Last updated 15 February 2019
24-hour suspension
An immediate 24-hour suspension from driving applies to any person charged with driving while under the influence of alcohol or a drug or over the legal alcohol limit, or who has failed to provide a specimen of breath or blood for analysis (s 80(22AA) Transport Operations (Road Use Management) Act 1995 (Qld) (TORUM Act)). It is an offence to drive during this period of the suspension (s 80(22D) TORUM Act). A notice to that effect will be served upon the person, together with a notice to appear or summons to appear in court. A person will very rarely be arrested for drink-driving offences unless a more serious offence is also being charged. However, a person cannot resist being detained or transported to a police station or hospital for the purpose of a breath or blood test.
A licence may also be suspended in some instances where a person accumulates a certain number of demerit points (e.g. for an offence of speeding more than 40 km per hour over the limit (pt 1112 Transport Operations (Road Use Management—Driver Licensing) Regulation 2010 (Qld)) or under the State Penalties Enforcement Act 1999 (Qld) for non-payment of fines).
Suspension until charge is finalised
In some circumstances, a person's licence is suspended immediately upon being charged with an offence, and the suspension continues until the charge has been finalised by the court or the court issues a replacement licence (s 79B TORUM Act). This applies where the person is charged with:
 - driving a motor vehicle while under the influence of alcohol and an analysis certificate has been given to the person (does not apply to under the influence of a drug)
 - failing to provide a specimen of breath, blood or saliva
 - driving while over the no-alcohol limit, over the general alcohol limit or while a relevant drug is present, and that charge has arisen either after the person has earlier been charged with any one of those offences and the earlier charge has not been finalised, or while the person is the holder of a replacement licence issued under s 79E of the TORUM Act
 - dangerous operation of a vehicle while adversely affected by alcohol.
A notice of the suspension must be given to the person (s 79D TORUM Act). It is an offence of unlicensed driving to drive while the licence is suspended, and a conviction for this offence results in disqualification from holding a licence for a minimum of two years (s 78(3)(i) TORUM Act).
When a driver is convicted of a drink driving offence, they are automatically disqualified from holding or obtaining a driver licence.
The period of disqualification in any given case will be decided by the court within the statutory minimums and maximums. The factors that the court will look at include the blood alcohol concentration, the manner of driving, any mitigating factors as to the context for the driving, the person's character and previous driving record, the person's need for a licence and the danger to other road users.
Section 187 of the Penalties and Sentences Act 1992 (Qld) provides power for the court to order disqualification of a licence where an offender is convicted of any offence in connection with or arising out of the driving of a motor vehicle. This will occur if the court is satisfied that the person should be prohibited from driving in the interests of the public, having regard to the nature of the offence or the circumstances in which it was committed. Even if a person has been acquitted of such an offence, either on indictment or summarily, the trial judge or magistrate may still order disqualification if they consider it is in the public interest (ss 89–90 TORUM Act).
When a court disqualifies a person from driving, every driver licence held by that person is deemed to be cancelled from the date of disqualification (s 127 TORUM Act). Once the disqualification period has ended, that person must apply for a new licence or licences to drive at the Department of Transport and Main Roads (Transport Department). It is an offence to apply for a licence when still disqualified.
It is an offence, pursuant to s 126 of the TORUM Act, to possess without a lawful excuse a cancelled or suspended licence (maximum penalty is 40 penalty units ($5222) or six months imprisonment).
A licence may also be cancelled administratively by an accumulation of demerit points. Cancellation means that the licence is completely invalid and the person must apply again for a new licence when the cancellation period expires.
Absolute disqualification and applying for removal of disqualification
In some circumstances, a person may be disqualified absolutely from driving or for a specified period of time longer than two years. This does not mean that the person may never again obtain a driver licence or even that the person must wait the entire period where it exceeds two years. At any time after two years from the date of disqualification (whether it be an absolute disqualification of some other period of disqualification in excess of two years), they may apply for the removal of the disqualification to any court of similar jurisdiction to the court which ordered the disqualification (s 131(2) TORUM Act).
The court has a wide discretion in the matter, but it is required to have regard to the character of the applicant, their conduct since the disqualification, the nature of the offence and any other circumstances of the case including the person's traffic history. These issues must be addressed by affidavit material, filed and served by the applicant in support of the application, and the witnesses must be available for cross-examination by police if required. Police must be given notice of an application in order to also make relevant enquiries. If the court refuses the application, the person cannot re-apply for at least one year. A Removal of Disqualification kit can be obtained at the courts or from the Legal Aid Queensland offices or website.
Cumulative disqualifications
The disqualification is cumulative with any other disqualifications for other offences of this type that were committed at a different time (s 90B TORUM Act), and where the person is disqualified from driving for any of the following offences:
 - drink or drug driving
 - failure to provide a specimen for analysis
 - driving in breach of the conditions of a restricted licence or a replacement licence
 - dangerous operation while adversely affected by an intoxicating substance.
Further, if any other offence (e.g. drink or drug driving offence, fail-to-provide offence or a dangerous operation while adversely affected offence) occurs when a person is unlicensed or disqualified, then any disqualification imposed for the unlicensed or disqualified driving offence must also be made cumulative with the disqualification for this other offence (s 90C TORUM Act).


text:
Posted 2 years ago
This is a rare grouping that belonged to Leonhard Wagner, a crew member of the U 874. The faded red U on the face page of the pay book, denotes that he was in the U boat force. It consists of his pay book, his glider pilot I.D. book, and two flight log books. He first learned to fly gliders, and then moved up to various aircraft. The type of aircraft, and the times he flew them are logged into the two flight logs. He also learned to fly the Focke-Angelis fa 330A Bachstelze which was a rotary kite that was teathered by a cable to a moving u boat. This allowed the pilot to observe targets up to 33 miles away while at 220 meters high. He would then telephone down to the U boat where the potential target was located. Only a few U boats carried these kites, stored below the decks. A U boat paybook is very rare in itself, but to have this crewman's flight logs as well was a real find. This man survived the war, and was a POW for a short time.

source: HuggingFaceFW/fineweb-edu


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text:
This paper reports a comparative analysis of education trends in Brazil, Russia, India, China and South Africa. Collectively these countries have emerging economies and are known as BRICS. The analysis indicates that the BRICS have shared aspirations but different development trajectories. There are good opportunities for educational progression through knowledge exchange and joint activities. Following an overview of BRICS education systems, major policy issues related to quality and equity are highlighted. BRICS are seeking to sustain and widen the benefits of growth. In this context skills development and TVET are explored. TVET has been identified by all BRICS as a vital ingredient of more inclusive and sustainable development. The paper considers how BRICS are charting new approaches to international development cooperation in education. Due to the varied experiences of individual countries, there are opportunities for BRICS to cooperate in several areas of education. Collaboration could led to enhanced quality of education data, facilitate student mobility, improve the relevance of skills training to the labour market, and deepen the knowledge base on BRICS development cooperation in education.
High-quality technical assistance for results

source: openbmb/Ultra-FineWeb


text:
The 10 Characteristics of Inspirational People
Corre! A promoção acaba em
Learning to live wisely while being healthy and wealthy is within the reach of anyone on the planet, but very few can become aware of this possibility. Mainstream media has led people to assume that fame and glory is at the reach of anyone without much effort or even the need to provide value, in the form of a product or an outstanding personality. And that led many to become obsessed with narcissistic traits, selfishness and greediness, which furthers their spiritual decline. It is exactly this attitude that sets them apart from their goals, because everything is possible but not without the application of the fundamental laws of life, among which, work in the form of persistence, merit and perceived value are certainly included. Our potential is always a consequence of the investment sought through our higher ambitions, which demand passion with honor to be fulfilled.
Taking into consideration the most significant attributes of a successful human being, this book describes qualities that make a person outstanding. These qualities complement one another to contribute to the formation of a very dominant, strong and confident individual that inspires others. Such qualities are also crucial in transforming our reality and future as a collective. They are the fundamental support of any positive outlook on life, the pillars of a strong and self-sufficient society, and the roots of hope from which we can dream and become inspired. It is through them that we uncover values that make us charismatic and influential in an alchemical transformation towards our ideal self.
Learn more about Inspirational People in this book.


