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The name Ephraim seems to commonly be given two etymologies, one referring to an "ash heap" and the other referring to "fruitfulness". Example I can understand the fruitfulness etymology linking אֶפְרַיִם back to פָּרָה, but where does the etymology of "ash heap" come from? Are these competing etymological theories, or are they somehow compatible?
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migrated from christianity.stackexchange.com Nov 13 '12 at 15:36
I've added the genesis tag since Joseph gave the name to his second son in Genesis 41:52. The NET Bible explores the meaning of the name, but doesn't mention the "ash heap" definition. +1 for an interesting question. (I hope you'll activate your account here soon and that we'll see you around.) – Jon Ericson Nov 13 '12 at 18:37
4 Answers 4
up vote 6 down vote accepted
I'm not sure this is a answer, certainly if it is, it is speculative. However, it isn't clear why "ash heap" is an option here, because the word clearly derives from the word for fruitfulness. But as we know, words are a lot more than their etymology. They are a network of associations tying together different ideas based on the context in which they are used. Just a a pineapple is neither a pine cone nor an apple, the word stands on its own meaning, and own usage.
However, a couple of points worth considering. First, it is more commonly used of the place name Bethlehem Ephrath. This is the place where Joseph's mother Rachel was buried, Jacob's beloved one. Perhaps the place was named "Fruitful" originally but then became associated with the mourning for Jacob's beloved Rachel -- especially at that time, so close the actual event. Hence the two meanings, originally the literal, later the associated meaning of sadness. Of course ash heap is strongly associated with mourning in the Abrahamic tradition.
The best parallel I can draw is our English word Columbine. The columbine is a beautiful flower found in the woodlands of high altitude states like Colorado. However, now in English when we hear the name we think not of the flower but the tragedy associated with the school of that name. Beauty and terror in one word. Were your name Columbine, what would you think? How would you feel?
Another point that I think is pretty interesting is the context of the verse. The name is given, and its meaning is ambiguous, with the two possible meanings being almost opposites. The name is first given in Gen 41:52, occurring right in the middle of the Egyptian crisis (see the following few verses), seven years of plenty (fruitful), seven years of famine (ash heap.) In the seven years of plenty, and seven years of famine, which did the LORD make Jacob, plentiful or mourning? The fruitful and ash heap ambiguity seems quite poignant in that light I think.
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I was 3 miles from the Columbine school when the incident at the Aurora theatre occurred. – Blessed Geek Nov 14 '12 at 20:05
Pardon me for inserting my less than scholarly conjectures.
Due to the Hebrew words for
 1. Ash
 2. Fruit
In my own words
 1. Ash as an adjectival descriptor
 = Stuff that has been made to be, appear to be like, ash.
 Frequently, in languages including English and Hebrew, we use the adjectival or participle descriptor with an implied object. And then ascribe plural declension to that descriptor. Therefore
 = plurality of such ash-related stuffs.
 Hence, Ephraim
 2. Concoct a 1st person singular hiphil causative to fruit
 = I cause (target) to bear fruit.
 (Is that the way to hiphilize a word ending with yod? I'm not sure).
 And then similarly, ascribe dual or plurality - I doubly/multiply cause (targets) to bear fruit.
Conjecture #2 is less plausible because a pual form might be more appropriate - I am caused to bear fruit - I am fruitful -> I am doubly/multiply fruitful.
Therefore, I vote for conjecture #1 - Plurality of stuffs that have been made into or appear as ash. Which would collide with all the good things biblical/rabbinic scholars have said about the tribe of Ephraim.
Someone with good biblical hebrew could please critique my conjectures.
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BTW, אפר in modern hebrew also mean to put on make-up. Does this come from an ancient source of painting one's face, as I think ancient Egyptians must have practiced. Therefore, the hiphil could imply a make-up artist. – Blessed Geek Nov 14 '12 at 21:09
Ashes for eye shadow? Only a guess. – Bob Jones Nov 27 '12 at 0:48
I looked up אפר in BDB, which led to three references in torah (and more in the rest of tanakh that I didn't chase):
וַיַּעַן אַבְרָהָם, וַיֹּאמַר: הִנֵּה-נָא הוֹאַלְתִּי לְדַבֵּר אֶל-אֲדֹנָי, וְאָנֹכִי עָפָר וָאֵפֶר.
And Abraham answered and said: 'Behold now, I have taken upon me to speak unto the LORD, who am but dust and ashes. (Gen 18:27)
וְאָסַף אִישׁ טָהוֹר, אֵת אֵפֶר הַפָּרָה, וְהִנִּיחַ מִחוּץ לַמַּחֲנֶה...
And a man that is clean shall gather up the ashes of the heifer... (Num 19:9, see also 19:10)
I think the connection to fruitfulness (פָּרָה) is more likely, but perhaps these verses are what support the alternate "ashes" explanation.
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Both fruit and ash come from the two-letter sub-root פֶר.
Sub-roots are not words, though some are occasionally used as such. They are primarily metaphoric concepts which are narrowed by the intersecting ideas of the letters which are added to them.
פֶר means young bull. As such it is the metaphor of the young bull. It is viril (fruitful) and it is the sacrifice (ash heap).
The aleph (אֵ) represents separation (see the heavens and the earth separated by the firmament), so the separated bull is the ash heap. The yud (י) represents the initial spark of creation and when added to the bull becomes fruitfulness.
It is made plural with the suffix. The metaphoric meaning of doubling is that the thing happens in heaven and on earth.
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I'm not familiar with the notion of "sub-roots" having any meaning (any more than that it's meaningful to say that "Bob" and "job" are related just because they have two letters in common). Can you share sources that support that approach? – Gone Quiet Nov 18 '12 at 4:10
Google "Hebrew subroots" to find Jewish sources. Although it is all over the internet now, it was originally only taught to Jewish men over age 40. It is also suggested by rabbis that individual letters have hieroglyphic meanings and that an unknown Hebrew word can be discerned from the meaning of the letters. – Bob Jones Nov 18 '12 at 4:51
In the case of bull it is a two letter word as well as a subroot. – Bob Jones Nov 18 '12 at 4:51
Oh.. and English is not deeply rooted as is Hebrew, so I agree that your example is nonsense. – Bob Jones Nov 18 '12 at 4:56
Sub-roots is a very midrashaesque concept. Meaning they have expository and gematric value in scholarship but not much evidence linguistically. As you can see my similar attempts at hermeneutics.stackexchange.com/questions/2062/… was voted down. Perhaps, whoever voted me down should consider voting this down too - to be fair to me. – Blessed Geek Nov 21 '12 at 2:23
Your Answer


