This is a good trend. We feel, however, that one of the most powerful reasons for learning to code is undervalued. That reason is to be able to use code to learn. To learn art, to learn math, to learn science. Computer science is wonderful but there are so many other things that can be learned with the help of coding.
April 21, 2016
Audience : All educators
Presenters: Brian Silverman has been involved in the invention of learning environments for children, since the late 1970s. Brian is the president of the Playful Invention Company and does design consulting for the MIT Media Lab and LEGO. Artemis Papert is an artist creating in both traditional and digital media. After a first career as a research biologist she retrained as a Shiatsu therapist and is currently training to become a Jungian psychoanalyst.
Dynamiser sa classe de FLS avec des outils web 2.0
De plus en plus, les enseignants du FLE/S proposent des outils didactiques variés qui placent la perspective actionnelle, les Technologies de l'Information et de la Communication et la dimension (inter)culturelle au cœur de l'apprentissage. Le Cadre Européen Commun de Référence pour l'enseignement des Langues (CECRL) propose un ensemble de concepts propres à revivifier l'enseignement/apprentissage des langues étrangères.
Parmi ces concepts, le scénario pédagogique, qui fait l'objet de nombreuses définitions, place l'apprenant comme acteur social. L'aspect de définition qui nous intéresse le plus est qu'une situation d'apprentissage évaluée (SAÉ) est décrite et organisée par un enseignant utilisant les technologies numériques et visant l'appropriation d'un ensemble précis de connaissances afin d'e ncadrer les apprentissages de ses apprenants.
Dans notre présentation, nous explorerons la démarche suivie par l'enseignant dans un scénario pédagogique en classe de langues. Nous montrerons ensuite comment l'utilisation des technologies permet à l'apprenant de jouer ce rôle actif en développant son autonomie, en suscitant sa motivation et en facilitant l'interaction avec la communauté.
le 29 mai 2014
Audience : Enseignant.e.s universitaire
Conférencière Cynthia Eid, PhD., est conseillère pédagogique au vice rectorat adjoint aux études, services de soutien à l'enseignement, Université de Montréal, Canada. Elle est aussi développeuse de matériel pédagogique pour le ministère de l'Immigration et des communautés culturelles (MICC) au Québec.
External links
Exploring the Holocaust with your Students
It is 70 years since the liberation of Auschwitz and for some this is ancient history. The Holocaust remains a defining event of the 20th Century. Exploring the Holocaust can be difficult but it is important that students learn to examine tough topics which remain relevant today. Learn about the many primary source materials (interviews, videos, documents…) and tools as well as literature, drama and art opportunities that can give students a variety of approaches to help them comprehend this issue.
March 18, 2015
Audience : Elementary Cycle 3 to Secondary Teachers
Presenter Jacqueline Celemencki is the Education Coordinator at the Montreal Holocaust Memorial Centre and is in the final stages of completing her PhD thesis in anti-racist education from McGill University.
Presenter Carmen Woolgar teaches secondary 5 ELA , Secondary 3 IB ELA and Yoga at Heritage Regional High School.
Flipping the Classroom
Everything you ever wanted to know about the flipped classroom and more!! During this webinar you will be given a brief description of what flipping the classroom is, and shown some of the simplest ways to do it. Tools for recording lessons and ideas for classroom activities will also be highlighted.
April 20, 2013
Audience : Secondary Teachers
Presenters: Kerry Cule has a background in engineering and made the transition to teaching in 2007. Peggy Drolet has taught math at every high school level for over 25 years. Audrey McLaren has been teaching math for almost 30 years. Currently, all three teach online math and science courses for LEARN.
Gamification: It's Not All Fun And Games
Learn what gamification is and how it is so much more than just badges, experience points, and avatars. In this webinar, we'll provide an introduction to gamification and cover several key elements of a gamified classroom. We'll also take a look at a model being developed in Quebec General Adult Education that aims to provide students with a visual representation of course goals and milestones, recognizes student achievements + individual strengths, and encourages learners to be active participants in the learning process.
March 22, 2016
Audience : All Teachers, Adult Educators
Presenter Avi Spector is a pedagogical consultant with the Riverside School Board and the RECIT FGA Regional service. With a strong belief that pedagogy should always drive technology in the classroom, Avi helps teachers find relevant and sustainable ways of using technology to enhance learning and develop student competencies.
