text:
Mu (무 : 無) means "none" or "nothing" and Geuk (극 : 極) means "endpoint of each stage in dimensional change." Mugeuk (무극 無極), having no extremity, means "infinity." Mugeuk is often translated as "None-Ultimate", but another translation is "the Boundless", as it has no boundaries within and no limitations without.
Traditionally, it is considered the primordial state-the source of the universethat precedes Taegeuk. There are 2 different concepts of Mugeuk, 0 Mugeuk as 0 point and 10 Mugeuk as completion of all purpose of dimension. 0 Mugeuk is primordial state, void full of infinite creativity or infinite possibility. metaphor : 0 Mugueuk is an unseen seed in the ground.
10 Mugeuk is fulfillment of all creativity and completement by the process of transformation. metaphor : 10 Muguenk is a fruit on a tree, which is the unseen possibility to become a seed and a tree.
Jeung San Do distinguishes between Zero-Mugeuk, which is the primordial state, and the Ten-Mugeuk is the ultimate source of creativity that leads everything to unity, maturation, and completion.
Mugeuk (무극 無極) can be defined as "embracing the power of creation transformation", "great unification", "fundamental salvation of humanity", "the revolution of the world from the ground up", and "the mind of unification of Dao to achieve the Gaebyeok of Autumn." Mugeuk (무극 無極) is the harvesting mind of the autumn amidst the cosmic year. In other words, Mugeuk (무극 無極) is the mind of creation and transformation which all things unite, become harmonized, and mature as the order of the spring and summer's opposition through mutual conflict comes to its end through the Gaebyeok of Autumn. It is where the spiritual beings above the heavens and human beings on earth become one. Humans and spirits living like one world is the world of Mugeuk.
Romanized from Chinese as Wuji or Wu-chi. Traditionally, it is considered the primordial state—the source of the universe—that precedes Taegeuk. Mugeuk is often translated as "Non-Ultimate," but another translation is "the Boundless," as it has no boundaries within and no limitations without. Jeung San Do distinguishes between Zero-Mugeuk, which is the primordial state, and Ten-Mugeuk, which is the ultimate source of creativity that leads everything to unification, maturation, and completion.


Sun Java System Web Server 6.1 SP11 Administrator's Guide
ProcedureTo set up virtual server
 1. Create a listen socket
 2. Create a class of virtual servers
 3. Configure the services for the class
 4. Create the virtual servers in a virtual server class
 5. Configure virtual servers
 Please note that you must enter an existing virtual server in the default virtual server field when you create a listen socket. You can use the virtual server created when you installed the server, and then go back and change it after you've created additional virtual servers.


text:
Why should early childhood services TAKE2?
- It will enhance the children's wellbeing by nurturing a connection to the environment.
- You will give the children a solid grounding in lifelong learning about the environment.
- You could lower your early childhood service's operating costs.
- By participating in TAKE2, you can promote your early childhood service's climate change efforts and further improve its reputation.
- It's the right thing to do.
How can my early childhood service TAKE2?
Initially you'll need to make the TAKE2 pledge.
Then decide what actions your early childhood service will take to reduce its emissions. You'll be able to select listed actions or outline your own ideas as part of the registration process. Some examples include -
- Make sustainability, including action on climate change, link to the National Quality Standards (NQS) and part of your curriculum.
- Invest the savings you make from sustainability (e.g. lower power bills) into training staff to actively support sustainability and climate change.
- Plant trees to absorb carbon emissions and make your service a more pleasant place to learn and play.
View the full list of actions for early childhood services
Once you've committed to actions, get started. You can share your pledge through your TAKE2 website profile as well as through your early childhood service website and social media channels so your community knows you are acting on climate change.
You will receive regular updates and tips. You can continue to update your climate change actions and hear how others are playing their part.
Victoria can help keep the temperature rise under two degrees, as long as we all act, together.
Download the TAKE2 early childhood services fact sheet

source: openbmb/Ultra-FineWeb


text:
The deep-waters of the United Kingdom are not featureless expanses
of mud. They support an amazing diversity of life, from dense sponge
belts, cold-water coral reefs to fields of weird single-celled organisms
called xenophyophores. The Deep-sea Conservation for the UK (DC-UK)
project has been developed to tackle three central elements; biodiversity,
management policy and public awareness of the UK's deep-sea environment.

source: HuggingFaceFW/fineweb-edu


Take the 2-minute tour ×
In the plane I can integrate a linear function over a triangle as the average of the corner values times the area of the triangle.
Then if I subdivide the triangle into 4 triangles by introducing a new node on each side of the original triangle, and linearly interpolate the value at the new nodes from the edge endpoints (=corners of the original triangle), the sum of the integrals of the sub-triangles is equal to the integral of the original triangle.
Now on the sphere, computing areas as spherical areas (like here), and computing the values at the new nodes on an arc of the original triangle by linear interpolation along the arc, this does not work any more. Computing the integral of the spherical triangles as the average of the corner values times the spherical triangle area, the integrals of the subtriangles do not sum up to the integral of the original triangle.
My suspicion is that I have to integrate the function which is linear over a spherical triangle in some other way, i.e. that the average-of-corner-valuestimes-area rule is not valid on the sphere. Does someone know how to compute this integral?
Also I wonder now if a 'function linear over a spherical triangle' is even defined? I think it should fulfil the property to be linear along any arc contained in the triangle. Then it would be linear along the arc between two new nodes which connects two subtriangles and the integrals of the subtriangles should add up to the big triangle.
Since Willie's comment confirmed my suspicion that I cannot just define a function that is linear over a spherical triangle, let me change the question to:
Given a spherical triangle, subdivide the triangle by bisecting the edges and set the value at the new nodes as the average of the edge endpoints. Recursively repeat this procedure for the sub-triangles. Repeating this subdivision to infinity should prescribe a function dense on the spherical triangle. Is it possible to find an analytic expression for the integral of this function given the values at the nodes of the original triangle?
share|improve this question
Your suspected definition of "linear function over a spherical triangle" won't work, basically because of the failure of the parallel postulate in spherical geometry. In general linearity is only a well-defined concept over a vector (or affine) space (or subsets thereof). – Willie Wong Apr 26 '12 at 16:10
Surely the answer to your edited question would be that it's just the original average, by induction over the level of subdivision? Or am I missing something? – Peter Taylor Apr 26 '13 at 23:20
_USER_ I'm not sure. Since it is a spherical triangle, the edges are arcs, and the 4 small triangles after subdivision have a different area each. It might be true that the integral is just spherical area times average of node values, but it is not obvious to me. – Matthias 009 May 1 '13 at 14:45
1 Answer 1
A relatively straighforward way to see that there's no such thing as a linear function on a spherical triangle is to consider a triangle with three right angles, say, at $(1,0,0)$, $(0,1,0)$ and $(0,0,1)$ on the unit sphere. By symmetry, the function value at $(1,1,1)/\sqrt3$ should be the average of the function values at the corners. On the other hand, interpolating linearly along two arcs, we get that $f(0,1/\sqrt2,1/\sqrt2)=(f(0,1,0)+f(0,0,1))/2$ and then
$$ \begin{eqnarray} f(1/\sqrt3,1/\sqrt3,1/\sqrt3) &=& \frac2\pi\left(\arccos\sqrt\frac23f(1,0,0)+\arccos\sqrt\frac13f(0,1/\sqrt2,1/\sqrt2)\right) \\ &=& \frac1\pi\left(2\arccos\sqrt\frac23f(1,0,0)+\arccos\sqrt\frac13\left(f(0,1,0)+f(0,0,1)\right)\right) \\ &\approx&0.392f(1,0,0)+0.304f(0,1,0)+0.304f(0,0,1)\;. \end{eqnarray} $$
Thus the result depends on the order in which we use the corners for the interpolation.
share|improve this answer
Your Answer


text:
Download Vector Files:
Identify the co-creators for each letter: UGA_letterforms_attribution
OOMH UGA by Helen Armstrong is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
OUT OF MY HANDS LETTERFORM WORKSHOP
Co-Create Letterforms: Follow the workshop instructions to co-create letterforms. As you develop your rule, consider that the goal is to produce something visually interesting.
File Prep: Scan your letter in black and white at about 600 ppi. In Photoshop erase everything but the letter itself. Increase the contrast to make conversion to outlines simpler. Convert the letterform to outlines in Illustrator using Image Trace (Window>Image Trace). In Image Trace, change the "Preset" to "Sketched Art." Clean up the resulting vector. Redo muddy areas to preserve legibility. Save it as an Illustrator file, a "smallest file size" pdf, and as a 300 ppi jpg. Upload all to the specified source.
1) build community through participatory design;
2) learn co-creation strategies for producing work;
3) practice developing effective constraints for producing user-generated content


Bill summaries are authored by CRS.
Shown Here:
Passed Senate without amendment (02/06/2014)
Urges the Department of State to renegotiate with the government of Iraq the provisions of the original agreement that was signed between the National Archives and Records Administration and the Coalition Provisional Authority in order to ensure that the Iraqi Jewish Archive be kept in a place where its long-term preservation can be guaranteed.
Recognizes that: (1) the Iraqi Jewish Archive should be housed in a location that is accessible to scholars and to Iraqi Jews and their descendants, and (2) the agreement was signed before knowing the Archive's complete history.
Reaffirms the U.S. commitment to cultural property under international law and to ensuring justice for victims of ethnic and religious persecution.