text:
The History of Steam
like English, there is the language of steam which needs to be
learnt before we dive into the basics of understanding steam.
- Terms and Definitions
-. Unit converter
Geography of a process plant
11 Steam Table
of Temperature. The degree of hotness with no implication of
the amount of heat energy available. The temperature scale is used
as an indicator of thermal equilibrium between two systems in
contact with each other.
Temperature difference, as used
in many heat transfer calculations, may be expressed in either °C
or K. Since both scales have the same increments, a temperature
difference of 1°C has the same value as a temperature
difference of 1 K.
The Celsius (°C) scale. This
is the scale most commonly used by the engineer, as it has a
convenient (but arbitrary) zero temperature, corresponding to the
temperature at which water will freeze.
absolute or K (kelvin) scale. This scale has the same
increments as the Celsius scale, but has a zero corresponding to
the minimum possible temperature when all molecular and atomic
motion has ceased. This temperature is often referred to as
absolute zero (0 K) and is equivalent to -273.16°C.
Fahrenheit (°F) scale. This scale is used in the FPS
system(US and Canada), but not much elsewhere. To convert °F
to °C, use the formula:
is a comparision of the various scales of temperature, shown
of Pressure is defined as 1 newton of force per square metre
(1 N/m²). The SI unit of pressure is the pascal (Pa), but as
Pa is such a small unit the kPa (1 kilonewton/m²) or MPa (1
Meganewton/m²) tend to be more appropriate to steam
However, probably the most commonly used
metric unit for pressure measurement in steam engineering is the
bar. This is equal to 105 N/m², and approximates to 1
Absolute pressure (bar a)
This is the
pressure measured from the datum of a perfect vacuum. So, a
perfect vacuum has a pressure of 0 bar a.
pressureless state of a perfect vacuum is "absolute zero".
Absolute pressure is, therefore, the pressure above absolute
At mean sea level, for instance, the pressure exerted
by the atmosphere is 1.033 kg/cm2 absolute, when measured as
kilograms per square centimeter. This is always assumed to be 1
kg/cm2 a for calculations.
At sea level, the pressure can
also be stated as 1.013 25 bar a (1 atm), when measured in bars.
This is always assumed to be 1 bar a for calculations.
pressure is also commonly measured in millimeters of mercury, or
Gauge pressure (bar g)
gauge is the pressure as measured by the pressure gauge measured
from the datum of the atmospheric pressure.Gauge pressure
indication is shown as kg/cm2g.
The pressure gauge –
bourdon tube type - measures pressure relative to the outside
atmospheric pressure. This is rounded off to 1 bar a or 1 kg/cm2a
– at (MSL). Therefore, to convert bar g to bar a, we add 1
bar, and to convert kg/cm2g to kg/cm2a, we again add 1 kg/cm2.
pressure + Atmospheric pressure = Absolute pressure
6 bar g + 1
bar = 7 bar a
10 kg/cm2g + 1 kg/cm2 = 11 kg/cm2a
above atmospheric will therefore, always yield a positive gauge
pressure. Conversely a vacuum or negative pressure is the pressure
below that of the atmosphere. A pressure of -1 bar g corresponds
closely to a perfect vacuum. In the other units, a vacuum exists
below zero kg/cm2g.
bar g = 11 bar a = 10.2 kg/cm2g = 11.2 kg/cm2a = 145 psig = 1 MPa
= 106 N/m2
the data given in the steam table has pressure in kg/cm2gauge and
abs. You can check the steam tables and see that in the lower
values for pressure, the enthalpy values vary a lot more than the
higher pressure readings. Therefore it is very important you
convert bar g to bar a, when the steam tables have pressures
mentioned in bar terms.
Differential pressure ΔT
is simply the difference between two pressures. When calculating
difference in pressure, the reference point becomes meaningless.
Therefore, the difference between two pressures will have the same
value whether these pressures are measured in gauge pressure or
absolute pressure, as long as the two pressures are measured from
the same reference.
is the study of energy changes accompanying physical and chemical
changes. The term itself clearly suggests what is happening --
"thermo", from temperature, meaning energy, and
"dynamics", which means the change over time.
Thermodynamics can be roughly encapsulated with these
Heat and Work / Energy / Enthalpy / Entropy / Free
Energy is the capacity to do work
(a translation from Greek-"work within"). Therefore work
and energy are one and the same. The SI unit for work and energy
is the joule, defined as 1 Nm.
The total energy of a system
is composed of the internal, potential and kinetic energy. The
temperature of a substance is directly related to its internal
energy. The internal energy is associated with the motion,
interaction and bonding of the molecules within a substance. The
external energy of a substance is associated with its velocity and
location, and is the sum of its potential and kinetic energy.
physics, the amount of mechanical work done can be determined by
an equation derived from Newtonian mechanics
= opposing force x displacement
is in joules (N*m) (or calories, but we are using primarily SI
opposing force is in newtons (kg*m/s2)
is in meters
In chemical reactions, work is primarily
related with expansion. It is generally defined as :
= (area X applied pressure) X displacement
value of displacement X area is actually the change in
volume. If we imagine a reaction taking place in a container of
some volume, we measure work by pressure times the change in
= dV x P
is the change in volume, in litres
Heat and Work
and work are both forms of energy. They are also related forms, in
that one can be transformed into the other. Heat energy (such as
steam engines) can be used to do work (such as pushing a train
down the track). Work can be transformed into heat, such as might
be experienced by rubbing your hands together to warm them up.
Work and heat can both be described using the same unit of
measure. Units of heat energy used may be calorie (cal), Joule (J,
SI unit) or Btu.
Typically, we use the SI units of
Joules (J) and kilojoules (kJ). But sometimes, the calorie is the
unit of measure (MKS unit). Heat energy is measured in
kilocalories, or 1000 calories.
is defined as an amount of heat required to change temperature of
one gram of liquid water by one degree Celsius.
1 cal =
1 kcal = 1000 cal = 4186.8 J
joule is a derived unit defined as the work done or energy
required, to exert a force of one newton for a distance of one
metre, so the same quantity may be referred to as a newton metre
or newton-metre with the symbol N·m.
One Joule is
the mechanical energy which must be expended to raise the
temperature of a unit weight (2 kg) of water from 0°C to 1°C,
or from 32°F to 33°F.
1 J (Joule) = 2.389 X 10-4
Btu. A Btu - British thermal unit - is the
amount of heat energy required to raise the temperature of one
pound of cold water by 1º F. Or, a Btu is the amount of heat
energy given off by one pound of water in cooling, say, from 70º
F to 69º F.
Heat. Heat is energy transferred as
a result of a temperature differences. Energy as heat passes from
a warm body (with higher temperature) to a cold body (with lower
temperature). Heat is a form of energy and as such is part of the
enthalpy of a liquid or gas.
It is a measure of energy
available with no implication of temperature. To illustrate, the
one kcal that raises one kg of water from 18ºC to 19ºC
could come from the surrounding air at a temperature of 35ºC
or from a flame at a temperature of 1,500ºC.
flow. The transfer of energy as a result of the difference in
temperature alone is referred to as heat flow.
What is the
difference btween temperature and Heat?
Temperature is the
cause. Heat is the effect.
Watt is the SI unit of
power and can be defined as 1 J/s of heat flow.
Capacity. Heat Capacity of a system is the amount of heat
required to change temperature of the whole system by one
Specific Heat Capacity
A measure of the
ability of a substance to absorb heat. It is the amount of energy
(k


heat island effect
Higher-temperature 'dome' created over an urban or industrial area by hot air layers forming at building top or chimney top level. This dome is about 5°C to 7°C (about 40°F to 45°F) warmer than air above it and the ground level temperature, and can trap all polluting emissions within its confines. Most noticeable at night and early morning periods, it normally disperses by midday when the ambient temperature increases. See also temperature inversion.
Use heat island effect in a sentence
 - You should understand how the heat island effect works and try to make sure it doesn't hurt anything in your warehouse.
 3 people found this helpful
 - I learned about the heat island effect and I hoped that it would not happen to my hometown, because I liked it there.
 2 people found this helpful
 - One of the things that the company's board had to consider, in light of their new "green" policies, was the heat island effect, and how their factories could work to minimize their contribution to this sort of damaging, environmental pollution.
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text:
LOGIC DIAGRAM EXCEL
LogicDiagramTool The image at the top of the page is an example of a logicdiagram. Specifically, it is the logic for controlling the steam heat exchanger in the hot water system illustrated below and to the right of it.
Logic Diagram Tool - A Field Perspective on Engineering
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IF, AND, OR, Nested IF & NOT Logical Functions in Excel
Sep 24, 2019Logical : Checks multiple conditions and returns true if they all the conditions evaluate to true. =AND(1 > 0,ISNUMBER(1)) The above function returns TRUE because both Condition is True. 02 : FALSE : Logical : Returns the logical
Create Circuit Diagram for Excel - Edraw Max
Create Circuit Diagram for Excel. Create professional circuit diagrams and schematics with high quality symbols and easy-to-use tools, and help you present your electrical schematic, circuit and logic diagrams and blue prints in minutes. When finish, you can one click export the diagram to Excel format. Our program works fine on Windows, Mac OS X and Linux systems.


text:
Get Plant Cell Osmosis Diagram Gif. With the help of a diagram explain osmosis in plant cells icse osmosis in a plant cell 3 types of tonicity hypotonic hypertonic osmosis 1 national 5 biology diffusion and osmosis ppt video online download osmosis in plant cells illustration stock image c0238785 effect of osmosis could be different on plant cells when compared to. Diagram of plant cell showing osmotically.
Osmosis is a vital function to the growth and stability of plant life. Process of diffusion in plant cell (with diagrams)! Osmosis is the passage of.
A wilted plant looks wilted because the vacuoles of the cells do not have proper amounts of water.
Demonstration of the phenomenon of osmosis 2. Therefore, the water molecules will more into the cell. The central vacuoles of the plant cells in this image are full of water, so the cells are turgid. For example, if a saltwater fish (whose cells are isotonic with seawater), is placed in fresh water, its cells will take on excess water, lyse, and the fish.


