Reolink here too. They support open protocols and work locally with no internet access. Picture quality is decent. You can record to your own server, or fit an SD card, or both.

As I suggested in 2008 in "Post-Scarcity Princeton":
https://pdfernhout.net/reading...
"Wikipedia. GNU/Linux. WordNet. Google. These things were not on the visible horizon to most of us even as little as twenty years ago. Now they have remade huge aspects of how we live. Are these free-to-the-user informational products and services all there is to be on the internet or are they the tip of a metaphorical iceberg of free stuff and free services that is heading our way? Or even, via projects like the RepRap 3D printer under development, are free physical objects someday heading into our homes? If a "post-scarcity" iceberg is coming, are our older scarcity-oriented social institutions prepared to survive it? Or like the Titanic, will these social institutions sink once the full force of the iceberg contacts them? And will they start taking on water even if just dinged by little chunks of sea ice like the cheap $100 laptops that are ahead of the main iceberg? Or, generalizing on Mayeroff's theme, will people have the courage to discover and create new meanings for old institutions they care about as a continuing process?"

AI is just one more aspect of that trend of post-scarcity technological change, as (AI-based) one-on-one tutoring is now cheap (or effectively free if you are paying for AI access for other reasons).

Indeed, educational videos on-demand to reflect current interests and needs via YouTube or elsewhere are another example of how compulsory schooling is increasingly obsolete.

Thanks for the Alfie Kohn link. He is an amazing insightful compassionate writer whose words have shaped some of my beliefs. John Taylor Gatto, John Holt, Pat Farenga, and Grace Llewelyn are some other writers who have shaped my beliefs on education -- as are stories from sci-fi writers like James P. Hogan (e.g. "Voyage from Yesteryear"), R.A. Lafferty ("Primary Education of the Camiroi"), and Ursula K. Le Guin ("Always Coming Home", "A Wizard of Earthsea") and others.

Almost everything has pros and cons, and it is true that free schools or progressive schools have some benefits. Sadly, as I wrote here circa 2009:
https://pdfernhout.net/towards...
        "See, that is the false choice -- suggesting you either confine a child to [school as] prison or they will commit their first violent crime and have to be imprisoned [as a truant]. That is a very dim view of human nature, neighborhoods and families. Yet, it is a self justifying view, in part destroying the very neighborhood fabric it claims to be defending. So, we are left with streets that are safe because there are no people on them. We have successfully destroyed the village in order to save it, using compulsory schooling instead of napalm."

One reason given for sending a child to compulsory school is so they will be around kids their own age -- ignoring that the only reason there are not kids their own age around during the weekday is precisely because of compulsory school (and even on weekends there is homework and then making up for missed family time during the week due to schooling which tend to keep kids indoors).

As a former high school debater, I especially like this point by Aife Kohn on the dark side of debate training from the page you linked to:
https://www.alfiekohn.org/arti...
        "Kohn: I grew up in Miami Beach, Florida, a very odd place, where the median age was deceased. I went to a large public high school, which was an intellectual wasteland. I didn't do sports. I had elements of competitiveness to be sure - in punning, for example. But in high school I was a nationally ranked debater. And although I was winning and liking it, it took me years to unlearn the poisonous messages I was taught: that any argument can be successfully defended if you're clever enough. And that winning is what counts most. I still describe myself today as a recovering debater. Sports carries with it its own set of problems, but competition is not limited to that. So when people say we need academic awards, debates, science competitions, and national spelling bees, what I hear them saying is, "Well, we destroy the athletes by turning their lives into an attempt to defeat everyone in sight - why shouldn't we do that to everyone else, too?""

And from the end:
        "Thuermer: If you had to reinvent yourself tomorrow, Alfie, what would you do?
        Kohn: I think if my career takes a turn in the next ten years, it's likely that I'll be thinking about raising kids and helping parents rethink the tendency to treat kids like pets. People have come up with cleverer ways of getting compliance - getting the kids to do what the parents want - as opposed to helping kids become responsible, caring, reflective people who can make decisions, who are socially skilled. Now that I'm a parent, this is increasingly an issue for me. A lot of it just deals with the fundamental lack of respect for children in this culture."