text:
Welcome to the website of the Clinimetrics group of the VU University Medical Center, Amsterdam
Clinimetrics is a methodological discipline with a focus on the quality of measurements in medical research and clinical practice. The quality of measurements includes both the quality of the measurement instruments and the quality of the performance of the actual measurements
The clinimetrics group consists of a group of excellent and very active researchers in the field of Clinimetrics. Their activities are embedded in the Knowledgecenter Measurement Instruments of the VU University Medical Center, and in the Section Measurement of the Department of Epidemiology & Biostatistics, Vu University Medical Center, Amsterdam. The Clinimetrics group was founded in 2002 with the appointment of Henrica C.W. de Vet as Professor in Clinimetrics.
The Clinimetrics group has the following objectives:


text:
|"||At the feet of the trees, and all about the green hillsides the grass was studded with small golden flowers shaped like stars.||"|
–The Fellowship of the Ring, Lothlórien
Elanor is a commonly appearing, yellow, star-shaped flower found spawning naturally in the Elvish realm of Lothlórien. The word Elanor means Sun-Star in Sindarin. They can be bought from a Galadhrim trader.
Elanor flowers can be crafted into yellow dye.
- Sam Gamgee's first child was named after this flower.
- The look of Elanor was changed in Public Beta 29 to a more slender and elegant form (the old form is shown below).
The Tolkien Gateway has an article on:
The One Wiki to Rule Them All has an article on:
Black Iris •


text:
Create reusable content
You can make elements on a screen into user controls that can be used in multiple pages throughout a prototype. For example, you can create a navigation bar, and then make the navigation bar into a user control so that you can reuse the control throughout your prototype.
For more information about creating UserControls, see Create an application flow.
You might also want to create a library of UserControls so that you can easily reuse them throughout multiple projects. You can create a Microsoft Silverlight or Windows Presentation Foundation (WPF) control library.
To create a new control library
On the File menu, click New Project, and then select either Silverlight or WPF.
If you create a Silverlight project, click Silverlight Control Library. If you create a WPF project, click WPF Control Library.
In the Name box, type a name for the project.
In the Location box, type the name of or browse to the folder where you want to store the project. By default, this is a folder named "Blend Projects" in your "My Documents" folder.
On the Language menu, select a programming language (Visual C# or Visual Basic).
For more information about creating projects in Expression Blend, see Create a new project.
Now that you have created a new control library, you can create new user controls to include in the library. Create any new user controls that you want for your project.
For more information about creating new user controls, see Create a new user control in your project.
After you have created the user controls that you want to include in your control library, build the project by clicking CTRL+SHIFT+B.
For more information, see Build a project.
Now that you have created and built your control library, you can add a reference to the library from inside your project, and reuse the controls from the library in your new project.
For more information, see Add or remove a reference.


text:
parallel lines cross at infinity
- text, various media
- 400 x 72cm
the work refers to the axiomatic geometric postulate (after euclid) that two lines that lie parallel to each other actually never cross. many thinkers have tried to refute the postulate as it cannot be applied for non-euclidian space: a notion that takes us to the limits of conceivability as we cannot grasp infinity which also evokes the sensibility of an ultimate void. on site the words parallel lines cross at infinity can be read from a far distance and from different perspectives hence vividly illsutrating the postulate but at the same time creating the experience of a new thought-space.


6 Words: RESPECT
Welcome Art.001
This series will allow you to explore and evaluate your own group's attitudes and means of being welcoming to visitors and new members as you encounter them. Its impact goes beyond attendance, of course, as it leads them to live lives that welcome others into relationship with God through their own examples of discipleship. Each session is threaded through scripture and group interaction as you learn to define what Welcome means to you.
Each session moves through three segments, Read, Discuss, & Discover in which you'll explore scripture, break into smaller groups to explore our theme and then come back together to learn from each other. 6 Words Of Welcome can be tailored to work from about 30 minutes up to an hour, depending upon participation and the amount of time you allow for discussion.
Individually and as a group, you'll examine how you exhibit
WELCOME: What does it even mean for your group to be welcoming? Is it that important?
ATMOSPHERE: What kinds of things contribute to a welcoming atmosphere? What makes the people in your group feel welcome in other places? How well do you do those things when you're together?
RESPECT: How does your group exhibit respect to new people? To existing members? To people outside of your group?
ACCEPTING: How welcome would a person of a different faith or practice of belief feel in your group?
SELFLESSNESS: Does your group have an obvious desire to put others before themselves? Why or why not? Why is this attitude in a life patterned after Christ?
COMMUNITY: How real is the bond between the individuals in your group? How obvious is that bond to others when they visit? Do they feel real support from each other beyond the walls of your meeting place?
Here's week 3:
6 Words: RESPECT (29)
Thanks for supporting us while we try to support you!
About Kevin Alton
_URL_ :: _URL_ :: _URL_
twitter _USER_
Speak Your Mind


text:
2449 Dark Spectacle Abrostola triplasia
(Linnaeus, 1758)Wingspan 28-32 mm.
Reasonably common in southern and western parts of Britain, but elsewhere is rather local.
Occurring in suburban habitats, waste ground and woodland margins, it flies in June and July, sometimes with a second generation in the autumn.
The larvae feed mainly on nettle (Urtica dioica) in the autumn, and the species overwinters as a pupa.


damage based on the caster's IQ+relevant magical talent by Concentrating on it for one turn (this may be modified by the spell's element, just as swung shortsword and a swung halberd do different damage). By enlarging it, the caster can increase the damage by +2 or +1/die, whichever is better.
Slow progression damaging spells (such as Rain of Fire or Explosive Lightning Bolt) can do a base damage of Thr damage based on the caster's IQ+relevant magical talent by Concentrating on it for one turn. The caster can spend additional turns concentrating to either increase the area of the spell's effect or increasing the damage by +4 or +2/die, whichever is better.
The Elements
Any damaging spell is built out of two components: the element that determines the college, damage type, special effects, and bonus damage of the spell, and the form that determines the range, area, and cost of the spell.
Lightning (Air): -1 damage per die. Treat as a Tight Beam Burning Innate Attack with Double Knockback, Arcing Surge, and Side Effect (Stun). Ranged Attacks are Acc 4, Range 50/100. Double knockback, in this case, lets it do knockback damage as though it were a crushing attack.
Thunder (Air, Sound): +3 damage per die. Treat as a Crushing Innate Attack with Armor Multiplier 5, Double Knockback, and Hearing Based Side Effect (Stun). Treat attacks against swarms or vaporous creatures as area effect attacks, even if the spell form is normally a single target spell. Ranged Attacks are Acc 3, Range 30/60.
Blight (Body): +0 damage per die. Treat as a Toxic Innate Attack with Cosmic (Ignores DR), Cosmic (Affects things with Immune to Metabolic Hazards), Accessibility (Only living or previously animals and humanoids; cannot target locations). Ranged Attacks are Acc 2, Range 25/50. Deathtouch should affect zombies, but not stone golems or trees.
Deprivation (Body, Food): -2 damage per die. Treat as a Fatigue Innate Attack with Cosmic (Ignores DR), Hazard (Starvation or Thirst, chosen when the spell is learned), and Resistable (HT -4). Ranged Attacks are Acc 2, Range 50/100.
Enervation (Body): +0 damage per die. Treat as a Fatigue Innate Attack with Armor Divisor 2. Ranged Attacks are Acc 2, Range 50/100.
Stone (Earth): +2 damage per die. Treat as a Crushing Innate Attack with Double Knockback linked to another Crushing Innate Attack with Double Knockback and No Wounding. Ranged Attacks are Acc 2, Range 25/50. Essentially, calculate knockback based on quadruple the rolled damage.Fire (Fire): +1 damage per die. Treat as a Burning Innate Attack with Incendiary and Armor Divisor 2. Ranged Attacks are Acc 2, Range 50/100.
Poison (Food): +3 damage per die. Treat as Toxic Innate Attack with Blood Agent, Cyclic (3x10 seconds), Resistable by HT-5. Ranged Attacks are Acc 2, Range 25/50.
Sun (Light): +1 damage per die. Treat as a Tight Beam Burning Innate Attack. Ranged Attacks are Acc 8, Range 100/200, and get +1 to hit. Sun attacks are laser beams, and should benefit from having a built-in laser sight.
Ruin (Making and Breaking): +0 damage per die. Treat as Toxic Innate Attack with Cosmic (Ignores DR), Cosmic (Affects things with Immune to Metabolic Hazards), Accessibility (Only never living inanimate objects; cannot target locations). Ranged Attacks are Acc 2, Range 25/50. Making and Breaking spells can't affect golems, zombies, or housecats, but they can destroy cars and furniture.
Force (Movement): -1 damage per die. Treat as a Cutting Innate Attack with Affects Insubstantial and Double Knockback. Ranged Attacks are Acc 3, Range 50/100.
Cessation (Necromantic): +3 damage per die. Treat as Toxic Innate Attack with Cosmic (Ignores DR), Cosmic (Affects things with Immune to Metabolic Hazards), Accessibility (Only zombies; cannot target locations). Targets that take damage have a 1 in 6 chance of being forced to flee out of sight of the caster for one day. Ranged Attacks are Acc 2, Range 25/50.
Sound (Sound): +2 damage per die. Treat as a Crushing Innate Attack with Side Effect (Stun). Ranged Attacks are Acc 3, Range 25/50.
Ice (Water): +0 damage per die. Treat as a Burning Innate Attack with No Incendiary and Armor Divisor 5. Ranged Attacks are Acc 3, Range 50/100.
Acid (Water): -1 damage per die. Treat as a Corrosive Innate Attack. Ranged Attacks are Acc 1, Range 25/50.
Obviously, a specific spell might use a variant of the elemental or form name, or even both. Lightning Storm sounds better than Explosive Lightning Ball; Sunbolt is better known than Sunball, and so on.
The Forms
Each form determines the physical description of the spell, including its range, area of effect if any, and energy cost.
(Element) Ball: Creates a single target Missile that does fast progression damage at the cost of 1 FP per 2d of base damage. Double the cost to enlarge the spell. Prerequisites are Magery 1 and Shape (Element) and Create (Element) or 6 spells from the college, whichever spell count is easier to achieve.
Explosive (Element) Ball: Creates an area effect Missile that does full slow progression damage in up to Magery yards radius, at 1 FP per yard of radius. Enlarging the spell can either increase damage, at double cost, or increase the radius of effect by Magery yards, again at 1 FP yard of radius. At the caster's option, the attack is also explosive for 1 FP, with double cost if the spell damage was enlarged. Prerequisite is (Element) Ball.
(Element) Jet: Creates an elemental jet extending from the caster's fist. It can be used to attack using DX or Innate Attack with any normal Attack maneuver, and cannot be parried, nor can it parry. The jet does fast progression damage, cannot be enlarged, and costs 1 FP per 2 yards of reach (up to a maximum of 4). The jet has a duration of 1 second, but the duration doesn't begin until the caster has an opportunity to make the attack maneuver. Prerequisites are Magery 1 and Shape (Element) and Create (Element) or 6 spells from the college, whichever spell count is easier to achieve.
(Element) Breath (VH): Allows the caster to breath out a cone of the element by taking an attack maneuver and rolling against DX or Innate Attack (Breath). The cone does slow progression damage and cannot be blocked or parried. The cone has a combined length and width in yards equal to the caster's magery, and the caster may enlarge the spell for more damage or for more length or width normally. The base cost of the spell is 1 FP per 2 yards of length or 4 yards of width, doubled if the damage is enlarged. Prerequisite is (Elemental) Jet.
(Element) Touch: Imbues the caster's hand with elemental energy, allowing him to transfer that energy to a foe with a touch. This is a Melee spell that does fast progression damage at the cost of 1 FP per 2d of base damage. Prerequisites are Magery 1 and Shape (Element) and Create (Element) or 6 spells from the college, whichever spell count is easier to achieve.
(Element) Weapon: Imbues a melee weapon with elemental energy that does slow progression damage as a follow-up attack on any successful attack with the weapon. This spell takes 2 seconds and 4 FP to cast and has a duration of 60 seconds, with a maintenance cost of 2 FP. The weapon is not harmed by the elemental energy. Prerequisites are Magery 2 and Shape (Element), Resist (Element), Create (Element) or 9 spells from the college, whichever spell count is easier to achieve.
(Element) Armor: Surrounds the subject with a sheathe of elemental energy. Anyone who attacks the subject with a melee weapon takes slow progression damage on a successful hit. Anyone who grapples the subject take fast progrssion damage upon securing the grapple and cancels the spell in the process. Elemental Armor takes 4 FP to cast, 2 FP to maintain, and has a duration of 1 minute. Prerequisites are Magery 2 and (Element) Jet, Resist (Element) or 9 spells from the college, whichever spell count is easier to achieve.
Rain of (Element): This spell can only be cast outdoors, and creates a rain of elemental energy inside the target area. Anyone inside the target area at the end of his turn takes full damage; anyone who enters or starts in the area but moves out during his turn takes half damage. This spell does slow progression damage and is an Area spell with a base cost of 1 FP, the same maintenance cost, and