External links
- Avi Spector's Blog: Beyond the Tools
- Avi's Dropbox folder with documents discussed in the presentation
- Phillip Vinodogrov's "Gamification and Flipped Instruction: A Winning Combination"
- Quest to Learn School, NY
- Creative Common Badges
- "Reality is Broken" a book about game culture by Jane McGonigal
- Gamification: What are the motivating factors in a typical video game?
- Avi's Gamification Video for the K12Online Conference
- Rita Pierson: Every Kid Needs a Champion (TED)
- Penny Arcade Extra Credits: Gamifying Education
Harnessing the Power of Social Media: Moving Forward with Digital Citizenship
Being a connected learner is critical as a way for both educators and students to create authentic opportunities for collaboration and publication. However, do your students understand how to use technology in a safe and responsible way? This webinar will address a framework for teaching digital citizenship in your class/school. Examples of how your students can learn how to build their digital identities and learn how to harness the power of social media will be provided.
September 17, 2013
Audience : Teachers and Administrators, All Levels
Presenter Tanya Avrith, MA. Ed Tech is a Google Certified Teacher and Apple Distinguished Educator. As the Educational Technology and Digital Citizenship Lead Teacher for the Lester B. Pearson School Board, Tanya pioneered their Digital Citizenship Program which resulted in being invited to Facebook Headquarters to discuss digital citizenship education. She oversees the roll out of 1:1 MacBooks , 1:1 Chromebook and Google Apps for Education at her school board. Tanya is the co-founder of the #cdnedchat and co-hosts the EduSlam show. Follow Tanya @edtechschools and www.tanyaavrith.com.
Helping Students Succeed in School: How-To's to the Rescue
LEARN's How-To project was born out of the need to put common pedagogical tasks in the hands of the students. How-To's are short but detailed step by step instructions for various things that students need to do for different subjects. They help students become autonomous and provide extra scaffolding for students who need it. This dynamic web event will explore the various How-To's on the site and will include a question and answer session with some of their creators. As well, suggestions for future development will be discussed with participants.
January 27, 2015
Audience : Teachers: Elementary Cycle 3 to Secondary
Presenters are LEARN pedagogical consultants: Sylwia Bielec, Kerry Cule, Julie Paré, Paul Rombough, Kristine Thibeault and Susan van Gelder.
La rétroaction enregistrée
La rétroaction enregistrée OU Comment individualiser le soutien à l'apprentissage des élèves en production écrite sans se fatiguer !
Nous cherchons tous une façon moins pénible et plus efficace de corriger les productions écrites de nos élèves. La rétroaction enregistrée, une façon de corriger en enregistrant sa voix, m'y a grandement aidé. Peu importe le niveau de vos apprenants, il est possible d'adapter cette façon de faire à la réalité de votre milieu.
le 26 mai 2016
Audience : Enseignant.e.s primaire - cycle 3, secondaire
Conseiller pédagogique en français langue seconde pour la commission scolaire Sir-Wilfrid-Laurier, au Québec (Canada), Marc-Albert Paquette est avant tout un praticien et un conférencier passionné de l'enseignement et de la langue française. Il est trésorier de l'Association canadienne des professeurs d'immersion et de l'Association québécoise des enseignants de français langue seconde. Il est également secrétaire de la Commission d'Amérique du Nord de la Fédération internationale des professeurs de français et ambassadeur du projet Bonjour du Monde pour le Canada.
Let's Talk Books: Suggestions for your Secondary Students
A panel of people passionate about books will share some of their favourites for use with secondary students. These may be ideas for classroom use or just recommendations for both avid and reluctant readers. Bring some ideas to share with others. Let's talk books!
December 8, 2014
Audience : Secondary Teachers, Education Consultants, Librarians
Presenter Louise Bourque has been in the teaching profession for over 30 years. She has taught at the elementary, secondary and university level. She has presented at conferences across Canada and the USA. Before working as a consultant for the Riverside School Board, she worked for MELS presenting workshops for teachers in the implementation of the ELA curriculum.
Presenter Andrea Borod (a.k.a. The Book Dumpling) teaches high school English and Media at Lower Canada College. In her spare time, she tinkers with literacy, personalized book recommendations, and all things writing.
Playing with Poetry
In this interactive and hands-on hour, teachers will come away with numerous methods to bring playful poetry into their English Language Arts curriculum. Geared for the elementary classroom, this session encourages and exposes the power and passion that poetry possesses. Participants will read, write and share a vast array of poems guaranteed to promote a love of words and wordplay. This is important since merely whispering "poetry" frightens almost everyone away.