text:
.x
Soibelzon, L., Pomi, L., Tonni, E., Rodriguez, S., & Dondas, A. (2009). First report of a South American short-faced bears' den (Arctotherium angustidens): palaeobiological and palaeoecological implications Alcheringa: An Australasian Journal of Palaeontology, 33 (3), 211-222 DOI: 10.1080/03115510902844418
Soibelzon, L., & Schubert, B. (2011). The Largest Known Bear, Arctotherium angustidens, from the Early Pleistocene Pampean Region of Argentina: With a Discussion of Size and Diet Trends in Bears Journal of Paleontology, 85 (1), 69-75 DOI: 10.1666/10-037.1


text: Abstract Generally, huge energy consumption is required in the operation of the multi-chiller system in air-conditioning system. Concerning minimizing energy consumption, both Lagrangian method and genetic algorithm have been applied to optimize the partial loading rate in each chiller. As is demonstrated by previous studies, though the Lagrangian method could minimize energy consumption, it could not effectively execute convergence at low demands. And despite its capability to execute convergence at low demands, the genetic algorithm may not get the minimum energy consumption solution as Lagrange method did of solving the optimal chiller loading problem. As an efficient method, the particle swarm algorithm has been proposed to solving continuous parameters optimization problems. This paper applies particle swarm algorithm to minimize energy consumption of multi-chiller system. The objective function is energy consumption and the optimum parameter is the partial loading ratio of each chiller. To further testify the feasibility of the proposed method, the paper adopts two case studies to compare the results of the developed optimal model with Lagrangian method and genetic algorithm. The result of the two case studies shows that the particle swarm algorithm outperforms the genetic algorithm not only in overcoming the divergence of Lagrangian method occurring at low demands, but also in getting the minimum energy consumption solution of solving the optimal chiller loading problem.


text:
Jared in the Bible
1. Also called JERED
A descendant of Seth
- Genesis 5:15-16 And Mahalaleel lived sixty and five years, and begat Jared: 16 And Mahalaleel lived after he begat Jared eight hundred and thirty years, and begat sons and daughters:
- Genesis 5:18-19 And Jared lived an hundred sixty and two years, and he begat Enoch: 19 And Jared lived after he begat Enoch eight hundred years, and begat sons and daughters:
- Genesis 5:20 And all the days of Jared were nine hundred sixty and two years: and he died.
- 1 Chronicles 1:2 Kenan, Mahalaleel, Jered,
⇒Bible Encyclopedia for JARED.
2. An ancestor of Jesus
- Luke 3:37 Which was the son of Mathusala, which was the son of Enoch, which was the son of Jared, which was the son of Maleleel, which was the son of Cainan,
⇒See also McClintock and Strong Cyclopedia for Jared.


text:
Roberts Memorial United Methodist Church is the oldest black Methodist Church in Alexandria. Prior to 1830, the Black Methodist in Alexandria, Virginia was members of the white Trinity Methodist Church. By 1830, the Black Methodist established their own Church called Davis Chapel after their white Minister. After 1844, Davis Chapel Church renamed their Church to Roberts Chapel due to a split within the Methodist Church on the issue of slavery. The Church was located between two Black neighborhoods called the "Bottoms" and "Hayti."
Prior to the civil war, Roberts Chapel organized a Sabbath school and a secular school, that met at the church until Alexandria retrocedes to Virginia in 1847. After the civil war, the school reopened.
Roberts Chapel members were freed and enslaved people. This section will talk about some of their members and the impact they had on the history of Alexandria.


How can I get a modern translation of The Jew of Malta
Expert Answers
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Interesting question! Technically, Christopher Marlowe wrote his play The Jew of Malta in what linguists consider Modern English. Without going into too much detail, Modern English as we know it begins after what linguists call The Great Vowel Shift. This event marked major historical changes in the sounds and vocabulary of the English language. Medieval English is hardly recognizable for modern English speakers and requires a translation to be understood.
By contrast, The Jew of Malta is intelligible for modern readers. However, that does not mean it is easy! Much of the syntax from the 1590 play is archaic, and the metered iambic structure can be confusing. However, if you pay attention, Marlowe's word-choice contains few words unknown to most modern English users.
Examine Barabas's first six lines from the opening scene of The Jew of Malta to illustrate this point.
So that of thus much that return was made;
And of the third part of the Persian ships
There was the venture summed and satisfied.
As for those Samnites and the men of Uz
That bought my Spanish oils and wines of Greece,
Here have I pursed their paltry silverlings.
As you can see in this excerpt, two of these unknown words are references to places (Uz) and people (Sanmites) that are unfamiliar to modern audiences. A modern translation would not change this unfamiliarity. The verb "pursed" is still in use but uncommon. "Silverlings" is a reference to silver coins. The meanings of both examples are discernible from their broader context. Although the sentence structure can be convoluted to suit the iambic pentameter of Marlowe's play, the actual language of the play is straightforward. I would argue that no translation of The Jew of Malta is required. Although there are some paraphrased versions, most of the versions of Christopher Marlowe's play online use the exact language of the 1592 original.
Perhaps what might best help you is an annotated version to help you with unfamiliar allusions and words that are dated. There are several that you can find for free across the Internet and a few that you can purchase in print. eNotes study guides can also help clear up areas of confusion you may have about the plot and characters. I hope this helps!
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An interesting question. There are numerous electronic versions of "The Jew of Malta" available. One is provided by eNotes; other sites provide other versions. However, most of the versions I'm familiar with—perhaps all—keep the original vocabulary, or at least part of it. The version at this website is pretty clear:
I'd use it and the eNotes summary and explanation and between the two you should have a clear modern version.
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text:
While designing and testing a video feedback rig, I noticed the system started creating repetitive patterns without any input from me. Under certain settings, the system demonstrates emergent behaviors where related gestures form, collapse, and reconfigure themselves. Over time, these same gestures rotate through different combinations of primary and secondary digital colors, with the collapses becoming longer and more intricate.
The video system was created in Max/MSP/Jitter, and generates its patterns using a feedback loop with a kaleidoscopic shader, custom pixel-displacement, and most importantly a sharpen shader that acts as cellular automata rules.
The sound is a sonification of the video based on digital extension of optical soundtrack idea. The video is split into 8 new signals by filtering the six different colors, as well as white and black. Edge detection and analysis is used to find the row or column with greatest density of information, and this line is sonified by reading through it as a waveform.


Our Blog
Ongoing observations by End Point people
Setting a server role in Salt (comparing Puppet and Salt)
By Spencer Christensen
December 23, 2013
There are many ways to solve a given problem, and this is no truer than with configuration management. Salt (_URL_) is a fairly new tool in the configuration management arena joining the ranks of Puppet, Chef, and others. It has quickly gained and continues to grow in popularity, boasting its scalable architecture and speed. And so with multiple tools and multiple ways to use each tool, it can get a little tricky to know how best to solve your problem.
Recently I've been working with a client to convert their configuration management from Puppet to Salt. This involved reviewing their Puppet configs and designs and more-or-less mapping them to the equivalent for Salt. Most features do convert pretty easily. However, we did run into something that didn't at first/assigning a role to a server.
We wanted to preserve the "feeling" of the configs where possible. In Puppet they had developed and used a convention for using some custom variables in their configs to assign an "environment" and a "role" for each server. These variables were assigned in the node and role manifests. But in Salt we struggled to find a similar way to do that, but here is what we learned.
In Puppet, once a server's "role" and "environment" variables were set, then they could be used in other manifest files to select the proper source for a given config file like so:
 file {
 source =>
 ensure => present,
 owner => "root",
 group => "root",
 mode => "644"
Puppet will search the list of source files in order and use the first one that exists. For example, if $hostname = 'myniftyhostname' and $system_environment = 'qa' and $system_role = 'sessiondb', then it will use rsyslog.conf.myniftyhostname if it exists on the Puppet master, or if not then use rsyslog.conf.qa-sessiondb if it exists, or if not then rsyslog.conf.sessiondb if it exists, or if not then rsyslog.conf.qa if it exists, or if not then rsyslog.conf.
In Salt, environment is built into the top.sls file, where you match your servers to their respective state file(s), and can be used within state files as {{ env }}. Salt also allows for multiple sources for a managed file to be listed in order and it will use the first one that exists in the same way as Puppet. We were nearly there; however, setting the server role variable was not as straight forward in Salt.
We first looked at using Jinja variables (which is the default templating system for Salt), but soon found that setting a Jinja variable in one state file does not carry over to another state file. Jinja variables remain only in the scope of the file they were created in, at least in Salt.
The next thing we looked at was using Pillar, which is a way to set custom variables from the Salt master to given hosts (or minions). Pillar uses a structure very similar to Salt's top.sls structurematching a host with its state files. But since the hostnames for this client vary considerably and don't lend themselves to pattern matching easily, this would be cumbersome to manage both the state top.sls file and the Pillar top.sls file and keep them in sync. It would require basically duplicating the list of hosts in two files, which could get out of sync over time.
We asked the salt community on _TAG_ on Freenode.net how they might solve this problem, and the recommended answer was to set a custom grain. Grains are a set of properties for a given host, collected from the host itselfsuch as, hostname, cpu architecture, cpu model, kernel version, total ram, etc. There are multiple ways to set custom grains, but after some digging we found how to set them from within a state file. This meant that we could do something like this in a "role" state file:
# sessiondb role
# {{ salt['grains.setval']('server_role','sessiondb') }}
 - common
 - postgres
And then within the common/init.sls and postgres/init.sls state files we could use that server_role custom grain in selecting the right source file, like this:
 - source:
 - salt://rsyslog/files/rsyslog.conf.{{ grains['host'] }}
 - salt://rsyslog/files/rsyslog.conf.{{ env }}-{{ grains['server_role'] }}
 - salt://rsyslog/files/rsyslog.conf.{{ grains['server_role'] }}
 - salt://rsyslog/files/rsyslog.conf
 - mode: 644
 - user: root
 - group: root
This got us to our desired config structure. But like I said earlier, there are probably many ways to handle this type of problem. This may not even be the best way to handle server roles and environments in Salt, if we were more willing to change the "feeling" of the configs. But given the requirements and feedback form our client, this worked fine.
automation devops puppet salt
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Providence Christian Academy is now offering a full time licensed preschool program. Three and four year old students will learn and grow while using a variety of creative learning centers, engaging in large and small group instruction, and spending one on one learning time with their teacher. Special area rotations will be offered, including music, STEM, and foreign language. Our Christ-centered learning environment will provide a safe and nurturing way to prepare your child for future educational experiences.
- What are the age requirements for Providence preschool?
- What are the start and end times of Providence preschool?
- What will my child learn in preschool? How will he/she be assessed?
- What will my child eat while they are at school?
- What should my child bring to preschool?
- What is the cost of preschool tuition at Providence Christian Academy?
- How do I reserve my child's space in Providence preschool?