text:
History of Trinity Church
At Trinity the pleasant,historic environment of old Towsontown still thrives at 120 Allegheny Avenue, in the middle of bustling, high rise, modern Towson, the seat of Baltimore County, Maryland.
The congregation of Trinity stands upon a long history of traditional worship plus community sharing, in continuity. Kenneth H. Saunders III, the current rector, is only the seventh to hold this office since the parish was chartered. Trinity Church began in 1839 as a small group of Episcopalians meeting in the Epsom Chapel, a Methodist church that was located amid what is today the Towson Center parking garage. Because the Epsom Chapel was not preserved while Towson grew from town to metropolis. Trinity is the oldest church edifice in the Towson area.The original church, which constitutes the nave of the present building, was dedicated on Ascension Day, May 20, 1860. The church was designed by noted architect Norris Starkweather in a conservative Romanesque style. It is constructed of limestone donated by John Ridgely of Hampton. All additions and other church buildings are made of stone from the same quarry in Texas, Maryland. The nave is centered on a direct north-south line with the cross corridor of the original Court House.
The chancel and the baptistery in the west transept were added in 1892. The present sanctuary was built in 1926. The Moller organ, built in 1939, was enhanced in 1978. The Lee Chapel in the east transept was added in 1960 on the One Hundredth Anniversary of the church.


text:
Types of DUI Offenses in Utah
DUI offenses can be charged different in the State of Utah depending on the number of prior convictions the person has on their record, when the prior convictions occurred, and whether an aggravating factor is present. Listed below is a summary of the different types of DUI offenses in the State of Utah.
If you were arrested for DUI in Salt Lake City or one of the surrounding areas, then contact criminal defense attorney, Darren Levitt, to schedule a free, confidential consultation to discuss the fact of your DUI case.
Different Types of DUI Offenses in the State of Utah
Class "B" Misdemeanor DUI
- a first (1st) or second (2nd) DUI offense is charged as a Class B misdemeanor unless an aggravating factor elevates a first (1st) or second (2nd) DUI offense to a Class A Misdemeanor.
Class "A" Misdemeanor DUI
- a first (1st) or second (2nd) DUI offense can be charged as a Class A misdemeanor if one of the following aggravating factors are present including:
- the driver caused bodily injury to another person; or
- the driver had a passenger in the vehicle who was under 16 years of age in the vehicle at the time of the offense; or
- the driver was 21 years of age or older and had a passenger under 18 years of age in the vehicle at the time of the offense.
Third Degree Felony DUI
- Aggravating factors that elevate a first (1st) or second (2nd) DUI offense to a third degree felony can include:
- the driver caused serious bodily injury to another person ; or
- the driver was previously convicted of automobile homicide under Utah Code Ann. § 76-5-207 and the automobile homicide was committed after July 1, 2001; or
- the driver was previously convicted of any felony DUI offense.
Third Degree Felony as a Third within 10 Years of a Prior
- A first (1st) or second (2nd) DUI offense will be charged as a third degree felony under the following circumstances:
- the driver has two or more prior convictions within the last ten (10) years. For purposes of this enhancement, "conviction" includes a conviction of any of the following crimes:
- alcohol-related reckless driving;
- driving with any measurable controlled substance that is taken illegally; or
- automobile homicide.


text:
Incorporating Biodiversity & Human Values into Planning
The 'Green Infrastructure' concept can be defined as 'an interconnected network of green space that conserves natural ecosystem values and functions and provides associated benefits to human populations'. Like our grey infrastructure of roads and rail, our green infrastructure seeks to create a network of human and biodiversity value.
The promotion and development of the Green Infrastructure approach can assist in halting the loss of biodiversity and decline in ecosystem services while enhancing the human environment including our opportunities for recreation. Perhaps it is the case that biodiversity continues to decline because its value is not reflected in decision making by business and government. Green Infrastructure seeks to address this problem by providing a location-related evidence base which highlights the value of biodiversity and ecosystem services to the economy and society.
Valuing Green Infrastructure
Green Infrastructure planning allows for the integration of the value of biodiversity into business decisions in sectors such as agriculture and water supply, and also local and central Government decisions. Ecosystem services supplied by Green Infrastructure include:
- provisioning, such as the production of food and water,
- regulating, such as the control of climate and disease,
- supporting, such as nutrient cycles and crop pollination, and
- cultural, such as spiritual and recreational benefits. (Comhar SDC).
Working with clients and partners across disciplines, Compass have been involved in a number of Green Infrastructure projects, with our staff providing policy and strategic guidance, as well as data collation, analysis and scenario testing services.
The diagram below shows a typical Green Infrastructure project implementation workflow.
For more on our latest Green Infrastructure work please view the Comhar Sustainable Development Council report: "Creating Green Infrastructure for Ireland: Enhancing natural capital for human wellbeing" – available by clicking here.


text:
Batik is a time-honored dyeing technique. As early as the Han Dynasty (206 B.C.-220 A.D.), ethnic minorities such as Miao, Yao and Bouyei in southwestern China developed very refined skills with this method of coloring. With white patterns against a blue backdrop, cloth dyed in this way is imbued with the charm and flavor of the ethnic countryside. Batik is considered a gem among traditional Chinese arts.
The first time I heard the word "batik" was when I listened to the telling of this old Miao folk tale - Once upon a time, a smart and beautiful Miao girl, who had tired of her same-colored muted clothing, was thinking about how best to apply to her skirts the beautiful images of nature, like flowers, birds, insects and fish. Drawing motifs on all her clothes one-by-one was a difficult chore, but for a long time she couldn't conceive of a better method. Then one day, as she again watched the wild flowers on the mountainside, she thought and thought... and finally fell into a deep sleep.
While she slept, a swarm of bees landed on her skirt. When she awoke and looked down, the bees took flight, leaving behind on her skirt dots of honey and wax. She rushed home to throw the skirt into the blue dyeing jar, intending to restore its pure dark color. To erase those dots, after dyeing she poured boiling water on the fabric. She was amazed to see beautiful white patterns appear on those places touched by the bees' wax. Inspired by the amazing phenomenon, she immediately melted some bees' wax, and then with a stick and the molten wax she drew patterns on the white cloth. She dropped the cloth into the blue dyeing jar, and then used boiling water to remove the wax. Various beautiful motifs appeared just as she had drawn them. From that day on, the batik dyeing technique has prevailed among the Miao and other neighboring ethnic groups, including the Yao and Bouy.
Not surprisingly, that folk story originated in one of the birthplaces of batik, Danzhai County, in southwestern China's Guizhou Province. A local market happened to open when we arrived at the PaimoMiao Village in Danzhai County. The street was lined with countless temporary stalls and crowded with people. Almost every woman in the market carried a homemade batik bag on her arm. These batik bags, decorated with various eye-catching motifs, enabled us to understand why the county is known as "the home of batiks."
As newly arrived visitors, we had no idea where to locate batik workshops. But with the help of a local resident, we realized our objective. We had encountered a strong smell of bee wax even before we saw the workshop. The smell led us to a house, where several women applied patterns to white cloth with the wax. Elegant lines appeared as a worker gently stroked her knife along the cloth. After a short time a vivid image of a flower appeared on the cloth.
Local artisans have developed a diversity of batik motifs, including those based on images of butterflies, whirlpools, centipedes, fish, birds, dragons and pear blossoms. Every motif conveys special meaning. Among these, butterfly and whirl patterns are most popular, and they most deeply impressed me. Locals venerate the butterfly as the incarnation of reproduction and beauty. Therefore, it has become a popular subject in local batik production. Various images of butterflies flying in the sky or crawling on the ground - some frontal, some adverse - are found in batik fabrics. The whirlpool motifs inspired from rotating current of rivers embody union and auspiciousness in Miao culture. Fabrics with whirl motifs are often used to make the back of garments, sleeves and bedcovers.
Today batik products from the mountainous PaimoMiaoVillage are exhibited in museums overseas, thus these cloth artworks are treasures shared by the whole of mankind.


