Influencing Career Aspirations - Role of Business & Mentoring

I originally wrote this article in 2013.  Since the ideas still apply, I'm sharing it again, with a few edits and additions.

--- begin 2013 article ----

In this UK report titled "Nothing in Common: The Career Aspirations of Young Britons Mapped against Projected Labor Market Demands (2010-2020)" the authors show that career aspirations for many youth do not align with available jobs and call for greater business involvement with education efforts to change this.

This lack of alignment is probably as common in the US as in the UK. So what are businesses and mentoring programs doing about it? Since I've led a volunteer-based tutor/mentor program for over 35 years I've come to believe that having mentors from different business and professional backgrounds involved with young people can expand the types of career choices youth might aspire to. The image below shows young people in the Cabrini Connections program engaged in performance activities. One of those young people, Tramaine Montel Ford, is now a professional actor in New York, who says his "acting bug" started with the video program at Cabrini Connections.



At Cabrini Connections every teen was in a one-on-one match with volunteers from different business backgrounds. However, since this was a site-based program, other volunteers were also able to participate, organizing small learning groups (we called clubs) focused on technology, art, video, writing, dance, etc. These never had funding for consistent staff support so the level of activity from year to year was inconsistent, but they all provided a range of extra learning opportunities for the teens who participated.

In the mid 1990s I tried to create a new term for this type of mentoring program. I called it "Total Quality Mentoring (TQM)" borrowing from the business concept of Total Quality Management. I was describing a type of mentoring that had many different influences, and was constantly looking for ways to improve its impact by engaging the talents of volunteers and youth in all phases of program operations. This graphic was created to demonstrate this program model.

The center of the "wheel" is a youth, with the spokes representing the different types of influences that a program might expose the youth to via the volunteers who participate and the activities the program offers. This graphic also is the model for a "program" which recruits volunteers from different work backgrounds and recruits youth in elementary or middle school and works to keep them involved all through high school. As the Internet became available, this vision extends to building a life-long network connecting youth and volunteers with each other in a virtual support system.

Each spoke of the wheel has an arrow going both ways. Every time a volunteer interacts with a youth in a weekly tutor/mentor session he/she is learning something about that child and the community he/she lives in. Every week that volunteer informally shares what is learned with his friends, family and co-workers. The longer the volunteer stays involved, the greater his empathy/understanding grows and the more he is willing to do to support the youth, and often the program. This animation illustrates this service-learning loop. If volunteers are well-supported by consistent staff involvement, they will stay involved longer and many will begin to bring other volunteers, other learning opportunities, and even financial support, to the organization.

Read this 2013 Education Week article about the "eight conditions for student success" and see how "belonging" and "heroes" influence student aspirations.  I was first introduced to this in 1999 at a conference in Portland, Oregon.  It changed my termination from "motivating" students to "building student aspirations".   

Every spoke in the chart also points to a specific industry cluster that has different workforce readiness needs. In this graphic I emphasize the 12 years it takes to go from first grade through high school and the ways business could support this journey with volunteer involvement, technology, ideas and on-going funding. If companies were to look at this strategically, they could be supporting volunteers with ideas they could take to their tutor/mentor sessions. Thus, volunteers from engineering and manufacturing could be using clay and animation to teach thinking skills to elementary school kids, that might motivate aspirations for these types of careers. They also might organize field trips and job shadowing during middle school years. In addition they might offer part time jobs and internships during high school years, and even provide scholarship money and summer jobs during college years.

Here's a visual essay showing the Total Quality Mentoring idea - click here

In the above graphics you'll see inserts with maps showing high poverty areas of Chicago.  While this article shares ideas for helping individual tutor/mentor programs constantly improve, the overall goal of my articles is to help motivate donors, policy-makers and business leaders to provide the on-going resources needed to make mentor-rich non-school learning programs available to K-12 youth in every high poverty area of the Chicago region.  

If political leaders recognized the importance of this strategy they could be recruiting and recognizing companies from every industry who were adopting this strategy. The result would be that volunteers and financial support would be coming to each program in the city from many different sectors, creating a broader base of funding needed to ensure that each program had talented staff that would stay with these programs longer, and that youth were surrounded with volunteers modeling many different career aspirations, not just one or two.