June 10, 2013
Audience : Elementary ELA Teachers
Presenter Melanie Stonebanks has been part of the education community for the past 20 years. She has enjoyed her roles as elementary teacher, sessional lecturer at McGill University, consultant and team member at MELS in English Language Arts and pedagogical consultant at LEARN.
Projet BaladoWeb : à l'écoute de la culture
Explorer l'histoire de sa communauté et de sa ville : quelle expérience enrichissante ! À l'aide du site BaladoWeb, développé par le RÉCIT national, les élèves de trois écoles élémentaires de la commission scolaire English-Montréal ont créé des balados informant le public sur l'Histoire de Montréal. Cette cyberconférence aura non seulement pour but de partager le travail produit dans le cadre d'un projet nommé "culture à l'écoute" mais également de détailler ses étapes de réalisation.
Le 3 novembre, 2015
Audience : Enseignant.e.s secondaire
Conférencier Kish Gué est un conseiller pédagogique des technologies de l'information et de la communication pour la commission scolaire English-Montréal depuis plusieurs années. Il a auparavant été enseignant au primaire à la commission scolaire Riverside.
External links
Rendre possible l'impossible. Les TIC au service de l'apprentissage.
Comment transformer l'enseignement du FLS en salle de classe à partir du modèle SAMR du Dr Reuben Puentedura? Une présentation d'outils numériques gagnants et des exemples pratiques pour la salle de classe.
le 22 mars 2017
Audience : Enseignant.e.s du primaire et du secondaire
Conférencière Louise Outland est enseignante de FLS à Beurling Academy (LBPSB). Spécialiste en FLS au primaire, Louise enseigne, depuis 2003, dans le programme d'immersion (précoce et tardif) de la Colombie-Britannique. Elle a également travaillé en tant que conseillère pédagogique pour les langues modernes à la C.S. d'Abbotsford, (C.-B.). Elle a de même été directrice adjointe et directrice de l'école d'été pour la même commission scolaire. Depuis août 2010, elle enseigne au Québec au niveau secondaire. Elle est formatrice et évaluatrice du DELF/DALF et 2e vice-présidente de l'AQEFLS et sans contredit une passionnée des TIC!
Schema Based Instruction
Schema Based Instruction: Teaching Children with Different Learning Needs to Successfully Solve Word Problems
Schema Based Instruction (SBI) is an instructional strategy that uses visual representations to teach children the underlying mathematical structure of a word problem. SBI helps children understand the relationships between the numbers in the problem, reduces the cognitive load on working memory, and helps them become more efficient problem solvers. During this webinar, you will be introduced to Schema Based Instruction and shown how it can be used to help children solve word problems.
September 21, 2015
Audience : Pre-school, Elementary cycle 1 Resource Teachers, Special Education Consultants, Math Consultants
Presenter Kim Desmarais is an educator and Clinical Activities Specialist with over 12 years with children with special needs and their families. Instruction. She is currently a PhD student in the Research and Clinical Psychology program at Concordia University. Her research focuses on the problem solving strategies used by children with different learning needs during Schema Based Instruction (SBI).
The Multi-Faceted Role of the Resource Teacher
When working with students with special needs, the resource teacher can be a key link between the student, classroom practices and school environment. During the fall of 2013 a survey was distributed to resource teachers within the English School Boards in Quebec asking about the tasks they perform. The results of this survey provide invaluable insight and acts as a springboard for a conversation about the role of resource support in the delivery of special education within your school.
September 22, 2014
Audience : Resource Teachers
Presenter Tara Wheeler has worked with students with behavioural, intellectual and physical disabilities for 16 years. She has been a Resource Teacher, Special Education Consultant and is now the Project Development Officer for the Work-Oriented Training Path. She has a Masters in Educational Leadership and so is interested in both special education and educational leadership.
External links
Towards an Understanding of Psychoeducational Evaluations
Psychoeducational evaluation reports can often be intimidating and overwhelming. What does it all mean and how can it be used for educational planning? The goal of this event is sensitize teachers and other professionals to the elements of a psychoeducational evaluation in order to help them better understand and apply the assessment data towards educational instruction.
February 5, 2015
Audience : All Teachers, Administrators
Presenter Elizabeth Shoiry, M.Ed., is an accredited neuropsychologist who has extensive experience working with students of all ages, families, teachers, administrators, and other professionals.