text:
A Parabola Proof
Library Home || Primary || Math Fundamentals || Pre-Algebra ||
Algebra || Geometry || Discrete Math || Trig/Calc
|Trig/Calc, difficulty level 3. Prove that the area of a parabola is 2/3 the product of its width and height.|
|Please Note: Use of the following materials requires membership. Please see the Problem of the Week membership page for more information.|
© _PHONE_ Drexel University. All rights reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.


you identify and optimise (The Call)?
Keep Them Safe – Introduction
KTS Banner displayed in every community
KTS Banner displayed in every community
Since September last year (2009) a handful of people including myself, started to dream about a mammoth project that will stretch across the entire Stellenbosch district during the Soccer World Cup. While many saw either dollar signs or red flags, we saw a great opportunity for transforming our communities by focussing on kids and young people.
What if we could use world cup fever (or fevah) as a Call to Adventure and community transformation?
The Keep Them Safe project was born.
Today I am thrilled to report that there are holiday programmes running in 13 communities across Stellenbosch targeting kids and young people. The programme is called 'The Perfect Pitch', it will run for 4 weeks and is entirely managed by teams of people from the communities themselves. Today I begin telling our story.
The purpose of the story
From the start I was privileged to contribute my knowledge of story and mythic journeys to help design the entire project as a journey of growth and transformation for all involved.
The story structure of a mythic journey has as its main purpose the transformation of the hero, also called protagonist. The entire story is designed to fulfill this function and every character in the story play his or her role in such a way that the hero can grow. The only difference between the hero and anyone else in the story is transformation and everything and everyone else is there purely to contribute to this.
It follows therefore, that it may be possible to use the structure of story to design a journey of transformation for other people. If you understand how to design a story so that the hero transforms, you can use this knowledge to design events and programmes that would let the participants transform and grow. This is what we did for Keep Them Safe.
Using the 5 basic stages of the mythic journey as well as its sub components, we designed such a journey of growth. As you read about my process, keep in mind that the same principles will be true for any other programme or event you want to design.
The title of the story
Before getting to the first stages, we must first determine the title of the story. The title refers to the protagonist and the challenge of the journey. To keep titles short, one or the other usually valls away eventually, but to get to the final title, both elements need to be clarified. A good example is Sleeping Beauty i.e. the girl who needed to wake" or Harry Potter and the Philosopher's Stone.
Many stories only have the name of the protagonist e.g. Hanzel and Grettel, others only have the challenge e.g. Titanic. Of course stories have other titles too, but the most common titles are the ones referring to the protagonist and his challenge.
Early on we discovered that The Keep Them Safe project has two titles referring to two different protagonists and two different challenges. Since then I realised that this is true of most projects and it is essential to take the two (and sometimes three) stories apart.
For us the stories were:
Keep them Safe: The story of community leaders working together to keep their young people safe.
The Perfect Pitch: The story of young people creating a perfect pitch for their own lives and their communities.
Today is the first day that these two stories are in exactly the same stage i.e. The Journey itself. So with both stories now running on their own and gaining momentum, let me tell you how we got here, and why the two stories did not overlap until today…


text:
Context: Analyses of Utah vital records indicated that Utah Pacific Islanders had unique health problems that merited further investigation through a behavioral survey. However, statewide surveys did not reach a large enough sample of Pacific Islanders and were not administered in Samoan or Tongan.
Objective: The authors sought to complete a surveillance study of Utah Pacific Islanders.
Design: The authors created a surname list on the basis of names of parents who identified themselves as Pacific Islanders on Utah birth certificates. A questionnaire was developed with input of local Pacific Islanders and administered in English, Samoan, and Tongan.
Participants: We interviewed 605 adult Utah Pacific Islanders.
Results: The Utah Pacific Islander Survey (UPIS) generated estimates of health status among Utah Pacific Islanders with smaller confidence intervals than those derived from the Utah Behavioral Risk Factor Surveillance System (BRFSS), even when combining 6 years of BRFSS data. Standard errors were less than half the value of the BRFSS estimates in all cases. The UPIS estimated higher rates than the BRFSS for Pacific Islander diabetes, obesity, and male arthritis. Respondents interviewed in Samoan or Tongan had higher rates of diabetes, obesity, and high blood pressure.
Conclusions: The UPIS identified significant health disparities among the Utah Pacific Islander population that warrant public health intervention, such as high rates of obesity, diabetes, and high blood pressure and low rates of preventive screening. The UPIS estimates of Utah Pacific Islander health status are more precise than those acquired by the BRFSS, establishing strong baseline data that can be used to measure the success of interventions targeting these disparities.
Analyses of Utah vital records indicated that Utah Pacific Islanders had unique health problems that merited further investigation through a behavioral survey. The authors sought to complete a surveillance study of Utah Pacific Islanders.
Office of Health Disparities (Mss Bennett and Díez), Bureau of Health Promotion (Mr Friedrichs), and Office of Public Health Assessment (Ms Nickerson), Utah Department of Health, Salt Lake City.
Correspondence: April Young Bennett, MPA, Office of Health Disparities, Utah Department of Health, Salt Lake City, PO Box 142008, Salt Lake City, UT 84114 (_EMAIL_).
This project was funded by the Utah Department of Health and the U.S. Department of Health and Human Services, Office of Minority Health.
The authors declare no conflicts of interest.


text:
One in five Canadians over the age of 15 live with a disability and this number is expected to grow as our population ages. Additionally, nearly one in 20 children under 15 live with a disability. The built environment has become increasingly accessible over the past few decades. However, a critical component of accessibility is egressibility, which is the need for individuals with disabilities to be evacuated in an emergency. Despite its importance, this need has received little attention. Currently, individuals with disabilities are far more likely to be injured or killed in emergency situations compared to others. It is important to note that these risks extend far beyond those with disabilities to include family members, friends, co-workers, caregivers, or others who may find themselves accompanying someone with a disability, as well as individuals who are pregnant, or those with small children who may not be able to carry them downstairs.
The objective of this project is to provide a set of resources that can be used to revise existing egressibility guidelines, to create new standards, and to highlight gaps where future work is needed to improve egressibility of the built environment.
The report below provides a collection of resources that can be used to help provide an equal level of life safety for all. These resources were developed following a scoping review of the literature from 2002-2021 that describes solutions for evacuating individuals with disabilities from the built environment.
This report includes the following resources:
An Egressibility Matrix, which is a table containing evaluations of existing evacuation solutions for different combinations of possible impairments an individual may have and building types found in our built environment
Descriptions of the evacuation solutions shown in the Matrix
Possible design and/or implementation considerations for each solution as well as other strategies and training methods that may be helpful for preparing for potential evacuations
Suggestions for future work are provided where appropriate evacuation solutions were not found or where promising novel solutions have been developed and need further evaluation
An Egressibility Assessment Tool, which can be used to assign an egressibility score to buildings in the built environment
A list of stakeholders who contributed to this work
We believe these resources will help inform the development of new standards for emergency evacuations for individuals with disabilities.


text:
There are numerous opportunities for student leadership at Prospect Ridge Academy. Our commitment to creating academic, social, and ethical leaders means that providing ample opportunities for our students to become effective leaders is a significant part of a PRA education.
Prospect Ridge Academy students help to create the school's culture and its sense of community and achievement. PRA is a welcoming and inclusive place, where individual abilities and personalities are celebrated from Kindergarten through the 12th grade, and where lifelong memories are made. Students experience and practice leadership in the classroom, and continue to develop leadership skills in groups outside of the classroom.
Beginning in 5th grade, students have the opportunity to take on leadership roles in the Elementary, Middle and High School student council. Each division has an elected student council which provides leadership at the school and encourages student involvement in maintaining and improving the school climate; and also sponsors social events and community service projects.
We encourage students in each division to participate in the many student activities, clubs, and organizations offered at Prospect Ridge Academy. New clubs and groups are formed each year, depending on student interest and initiative.


text:
1997: Rural areas
Completed AE projects
People who suffer from Alzheimer's disease (or another form of dementia) and who live in rural areas may encounter problems in obtaining a diagnosis, receiving adequate and appropriate care, and benefiting from services and facilities that are available in other areas. The problems encountered and the reasons behind these problems differ from one area to another, but may, for example, be linked to the physical features of the geographical area, political decisions affecting the distribution of funds or services and attitudes resulting from living in a close knit or isolated community.
There are rural areas in many countries. Some share certain characteristics such as being cut off for weeks or months per year, having difficulties with transport and having to deal with a lack of facilities. We were therefore interested in sharing the experience and knowledge of people with dementia, carers, service providers and Alzheimer associations from rural areas in different European countries.
Funding and duration
As a partner in a project organised by EACH (European Alzheimer Clearing House), Alzheimer Europe was responsible for writing a report in 1997 about people with dementia in rural areas. This was funded by the European Commission under the programme "Actions in favour of people suffering from neurodegenerative diseases, more particularly Alzheimer type (DAT) and related disorders and their (informal) carers".
The main goals were to examine the problems experienced by people with dementia and their carers in rural areas and to consider possible solutions.
Information was collected from our member associations and experts in this domain and a meeting was held in 1997 in Helsinki to discuss relevant issues. A report was then drafted, sent to member associations for comment, amended and completed.
The report examines the problems in different countries (e.g. lack of services, inadequate social infrastructure, lack of information and cost) and possible solutions (e.g. linked to home care, day care centres, transport, nursing homes, information and financing).
Last Updated: mercredi 25 avril 2012


text:
Last name origins & meanings:
- English, Scottish, and Irish: regional name for someone who had
migrated from the North (i.e. further north in England, or from
Scotland or Scandinavia), from Old French nor(r)eis
- English, Scottish, and Irish: topographic name for someone who lived in a house on
the north side of a settlement or estate, from Middle English
north 'north' + hous 'house'.
- English, Scottish, and Irish: occupational name for
a wet-nurse or foster mother, from Old French nurice,
norrice (Latin nutrix, genitive nutricis).
Comments for Norris


text:
A series in the study of the Book of Revelation. Today we look at Revelation 6:12-17 and the sixth seal of the apocalypse, the meaning of the Day of the Lord, and the timing of the Day of the Lord.
"12 I looked when He broke the sixth seal, and there was a great earthquake; and the sun became black as sackcloth made of hair, and the whole moon became like blood; 13 and the stars of the sky fell to the earth, as a fig tree casts its unripe figs when shaken by a great wind. 14 The sky was split apart like a scroll when it is rolled up, and every mountain and island were moved out of their places. 15 Then the kings of the earth and the great men and the commanders and the rich and the strong and every slave and free man hid themselves in the caves and among the rocks of the mountains; 16 and they *said to the mountains and to the rocks, "Fall on us and hide us from the presence of Him who sits on the throne, and from the wrath of the Lamb; 17 for the great day of their wrath has come, and who is able to stand?""