text:
The challenge is to predict the centers (x and y coordinates) of the dark matter halos in the test set of 120 skies.
We have provided DarkWorldsMetric.py that you can use to calculate the metric of your estimates to the training data. All you need are the python packages numpy, math, csv, c, getopt, sys and argparse and to run it type
and it shold output the metric. Here is how it works...
In order to test your algorithm for Accuracy and Precision there will be two parts to the metric. The first part will be how close you get to the true position of the halo, and the second will be to make sure there is no preferred direction to your estimates (positional bias).
Where F will be the average radial distance from the user estimate to the true position of the halo. In the case of more than one halo we will match up your estimates to the true estimates in the configuration that gives the best average radial distance
in that particular sky so you will get the best score possible.
G is calculated by firstly finding the angle of the predicted position with respect to the centre of the true halo position, where the angle is measured from the estimated position to the line connecting the true halo position and a given reference point
as shown in the figure. Then each angle is converted into a vector and then the average vector is calculated. If the algorithm has no preferred direction this average vector should be 0. We calculate the vector using the following equation.

source: openbmb/Ultra-FineWeb


Setting up Unit Tests
The Unit Test runs a unit testing framework that produces a JUnit XML file with the results of the tests at a location stored in the $CG_JUNIT_XML_LOCATION environment variable.
The resulting score of this test is the fraction of successful tests divided by the total number of tests that were run, multiplied by the weight of the test.
 1. Press the " Unit Test" button to add a new Unit Test test to your Test Category.
 2. Enter the command that will run your test suite. The command should write a JUnit XML file to the location given in the $CG_JUNIT_XML_LOCATION environment variable.
Compatibility scripts
For most unit testing frameworks it is necessary to install additional software and to figure out how to make the framework output its results to the correct location. We provide wrapper scripts for a growing list of frameworks that handle all of this for you. Check out the Unit Test documentation for a list of frameworks that are already supported, or contact us at if your preferred framework is not listed there so we can discuss the possibilities!
All wrapper scripts share a similar interface and procedure for running tests, which we describe below.
Installing dependencies
If extra software needs to be installed to run the testing framework the wrapper script provides an install command that will install all required dependencies. This should be run in the "Global setup script" section of your AutoTest configuration.
For example, to install JUnit 4 and its dependencies you would run
cg-junit4 install
Compiling code and tests
For compiled languages it can be tricky to get the compiler to find all libraries and other dependencies needed to compile the students' code and your tests. For these languages the wrapper scripts provide a compile command that configures the compiler to be able to find the required libraries. The compile command takes file names as arguments and compiles those files.
For example, to compile all.java files in the current directory, including a JUnit version 4 test class, you would run
cg-junit4 compile *.java
Running tests
Running the tests can be similarly tricky when a language needs to know about certain locations of libraries it depends on, but also because you need to figure out how you can make the framework output its results in the correct format, or in the correct location. The wrapper scripts handle this in their run command.
The scripts extract the output location from $CG_JUNIT_XML_LOCATION and then unset it before running the tests. The testing framework is then configured to output its results at that location and the tests are executed.
For example, to run a JUnit 4 test class named MyTestClass you would run
cg-junit4 run MyTestClass
The exact arguments to the run command of each script may differ between scripts.