If you are a volunteer, alumni, student, parent, donor, etc. you can share this idea with people in your network who are involved in different industries, or who are in media, entertainment and/or politics and who might provide encouragement for companies to adopt the Total Quality Mentoring model.

If you're being asked to contribute $50 million for a new anti-violence strategy wouldn't it make sense if this was also a workforce development strategy?

--- end 2013 article ---

I wrote this 13 years ago yet, the need is as great, or greater, today than it was then.  And with COVID, distance learning, and artificial intelligence, there are new issues to understand.

Since last December I've been posting graphics like this, showing who participated in one, more more, of the Tutor/Mentor Leadership and Networking Conferences that I hosted in Chicago every six months from May 1994 to May 2015. Browse these articles to see some of these. 

As I post articles like this one, my goal is that readers will share it with their networks and that this leads to people using the Open Source Mapping Tool created by the Fall 2025 IVMOOC team at Indiana University, to show who's connecting around these ideas.  

If  you're using these ideas or creating your own versions please connect with me on LinkedIn, BlueSky, Instagram, Mastodon, Facebook and/or Twitter to share your work. 

Finally, I depend on contributions from a small group of supporters to keep doing this work. If you'd like to help, visit this page. 

Are your conferences part of a larger strategy?

Over the past few months I've posted articles showing analytics dashboards created by students in an Information Visualization MOOC (IVMOOC) at Indiana University.  These looked at the Tutor/Mentor Leadership and Networking Conferences that I hosted in Chicago every six months from May 1994 to May 2015.  Skim through these articles to find stories I've posted. 

Under the heading of "Mapping & Analyzing Participation" the 2026 team wrote:

 "Who shows up to build a community? Which organizations sustain engagement over years, and which sectors are consistently absent? This platform answers those questions using 6410 attendance records from 42 Tutor/Mentor Leadership and Networking Conferences hosted by Daniel F. Bassill between 1994 and 2015. Raw attendance sheets are transformed through a documented pipeline — normalization, network construction, and visualization — so findings can be reproduced, extended, and applied to future events. The methodology is explicit at every stage."

Dozens of big and small conferences and gatherings are held in the USA and the world every month.  I wonder how many use their events as part of an ongoing effort to solve a specific problem.

Below is a concept map that I created many years ago to show the "Knowledge Based Problem Solving Strategy" that I've piloted since forming the Tutor/Mentor Connection in Chicago in 1993.

I described what this map was sharing in this article.  

I've been collecting and sharing information that anyone could use to fill high poverty neighborhoods of Chicago and other places with on-going, volunteer-based, tutor, mentor and learning programs that reach K-12 youth and help them through school and into adult lives.  

If you look at the vertical lines on this graphic, it shows formal and informal learning that needs take place in many places on an on-going basis.  Across the top of the map I show year-round actions intended to draw people to the information, and to each other.  I've circled the Tutor/Mentor Conference to indicate that it was part of that strategy.  You can view the conference goals on this page.

The dashboards created by the #IVMOOC teams enable you to explore the data.  They show that while I was successful at drawing Chicago area programs, and a growing number from other states, to the conferences, I was not successful in drawing other parts of the ecosystem (such as business, philanthropy, media, hospitals, etc). 

Below are just two examples of how I zoomed into the maps on the dashboard to learn who attended the conferences and how often they attended.

The dashboard that I point to for the Spring 2026 team shows work that still needs to be completed to make it more accurate and easier-to-use.  I hope I'll be part of a Fall 2026 team and that some of this is also updated this summer. I'll post updates as I receive them.

I wish I had this resource in the late 2000s to show donors the value of what I was doing. I'm not sure that would have changed what happened as a result of the 2008-10 financial crisis in the USA.  

But that's not the point.

These articles are intended to show anyone who organizes a conference how they can use these tools to build on-going participation of a wider network of people, leading to greater success in achieving their overall goals.

The Fall 2025 team and the Spring 2026 teams both provided resources that others can use to collect participation data and turn it into visualizations using Kumu, Gephi and/or Tableau. I share links to these on this page. They are FREE. 

Follow and connect with me on LinkedIn, BlueSky, Facebook, Instagram, Twitter and Mastodon and you'll see many updates about these tools, as well as how I'm encouraging others to use them.  I'd love to see posts from Chicago area tutor/mentor programs that show how often their organization was part of the conferences.

Thanks for reading, and "hopefully", sharing my posts.  