text:
Church of Saint Demetrios (Thessalonica)
The Church of Saint Demetrios in Thessalonica, Greece is situated on the site of previous churches built over the ruins of the Roman bath where St. Demetrios the Myrrhgusher was imprisoned and martyred. The present structure is a reconstruction of the seventh century church that was destroyed by fire in 1917. The church is a basilica with five apses, a narthex, and transept.
The first structure, a small chapel, was built over the ruins of a Roman bath, shortly after 313, This chapel and an earthen urn were discovered during excavations made when the present church was being rebuilt. The earthen urn contained earth with human blood, perhaps that of St Demetrios.
During the fifth century, Eparch Leontios had a large basilica with three apses constructed on the site of the chapel. Between 626 and 634, the basilica burned down. Soon after a new basilica was built that had five apses. The church remained in use until Thessalonica was captured by the Ottoman Turks in 1493, who converted the church into a mosque. When Greece gained independence from the Turks in 1912, the Church of St. Demetrios was restored for Orthodox Christian services. In 1917, however, the church burned down.
Immediately, efforts to restore the church began. During these efforts the naos and crypt were opened. The restoration, however, was stopped in 1938 and not resumed again until 1946. At this time systematics excavations were made and the new church with five apses was built. By 1949, construction had progressed so that services were able to be conducted.
Preserved in the crypt of the new church is the bath in which St. Demetrios was martyred and the remains of the first chapel built on the bath. Also, recovered was a large marble basin that was used to collect the holy myrrh that emanated from the grave of the martyred saint, which gave rise to the appellation Myrrhgusher for St. Demetrios.


¡Tours a Cusco y todo el Perú!
+51 84 268447
+51 984263781 +51 943225530
Sillustani Tour
Start: 14.00 pm Return: 18.00p.m
On a plateau, more than 30 miles north of Puno, is Sillustani, one of the world's largest necropolis. Surrounded by a landscape of stunning beauty that seems summed up in the calm waters of the lagoon Umayo, the archaeological site known for its giant "chullpas" (species of stone towers), built by Collas and Incas, to bury their dead.
Many of them exceeding 12 meters in height and have a greater diameter at the top than at the base. Quite a challenge to the laws of gravity and balance. One detail that makes them unique on the continent.
Tombs of noble Colla, eternal abode of the Children of the Sun, who after dominating this land, we would add architectural features similar to the Sun
Temple Cori court, in Cusco.
14:00 pm: Pick up from hotels.
15:30 pm: Arrival and visit to Sillustani.
6:20 p.m.: Arrival to the city of Puno.
 - Tourist transport.
 - Bilingual guide.
 - Entrance tickets
Monto a pagar USD


g is 152 °C.
Determine the arithmetic and log mean temperature differences:
Because the secondary fluid temperature rise is large in comparison with the temperature difference between the two fluids, the discrepancy between the two results is more significant.
By using the AMTD rather than the LMTD, the calculated heat transfer area would be almost 15% smaller than that required.
Barriers to heat transfer
The metal wall may not be the only barrier in a heat transfer process. There is likely to be a film of air, condensate and scale on the steam side. On the product side there may also be baked-on product or scale, and a stagnant film of product.
Agitation of the product may eliminate the effect of the stagnant film, whilst regular cleaning on the product side should reduce the scale.
Regular cleaning of the surface on the steam side may also increase the rate of heat transfer by reducing the thickness of any layer of scale, however, this may not always be possible. This layer may also be reduced by careful attention to the correct operation of the boiler, and the removal of water droplets carrying impurities from the boiler.
Filmwise condensation
The elimination of the condensate film, is not quite as simple. As the steam condenses to give up its enthalpy of evaporation, droplets of water may form on the heat transfer surface. These may then merge together to form a continuous film of condensate. The condensate film may be between 100 and 150 times more resistant to heat transfer than a steel heating surface, and 500 to 600 times more resistant than copper.
Dropwise condensation
If the droplets of water on the heat transfer surface do not merge immediately and no continuous condensate film is formed, 'dropwise' condensation occurs. The heat transfer rates which can be achieved during dropwise condensation, are generally much higher than those achieved during filmwise condensation.
As a larger proportion of the heat transfer surface is exposed during dropwise condensation, heat transfer coefficients may be up to ten times greater than those for filmwise condensation.
In the design of heat exchangers where dropwise condensation is promoted, the thermal resistance it produces is often negligible in comparison to other heat transfer barriers. However, maintaining the appropriate conditions for dropwise condensation have proved to be very difficult to achieve.
If the surface is coated with a substance that inhibits wetting, it may be possible to maintain dropwise condensation for a period of time. For this purpose, a range of surface coatings such as Silicones, PTFE and an assortment of waxes and fatty acids are sometimes applied to surfaces in a heat exchanger on which condensation is to be promoted. However, these coatings will gradually lose their effectiveness due to processes such as oxidation or fouling, and film condensation will eventually predominate.
As air is such a good insulator, it provides even more resistance to heat transfer. Air may be between 1 500 and 3 000 times more resistant to heat flow than steel, and 8 000 to 16 000 more resistant than copper. This means that a film of air only 0.025 mm thick may resist as much heat transfer as a wall of copper 400 mm thick! Of course all of these comparative relationships depend on the temperature profiles across each layer.
Defining the overall heat transfer coefficient (U value)
The five main commonly related terms associated with the subject of heat transfer are:
 1. Heat flowrate Q̇ (W)
 2. Thermal conductivity k (W/m °C)
 3. Thermal resistivity r (m °C/W)
 4. Thermal resistance R (m2 °C/W)
 5. Thermal transmittance U (W/m2 °C)
The following text in this Module describes them and how they are related to each other.
The traditional method for calculating heat transfer across a plane wall considers the use of an overall heat transfer coefficient 'U', or more correctly, the overall thermal transmittance between one side of the wall and the other.
U values are quoted for a wide range and combination of materials and fluids and are usually influenced by empirical data and operating experience. The previously mentioned films of condensate, air, scale, and product either side of the metal wall can have a significant effect on the overall thermal transmittance and because of this, it is worth considering the whole issue of heat transfer across a simple plane wall and then a multi-layer barrier.
Heat transfer by conduction through a simple plane wall
A good way to start is by looking at the simplest possible case, a metal wall with uniform thermal properties and specified surface temperatures.
T1 and T2 are the surface temperatures either side of the metal wall, of thickness L; and the temperature difference between the two surfaces is ΔT.
Ignoring the possible resistance to heat flow at the two surfaces, the process of heat flow through the wall can be derived from Fourier's law of conduction as shown in Equation 2.5.1.
The term 'barrier' refers to a heat resistive film or the metal wall of a heat exchanger.
It can be seen from their definitions in Equation 2.5.6 that χ/k is the thickness of the barrier divided by its inherent property of thermal conductivity. Simple arithmetic dictates that if the length (χ) of the barrier increases, the value χ/k will increase, and if the value of the barrier conductivity (k) increases, then the value of χ/k will decrease. A characteristic that would behave in this fashion is that of thermal resistance.
If the length of the barrier increases, the resistance to heat flow increases; and if the conductivity of the barrier material increases the resistance to heat flow decreases. It can be concluded that the term χ/k in Equation 2.5.6 relates to the thermal resistance of a barrier of known length.
The results of simple electrical theory parallel the equations appertaining to heat flow. In particular, the concept of adding resistances in series is possible, and is a useful tool when analysing heat transfer through a multi-layer barrier, as will be seen in a later section of this module.
Equation 2.5.6 can now be restated in terms of thermal resistance, where:
as shown in Equation 2.5.7
Thermal resistance denotes a characteristic of a particular barrier, and will change in accordance to its thickness and conductivity.
In contrast, the barrier's ability to resist heat flow does not change, as this is a physical property of the barrier material. This property is called 'thermal resistivity'; it is the inverse of thermal conductivity and is shown in Equation 2.5.8.
Relating the overall resistance to the overall U value
The usual problem that has to be solved in heat transfer applications is the rate of heat transfer, and this can be seen from the general heat transfer formula, Equation 2.5.3.
Heat flow through a multi-layer barrier
As seen in Figure 2.5.4, a practical application would be the metal wall of a heat exchanger tube or plate which uses steam on one side to heat water on its other. It can also be seen that various other barriers are present slowing down the heat flow, such as an air film, a condensate film, a scale film, and a stationary film of secondary water immediately adjacent to the heating surface.
These films can be thought of as 'fouling' the flow of heat through the barrier, and consequently these resistances are considered by heat exchanger designers as 'fouling factors'.
All of these films, in addition to the resistance of the metal wall, constitute a resistance to heat flow and, as in an electrical circuit, these resistances can be added to form an overall resistance.
As resistance is χ/k as shown in Equation 2.5.6, then Equation 2.5.10 can be rewritten as Equation 2.5.11:
The thermal conductivities will alter depending on the film material (and temperature). For instance, air roughly has thirty times greater resistance to heat flow than water. For this reason, it is relatively more important to remove air from the steam supply before it reaches the heat exchanger, than to remove water in the form of wet steam. Of course, it is still sensible to remove wet steam at the same time.
The resistance of air to steel is roughly two thousand times more, and the resistance of air to copper is roughly twenty thousand times more. Because of the high resistances of air and water to that of steel and copper, the effect of small thicknesses of air and water on the overall resistance to heat flow can be relatively large.
There is no point in changing a steel heat transfer system to copper if air and water films are still present; there will be little improvement in performance, as will be proven in Example 2.5.5.
Air and water films on the steam side can be eradicated by good engineering practice simply by installing a separator and float trap set in the steam supply prior the control valve. Scale films on the steam side can also be reduced by fitting strainers in the same line.
Scale on the product side is a little more difficult to treat, but regular cleaning of heat exchangers is sometimes one solution to this problem. Another way to reduce scaling is to run heat exchangers at lower steam pressures; this reduces the steam temperature and the