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A modern dictionary of Catholic terms, both common and obscure. Find accurate definitions of words and phrases.
CHURCH AND SYNAGOGUE
A biblical distinction between Christianity and Judaism. Scriptural equivalents for the faithful in the Old Testament are qahal, the entire religious community of the people of Israel, and edah, a congregation of believers. Greek synonyms for these in the Septuagint translation are ekklesia and synagoga, respectively. In the New Testament the difference between the two became technical, the first, meaning the assembly of people called together by God, and the second an existing religious gathering of people. This is illustrated in the text of St. Matthew's Gospel, where Christ promised Peter that "on this rock I will build my Church [ekklesia]," and Christian tradition has since canonized the terminology by reserving ekklesia for the society of Christ's followers and synagoga for the gathering of the Jews.
All items in this dictionary are from Fr. John Hardon's Modern Catholic Dictionary, © Eternal Life. Used with permission.


Blog / News
How to use video-conferencing successfully for global communications
Image from iStock
in Education and Training
Video conferencing has helped to revolutionise how employees communicate with each other, allowing businesses to interact irrespective of where they are in the world. From market research to e-learning, the ability to engage with audiences in their native language delivers highly interactive and personalised communication.
Programs such as Skype and Google Hangouts are making it easier for staff to collaborate with their global colleagues and complete group work visually rather than being forced to use phone calls.
For a number of years now, companies have been relying on these video technologies to communicate and make well-informed business decisions, but interpreting is a challenge that many companies have not been able to tackle through the medium. A successful multi-lingual video conferencing experience is not as simple as connecting with another colleague. The structure and style of these sessions need to be properly planned to maximise the benefits of video, with time difference, video quality and translation the three most important factors to take into account.
Smart Videoconferencing: New Habits for Virtual Meetings by Joanne Barlow, Peta Peyer and Lewis Barloer explores these considerations, offering key advice to make sure global calls run as smoothly as possible.
"It is easy to offend someone from your own cultural group – when you intend to offend. It is even easier to offend someone outside your cultural group – without ever knowing you did so," the book reads.
The authors advise that more time should be allocated to international colleagues, especially if you do not have the benefit of knowing their personal history, as it is challenging to smooth over communication difficulties with people that are not known personally.
"Determine how close you can get without being offensive – before your video conference begins. Find out how people want to be addressed: by the use of titles, for example, or by surnames," the book advised.
Professional interpreting is often seen as an additional and premium resource; however, the benefits of time savings, reduced travel costs and communication effectiveness realised far outweigh the cost of interpreting.
How to introduce multi-lingual video calls
One approach that can prove to be effective are multi-lingual focus groups, which allow workers to engage in detailed discussions about decisions and make sure they take all of their team's opinions into account. A focus group is generally used to move a group of users towards a consensus over a particular topic and it is important that they use specialised interpreting services to ensure everyone involved has a good understanding of the topic.
By allowing team members to engage in conversation in their preferred language, they are often able to express themselves more clearly and this ensures that the true sentiment of all participants is captured.
When interpreting video in focus groups, it is important that companies look into the cultural differences between different offices and make sure they tailor the experience to suit their needs.
Appointing a call moderator and interpreter ensures that the conversation flows to the planned agenda and that all participants are engaged throughout the call.
Barbara Moser-Mercer from the University of Geneva has written at length about the topic in the Handbook of Translation Studies, which advises businesses on how they can interpret video calls effectively with minimal mistakes.
Ms Moser-Mercer explained that experienced translators focus on target-language-related issues in the post-draft phase, but do not pay much attention to accuracy.
"In the drafting phase, some translators consider several possible wordings, then finally write one of these down and move on to the next sentence; some do not ponder much but instead write down a hasty translation and move on to the next sentence,"the author explained.
It is absolutely vital that companies use interpreters who are confident and efficient at translating video communications. Specialists must also have a strong understanding of how to localise their language and consider all cultural differences.
After each video conference, perhaps send out a survey to gain feedback on the experience and look at where you can make improvements. This way, you can gradually improve your video conferences until they exceed expectations.
Overall, video conferencing can be a massive advantage to any multi-national company, though it needs to be planned efficiently.


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The founder of the program had discovered many troubled kids come from homes where the parents lack empathy and set out to increase that empathy for both parents and children.
Bornstein reports: "Ervin Staub, professor emeritus of psychology at the University of Massachusetts, has studied altruism in children and found that the best way to create a caring climate is to engage children collectively in an activity that benefits another human being. In Roots, children are enlisted in each class to do something to care for the baby, whether it is to sing a song, speak in a gentle voice, or make a 'wishing tree.'"
So far the program has seen an 88-percent decrease in aggressive behavior among bullies. If that wasn't enough, program also saw a decrease in such things as gossiping and backstabbing.
No surprise, I guess, that the more we focus on the needs of others, the less we obsess about our own.


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_URL_ is dedicated to celebrating and reassessing the history of the Maltese People.
Released Slaves in Malta and their spouses
Manumission is the act of a slave owner freeing his or her slaves. A released slave was called a 'manumesso'.
The motivations of slave owners in manumitting slaves were complex, as disparate as reconciliation with one's Maker, freeing a slave who is in fact an offspring of the owner, a reward for good service, or simply because the services are no longer needed and so on.
In Malta there also existed private foundations for the redemption of Maltese slaves: A portrait by the artist Favray in the chapel of Selmun shows Caterina Vitale, who gave up her lands to establish one such foundation. _URL_ This is to be explained in the context of the fact that it often happened that Maltese corsairs would be imprisoned and therefore made slaves of their hostile captors and often converted to Islam (as was the case of the boy Zammit _URL_ The purpose of these foundations was to free Maltese from their foreign captors. These Maltese slaves are therefore not to be confused with slaves in Malta who were invariably of non-European origin.
A slave would often but not necessarily always convert to Christianity. Sometimes we find reference to former slaves as neophytes as a euphemism for their former status.
The released slave would often take on the surname of the former master, sometimes adding the prefix "de" or "di" for difference. The later descendants would often drop the prefix.
In 1647, Abela noted that Malta's noble families had slaves. _URL_ In particular the noble family of Mamo is noted as having had many slaves. _URL_ Abela does not indicate whether any of such families were themselves originally of slave descent but it has been suggested that the more remote common ancestor of the counts Sant was an Ethiopian slave. _URL_
Although slavery and trading in slavery was abolished by Napoleon in 1798, we find documentary reference to Maltese involved in this trade even in the late 19th century, e.g. in 1860 Annibale De Bono, a trader from Malta, is described as the nephew of the slave trader Andrea De Bono who had a trading post in Southern Sudan. _URL_
A list of Marriage records from Parishes and Notary Acts.
Data may be incomplete
(To make corrections/ updates click _URL_ )
_URL_ is dedicated to celebrating and reassessing the history of the Maltese People