External links
Understanding Brain Functioning and How it Applies in the Classroom
This workshop will review three key aspects of learning. First, we will identify which brain networks are involved in learning. In part, we will review brain plasticity and the role of emotions in learning. We will then discuss what can be done within the classroom environment to enhance activation of these networks. Lastly we will discuss factors that can hinder learning such as mindset, anxiety and attention. The goal of this workshop is to provide teachers with relevant neuroscience information to help create a classroom environment that is conducive to learning and the brain.
November 24, 2015
Audience : All educators
Presenter Cindy Hovington, PhD. is the founder of Curious Neuron, a program that provides people with the necessary skills and knowledge related to the brain. They create customized private sessions for children, students and seniors as well as workshops for students, teachers and parents.
Virtual Science Labs
What are virtual science labs and how can I use them in my classroom? Virtual labs can be used to augment or replace hands-on lab investigations if you:
- -Have a limited amount of glassware, tools, and measuring devices available in the lab.
- -Have no lab technician and you need assistance in preparing for your experiments.
- -Find it difficult and costly to ship the standard chemicals and other specialty materials.
- -Want to incorporate more computer-based activities info your classroom.
January 20, 2014
Audience : Science Teachers from Elementary Cycle 3 to Secondary
Presenter Kerry Cule is an online science teacher and secondary science consultant with LEARN. She has a background in electrical engineering and worked for 10 years in a high tech company before making the transition to teaching.


text:
Please note that these steps aren't exhaustive and are not for any specific issue. These are fundamental and basic steps for getting Aperture into good working order, and are the steps most often suggested by AppleCare Technical Support.
Confirm requirements and versions
- Check system requirements. Make sure that you haven't overlooked any hardware aspect that's required to use Aperture. You can view the system requirements on the Aperture Technical Specifications page.
- Check for camera compatibility. Make sure that your camera's digital RAW format is supported. You can find a list of supported cameras on the Aperture RAW Cameras page. If you are not running the most recent version of OS X, then some cameras listed on the Aperture RAW Cameras page may not be supported. Check the following pages for a list of cameras supported on your version of OS X:
OS X Mountain Lion: Supported digital camera RAW formats
OS X Lion: Supported digital camera RAW formats
Mac OS X v10.6: Supported digital camera RAW formats
- Update to the latest software versions. Choose Software Update from the Apple () menu to make sure that you have the most recent updates for your versions of Mac OS X, Digital Camera RAW Compatibility Updates, and other important system files. Installing updates ensures that your software has the latest improvements and enhancements.
- Update to the latest version of Aperture. If you originally installed Aperture from a DVD, or upgraded a trial version with a serial number, choose Software Update from the Apple () menu and install any Aperture updates that may be offered. If you originally installed Aperture by purchasing it from the Mac App Store, then open the Mac App Store application to check for any available updates.
Back up your library
Before troubleshooting Aperture, it's a good idea to create a backup of your library if you don't already have one. You can use Time Machine, or create a Vault in Aperture to make your backup. Note that Time Machine does not fully back up the Aperture library when Aperture is running, so be sure to quit Aperture and allow Time Machine to perform a complete backup before proceeding. If you already use a Vault, be sure to update the Vault in Aperture before proceeding.
Use the Aperture Library First Aid tools
Press and hold the Option and Command keys as you start Aperture. The Aperture Library First Aid dialog will appear and offer the following three troubleshooting options:
- Repair Permissions. Some issues in Aperture may be caused by incorrect permissions for items in the library. To correct the permissions for your library, select the option to Repair Permissions then click the Repair button. You must authenticate with a user name and password for a user account with administrative access to perform this operation.
- Repair Database. Sometimes internal structures within the library may become damaged and cause unexpected behavior; you can use Repair Database to try to correct the issue. Select the option to Repair Database then click the Repair button.
- Rebuild Database. For more severe issues that can't be corrected with Repair Permissions or Repair Database, you can try Rebuild Database. It is strongly recommended that you have a complete backup of your Aperture library before performing this operation, either in the form of a recently updated vault, or a Time Machine backup. Select the option to Rebuild Database then click the Rebuild button in the Aperture Library First Aid dialog.
Defer creating previews
If Aperture doesn't open, it might help to defer creating previews. Press the Shift key immediately after you start Aperture to prevent preview creation for that session. If a damaged image in your library is preventing normal opening, this may allow you to start Aperture.
Restore the library
Restore your library from a recently backed up vault or Time Machine backup.
Reset the user preferences
You can resolve many issues by restoring Aperture back to its original settings. This will not impact your image files or your library.