Take the 2-minute tour ×
Tooltips in my application can be quite long, therefore I'd like them to have line breaks.
I don't want to use html as I'd prefer to set a (max) width of my tooltips instead and have the line breaks dynamically.
In the accepted answer the this similar question Multi-line tooltips in Java? I read about JMultiLineToolTip. Unfortunately the provided link doesn't work anymore and there are many different JMultiLineToolTip out there. Therefore my two questions:
 1. Which JMultiLineToolTip is a good one to use?
 2. How can I use such a class to represent all of the tooltips in my application?
EDIT: as everyone seems to recommend the use of html, is there a way to define the width of my tooltip in pixels (or some other unit than number of characters) using html?
share|improve this question
add comment
2 Answers
If you are not afraid of extending swing tool tip, you can create your own JMultiLineToolTip:
 1. Extend JTooltip In the extended Tool tip component implementation,
 2. set a custom tool tip UI In customUI implementation
 3. Implementpaint() method to write given string in multi line
Here is an example - it shows how to use it as well
However, to answer your questions:
 1. Which JMultiLineToolTip is a good one to use?
 Use
 Per compopnent, it is easy but tedious to achieve as you will have to override creatreToolTip() API. But if you want to change it globally, you may:
 (i)Simple way - Register your custom tooltip UI with the UIManager at the beginning of your execution.
 UIManager.put( "ToolTipUI", "SeNormToolTipUI" );
 UIManager.put( "SeNormToolTipUI",Class.forName( multiLineToolTipUIClassName ) );
 (ii) complex way
 You will have to start implementing your own look and feel. In the look and feel implementation, you would provide defaults for ToolTipUI as your UI implementation and then set that look and feel to the application you are running. For instance take a look at the MetalLookAndFeel implementation. You may just extend that part and implement your on lnf.
So, it is better to use
share|improve this answer
why so complex? – lzdt Mar 29 '12 at 20:54
I did not mean complex=difficult. I mean rather it is un-necessary. – ring bearer Mar 29 '12 at 20:59
thanks! works like charm! – itshorty Jul 27 '12 at 12:10
add comment
1) Html is easiest of ways for plain JToolTip
2) use JWindow(un_decorated JDialog) with JTextArea, better would be JTextPane (supporting stylled text),
 - the disadvantage is you have to manually set window to the Point, you have to manually set for setInitialDelay and setDismissDelay (Swing Timer), setVisible(true/false)
 - the advantage is that you using full manageable top level container with definitions for own parent
3) I use JLabel with Html formatted and stylled text added to the GlassPane, notice easiest alternative is use non_opaque JLayeredPane (Java6) or JLayer (Java7)
share|improve this answer
add comment
Your Answer


text:
Difference between revisions of "Open Source Comes to Campus/Resources"
|Line 95:||Line 95:|
==Introduction to Version Control==
==Introduction to Version Control==
This talk is assuming you are speaking at Wellesley College. You're probably not going to be speaking at Wellesley, so you'll need to make a handful of changes. For instance, it is highly recommended that you browse through the wikipedia page history of your campus's school ahead of time to find a fun edit to use as an example. Another example besides the one below is [
This talk is assuming you are speaking at Wellesley College. You're probably not going to be speaking at Wellesley, so you'll need to make a handful of changes. For instance, it is highly recommended that you browse through the wikipedia page history of your campus's school ahead of time to find a fun edit to use as an example. Another example besides the one below is [_URL_
'''Why version control'''
'''Why version control'''
Revision as of 20:42, 21 June 2013
If you're looking for help with the logistics of running an OSCTC-type event, see here.
Command line basics
(This is based on what the command line tutorial in the Boston Python Workshop.)
Many of the tools of open source development are primarily used via the command line. Let's get some practice with navigating the computer from the command line.
Open Source Communication Tools
The slides I use for this talk can be found here. These are modified from a version graciously provided by Jessica McKellar. There are substantial notes in the ODP file which can be viewed by going to the "Notes" tab.
- Slides 1-7 (#7 is titled 'Version Control')
- Version Control Demo
- Slide 8 (#8 is titled 'Sharing changes: diff and patch')
- Diff and Patch Demo
- Slides 9-11 (#11 is titled 'Issue Trackers')
- Issue Tracker Demo
- Slide 12 (#12 is titled 'IRC')
- IRC Demo
- Slides 13-19
Version Control Demo
Go to the Wikipedia page for the host institution, e.g. _URL_ and _URL_ The presenter of the version control tutorial will explore the page more thoroughly later.
Diff and Patch Demo
This demo uses the files in this repository.
I have a To Do List! But maybe it needs editing. First, I'll make a copy to edit:
cp ToDoList new_ToDoList
Then I'll open it up and make changes to it. (Side note: make sure to explain which editor you're using and give options for those following along - emacs, vim, nano, or a GUI.)
How do I view the differences between the two?
diff -u ToDoList new_ToDoList
That's just printed to the command line, though. How do I store it in a file?
diff -u ToDoList new_ToDoList > changes.diff
I open up the file and see it contains the same stuff as was printed out before. Okay, now how do I apply these changes to the original list?
patch -p0 ToDoList < changes.diff
Note that the argument given to the patch is the file I want to modify, not the file that already has the changes.
People often ask - what does the argument "-u" given to diff mean, or the argument -p0 given to "patch"?
-p[x] is an argument which allows the user to specify how much of the given file's path needs to be matched. -p0 gives the entire file name unmodified. The documentation has a bit more info.
Issue Tracker Demo
Pick a few random issue trackers, ideally ones which use different platforms, such as:
Information to look for:
- tags like "bite size"
Log into IRC and join the _TAG_ channel.
Forgot to install? Go here.
- how your name is highlighted if someone uses it
- how to do /me
- how to send messages to individual users
- different servers vs different channels (_TAG_ on other servers might be empty)
- how to make a new channel, if asked
Introduction to Version Control
This talk is assuming you are speaking at Wellesley College. You're probably not going to be speaking at Wellesley, so you'll need to make a handful of changes. For instance, it is highly recommended that you browse through the wikipedia page history of your campus's school ahead of time to find a fun edit to use as an example. Another example besides the one below is this one from Northeastern.
Why version control
- I want you to think back to the last time you worked on a big project. Could be for school, could be for some other purpose. (Take a moment to let them think.) How many people worked on that project? (Get answers.) How long did you work on it? (Get answers.) How many separate pieces did it have? (Get answers.)
- Now here's the real question - how did you keep track of the changes that you made?
- Some people will say they emailed around different copies of files.
- Others may say that they had people all working in person and talking about changes.
- Some will probably mention version control systems.
- How well did that work out? (Attendees will typically chuckle.)
- All sorts of problems can crop up when you're working on a project. What if you don't like the changes you made and you want to go back to how things were? What if multiple people want to make changes to the same file at the same time? What if you have some sort of class clown in your group who keeps going through and changing random words to 'Batman'? How do you handle that.
- The answer: version control. It's a system for tracking different versions of a file. The most popular tools let every contributor keep a copy of the project on their own computer, making whatever changes they want, and eventually synchronizing with the rest of the team.
- Okay, so imagine you're working on a project with about 19 million other people, editing 4 million files?
- That's Wikipedia. As you can imagine, they've put a lot of thought into version control. Let's go look at how they do it. (Navigate web browser to _URL_ )
- So one of the great things about Wikipedia is that the system keeps every track of every version of every article. The wiki system is a version control system, too. If you click on the "Edit" tab, you can see the built in way to edit every article. Let's take a look at the history tab here. (click history tab; zoom in so it's large enough for people to see; make it really enormous)
- So here, you can see a little heading for every version of the page, including (mouse over the date) the time and date of that version, who saved that version, and a brief summary of what the changes are. Here, the most recent version says +73 -- that means that 73 characters were added in that revision.
- One standard feature of version control tools is to be able to see each version of the file. On Wikipedia, you can do that by clicking on the date. (click on the most recent edit, taking you to e.g. _URL_ )
- You can see the box at the top that says, "This is the current revision of the page." The real thing going on here is that we're using an identifier for the page that will never change, even if the page gets edited, because we're looking at the particular revision.
- Let's hit back, and take a look at an older version that has an edit summary. In this case, we see they say they added a note about New Zealand. When we click the date (Click the date)... and load the page, we can see visually that the page seems to have a note about New Zealand. But we don't know just from looking at this version of the page if maybe they made other changes.
- You folks already saw diffs, and like most version control tools, Wikipedia lets you see a diff between the two pages. It's line-based, like a lot of tools used in programming. Let's click back... (back to _URL_ ) and instead of clicking on the date, we'll select this revision as the first item selected, and the one right after it as the one we want to diff against. When we click "Compare selected revisions", it takes us to a page like _URL_
- On that page, you can see the one + line: the addition of this link to a different school in New Zealand. In particular, this shows us that there are no changes other than the particular one about the new link.
- One key difference between wikipedia's version control system and most others is that Wikipedia's default is to accept contributions. If you make a change, it will instantly go live. In fact, let's make a change now. (Make a minor edit.) Now, someone could come along and revert the change. They could even ban our account,


text: GitHub on December 6 explained that stolen credentials are a main cause of data breaches. To help NPM maintainers better manage their risk exposure, GitHub is introducing a granular access token type for NPM. The granular access tokens allow NPM package maintainers to restrict which packages and scopes a token has access to, grant access to specific organizations, set token expiration dates, and limit access based on IP address ranges. Users also can select read-only or read and write access. As many as 50 granular access tokens can be created on an NPM account.