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National Emergencies Act
The National Emergencies Act (Pub.L. 94–412, 90 Stat. 1255, enacted September 14, 1976, codified at 50 U.S.C. § _PHONE_) is a United States federal law passed to stop open-ended states of national emergency and formalize the power of Congress to provide certain checks and balances on the emergency powers of the President. The act sets a limit of two years on states of national emergency. It also imposes certain "procedural formalities" on the President when invoking such powers.
The perceived need for the law arose from the scope and number of laws granting special powers to the executive in times of national emergency (or public danger).
At least two constitutional rights are subject to revocation during a state of emergency:
- The right of habeas corpus, under Article 1, Section 9;
- The right to a grand jury for members of the National Guard when in actual service, under Fifth Amendment.
In addition, many provisions of statutory law are contingent on a state of national emergency, as many as 500 by one count.
It was due in part to concern that a declaration of "emergency" for one purpose should not invoke every possible executive emergency power that Congress in 1976 passed the National Emergencies Act. Among other provisions, this act requires the President to declare formally a national emergency and to specify the statutory authorities to be used under such a declaration.
There were 32 declared national emergencies between 1976 and 2001. Most of these were for the purpose of restricting trade with certain foreign entities under the International Emergency Economic Powers Act (IEEPA) (50 U.S.C. _PHONE_).
Long-lasting states of emergency
While the National Emergencies Act places a time limit on the duration of states of emergency, several states of emergency have been extended multiple times, effectively creating indefinite states of emergency in particular areas. For example, a state of emergency with respect to Iran, originally declared by Jimmy Carter on November 14, 1979 during the Iranian hostage crisis, has been continuously renewed for over thirty years, most recently by Barack Obama in November 2012. There is evidence that shows in a national emergency, all three branches of government formally agree that in such a state, the three branches of government take whatever necessary measures.
See also
- Continuity of Government Plan
- National Security and Homeland Security Presidential Directive
- Rex 84
- Reichstag Fire Decree
- Anti-War, 2010 Sept. 11, "Obama Extends Bush's 9/11 State of Emergency: America to Enter Tenth Year of 'Emergency' Next Week," _URL_
- F.J. Murray, "Wartime Presidential Powers Supersede Liberties," Washington Times, Sept. 18, 2001, pp. A1, A12, as quoted in Ref. 2.
- H.C. Relyea, "Martial Law and National Emergency", Congressional Research Service Report for Congress RS21024, updated January 7, 2005: _URL_
- H.C. Relyea, "National Emergency Powers", Congressional Research Service Report for Congress, order code 98-505 GOV, updated September 18, 2001: _URL_
- H.C. Relyea, "National Emergency Powers", Congressional Research Service Report for Congress, order code 98-505 GOV, updated November 13, 2006: _URL_
- "Toward Comprensive Reform of America's Emergency Law Regime," including compendium of national emergency powers


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What parent doesn't worry every day when their child boards a school bus and waves good bye?
Accidents involving school buses happen every day, but did you know, there are over 2,000 fires involving buses every year in the United States?
The thought of a child being trapped in a fiery inferno is unimaginable.
Bus Driver Lindora Richardson was taking students home when she sensed something terribly wrong.
"When I saw the smoke coming from the steering column, that's when I had already made my mind to get the kids off the bus," Richardson recalls.
She and the six students on board managed to get off the bus before it filled with noxious black smoke.
"We were already off the bus when it started to flame up," she said.
Minutes later, ferocious flames completely engulfed the bus.
These type of fires happen more often than you think.
The National Fire Protection Association collects data on all fires involving school buses, other types of buses, and trackless trolleys.
Between 2003 and 2007, U.S. firefighters responded to an average of 2,400 bus or trolley fires. That's about nine fires every day. These fires cause about seven deaths and 27 injuries annually.
Two-thirds of these fires were caused by mechanical failure. Electrical failures were blamed in 24 percent of the cases.
The fire on the school bus Richardson was driving was likely sparked by worn wire coverings which may have caused an electric short.
For smaller fires, bus drivers are trained to immediately park the bus, and reach for the fire extinguisher.
Experts say parents need to regularly remind smaller children what to do in the event of a big fire on their school bus.
Devery Peterson is a bus safety and training specialist for the Charlotte-Mecklenburg School district.
She teaches safety classes to hundreds of school bus drivers and says students need to listen to their driver.
"If there is a fire on that bus, the students should take whatever direction the bus driver has given them," Peterson says.
Depending on where the fire occurs, the driver will know if students should use the front door, rear door, or one of the hatches located in the top of the bus to get out alive.
Since the floor of a school bus is about four feet above the ground, younger children can get hurt while trying to exit a bus during an evacuation.
If there is an emergency on a bus and the driver instructs the passengers to get off the back of the bus, open up the latch, and sit to scoot off the back of the bus. This will prevent smaller children from falling and getting seriously injured.
Devery says you should tell your children to forget about grabbing their book bag.
"If there is a fire on the bus, the students should not take their belongings with them because, again, things can happen pretty quickly and they would need to get off the bus as soon as possible and as safely as possible," Peterson says.
If you are able to use the front door, hold onto the railing so you won't trip on the steps. Remember, every second counts!
If a child falls, they could be trampled by other students, or they could cause others to be trapped inside the burning bus.
Thanks to Richardson's quick thinking and a calm evacuation, none of the students on her bus were injured.
"I feel like it's good to be called a hero, but I feel like I'm not a hero because I was doing my job," Richardson says.
According to the U.S. Department of Transportation, school buses are the safest way for getting children back and forth to school.
Only one percent of student fatalities are the result of riding a school bus.
Copyright 2012 America Now. All rights reserved.


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The Egg Matrix
Creating a Ubiquitous Information Architecture and Designing Across Devices
The Egg Matrix is a tool for planning content, features, and scenarios when creating an information architecture that will exist across multiple devices and touch points.
Where Did the Idea Come From?
In college, I had an environmental design professor who described the field as such:
Architecture is the profession that designs the shell or the structure of the built environment. Interior design is the profession that designs the interactions and spaces inside that built environment. Landscape architecture is the profession that designs the space outside this structure.
Environmental design encompasses all three, studying our interactions with the built environment, how we move through it, how we move around it, how we integrate with the natural environment, and so on.
I always had the idea of an egg in my head, in part because he described architecture as being like a shell of sorts, and partially because we talked a lot about animal habitats and homes.
Environmental design is a human-centered design discipline that covers our physical surroundings. It considers the shared ecology between places and spaces, interiors and exteriors, the mechanic and the organic. Many of the same principles and ideals carry over into the digital space.
When the Digital World Spills Over into the Physical World
When we design for digital spaces today, it's no longer safe to assume that the majority of our users will access our information from a similar static setup in an office or home. Digital information travels freely now between devices, locations, and online and offline habitats. In fact, it's nearly impossible to know the context or situation that surrounds each of our users.
It also seems likely that even before we have mastered the art of designing across desktop and mobile platforms, we will find ourselves creating spaces in cars, kiosks, mirrors, table tops, refrigerators, and many other devices. There is no set of rules that tells us how to create the right mix of content and features so that our users will have a seamless experience whenever and wherever they access our information.
The Egg Matrix
The Egg Matrix is my attempt to create a tool for cataloging the different forces that should be considered when determining the architecture, features, and overall design of a multi-device experience. My hope is that it is flexible enough to be applicable to topical challenges, like designing for mobile vs desktop spaces, but that it also will encompass future needs, such as television or in-car apps.
The concept is simple. There is a subset of the experience (the egg) that you can directly control. You are responsible for the structure, the content, the messaging, and the interaction that goes into your design. There are also two equally important forces at play that contribute to the experience and overall success of what you've designed. There is the internal composition of the user (the yolk) and the extrinsic environment that the experience takes place in (the nest). You might be able to influence certain aspects of both areas, and you might be able to design around certain scenarios, but you'll never be responsible for the creation of these realms.
By breaking each area down into individual factors, you'll be able to create a better model for your structure. I've broken each field out into the initial factors that I thought were most crucial, but there is certainly room for expansion, refinement, and feedback.
Start with a single node of content, and build out from there. What features are needed to interact with that content? How often is the content accessed by the user? What possible contexts might the user be in when accessing the content? What belief systems might he or she be bringing to the experience?
The breakdown currently is as follows:
The Nest covers environment, location, context, and locomotion.
The Egg covers message, content, task, frequency, urgency, privacy, intimacy, tracking, and measurement.
The Yolk covers motivations, needs, desires, and knowledge.
You may find yourself creating multiple columns for a single content node to cover the array of possible touch points or devices your users might encounter.
I included a section called "messaging." This may relate to a marketing campaign, a company brand message, or a common slogan. It's important the spaces you design don't contradict the messaging being broadcast to users.
I've also included fields for noting tracking and measurements. These are for listing how you plan to measure the experience and what measurement points you're going to look for.
How Do You Know If The Model Is Working?
Like any other model, it has to be put into action and tested. Fortunately, this "model" can be tested in several ways. You can gather feed and ask questions of users. You can create a prototype to test. When you're satisfied with the performance of a prototype, you can design the real deal, and then continue to make refinements with ongoing feedback.
I've listed the Egg Matrix worksheet here so that others can download it, play around with it, refine it, and provide feedback.