I depend on a small group of donors to help me keep paying the bills. If you'd like to help, visit this page. 

Mapping & Analyzing Participation - Spring 2026 IVMOOC

Over the past few months I've shared work done in Fall 2025 by a team of #IVMOOC (Information Visualization) students from Indiana University. They are using history of the Tutor/Mentor Leadership and Networking Conferences that I hosted in Chicago from May 1994 to May 2015 to build tools that anyone can use to understand engagement in events they organize and/or networks they have been building.   

In this post I'm introducing work done by the Spring 2026 IVMOOC team.

Below is the home page of the dashboard they developed.

Under the heading of "Mapping & Analyzing Participation" they wrote:  "Who shows up to build a community? Which organizations sustain engagement over years, and which sectors are consistently absent? This platform answers those questions using 6410 attendance records from 42 Tutor/Mentor Leadership and Networking Conferences hosted by Daniel F. Bassill between 1994 and 2015.

Raw attendance sheets are transformed through a documented pipeline — normalization, network construction, and visualization — so findings can be reproduced, extended, and applied to future events. The methodology is explicit at every stage."

You can explore this at this link. 

Across the top of the page are tabs for "Methodology, Dashboard, Search, Network Maps, More".  

On the Methodology page they wrote: "This project documents a reproducible pipeline for transforming raw conference attendance records into analyzable social network data. Each of the four stages below is codified — the inputs, transformations, and outputs are explicit so the process can be repeated, extended, or adapted for future events."

The Analytics Dashboard is where you can explore the conference data.  I show two views from my own searching. The first looks at 1996 conference participation.  

The Fall 2025 data analysis did not organize the data by category, such as program, college, intermediary, etc.  The 2026 team has created 11 categories.  Thus you can explore by year and by category to better understand where there was strong participation and where it was weak.  The "blue" color represents people associated with volunteer-based tutor/mentor programs based in Chicago and other states. These were the majority at each conference.

The Network Maps page has three visualizations created using the data. Below I show a view created using Map 2 on the page.  

I entered "Lawyers" in the search bar at the upper left, and got a view showing the Lawyers Lend A Hand to Youth Program. When I hovered my cursor over their icon, I received a view showing other organizations who attended the same conferences.

At the bottom of the map are the categories you can search to learn more about participation.  Below is a view that I created by selecting the "college" category, then highlighting DePaul University.

If I had this tool when I was hosting the conferences I could have collected data on what workshops people attended, then mapped this to show more ways people connected with each other.

The "More" button at the far right in the top menu has four sections.  One shows "previous iterations". 

This says, "Before this platform, a student team (Team K) built NetworkMap: a web application for collecting participant data at live events and converting it into network-ready exports. That work established the core problem statement — how do you get from a conference sign-in sheet to a social network graph? — and demonstrated one viable answer. This platform picks up where it left off, extending the pipeline toward rigorous analysis and reproducible visualization."

The Kumu.io visualization created by the Fall 2025 team enabled you to search by year, then look at participation in the two conferences held that year. An example is shown at the left. 

The Spring 2026 team enabled a search by organization, and by category. I showed a couple of examples above.
 
This is what I've hoped for in the past as interns have worked with me.  By having new students learn from past work, they can build improvements into the analysis.   On-going iterations of the work create high quality data and educate more people to use the resource in their own networking efforts.  It's been my goal when I've posted articles like "Reaching out to Universities."

Another page under the "more" tab is the "Project Roadmap". 

This is a detailed review of what work has been done and what work still needs to be done by future IVMOOC teams.  In the "Data Cleaning" column is a recognition that work still needs to be done to clean the data so that organizations who registered under different spelling and/or grammar, don't show on the charts as different orgs. 

For instance, if you use the Organization Search page you can enter the name of your organization and see if it participated in one, or many, conferences.  I searched for "lawyers" and the "Lawyers Lend A Hand to Youth Program" showed up 18 times!  

Mapping & Analyzing Participation - Spring 2026 IVMOOC presentation.  Since this is a formal class project, the team was graded based on the presentation they created, which was shared via a ZOOM call last Monday.

Open this page and view the IVMOOC presentation.  Page 2 is shown below.

This says, "What Problem are We Solving?