Documentation for Confluence 5.4.
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This page explains how you can export individual Confluence pages, blog posts, entire spaces or selections of pages into a single PDF file.
Exporting single pages
You can export a Confluence page to PDF. This option exports a single page and is available to all users who have permission to view the page.
 - Go to a page in the space and choose Tools > Export to PDF. Follow the prompts to export the page.
Note that the export of a single page to PDF applies any PDF stylesheet customisations, but does not apply any PDF layout customisations. To make your PDF layout customisations apply to a single page exported to PDF, use the'multiple page' method described below to export that single page only. See Customising Exports to PDF.
Exporting a blog post
You can export a Confluence blog post to PDF. This option exports a single blog post and is available to all users who have permission to view the page.
 - Go to a blog post and choose Tools > Export to PDF. Follow the prompts to export the page.
Blog posts can only be exported individually. Blogs cannot be exported at the space level.
Exporting multiple pages or the entire space
Using Confluence's space export functionality, you can convert multiple pages or an entire space to PDF.
To use the space export functionality, you need the 'Export Space' permission. See the guide to space permissions.
To export a space or selected pages to PDF:
 1. Go to the space and choose Space tools > Content Tools on the sidebar.
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 6. Choose Export.
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If your space uses the Documentation theme:
 1. Choose Browse > Space Operations
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Screenshot: Selecting pages to export
Customising the appearance of PDF exports
You can add a title page, a table of contents and customised headers and footers to the PDF output. For more advanced customisations, you can apply Cascading Style Sheet (CSS) modifications. These customisations are specific to each space. You need the 'Space Administrator' permission to be able to apply these customisations. For more information, see Customising Exports to PDF.
 - PDF exports will not handle columns created via the page layout option in the editor. If you have a twoor three-column layout, the PDF export will contain the page content in one single column. The issue is tracked here: CONF-25240 - PDF export does not handle page layouts Resolved
 - Comments on the page are not exported to the PDF file. The screenshot above and Confluence both suggest otherwise, issue is tracked here: CONF-27811 - Description of PDF Export is incorrect Resolved
 - Only image attachments that have been inserted into a page are included when exporting to PDF.
 - To export a PDF containing international text, you need to install a Unicode font in Confluence.
 - Blog posts can be individually exported, but are not included when you export a space to PDF.
 - If you have 'Space Administrator' permissions, the link to customise the PDF Stylesheet is provided at the top of the page tree, as shown in the screenshot above.
 - Confluence's PDF export feature is designed to handle a wide variety of content. However, on rare occasions the PDF Export process may fail due to an unrecognised customisation. If that happens the PDF export screen will indicate the title of the page in which the problem occurred, to help you diagnose the cause of the failure.
 1. How do I get the comments on the page to show up in the PDF when I use the export single page icon?
 1. Hi Matt,
 Unfortunately, Confluence does not provide this feature currently. However, we are aware of such needs and there is an improvement request being tracked at the following link:
 The improvement request above suggest Confluence to have the ability to include comments in the page PDF export. If you are keen on this improvement, please cast a vote to increase its popularity and add yourself as a watcher for future updates.
 Choy Li
 2. Anonymous
 This would be really useful. Does anyone know if it's possible yet?
 1. Hi,
 You may want to give a try by using the Auto-Export plugin that is available in our Confluence Extension space:
 If the above is not an option, you may want to give a try to search for other plugins in our Confluence Extension space which might meet your requirement. Hope the information does help.
 Choy Li
 3. If exporting to PDF, I run into problems if tables or pictures are involved. I created an issue for this on JIRA
 4. Hi,
 is it possible, to store the selection of exported pages for a later re-use?
 1. This would be very handy. Is it possible in 3.0?
 5. Anonymous
 Hi there, we found that when multiple users of the wiki exported an entire space at the same time, the wiki runs very slow...logging in to the wiki just hangs....once the export is finished, speed comes back to there any way to allow space export without running into this adverse performance issue?
 1. I have the same issue - needing visitors to be able to export multiple pages (a particular section of a space) as a pdf.
 The best way to deal with this would seem to be by automating PDF export (with certain supplied parameters) on a regular (e.g. nightly) basis. I read in some comment here (but can't find it now) that (ro-)bot-export of spaces is deliberately discouraged by Atlassian to guard against DDOS-type attacks, but would it be possible to create a local-only bot capable of running these exports according to supplied parameters (regularity, page(s) to include, pdf filename,...)?
 Bot-exported PDFs could be saved in a certain folder with a known naming structure, and wiki pages could include links to the appropriate pdf file (perhaps via macro), avoiding the whole automatically-generated performance hit issue.
 2. The space backup process consumes some extra resources, hence, it is understandable that Confluence may perform poorly if there's multiple concurrent space export.
 In the context of permission settings, you can assign/drop the "Space - Export" space permission if necessary.
 In regards to a single automated process, I think one can create a job plugins that runs the space export at an interval. You might be able to find better answers in Atlassian Answers.
 1. Thank you for the information - a job plugin (set up to use Cron) sounds exactly like what we need. Then it's just the case of creating the plugin to export specific pages within a space (or the whole space) and save it - all according to designated parameters. Do you know if the plugin architecture allows you to specify a subset of pages to be exported in the space (like is possible in the UI)?
 Another method would seem to be to use an external script using the RPC API - but right now you can only export an entire space as a PDF (but I've voted up a feature request for extra granularity here - see I found a python script that could be modified (currently exports a space as XML)...
 Anyway, I will search the public forums as you suggest... I just wanted to update this thread with these pointers. Thanks again.
 6. P
 We're using Confluence to create documentation and we use the PDf export mechanism to provide our customers with a PDF version of the documentation.
 Now, in the spaces we use for documentation, we have several pages that have viewing restrictions on them. This can be either pages that are not yet finished or just some internal pages with comments/directions etc.
 I know I can manually uncheck each single page that I do not want to have included before exporting, but I was wondering if it's not possible to run the export in such a way that it will only export what is visible to anonymous users?
 1. Sure - you just need to grant 'Export Space' permission to anonymous users, and then log out before starting the export.
 This will create the PDF including only those pages which are visible to anonymous users.
 If you don't want to enable exports for anonymous users, then you could create a new user, make sure that the permissions are set so that the user does not see your internal pages, and perform your PDF Exports using that restricted user.
 1. P
 Tnx, that'll do the trick. Should have come up with that myself