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Mastering the Matrixby Sam Chupp
Mastering the Matrixby Sam Chupp
Mastering the Matrix
By Sam Chupp'mA-trik-s&z/
Etymology: Latin, female animal used for breeding, parent plant, from matr-, mater
1 : something within or from which something else originates, develops, or takes form
I have been working on world-building and story-creation since I was
8 years old. One of the things I've learned about creating for games is
that it is important to create only that which you truly need to
create. The trick is knowing what you will need to create and what you
can leave behind. Sometimes having just a name or a tiny sliver of an
idea is enough to get you through the game session.
In this column, I intend to first talk about my Matrix method and then apply it to several possible world-building and story-creation tasks to demonstrate the strength of this method.
What is the Matrix?
The central idea of the Matrix is that everything is related. Because of this, you can take a very sketchy amount of info and, using what you do know, more easily create what you do not know.
The Matrix I'm going to discuss first is two-dimensional. Think of a gridwork of ten rows by ten columns. Along the columns we have a list of the common descriptors for each entity we're going to be describing. Down the rows is each entity. So, if we have a set of characters, for example, the columns will contain information that will be common to each and every character. Each row will be a character in and of himself.
Those of you who use spreadsheets will immediately recognize this structure. It's true that spreadsheet software makes for an excellent Matrix tool. Those of you who happen to play with databases on computers will recognize each Row as a "Record" and each Column as a "Field" in database parlance. Those of you familiar with recipe card boxes will recognize each Row as a recipe card, and each Column as an Ingredient or Instruction for that recipe.
Get Yourself a Spreadsheet or Buy Some Index Cards
In order to properly use the Matrix, you're going to need to have some way to manipulate the information easily and quickly. In my opinion, the best way to do this is to utilize a spreadsheet program. If you don't have Bill Gates' expensive one, then you can download a nice one from the people at OpenOffice.org.
But let's say you're a tactile / kinesthetic kind of person. Index cards are a great way to go, and they have the benefit of being eminently portable. You can even two-hole punch index cards and get an index card binder for them. They work pretty well, although it is a lot of handwriting to do!
Using The Matrix
You can use the Matrix to:
These columns will explore just these uses, but I'm certain you can take it and run with it well before I get around to exploring them.
Matrix One: A Fantasy Campaign
The first Matrices we're going to do is for a fantasy world campaign. I'm going to go step by step here: you advanced game masters can talk amongst yourselves or go for some Jolt Cola while I take the beginners by the hand.
Fundamental Campaign Structure
A Campaign is two parts: Milieu and Narrative. The Milieu is the hard data on the world in which the narrative takes place. The Narrative is all the story elements of the Campaign. A good fantasy Campaign will spend equal time on the Milieu and the Narrative, in my opinion.
So, the first Matrix we're going to create is a Milieu Matrix.
Start by asking yourself what commonalities would exist for each part of the world in which your game will be set. Just off the top of my head:
Of course the GM's Name for Region is not meant for player's
consumption: this is because it is just an easy identifier at this
stage. It would be impingeing on the Narrative to go ahead and name
these regions for something in the Campaign whole.
Now we're ready to start filling in our Matrix. It is a good practice
to create a common set of choices for each column, so that you can
standardize things a bit. For example, instead of having a "River" and
a "Rivers" Waterway choice, why not just settle on "Riverways" as
meaning both single and plural rivers in a region.
You can decide later to subdivide them if it is really important to
What creating common choices for each column means is that you will
have to brainstorm the possibilities for each type. Don't worry about
getting it perfect, the idea is to create something that you can later
on go back and fine-tune or correct.
So, for example, the choices for:
One test of your Matrix is that you can simulate real-world data.
example, the choices for, say Death Valley, California would be:
And Atlanta, Georgia:
Realize that these categories are by definition abstract and not
exact. You could probably break Climate down further, for example. The
point here is that we are not trying to complicate things with the
choices: we're trying to keep them within a manageable set. You'll be
surprised at how much diversity we can create by using just a few
choices for each region.
Now we're ready to start building a Matrix!
Here's the header row. Now, we have to decide what the Backbone to
the Matrix will be.
As you probably remember from AD&D 1st Edition's Dungeon
Master's Guide (or your school math class) a bell-shaped curve has a
low end, a fairly average middle section, and a high end. Watch what
happens when we apply the Bell Curve pattern to the Matrix for the
column Minerals we've chosen.
Now we have something to hang the rest of our choices on.
Here's what it looks like after a little bit of work:
I've completed one row, just about, and I filled in all of the
Minerals, Climate, and Waterways columns. I was trying to keep a
bell-curve like structure in them, although it's not easy to do always
and still make things seem "right." Despite the possibility of magical
intervention in the environment in our campaign world, we will be
better served to create "logical" regions. People have a hard enough
time suspending disbelief for the big things: I don't tend to like to
make them sweat the small stuff.
As you can see, we have both ends of the mineral spectrum
represented on the first and last region and I've decided that BOTH of
them will be very similar to each other. The only difference is going
to be Flora, Fauna, and Terrain. Let's do some more work on the Matrix:
Now we've finished. As you can tell, I've named each of our regions with a unique descriptor to tell them apart. Now I have a lovely milieu structure that I can use to build a map and use the structure to tie together the narrative elements of the campaign.


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Many people often wonder about the merits and demerits of owning a used and new car. It has grown to be a dilemma.
The differences between owning a new and used car are as follows:
- Buying costs
A brand-new car can cost up to 30–50% higher than a car that is used. However, the cost of the used car is subjective as it depends on how it has been maintained by the previous owner. Additionally, costs of repairs during the usage in the future should also be taken into account. Additionally, the quote of the used car itself varies from person to person. Several cars have a lower resale value and their warranty value also goes down when sold.
- Warranty coverage
The additional cost paid for a new car may be worth it for a few buyers as they get a warranty which will cover the car for a reasonable amount of time. Most of the new cars come with warranty plans that last for three years/36,000 miles or four years/50,000 miles, whichever comes earlier. Used cars can be bought with extended warranty packages like two-year/24,000-mile or a three-year/36,000-mile warranty, depending on your usage pattern. If you want to use your car for a longer period, the three-year plan is good.
- Running costs
Along with mileage and periodic maintenance charges, there are several other factors that contribute to the running costs. Most of the car manufacturers offer extra coverage period on powertrain parts like the engine, transmission, axles, and computer control systems. Some new cars even come with free scheduled service and maintenance. While such initiatives for new cars ensure they are maintained well and are returned in good condition, used cars too can have good quality parts.
Power trains parts can cost a lot on repairs. Hence, if the car itself is unreliable and your usage is rough, extended warranty packages can be useful. These warranty packages can save a lot of money in the long run, including repairs and replacements of AC system components, engine manifolds, etc. Along with that, free towing and other services like free delivery of your vehicle as also provided. Also, you can have peace of mind without having to worry about spending a lot of money at the time of repairs.
- Peace of mind
While buying a new car one does not need to worry about its history of repairs and the entire process of purchasing it is easy as the dealer completes most of the procedures as well. But if it is a used car, the process is tedious as you will have to spend a lot of time verifying the car's history, getting an independent mechanic for pre-purchase inspections, etc. Additionally, you will have to be aware of the previous maintenance routines, accidents, and the wear and tear that might pose unexpected problems while you are using it.


Are there federal and state laws that already cover the provisions included in this ordinance?
The answer is both yes and no. There is no law in Texas that allows equal access in public accommodations to anyone for any reason. Federal and state laws cover all protected classes contained in this ordinance in fair housing except sexual orientation and gender identity. Federal law provides equal access in public accommodations and employment protections for all of those same classes, but again excludes sexual orientation and gender identity. Texas employment protections also exclude sexual orientation or gender identity.
The difficulty for people who face discrimination is that there is no local mechanism for making complaints of discrimination. Complaints must be filed with federal or state agencies using a complicated and lengthy process. In some cases, the only option is to file a lawsuit in federal district court, which is extremely expensive and takes a very long time. This ordinance allows the City of Houston Office of Inspector General (OIG) to review and investigate complaints to deal with them quickly and easily - usually without the need to hire an attorney. The OIG can still refer complaints to federal or state agencies if it becomes necessary.