 20+ years of conference attendance data exists but has never been fully analyzed in terms of reproducibility No system exists to visualize who participated, how often, or across which sectors. The data is the evidence base for Daniel's network-building work ." 

There is a LOT of information here.  Thank you to the students from Indiana University who worked on  it.  I hope many will take a look and then apply the ideas to their own work.

I have created a "Mapping Event Participation" page on the Tutor/Mentor Institute, LLC website.  Visitors can use this to learn about the work done by IVMOOC teams and to find resources they can use to apply this process to their own event management.

What's next.  I'll update this blog as I receive updated materials from the IVMOOC team.  Hopefully I'll be part of the Fall 2026 IVMOOC, or the one after that. There's still plenty of work to do.

Since 1993 interns helped me grow the site-based Cabrini Connections program and the Tutor/Mentor Connection.  In 2006 I asked Michael Tam, and intern from Hong Kong to create a blog to share what he was learning.  You can read his posts starting here.

I've used his blog since 2006 to show work done by other interns since then. My most recent post's headline is "Tipping Point - Role of Universities". 

The work being done by IVMOOC teams illustrates my goal of motivating people to spend time reviewing my blog and websites, reflecting on the work being done, then creating their own interpretations.  This expands the number of people thinking more deeply about ways to help youth and families living in areas of concentrated, segregated poverty and the role of organized, on-going, volunteer-based tutor, mentor and learning programs.  

Thus, as you look at the work done by the IVMOOC teams, think of ways you can help others build this event analysis process into their on-going efforts.  And think of ways students from many universities can be helping.  If you have the means, consider making a major gift to your local university to create an on-campus Tutor/Mentor Connection, where there is a multi-decade stream of students looking at this work and building on what was done in previous years.    

I encourage you to connect with me on LinkedIn, Facebook, Instagram, BlueSky, Twitter and/or Mastodon.  (see links here).

And, if you are able, please visit this page and make a contribution to help me pay the bills.

Study Guide - Tutor/Mentor on Substack.com

When I became the volunteer leader of the Montgomery Ward/Cabrini-Green Tutoring Program in 1975 I was holding a full-time retail advertising job with the company. The program started that year with 100 pairs of 2nd-6th grade kids and workplace volunteers.

There was no way I could personally train every volunteer, so I tried to create a "learning" organization by providing information they could use via our monthly newsletters and weekly handouts.

I continued that practice through email newsletters, blogs, a website and social media through 2011 when I stopped leading a single program. I've continued that practice through the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) in an effort to build more consistent support to help volunteer-based tutor/mentor programs reach K-12 kids in every high poverty area of the Chicago region and beyond.

I've posted articles on this blog since 2005 and on the MappingforJustice blog since 2011 (it was started by Mike Trakan in 2008). I've posted on the Intern blog since it was started by an intern from Hong Kong in 2006.

They are represent a curriculum of ideas that could be embedded in any leadership training program.

Since last fall I've posted a series of articles on Substack.com that aim to highlight featured ideas. Below you can see images for these posts.

You can find links to each of these at https://substack.com/@danielbassill319958

Open this 1984-85 Montgomery Ward/Cabrini-Green Tutoring Program archive and you'll find copies of several newsletters like the one I shared at the top of this article. 

While the maps and much of the research points to Chicago where there are thousands of kids living in highly segregated high-poverty areas, the ideas and strategies can be applied in any city in the world.  I invite you to view them, and created your own versions, putting your own maps and ideas into them.

Then connect with me on LinkedIn, BlueSky, Instagram, Facebook, Twitter and other platforms and help build awareness and involvement with these ideas, and with youth-serving programs in more places. Find links on this page.

Thanks for reading.  I depend on a few long-time supporters for small donations that help me continue this work.  Visit this page if you'd like to help. 

Where does "tutor/mentor" land using AI search?

With the growing use of Artificial Intelligence tools like Gemini, I asked myself if these have replaced going to a Google landing page to do a search.  

I wrote this article in 2014, titled "Look in your Google mirror!"  In it I talked about how my websites have consistently shown up multiple times on the first and second pages of most searches when I entered "tutor/mentor".  That's been true since the mid 2000s.   

So I wondered what where my sites would land on a Gemini search for the word combination "tutor/mentor". Below is the result.