text:
Scientists have discovered a bacterium that could reduce the use of fertiliser in sugarcane production and improve yield.
Sugar is an important commodity around the world and sugarcane accounts for about 80% of production. The price of sugar has increased at a rate considerably above inflation over the last 30 years. This is not least due to the rising cost of fertilisers, which is partly driven by increased global demand, and linked to the degradation of soil quality over decades of agricultural use. Of course, with increasing pressure on water, energy and other resources, there are multiple other reasons to reduce the use of synthetic chemicals in agriculture wherever possible.
This research, published today (19 December) in SfAM's journal, Microbial Biotechnology, describes how scientists searched the roots of sugar cane and found a new bacterium, Burkholderia australis, that promotes plant growth through a process called nitrogen fixation.
Bacteria are widely used in sugar cane production, as well as with other crops, where they help to break down organic matter in the soil to make vital nutrients available to the growing plants or turn nitrogen from the air into nitrogen compounds that are essential for growth (so-called biological nitrogen fixation). The results can be very variable, which is unsurprising given the complexity of biological processes in and around the plant root. This variability means that the success of bacterial fertilisers might depend on developing tailor-made versions for different crop cultivars and environments.
Lead researcher, Dr Chanyarat Paungfoo-Lonhienne from The University of Queensland, Australia, said "We took a new approach and went looking for bacteria that were present in large numbers around the roots of thriving sugar cane plants. While two of the most abundant bacteria did not have noticeable effects on plant growth, Burkholderia australis was doing quite well in competition with other soil bacteria in the environment, and turned out to be particularly good for the plants."
The team tested the bacteria, checking that they were happy living amongst the roots of growing sugarcane seedlings, and sequencing the genome to confirm that they had the genetic ability to turn nitrogen into plant food.
Paungfoo-Lonhienne and colleagues are also looking for bacteria that break down waste produces from sugar cane processing, or livestock manures, to provide better natural fertiliser for next generation crop production. They hope to conduct field tests with a view to assisting the development of commercial products that will be used to improve the health and productivity of sugarcane crops, whilst reducing the need for synthetic fertilisers.
|Contact: Nancy W Mendoza|


text:
A modern dictionary of Catholic terms, both common and obscure. Find accurate definitions of words and phrases.
The son of Abraham and Hagar, a slave girl. At the time Ismael was born, it seemed unlikely that Sarah, Abraham's wife, would have a child because of her advanced age (Genesis 16:1-16). But Yahweh "dealt kindly with her" and Isaac was born (Genesis 21:1-3). Ill-feeling understandably developed between Sarah and Hagar, and the distressed Abraham was compelled to send Hagar and Ismael away. But "God was with the boy" and protected him. Following his marriage, he had twelve sons (Genesis 21:9-21). As time went on and Ismael and his sons extended their possessions in the land east of Egypt, they formed twelve tribes, each son becoming a tribal chief. Frequent references to these tribes appear in Isaiah, Ezekiel, and Jeremiah. Ismael was, at least in name, the ancestor of this widespread network (Genesis 25:12-18). Also spelled Ishmael.
All items in this dictionary are from Fr. John Hardon's Modern Catholic Dictionary, © Eternal Life. Used with permission.


Home Page
Activity 2 - Seeing how warm air rises, at home - Science
Wind is moving air:
 - Cut a spiral into a piece of paper.
 - Attach a thread to 1 end.
 - Hold it above a radiator, that is on, and watch what happens.
 - With an adult, you could hold it above a lamp, but watch out - it is HOT!
Why do you think that is happening?


text:
ADULT DYSLEXIA ASSESSMENTS IN ADELAIDE
Do you struggle with reading, spelling or writing or maths?
Were you aware of considerable learning difficulties in particular with reading and spelling or maths while growing up?
Have you noticed that since commencing a university/TAFE degree that you have had learning difficulties with the amount and speed of information presented?
Since commencing study or work, have you noticed that you often have a lot of difficulty in recalling specific information?
Do you struggle to recall previously learnt information?
Has it been recommended by the university/TAFE or work place that you obtain a psychological assessment to determine appropriate support and strategies that will aid your learning process within the study/work environment?
If so, you may be suffering from a specific learning disorder such as dyslexia, dyscalculia or dysgraphia, or other concerns such as poor working memory and processing speed.
Learning difficulties can severely hinder learning and enjoyment of work and the education experience.
What is included in a specific learning disorder assessment?
- Initial consultation to review academic, social and family history
- Standard cognitive Intelligence test (WAIS-IV) The Wechsler Intelligence Scale for Adults – Forth Edition (WISC-IV) evaluates a variety of abilities and skills that are considered to be a part of "intelligence".
- Standardised achievement academic test (WIAT III). The WIAT-III is used as an assessment tool to provide a measure of current achievement levels in literacy and mathematics.
Intelligence testing identifies any underlying weaknesses you may have in areas such as:
- Processing speed
- Verbal learning issues
- Poor Working memory
Achievement testing measures skills in key academic areas such as:
- Reading (accuracy, fluency and comprehension)
- Spelling accuracy
- Writing skills (handwriting and composition)
- Mathematics (reasoning and operating skills)
Waterman Psychology Services provides specific direction and recommendations for you and your educational or work setting to assist you reach your learning potential.
Book an appointment with our qualified psychologist for an educational assessment in Adelaide. The assessment may include dysgraphia, dyscalculia, or dyslexia testing, and the results will be instrumental in helping you in your future endeavours.


text:
By The Daily Cat experts for The Daily Cat
Many different animals and insects "play possum" by pretending to be asleep or even dead. Usually they do this in reaction to a physical threat. A spider that you capture in a cup might keel over with its legs in the air, looking as though it just dropped dead. In reality, the spider could be alive and well, but just hoping you'll fall for the ruse and leave it alone.
Cats do something akin to this by engaging in fake sleep. This is when a feline curls into a sleeping position, closes its eyes and takes on the appearance of a sleeping kitty. It could, however, be wide-awake and only pretending to sleep. In his book Cat Body, Cat Mind: Exploring Your Cat's Consciousness and Total Well-being, Michael W. Fox explains that such behavior often occurs at animal shelters, where cats can feel stressed out. In this case, pretending to sleep may help ward off threats, while also providing the cat with a sense of calmness.
In a home situation, hopefully the environment is calm enough that resident cats won't feel compelled to sham-sleep. When they close their eyes, they are then likely to be enjoying true rest and relaxation.


text: A Los Angeles Times bestseller: wonderfully lucid and illuminating, Alice LaPlante's guide to writing fiction "recalls Francine Prose's bestseller, Reading Like a Writer" (Library Journal).The Making of a Story is a fresh and inspiring guide to the basics of creative writing—both fiction and creative nonfiction. Its hands-on, completely accessible approach walks writers through each stage of the creative process, from the initial triggering idea to the revision of the final manuscript. It is unique in combing the three main aspects of creative writing instruction: process (finding inspiration, getting ideas on the page), craft (specific techniques like characterization), and anthology (learning by reading masters of the form). Succinct, clear definitions of basic terms of fiction are accompanied by examples, including excerpts from masterpieces of short fiction and essays as well as contemporary novels. A special highlight is Alice LaPlante's systematic debunking of many of the so-called rules of creative writing. This book is perfect for writers working alone as well as for creative writing classes, both introductory and advanced.


text:
A three-inch flowerpot is big enough for any young African violet. African violets are one of the easiest houseplants to grow and have a tendency to bloom wherever you plant them with little regard for the flowerpot! The most important considerations in growing African violets are light, temperature, circulation, soil, and water.
In the wild, although the African violet needs a good amount of sunlight, it prefers the diffused light of a shady area in contrast to direct sunlight. Grown as a houseplant, insufficient light is the most frequent cause of failure to flower.
African violets are at their best when placed in either an east or west window. Be careful to place your African violet near the sunshine and not directly in it. Although African violets like light and warmth, exposure to direct sunlight can cause them to dry out too quickly and burn.
African violets need 10 to 14 hours of bright, indirect light, which indoor gardeners often supplement with fluorescent lighting. If you have a light meter, the African violet's requirement for optimum bloom is about 1,000 foot-candles.
African Violets acclimate easily to normal home temperatures. The most desirable temperatures for African Violets are a range from 60F at night to 85F during the daytime. Although they prefer daytime temps from 75F to 80F, when placed near a sunny window, they'll get enough extra heat to keep them happy. Your African violet will easily adapt to a slight normal dip in temperature during nighttime hours.
Although your African violet breathes through its roots, you still need to take care not to crowd it. Make sure to keep some space between each of your plants. Another consideration about air circulation is to keep your Saintpaulis out of a draft. Although African violets adapt well to indoor climate control, they don't tolerate sudden fluctuations in temperatures.
A porous soil also helps in providing your plants with good air circulation, another critical factor in keeping them healthy.
In the wild, the African violet sends its shallow roots into the decaying organic matter caught in rock crevices and fissures. This is probably where our container gardens of African violets inherit a preference for being pot bound and their need for well-drained, light porous soil.
African violet soil should be very porous. Water should pass through it quickly, since soil that holds water can drown your Saintpaulis. (see Watering Your African Violets)
Regular potting soil has too many nutrients and is too dense to provide your Saintpaulis with either the circulation or drainage it needs to thrive. African violet potting mixture is available from most plant supply stores and garden centers. However, you can make an inexpensive African violet potting soil using one of several different "recipes". Before you begin planting, pasteurize your mixture by baking it for 30 minutes at 180° to 200° Fahrenheit to destroy any pathogens or pests.
If you plant your African violet in a well-drained pot with the proper African violet potting mix, you eliminate the need to put gravel in the bottom of the pot for drainage.
Keep newly planted African violets moist until they become established. After that, keep in mind that the African violet is one of the easiest plants to 'kill with kindness" and over-watering is the biggest killer of African violets.
To keep soil evenly moist, you may want to use a wick system. Place one end of the wick in the bottom of the pot before planting and the other end of the wick into a water reservoir either under your plant or along side it. A wick system provides your plant with a continuous water supply yet keeps the soil from becoming saturated. If you choose to hand water, use only tepid water and do it only when the soil is dry to your touch.
→ African Violet Care → Propagating and Repotting African Violets → Comparing African Violet Pots → Common Problems: Why Do African Violets Turn Color → Common Problems: Exterminating Mealy Bugs on African Violets