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William Morris: 19th Century Designer and Decorative Artist
|January 14, 2012||Posted by admin under Decorative Art|
A brief introduction to the contributions of this 19th century designer and decorative artist.
If you are at all interested in the history of the decorative arts, then you have probably heard references to William Morris. So who exactly is this man, and why is he so important?
With the wealth of information on the web, you will be able to learn about this influential 19th century artist and designer from a myriad of online sources.
Additionally, there are several excellent monographs about Morris available. One I recommend is entitled simply "William Morris", and it is edited by Linda Parry. You can read a mini-review about this book below.
The multifaceted achievement of English Victorian designer William Morris (_PHONE_) is scrutinized in this ravishing catalogue of a centenary exhibition at London's Victoria and Albert Museum. Parry, a curator at the museum, opens with a useful biographical sketch. Next, Morris biographer Fiona MacCarthy explores how the Arts and Crafts pioneer's belief in visual harmony as a basic human function informed his work in embroidery, furniture, domestic decoration, stained glass, painting, wallpapers, engravings, illumination and calligraphy, tapestry, textiles? Areas discussed in greater depth in subsequent essays by British and American design historians and curators.
Other selections succinctly examine Morris's activities as writer of stories, poems and prose romances, socialist proselytizer, shrewd businessman, conservationist. The closing section presents three contrasting views of Morris: an overrated inspired amateur; an eclectic humanist, forerunner of postmodernism; a pioneer who ironically inspired both left-wing internationalists and ethnic nationalists seeking a vernacular. Featuring 394 color and 161 black-and-white illustrations, this album will thrill Morris devotees.
Finally, if you are already a William Morris addict, you might want to consider joining a William Morris Society, such as The William Morris Society in the United States, and The William Morris Society of Canada.
William Morris Full-Color Patterns and Designs (Dover Pictorial Archive)
Forty beautiful designs by one of Victorian era's most influential designers. Modestly priced, royalty-free collection of richly detailed patterns, faithfully reproduced from rare 1890s publication. Superb designs for wallpapers, chintzes, velveteens, tapestries, tiles, carpets, more.
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_TAG_ dev_t makedev(unsigned int maj, unsigned int min); unsigned int major(dev_t dev); unsigned int minor(dev_t dev);
A device ID consists of two parts: a major ID, identifying the class of the device, and a minor ID, identifying a specific instance of a device in that class. A device ID is represented using the type dev_t.
Given major and minor device IDs, makedev() combines these to produce a device ID, returned as the function result. This device ID can be given to mknod(2), for example.
The major() and minor() functions perform the converse task: given a device ID, they return, respectively, the major and minor components. These macros can be useful to, for example, decompose the device IDs in the structure returned by stat(2).
For an explanation of the terms used in this section, see attributes(7).
|makedev(), major(), minor()||Thread safety||MT-Safe|
The makedev(), major(), and minor() functions are not specified in POSIX.1, but are present on many other systems.
These interfaces are defined as macros. Since glibc 2.3.3, they have been aliases for three GNU-specific functions: gnu_dev_makedev(), gnu_dev_major(), and gnu_dev_minor(). The latter names are exported, but the traditional names are more portable.
The BSDs expose the definitions for these macros via . Depending on the version, glibc also exposes definitions for these macros from that header file if suitable feature test macros are defined. However, this behavior was deprecated in glibc 2.25, and since glibc 2.28, no longer provides these definitions.
This page is part of release 5.13 of the Linux man-pages project. A description of the project, information about reporting bugs, and the latest version of this page, can be found at _URL_


text: 1. The problem statement, all variables and given/known data Prove for effective index N that n1thetacritical snells law-n1sin(theta)=n2sin(theta2) 3. The attempt at a solution I know why N is strictly less than n1 since sin(theta) goes from 0 to 1 and if its at 1 theta has to be 90. For TIR to actually happen N must be strictly less than n1. But I'm having trouble proving the n2


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Many commutative algebra textbooks establish that every ideal of a ring is contained in a maximal ideal by appealing to Zorn's lemma, which I dislike on grounds of non-constructivity. For Noetherian rings I'm told one can replace Zorn's lemma with countable choice, which is nice, but still not nice enough - I'd like to do without choice entirely.
So under what additional hypotheses on a ring $R$ can we exhibit one of its maximal ideals while staying in ZF? (I'd appreciate both hypotheses on the structure of $R$ and hypotheses on what we're given in addition to $R$ itself, e.g. if $R$ is a finitely generated algebra over a field, an explicit choice of generators.)
Edit: I guess it's also relevant to ask whether there are decidability issues here.
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My memory is that "every ring has a maximal ideal" is equivalent to AC so there are hence decidability issues. – Kevin Buzzard Nov 28 '09 at 8:00
6 Answers 6
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I suspect that the most general reasonable answer is a ring endowed with a constructive replacement for what the axiom of choice would have given you.
How do you show in practice that a ring is Noetherian? Either explicitly or implicitly, you find an ordinal height for its ideals. Once you do that, an ideal of least height is a maximal ideal. This suffices to show fairly directly that any number field ring has a maximal ideal: The norms of elements serve as a Noetherian height.
The Nullstellensatz implies that any finitely generated ring over a field is constructively Noetherian in this sense.
Any Euclidean domain is also constructively Noetherian, I think. A Euclidean norm is an ordinal height, but not at first glance one with the property that $a|b$ implies that $h(a) \le h(b)$ (with equality only when $a$ and $b$ are associates). However, you can make a new Euclidean height $h'(a)$ of $a$, defined as the minimum of $h(b)$ for all non-zero multiples $b$ of $a$. I think that this gives you a Noetherian height.
I'm not sure that a principal ideal domain is by itself a constructive structure, but again, usually there is an argument based on ordinals that it is a PID.
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I'm not sure I understand what "constructively Noetherian" means. It seems like it should mean: given a recursive set S of elements of R, give an algorithm to find a finite subset T of R such that = . But I worry that even Z is not constructively Noetherian in this sense. Take for instance the ideal generated by the set x_n = 2^n + e_n, where e_n = 0 if the nth Fourier coefficient of \Delta is nonzero and e_n = 1 otherwise. Then finding a finite generating set for <{x_n}> is equivalent to resolving Lehmer's Conjecture. – Pete L. Clark Nov 29 '09 at 7:45
Of course it can mean more than one thing. What I mean by it is an order-preserving map from ideals (under reverse inclusion) to ordinals. So that the inductive structure of set of the ideals is constructive. As you argue, it does not really mean that their entire structure is constructive. – Greg Kuperberg Nov 29 '09 at 16:09
OK, let's look at the condition on a commutative ring R that there exist an ordinal number (or equivalently, a well-ordered set) O and a map f from the set of nonzero ideals R to O with the property that I strictly contains J implies f(I) < f(J). Such rings are definitely Noetherian. Examples include Euclidean domains and also Samuel's generalization to "ordinally-normed" Euclidean domains. Does the coordinate ring of an affine variety over a field necessarily satisfy this property? – Pete L. Clark Nov 29 '09 at 22:45
I'm a fake expert at best with the algebraic geometry and even worse with the logic. But my impression is that you can make an ordinal height from the Hilbert series of a graded algebra over a field. I referred to the Nullstellensatz above, but the Hilbert series is more directly to the point. – Greg Kuperberg Nov 29 '09 at 22:57
Unlike full choice, you probably use countable choice all over the place without even recognizing it. Every time you do something iteratively and then take some sort of limit to your construction, you're using countable choice. In many cases, if you do very careful bookkeeping, you can eliminate it on a case by case basis. But you have to be very careful. Without countable choice, the countable union of countable sets isn't necessarily countable.
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It seems to me like there are two points here.
(1) A ring is called noetherian if any ascending chain of ideals terminates. I think all the standard facts about noetherian rings can be proved without choice: $\mathbb{Z}$ is noetherian; fields are noetherian; $A$ noetherian implies $A[x]$ noetherian; that quotients of noetherian rings are noetherian; localizations of noetherian rings are noetherian; completions of noetherian rings are noetherian.
That should take care of most the rings we need in algebraic geometry.
However, I am worried about another issue:
(2) The usual proof that noetherian rings have maximal ideal goes as follows. Let $A$ be a ring without maximal ideals. Take the ideal $I_0 = \{ 0 \}$. Since it is not maximal, choose an ideal $I_1$ which contains it. Choose an ideal $I_2$ which contains $I_1$. Continue in this manner to produce a chain $I_0 \subsetneq I_1 \subsetneq I_2 \subsetneq \cdots$. This doesn't terminate, so $A$ is not noetherian.
This proof, of course, uses countable choice. My gut feeling is that this can be eliminated for the same sort of rings I address in (1). But does anyone know a reference for this?
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This argument uses the principal of Dependent Choice, rather than merely countable choice, since the choices are made in succession. DC is known to be strictly stronger than countable choice, but strictly weaker than AC. – Joel David Hamkins Jan 27 '11 at 20:58
There are certain kinds of rings that came to my mind when I saw this question. $K[v]:=$ Coordinate ring of an affine variety $V$ over a field $K$, and $C(X, F)$:= the ring of continuous $F$-valued ($F$ a topological field) functions on a compact space $X$. In both examples one can construct maximal ideals as zero sets of minimal closed subsets of certain topological space (In one case $V$ and in other case $X$). So for $C(X, F)$ some max ideals correspond to points of $X$, and for $K[V]$ some max ideals correspond to points in $V$.
Another way to think about the question is the following analogy to it. Under what hypothesis can we exhibit a basis of a vector space without using any form of choice? here the clear answer should be finite dimensional spaces! This gives a clear picture about what rings $R$ we should consider, they are $R$'s that are Artinian rings.
About decidability I'd say think about boolean rings. The category of Boolean rings is equivalent to the category of Boolean algebras. Under that equivalence one have a correspondence between ideals and filters that takes maximal ideals to ultrafilters. If I'm not mistaken the existence of ultrafilters is equivalent to some form of choice (see _URL_ ) so the same form of choice should be equivalent to the existence of maximal ideals.
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The existence of ultrafilters is easy: take a principal one. It's the non-principal ones that need AC. So one can find maximal ideals of Boolean algebras constructively, just not interesting ones ;-) – Kevin Buzzard Nov 28 '09 at 14:30
Of these Boolean algebras. Consider instead the quotient of $\Omega(\mathbb{N})$ by the ideal of finitely supported Boolean functions. Any maximal ideal of that is a non-principal ultrafilter. – Greg Kuperberg Nov 28 '09 at 17:11
Yes good point Greg. So there's a very natural candidate for a ring that might well have no maximal ideals if AC fails sufficiently badly. My memory is that it's standard that there are models of ZF where the only ultrafilters on Z are the principal ones. – Kevin Buzzard Nov 28 '09 at 17:26
According to this authority, that's correct. _URL_ The existence of ultrafilters is also supposedly weaker than the axiom of choice. – Greg Kuperberg Nov 28 '09 at