I quoted Alfie Kohn here (in 2008) from his "No Contest: The Case Against Competition" book in "Post-Scarcity Princeton" critiquing Princeton University and suggesting how that institution could improve:
https://pdfernhout.net/reading...
        "[Alfie Kohn's words:] If competitiveness is inherently compensatory, if it is an effort to prove oneself and stave off feelings of worthlessness, it follows that the healthier the individual (in the sense of having a more solid, unconditional sense of self-esteem), the less need there is to compete. The implication, we might say, is that the real alternative to being number one is not being number two but being psychologically free enough to dispense with rankings altogether. Interestingly, two sports psychologists have found a number of excellent athletes with "immense character strengths who don't make it in sports. They seem to be so well put together emotionally that there is no neurotic tie to sport." Since recreation almost always involves competition in our culture, those who are healthy enough not to need to compete may simply end up turning down those activities. ... Each culture provides its own mechanisms for dealing with self-doubt. ... Low self-esteem, then, is a necessary but not sufficient cause of competition. The ingredients include an aching need to prove oneself and the approved mechanism for doing so at other people's expense. ... I do not want to shy away from the incendiary implications of all of this. To suggest in effect that many of our heroes (entrepreneurs and athletes, movie stars and politicians) may be motivated by low self-esteem, to argue that our "state religion" is a sign of psychological ill-health -- this will not sit well with many people.(Page 103)"

At least they are installing renewables as fast as they can.

So, in order to protect against possible military applications(known for their cost-sensitivity...); we are making the sale legal as long as El Presidente gets his cut? That's in character, sure; but what's the paper-thin excuse for that being a cogent policy idea?

The DCL isn't mandatory though. Home Assistant only needs it for device firmware updates, but it's always going to be the case that those come from the internet.

Their battery tech is a years ahead of everyone else, from the basic chemistry to the manufacturing process.

Some are, others are adopting Matter which is local only and an open protocol. Vote with your wallet.

Some car manufacturers want to wring more out of their investments in hybrid drivetrains. They are also hoping to delay long enough to catch up to the Chinese on battery tech.

Toyota is a great example. Their solid state battery tech is always a few years away from revolutionising the industry. They tried and abandoned hydrogen.

We have a similar problem in the UK. Courts and juries tend to believe the police, even though they have a reputation for lying.

To crash the OS out wound need to be in the kennel, so do a quick test if that RAM using something like MARCH C.

Given that Linehan had spent months harassing her on Twitter, to which she didn't respond, and she was a child at the time... I can't see any justification.