text:
My question here is, if this term is used in other fields not related to fire alarms and emergency breaks.
I agree with Hugo, this phrase seems barely used in healthcare, let alone outside of it.
After reading the link, I understand the concept, but I admit it wasn't immediately clear. A more common phrase with a similar meaning might be Emergency Powers. Whereby, under certain circumstances, special privileges are granted, usually to facilitate a faster response to an emergency.
I don't work in the healthcare field and I've never heard those terms before, but I can guess
* what they mean.
If used in a formal context, it might be best to define them the first time, as the avoidance of ambiguity is very important when it comes to fire alarms and emergencies.
However, it may be better just to avoid these terms, especially as there's no results at all in Google Ngram Viewer:
Furthermore, there are only about 1,190 results for "break glass policy" and only about 400 results for "break glass procedure", so these terms are not used much anywhere. I would expect higher results even if they were widely used by the healthcare field.
* After checking one of the links, my guess was wrong: I assumed it was the policy for evacuating people out in an emergency, but "refers to a quick means for a person who does not have access privileges to certain information to gain access when necessary".
From this link:
"... are still using root accounts outside of 'break glass' scenarios."
This is at least a data point for recent use, and refers to short term, emergency access to restricted access systems.


text:
NMR can be used to identify the chemical composition and structure of various organic and inorganic molecules both in liquid and solid state. NMR experiments are specific to the magnetic properties of various atomic nuclei and their relation to other nuclei in a molecular environment. Reconstruction and interpretation of this information can be used to determine not only the identification of a compound but also the 2 & 3 dimensional structure as well. Some of the common nuclei examined include 1H, 13C, 29SI, 31P, etc.
Common applications for NMR include:
- Chemical identification/verification
- Chemical synthesis analysis and support
- Quality control
- Research & Development
- Structural Characterization


Disaster Recovery – Be Prepared!
If you had to wake up tomorrow and run a 26.2-mile marathon, how would you do? It's doubtful that you'd be able to pull through without months of training, strengthening and drills.
Now let's put this in the frame of your business - there's a sudden outage, or a ransomware attack and your files are locked out, or a weather emergency and people can't get to work. What does this mean for your business and the continuation of your service?
This level of preparedness is key in the world of disaster recovery (DR) - Are you sure you could recover your operations in the event of an emergency? How would you access what you need, and how quickly can you get back to full operational status? In reality, most businesses don't know. They either don't have a plan in place, or aren't effectively testing to ensure the plan actually works (i.e. "training for the marathon").
Forrester finds that even in the most IT-savvy businesses, DR planning and testing is where most businesses fall short. Although most businesses claim to do a once-yearly test, anecdotal evidence tells that these tests are far from thorough - either not running through the entire recovery plan or not including all systems and applications.
So what can you do to be sure you have a comprehensive DR plan in place and are testing effectivly? Follow these best practices:
 1. Be clear about your objectives. Sure, everyone wants their business to "run" in the event of an outage or lost service. But what does "running" actually mean? Take the time to work with your team and define what's actually needed to get you and your team back on their feet - whether that's email access, internet connectivity, access to certain applications, access to files, etc. Make sure these are agreed on and documented.
 2. Include the full team. Make sure every member of your team is aware of the DR process and how they can continue to work in the event of a disaster. Manage the team's expectations, gather their input for what's important, and communicate the plan.
 3. Document everything. Your plan, including the processes for your team to follow, should be written and regularly reviewed. If you have any questions, walk through it with your IT team - nothing should be left to chance.
 4. Understand the plan in its entirety. Work closely with your IT team to be sure you understand exactly what constitutes a disaster, and how your technology will react in the event of different disaster types. Understand how you will be alerted and what steps to follow to keep the plan in motion.
 5. TEST. Test test test. As mentioned above, a plan is only good if it works. Ensure you're regularly testing the integrity of your backups - can you actually restore to your full operations from your backups? How long will it take to get you there? You won't know unless you run these tests on a regular basis.
Following the steps above and working closely with your IT team will help to ensure you're always prepared in the event of a disaster.
Share on Facebook
Share on Twitter
Please reload
Please reload
 - Grey Twitter Icon
 - Grey LinkedIn Icon
 - Grey Facebook Icon
© 2017-2018 by Elucid Systems
 - Facebook Social Icon
 - LinkedIn Social Icon
 - Twitter Social Icon


text:
Birth certificate registers
In October 1913 Secretary of the Department of External Affairs, Atlee Hunt, sent a circular to the state Customs departments asking if they kept records of Chinese Australians who used their birth certificates as identity papers when travelling overseas.
Queensland already kept such a register, and Hunt felt that:
Such a register is very desirable to enable a check to be kept on persons claiming admission to Australia on birth certificates, as it is an easy matter for a number of copies of the same certificate to be obtained, and the experience of the past shows that in some instances several Chinese have attempted, sometimes successfully, to land on copies of the same certificate. (NAA: A1, 1913/20069)
An example of the early difficulties that both Chinese Australians and government officials had with using birth certificates as identification can be found in the case of Fred Hong See (see NAA: BP342/1, 13021/357/1903). Fred was born in Sydney in 1885 to Chinese parents who, when he was very young, took their son back to China. Fred's father later died and, in 1903, Fred returned to live with other relatives in Sydney. When he arrived, Customs officer J.T.T. Donohoe doubted his identity and would not allow him to land. Donohoe's suspicions were based on the fact that Fred could not speak any English and his feeling that Fred looked older than the age stated on the birth certificate he presented.
Fred was quickly sent on his way back to China, and it was only through the threat of legal action by his well-respected relatives in Sydney and their payment of a deposit of £100 that Fred was permitted to stop at Brisbane for re-examination. With evidence provided by Fred's relatives, the Brisbane Collector of Customs, W.H. Irving, was satisfied that he was, in fact, telling the truth. After Atlee Hunt's approval, Fred was allowed to stay.
This is the copy of Fred Hong See's birth certificate that he presented to officials on his return to Australia in 1903. It can be found with other correspondence about the case in NAA: BP342/1, 13021/357/1903.
In the decade after the introduction of the Immigration Restriction Act, the processes for its administration continued to be refined and tightened, primarily to prevent the fraudulent entry of Chinese into Australia. Hunt's request for the keeping of birth certificate registers came about from a concern that 'as other channels of fraudulent entry are being blocked, the Chinese will make a determined effort to utilize birth certificates to that end.'
His Customs circular of 1913 set out the details that Customs officers should record to enable correct identification on a person's return to Australia:
- number of birth certificate
- date of issue
- date of birth
- where born
- date of departure from Australia
- remarks concerning departure
- date of return
- by whom examined, landed or rejected
- general remarks
The Collectors of Customs responded thus:
- Victoria reported that had been keeping a register from the beginning of the year (1913), but without the level of detail requested.
- New South Wales had not been keeping records, but was now ordering a book for the purpose.
- Western Australia had no special register, but would immediately open one.
- South Australia said they had not had any need for a register, as there had been no cases of Chinese being admitted on birth certificates there.
- Tasmania would begin keeping a record, but had only had four cases to date.
- And the Northern Territory had been keeping record of Chinese arriving on birth certificates since 1911.
It became the practice for birth certificates to be endorsed by Customs officials on a person's departure. This usually included taking a handprint and attaching a photograph, as well as recording the details in a register. Some people also went through the formality of applying for a CEDT.
The two remaining registers
To my knowledge, only two of the birth certificate registers still exist, those for Queensland and New South Wales. The Queensland register is held in the Brisbane office of the National Archives, and a digital copy is available through RecordSearch:
The first volume, of 16 double pages, has suffered flood damage and can be difficult to read in parts. The second volume, which has 23 double pages, is much more legible. A sample page from the second volume is shown below – this is a left-hand page, with the remainder of the details about each person completed on the corresponding right-hand page.
The single register for New South Wales, held in the National Archives' Sydney office, is more substantial than those for Queensland, demonstrating the greater amount of travel that occurred from Sydney. The register contains around 150 double pages and includes an alphabetical index at the front. The entries date from 1904 to 1962; those before 1913 were presumably copied from records elsewhere. It is also fragile and difficult to read in places, but it has recently also been digitised and made available through RecordSearch:
The page reproduced below is a left-hand page, with further details about the travels of each person available on the corresponding right-hand page.
Making use of the registers
These registers are valuable sources of information about Chinese Australian families in Queensland and New South Wales, and can provide missing pieces of information for people who did not apply for CEDTs when they travelled overseas (which many Australian-born Chinese did not).
Having them digitised is great, especially for those of us who can't easily get to the Brisbane or Sydney reading rooms – but what would be even more useful is if the information contained in the registers was in a form that could be searched and sorted. I'm working on a bigger project relating to Chinese families in New South Wales, based around a database of information sourced from marriage and birth records up to 1918. I'm part-way into transcribing relevant details from the published BDM indexes with 1000 entries (out of an estimated 3000–4000) in the database so far!
The information found in the birth certificate registers obviously relates very strongly to this, so I have another crazy plan to also transcribe the information held in the Sydney register. It's not going to be a quick job – and it's one that could easily be shared since the New South Wales register is online. So, if you happen to have some spare time and don't mind deciphering old handwriting, I'd love to hear from you!