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How to Have a Successful Performance Audition
What is an audition?
An audition is a kind of trial performance in which a musician demonstrates his or her skill. Auditions are required by almost all music departments and schools in the United States as a means to evaluate the prospective student's potential to succeed as a music major in that school's music programs. Auditions are generally 10 to 15 minutes long, and consist of the performance of certain required repertoire (published by the school in its application materials). Many schools also test the applicant's technical ability with scales and arpeggii (among other things), and may also require a bit of sight reading. Requirements vary from school to school and from instrument to instrument.
Who will hear my audition?
The composition of the audition committee varies from school to school. Most are made up of two or three faculty members, sometimes representing more than the applicant's performance discipline. At Brevard College, for instance, an auditionee on piano might be heard by the piano professor, the clarinet professor, and the guitar professor. This in no way sabotages the proper evaluation of the applicant's pianism or musicality. In fact, it strengthens the likelihood that he or she will be more fairly evaluated on the question of potential success in all aspects of the Brevard College educational experience.
Auditions are usually closed to the public, which means that only the auditionee is welcome to be in the audition room with the committee during the audition. One of the most important reasons for this is the evaluation of the confidence and maturity of the applicant, a major indicator of potential success in college.
Is the committee out to get me?
No! The committee is interested in you and your success. Audition committees are generally friendly, helpful, and truly concerned with creating an environment that will enable the auditionee to do his or her best. They may ask searching questions about your education (musical or otherwise) and personal interests, but these are all with the view of getting to know you and your potential as well as possible in the short time allowed for the audition. Fifteen minutes is generally enough time for this, although sometimes the committee might have to interrupt your performance and ask you to move on to another movement or piece.
Committee members are human, too. They may be under the weather or experiencing distressing circumstances, etc. But all committee members are under the obligation to behave professionally, which is to say politely and fairly, in an audition.
It's important not to base your evaluation of the audition on your perception of the committee's reaction. An acceptable audition may produce a friendly smile or not, as might an unacceptable audition. Remember that you are never accepted or rejected until you receive formal notification from the institution.
Where and when will my audition be?
Auditions take place in a variety of settings: performance halls, teaching studios, classrooms of all shapes and sizes. The committee takes the venue (and the quality of the piano, if used) into account when assessing the audition. There is not much you can do to prepare for the vast range of different audition spaces at different schools.
The procedure for arranging an audition date and time should be clearly published by each school in its application information.
How important is the audition and what is the committee looking for?
The audition is vital to your admittance as a music major. It is possible to be admitted to an institution as a general student but not be admitted to its music degree programs. It is imperative, therefore, that the audition be taken seriously and prepared for in the best possible way.
The committee is not looking for perfection. It is looking for good technical and musical ability (as defined in the minds and general standards of the faculty at that institution), responsiveness to teaching, thoroughness of preparation, and a mature attitude and commitment to music study. Auditionees are not rejected because of one or two memory slips or a few wrong notes, unless these indicate a lack of serious preparation and ability. There is nothing you can do to manufacture what the committee wants to see if you don't possess it already. You are responsible only for doing your best; the rest will be seen by the committee, because of their experience as teachers.
How shall I prepare for the audition?
- Make sure to follow the school's repertoire guidelines in choosing what pieces/technical exercises to prepare. If you are not sure, always call and ask.
- Arrange an audition as soon as possible with the procedure prescribed by the institution. Take the initiative!
- Your repertoire should be performanceready at least two weeks before the audition. If the school requires pieces to be memorized, make sure they are, and that you can start at the major sections when asked. It is a good idea to perform for family and friends (or anyone who makes you "nervous") before the audition so you can work the bugs out of your performance.
- It is a good idea to contact the teachers you want to study with at each institution, if you know who they are, to make sure that they will be able to hear you and to offer any extra information they might find useful.
- Be sure to find out about practice facilities and procedure for the audition/campus visit before you arrive at the school. This includes finding out how you will be notified of the results of the audition.
At the audition:
- Make sure to warm up thoroughly (but don't over-practice!) before the audition.
- Wear suitable clothing. This needn't be terribly formal, but how you dress is a sign of respect for the committee and an indication that you take the audition seriously, like a job interview. Make sure, however, that your clothes are comfortable and do not restrict your physical or emotional performance.
- The committee is in control of the audition; your job is to be polite and obliging and honest, trying to do your best. Most committees will allow you to begin with the piece of your choice, but this may not always be the case.
- You may ask questions if the committee has time at the end of the audition, but don't be offended if you do not get this opportunity. Time is limited and most committees need to hear many people. You can always contact the professor with whom you would like to study (or a member of the audition committee) after the auditions have finished.
- Remember that the only thing you are responsible for is that you do your best!
What if I don't get in?
An audition's success or failure is solely dependent on whether or not you are able to present yourself honestly and at your best. Remember that the purpose of an audition is to determine the probability of success in any given institution's music degree programs. Many times an institution will find that an applicant might not be suited for its performance degree, for example, but is exactly suited for the music education major. This should not be taken personally as a rebuff, but as an evaluation of your ability to succeed as a music major at that institution. Other institutions may have different ideas, especially if you gave them a better audition! But an audition at which you performed your best and did not pass for whatever reasons is still a successful audition: the committee was able to find out what it needed to know in order to best advise you in your musical studies.
It is always possible that you might receive a letter denying you admittance to any music degree program. As painful as this is for all concerned (no audition committee ever takes pleasure in rejecting people), you should understand that it is better to find out your prospects at once and be glad for the saving of wasted time and the more intensely painful feelings of failure to complete a degree. And in truth this does not shut you out of music at all! There are many opportunities for music study in college outside degree programs, and there may be ways to a career in the many facets of music without a formal degree at all. You are limited only by your imagination and work ethic.


Mindfulness for NQTs: Collect the positives
This reinforces other posts which cover aspects of this, however because it isn't only about positive talk or acknowledging the good, it deserves its own post. So yes, collect the positives, every single one along the way. Collect the ones you know for and of yourself and also those that others give you whether you believe them or not. Collect the all. Savour them.
Choose to notice the positives more than you would the negatives or the areas to improve on in terms of yourself and your students. Look outside and notice the positives about the day and your life around you. Be grateful for all there is and all you have and collect the positives as you go along.
Encourage the positive in your students rather than noticing them for any unwanted behaviour as you will see more of the actions you give attention too. Incorporate positivity into the classroom and the lessons, encouraging students to be positive about each other noticing each others qualities rather than mentioning something they are not good at.
Your day will be so much brighter and uplifted through noticing the positives. Through collecting them, you will also have good memories, thoughts or comments to recall in times of need when things aren't going well and you can remind yourself how good you are and how well your teaching and other experiences have gone. This can be a much needed boost throughout your career.
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The strength of the traditional justice system and the continuing use of baad is a sign both of Afghans' lack of faith in the government's justice system, which they say is corrupt, and their extreme sense of insecurity. Baad is most common in areas where it is dangerous for people to seek out government institutions. Instead of turning to the courts, they go to jirgas, assemblies of tribal elders, that use tribal law, which allows the exchange of women.
February 16, 2012
"It is largely hidden because the girls are given to compensate for'shameful' crimes like murder, adultery and elopement...."


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One of the mysteries of the English language finally explained.
Poisoning produced by eating food affected by ergot, typically resulting in headache, vomiting, diarrhoea, and gangrene of the fingers and toes.
- 'When 40,000 people died of ergotism (caused by a toxic mould on wheat) in southern France in AD944, nobody would have described it as a 'food scare'.'
- 'The use of ergot alkaloids is generally not advised during lactation, but this recommendation is based on a report of ergotism in an infant in a 1934 study and has not been confirmed by more recent detailed studies.'
- 'One of the main illnesses treated at the hospital was ergotism (called 'St. Anthony's Fire '), a disease caused by ergot, a fungus that grows especially on rye.'
- 'But at the time, no scientist had connected those black seed grains with ergotism.'
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