--- begin Gemini ---

For a search specifically using the "tutor/mentor" word combination (often stylized with the slash), the results are dominated by a specific long-standing initiative focused on social networking and community mapping, as well as university-specific peer programs. Here are the top ten organic (non-paid) results that appear for that specific term:

Top 10 "Tutor/Mentor" Search Results

Site Name	Focus Area	Resource Type
1. Tutor/Mentor Institute	Program Mapping	The primary hub for the "Tutor/Mentor Connection," focusing on using data/maps to support volunteer programs.
2. MENTOR Mentoring Connector	National Database	A massive search engine to find local programs based on the combined "tutor/mentor" service model.
3. University of Rochester Learning Center	Higher Ed Peer Support	A specialized program where "Tutor Mentors" provide both academic help and student life guidance.
4. Tutor/Mentor Connection Knowledge Base	Library & Archives	A wiki-style library containing decades of research on the tutor/mentor social movement.
5. Davidson Institute	Gifted Youth	A guide specifically titled for finding a "Tutor or Mentor" for highly advanced or gifted children.
6. Tutor/Mentor Conference	Networking Events	A site dedicated to the semi-annual conferences that bring together leaders of tutoring and mentoring organizations.
7. Medium (Daniel Bassill)	Strategy Articles	Deep-dive articles on the "Tutor/Mentor" philosophy and its application in urban environments like Chicago.
8. Scribd (Tutor/Mentor Program Profiles)	Data Documents	Publicly shared PDFs and profiles of various volunteer-based tutor/mentor organizations.
9. Tutor.com - Our Tutors	Service Marketplace	Though a commercial site, it ranks organically for its descriptions of staff who serve the dual role of "Tutor/Mentor."
10. Step Up Tutoring	Elementary Support	A program that defines its volunteers as "tutors/mentors" to emphasize the relationship-building aspect over just academics.

---

Key Takeaway for this Search

When you use the specific slash format "tutor/mentor", the search results shift away from general "tutor" ads and toward The Tutor/Mentor Connection (T/MC). This is a framework developed by Dan Bassill that treats tutoring and mentoring as a single integrated strategy for poverty reduction and student success.

Most of the top results (1, 4, 6, and 7) are actually different branches of this same 30-year-old initiative.

 ---- end Gemini ----

Below is a view of the home page of www.tutormentorexchange.net.  When the site was updated last July a "who's online" feature was added.  As of today, 2.27 million visits have been recorded.

I'm not working with any SEA companies, nor do I have any money for advertising.

Yet having my sites show up when people ask an AI tool to look for "tutor/mentor" and show my sites featured in the results, must mean there is value to what I'm doing.  The 2.27 visits since July 2025 seems impressive. 

I don't know if that last paragraph in the Gemini response was biased because I asked the question, but if not, it's a great endorsement of what I'm doing.

I invite others to ask their AI the same question. Do you get a similar response?  Please let me know.

In 1999 I was awarded the Good Housekeeping "Good as Gold" award during the filming of the December 31, 1999 segment of the Montel Williams TV show.  A $10,000 check, payable to Dan Bassill, was included.  I asked them to redo the check, making it payable to "Cabrini Connections", which I had formed in late 1992. We added the Tutor/Mentor Connection in 1993.

I wrote this article in 2011, titled "Ten Years Ago - Just Prior to 9/11".  It shows many recognitions for work I'd been doing. 

Now, it's 2026 and I'm living off Social Security and funding the Tutor/Mentor Connection and Tutor/Mentor Institute, LLC through small contributions made by a small group of college fraternity brothers, past volunteers, and people who've become fans of my work over the past three decades.

I hope this article convinces a few more people to go to this page and send a contribution to help me keep doing this work. Thank you.

Compensation studies for Youth Development field

On LinkedIn Valerie Leonard, founder of Nonprofit Utopia, posted a comment about compensation of workers in the Youth Development field.

I don't think I have any specific links in the Tutor/Mentor library to reports about compensation in the youth development field so I asked Gemni to give me some information. 

Below is the response:

Working in the youth development field in the United States often involves a wide range of compensation depending on the specific role, region, and type of organization. Recent studies and surveys highlight these disparities and the push for better workforce support.

Here are three research studies and reports detailing compensation levels in the field:

1. National Power of Us Workforce Survey

Conducted by the National AfterSchool Association (NAA) and its partners, this is one of the most comprehensive recent looks at the Out-of-School Time (OST) workforce. The survey provides data on wages, benefits, and the professional backgrounds of youth workers to help advocate for high-quality jobs.