Before you begin
Before resetting user preferences, be sure to first review your Aperture preferences as they are currently configured and note any specific settings you've chosen. When resetting the Aperture preferences, your general, appearance, import, export, labels, previews, iCloud, accounts, and advanced preferences will be returned to default settings the next time you open Aperture. For example, the location and name of the last opened library will be reset.
These articles are helpful for understanding the different preferences:
- Aperture Help: General Preferences
- Aperture Help: Appearance preferences
- Aperture Help: Import preferences
- Aperture Help: Export preferences
- Aperture Help: Labels preferences
- Aperture Help: Previews preferences
- Aperture Help: iCloud preferences
- Aperture Help: Accounts preferences
- Aperture Help: Advanced preferences
Additionally, if you've configured Aperture to use an external image editor, you will need to reconfigure Aperture after resetting the user preferences. You can find more information about external image editors in Aperture Help.
Steps to reset preference settings
To reset your Aperture user preference settings to their original state, do the following:
- Quit Aperture.
- In the Finder choose "Go to folder" from the Go menu.
- Type ~/Library/Preferences in the "Go to the folder" field. Press the Go button.
- Remove the "com.apple.Aperture.plist" file from the Preferences folder.
- Restart your computer if you're using OS X Mavericks.
The locations of your Aperture libraries are stored in the preference file listed above. If you have stored your library outside the default location of ~/Pictures/Aperture Library, make a note of where the library is before deleting the Aperture preferences file. If you have more than one library, you can bring up a dialog to choose which one to load by pressing Option immediately after you open Aperture.
Move the user created presets, keyword lists, and so on...
- Quit Aperture.
- In the Finder choose Go to folder from the Go menu.
- Type ~/Library/Application Support/Aperture in the "Go to the folder" field. Press the Go button.
- Move the contents of this folder to your Desktop
- Restart your computer if you're using OS X Mavericks.
- Start Aperture and see if the issue is resolved. Note: Permanently removing these files will delete presets, metadata sets, keyword sets, and so on. If moving these files to the Desktop does not resolve the issue, move them back to their original location to restore the presets, adjustment chain presets, and metadata sets. In no case will removing these files affect metadata, keywords, or adjustments already applied to images.
Reinstall Aperture
Another approach you might consider is reinstalling Aperture.
If you originally installed Aperture from the Mac App Store
Note that you'll need OS X Mountain Lion v10.8 or later in order to reinstall Aperture via the Mac App Store.
- Open the Applications folder.
- Drag the Aperture application to the Trash.
- Empty the Trash.
- Open the Mac App Store.
- Click Purchases in the header.
- Log in with the Apple ID you used to purchase Aperture.
- Click the Install button to the right of Aperture in your purchase history.
If you originally installed Aperture from a DVD
To do this effectively, you need to remove and reinstall Aperture and then use Software Update to install additional updates. However, you don't have to remove everything that was installed with Aperture. Follow the steps below to completely reinstall a fresh copy of Aperture.
On Mac OS X v10.5 Leopard:
- Make sure that you have your installation discs.
- Open the Applications folder.
- Drag the Aperture application to the Trash.
- Insert your Aperture installation disc and install Aperture.
- When finished, choose Software Update from the Apple () menu to update your software to the latest version.
On Mac OS X v10.6. Snow Leopard or later:
- Make sure that you have your installation discs.
- Open the Applications folder.
- Drag the Aperture application to the Trash.
- Open the Utilities folder within the Applications folder.
- Open the Terminal application.
- Enter the following command (case-sensitive) and then press Return:
sudo pkgutil --forget com.apple.pkg.Aperture
- When prompted, enter your user password and press Return.
- Insert your Aperture disc and install Aperture.
- When finished, choose Software Update from the Apple () menu to update your software to the latest version.
For further information on settings or installation, refer to the Aperture documentation available on your installation discs.


text:
Didn't like 'Gravity'? You're not alone
"Gravity" has been hailed as a cinematic masterpiece, a movie that can lift audiences up while remaining grounded in humanity. A consensus critical darling and surefire Oscar contender, it's the rare movie that transcends hype, drawing audiences by word of mouth, until they all agree ...
"What are you all on? This movie was awful," a commenter named "Aaron" wrote under movie critic Christy Lemire's review at ChristyLemire.com. "... The dialogue was dreadful, the action utterly implausible, the paper-thin quasi-philosophy trite at best, zero emotional engagement - it's just expensive crap."