as suggested by me from 2007: "Why Educational Technology Has Failed Schools"
        https://patapata.sourceforge.n...
        "... Ultimately, educational technology's greatest value is in supporting "learning on demand" based on interest or need which is at the opposite end of the spectrum compared to "learning just in case"
based on someone else's demand. Compulsory schools don't usually traffic in "learning on demand", for the most part leaving that kind of activity to libraries or museums or the home or business or the "real world". In order for compulsory schools to make use of the best of educational technology and what is has to offer, schools themselves must change.
          But, history has shown schools extremely resistant to change. ...
          That is not all technology has been asked to do in schools. It has been invited into the classroom in other ways, including educational simulations, Lego/Logo, web browsing, robotics, and computer-linked data collection from sensors. But assessment is mostly what technology does in schools that *matters*, where the other uses of it have been marginalized for various reasons. These "learning on demand" or "hands on learning" activities have been kept in their boxes so to speak (sometimes figuratively, sometimes literally). Or to recall from my own pre-computer elementary school experiences in the 1960s, there was a big fancy expensive "science kit" in the classroom closet -- but there was little time to use it or explore it -- we were too busy sitting at our desks. ...
        Essentially, the conventional notion is that the compulsory schooling approach is working, it just needs more money and effort. Thus a push for higher standards and pay and promotion related to performance to those standards. Most of the technology then should be used to ensure those standards. That "work harder" and "test harder" approach has been tried now for more than twenty years in various ways, and not much has changed. Why is that? Could it be that schools were designed to produce exactly the results they do? [as John Taylor Gatto has suggested] And that more of the same by more hard work will only produce more of the same results? Perhaps schools are not failing to do what they were designed; perhaps in producing people fit only to work in highly structured environments doing repetitive work, they are actually succeeding at doing what they were designed for? Perhaps digging harder and faster and longer just makes a deeper pit? ...
        However, over the past 150 years or so the world has changed, and we have entered a post-industrial information age, with cheaply copied songs and perhaps soon cheaply copied material goods in nanotech replicators. ...
        Industry still matters of course, but only now in the sense that agricultural still matters, where an ever smaller part of the population is concerned directly with it, as innovation after innovation makes people in those fields ever more productive. If only a small percent of the people in the economy produce food, and now only an ever shrinking part of the population produces material goods, what is left for the rest to do? ...
        So, [as Dr. David Goodstein, Vice Provost of Caltech pointed out] employment in conventional research is closed for most people [even with PhDs, due to funding issues]. Still, if you look at, say, the field of biology, there are endless opportunities for people to research millions of species of organisms and their biochemistry, ecology, and history. If you look at astrophysics, there are endless stars and solar systems to study. If you look at medicine, there is a vast amount we do not know, especially for chronic diseases of poor people. If you look at music, there are endless opportunities for people to make songs about their specific lives and families. If you look at writing, endless novels yet to be written. And if you look at programming, there is even a vast enjoyment to be had reinventing the wheel -- another programming language, another operating system, another application -- just for the fun of doing it for its own sake. The world wide web -- from blogs to you tube to garage bands -- is full of content people made and published just because they wanted to. It is an infinite universe we live in, and would take an infinite time to fill it up. However, there is practically no one willing to pay for those activities, so they are for the most part hobbies, or at best, "loss leaders" or "training" in business. And, as always, there is the endless demands of essentially volunteer parenting to invest in a future generation. And there are huge demands for community service to help less fortunate neighbors. So there are plenty of things that need doing -- even if they do not mesh well with our current economic system based around "work" performed within a bureaucracy, carefully reduced to measurable numbers (parts produced, lines of code generated, number of words written) producing rewards based on ration units (dollars).
        But then, with so much produced for so little effort, perhaps the very notion of work itself needs to change? Maybe most people don't need to "work" in any conventional way (outside of home or community activities)? ...
        But then is compulsory schooling really needed when people live in such a way? In a gift economy, driven by the power of imagination, backed by automation like matter replicators and flexible robotics to do the drudgery, isn't there plenty of time and opportunity to learn everything you need to know? Do people still need to be forced to learn how to sit in one place for hours at a time? When people actually want to learn something like reading or basic arithmetic, it only takes around 50 contact hours or less to give them the basics, and then they can bootstrap themselves as far as they want to go. Why are the other 10000 hours or so of a child's time needed in "school"? Especially when even poorest kids in India are self-motivated to learn a lot just from a computer kiosk -- or a "hole in the wall"...
        Granted if people want to send kids to a prison-like facility each day for security or babysitting, then the "free school" model makes a lot of sense for that ... and is much more compatible with democratic traditions than compulsory schools (and is even cheaper to run). And the kids and teachers are generally happier in "free schools" where they have to show up but can otherwise then spend their time as they like; and such schools also do well with "discipline problem" type kids. Just ask any teacher how much happier they would be if only the kids in their classes were the ones who wanted to be there. However, there are alternatives to "free schools" as well, but requiring more parental involvement [like unschooling]...
        So, there is more to the story of technology than it failing in schools. Modern information and manufacturing technology itself is giving compulsory schools a failing grade. Compulsory schools do not pass in the information age. They are no longer needed. What remains is just to watch this all play out, and hopefully guide the collapse of compulsory schooling so that the fewest people get hurt in the process. ...

Hmm, two decades ago perhaps. We must be getting old because it doesn't seem like that long ago.

It's more like "dictionary entry of the year". Some things where the two words have to be used together for a specific meaning have dictionary entries, such as speed bump, for example.