• Key Findings: The study explores the correlation between "high-quality jobs" and staff retention, emphasizing that current compensation levels often do not match the educational levels and commitment of the professionals in the field.

• Website provided by Gemni: National AfterSchool Association News;  This did not go directly to the survey. I searched and found The Power Of Us survey on this Wallace Foundation page

2. Staffing, Compensation, and Benefits Report

The American Camp Association (ACA) regularly publishes detailed reports specifically for the summer camp and seasonal youth development sector. While the most comprehensive full reports are published on a rotating basis (the 2019 report being a major benchmark), they provide specific data for both day and overnight camps.

• Key Findings: The report breaks down salaries and benefits for both year-round and seasonal staff, segmented by camp budget size, region, and affiliation (e.g., non-profit, agency, or independent).

• Website: ACA Research and Innovation.  This site provides a list of reports.

3. Afterschool and Summer Workforce Solutions Database

The Afterschool Alliance maintains ongoing research and a database focused on workforce challenges. Their research often highlights state-level and national trends regarding how pandemic relief funds and new state initiatives are being used to increase compensation and provide additional benefits like mental health support for youth workers.

• Key Findings: Recent updates (2024–2026) show a growing trend of utilizing "intermediary" organizations to bridge the gap in pay and professional development for community-based youth organizations.

• Website: Afterschool Alliance Research.  View list on this page, which focused on funding.

---

Current Compensation Estimates (2026)

While formal multi-year academic studies are published periodically, real-time data from professional networks indicates the following for Youth Development Specialists:

• National Average: Approximately $57,130 per year (up from $53,473 in 2023).

• Entry Level: Often ranges between $33,000 and $39,000.

• Top Earners: Can exceed $71,000 in high-cost states like California or Minnesota.

• Source: NASW JobLink Salary Data.  This site is probably the most direct link to information about compensation.

---- end Gemni information ---

In other articles, such as this one, I've asked for a more segmented understanding of youth development, tutor and/or mentoring programs.  These reports illustrate how much that is needed.  

Where the program is located, who it serves, what age group(s) is served, what it's mission and theory of change are, how it is organized and delivers service are all variables that need to be understood when making claims about levels of compensation, and, in building coalitions that raise the visibility of the sector, as part of an on-going strategy of increasing and stabilizing funding.

Budget size should also be included in this research. Organizations with revenue over $1 million may have greater ability to pay higher compensation than organizations with revenue under $250 thousand.

Do you have any specific research on this issue?  Please share it.

Connect with me on LinkedIn, Facebook, Instagram, BlueSky, Mastodon and other platforms. (see links here).

I depend on a small group of donors to help pay the expenses of the Tutor/Mentor Institute, LLC. Click here to help. 

Check out my articles on Substack.com

Since last August I've been using Substack.com to provide in-depth descriptions of some of my concept maps and visual essays.

This is my most recent. The headline is "What would convince you to support a tutor/mentor program?"

The headline of this article was "Shared Goal". It show actions that would lead to more youth moving safely through school and  into adult lives.

This article is titled "Start planning for fall 2026 tutor/mentor programs." It focuses on annual planning. While May-June is the end of one school year and tutor/mentor programs are celebrating, the new school year starts soon and programs need to be recruiting volunteers to help with planning and operations right now. 

This article asks "Can YOU champion this idea?"  It shows a role many leaders need to take to support birth-to-work programs that reach K-12 youth in areas of concentrated poverty. 

This article is titled "Mentor Kids to Careers - 4 Part Strategy"  

Read all of my Substack.com articles. Find the list on this page. 

Unless many people read and share these too few will ever see the ideas.  That's been the challenge since I formed the Tutor/Mentor Connection in 1993.  It's one reason I encourage others to create their own versions of these, and incorporate them into their own leadership and advocacy.

I've depended on a small group of donors to help me pay the bills since 2011.  Many are former Acacia Fraternity brothers from Illinois Wesleyan who I went to school with in the mid 1960s. We're all getting older and each year one or more moves from this life to the afterlife.  

I will join them in the near future. Nothing immediate, but that's not up to me.  Until then, I hope new supporters will visit this page, and offer help for me to keep doing this work.  Thank you.