As long as there are great movies, there will be a small group of dissenters who think everyone else has lost their mind. Vincent Canby of the New York Times once panned "The Godfather, Part II." Pauline Kael said "Raiders of the Lost Ark" was "like being put through a Cuisinart - something has been done to us, but not to our benefit."
But as social media and Internet comment boards give rise to the power of the individual voice, no longer is that "Zero Dark Thirty" hater alone in the wilderness. It turns out your best friend's wife, PTA president and the guy who hits cleanup on your softball team were bored to death by "The Artist" as well.
I noticed this phenomenon after returning home from a Thursday night screening of "Gravity" at the Grand Lake Theatre in Oakland. (Mick LaSalle reviewed the movie for The Chronicle, giving it the highest rating, a Little Man jumping out of his chair. "Gravity" has a 98 percent positive response on the film review aggregation site Rotten Tomatoes)
Blurry-eyed and blown away, my wife came home and wrote a two-word review on her Facebook page: "Gravity. Dude."
Not long afterward, a close friend of otherwise impeccable taste offered a counter opinion.
"What did I miss??" she wrote. "Saw it last night and was underwhelmed."
I subsequently asked readers of my culture blog the Big Event who didn't like "Gravity" to come forward. Mary Rische Walker said she and her husband left their screening quoting a line from "Airplane!": "Looks like I picked the wrong week to stop sniffing glue."
"I really wanted to like it, too," Walker wrote in a subsequent e-mail. "The most I could come up with is 'visually stunning.' My husband wasn't as kind: 'Contrived, cheesy dialogue, Clooney being Clooney,' etc."
Other dissenters
Other "Gravity" dissenters who chimed in asked to be quoted only without their names - a "deep background" designation usually reserved for partisan political turncoats and corporate whistle-blowers.
It's hard to blame them. Hating a beloved movie can be a risky proposition. Lemire, who gave "Gravity" a strong review, received death threats last year after a mixed-to-negative review for Christopher Nolan's "The Dark Knight Rises." (LaSalle wasn't crazy about that movie, either.) "I was working for The Associated Press then and my editors didn't even want me accepting interview requests - theoretically, for my own safety," Lemire said in an e-mail. "And it died down eventually but for a week there it was pretty nutty."
Lemire now reviews movies on her website and contributes to the popular YouTube critic roundtable "What the Flick?!" She says she knew her "Dark Knight Rises" review would be in the minority but felt the need to do her job honestly.
"The hilarious/pathetic part is that the vast majority of people going off on me - through Twitter, Facebook, RT and e-mail - hadn't even seen the film themselves. They just felt threatened and outraged by the fact that I didn't validate their expectations."
Backlash is a constant for critics, but there's something much more personal about disliking a beloved film. When I give a mixed or positive review to a movie like "The Smurfs," the accusations are straightforward. Obviously, a representative of the studio handed me a giant bag of cash after the screening.
When panning a movie that has been hailed by others, the theories are more conspiratorial. My least popular review to date was a lukewarm critique of the 2011 film "Moneyball" ("... an interesting but frustrating near-miss") that received a Little Man sitting but not applauding, translating to 2 1/2 out of 4 stars.
The comments and e-mails that followed suggested the review was motivated by a deep-seeded hatred of Oakland (where I live), a blind loyalty to scouting over sabermetrics (I don't care) and a personal bias again Paul DePodesta. (Who?)
"This is a chronicle writer who is clearly a Giants fan and a hater of the A's," an SFGate commenter dubbed "cintenta" wrote below the review. "... Next time a critically acclaimed major hollywood film is made about the Oakland A's, give the assignment to the guy who cleans up at night."
Elaine Benes' review
With apologies to Lemire, Canby, Kael, LaSalle and my all-time favorite critic, Roger Ebert (who gave my all-time-favorite film, "Die Hard," two stars and called it "a mess"), the most famous example of movie dissent came from noted cultural critic Elaine Benes. Played by Julia Louis-Dreyfus in the 1997 "Seinfeld" episode "The English Patient," she blurts out her hatred for the Oscar-winning film in a crowded theater.
"No, I can't do this anymore, I can't. It's too long. Quit telling your stupid story, about the stupid desert, and just die already! Die! ... I hate it. Now go to hell!"
Imagine if Benes had a Facebook account. She might have realized she wasn't so alone ...
Peter Hartlaub is The San Francisco Chronicle's pop culture critic. E-mail: email@example.com Twitter: @PeterHartlaub