text:
Biodiversity in the eastern Mediterranean Sea could take a deadly hit if drillers rush in on recently discovered gas-rich fields, the World Wildlife Fund warned Wednesday.
The international environmental organization warned that gas drilling in the area shared by Turkey, Israel and Egypt could ravage the sea's ecosystem, which would take at least a millennium to regrow.
Gas drillers have been eager to capitalize on the recently discovered Leviathan gas field, a deepwater area off the Israeli coast that may hold as much as 16 trillion cubic feet of gas, AFP reports.
The West Nile Delta gas field, another potentially lucrative region for drillers, was discovered earlier this year. That field is located off the coast of Alexandria, Egypt.
But the eastern Mediterranean is home to rare species that are millennia old, including deep-sea sponges and cold water corals. Sergi Tudela, head of WWF's Mediterranean Fisheries Program, says this makes them particularly vulnerable.
Tudela said that once the sea is tapped for gas, "it can take a millennium or more before the unique micro-ecosystem grows again, so the most fragile and valuable species and under-sea areas must be left untouched by gas development," according to AFP.
WWF appealed to the European Union and a number of Mediterranean countries to prohibit deep-sea drilling and industrial development in the areas.

source: HuggingFaceFW/fineweb-edu


text:
By Andy Mannix
By Caleb Hannan
By Olivia LaVecchia
By CP Staff
By Aaron Rupar
By Jacob Wheeler
By Olivia LaVecchia
By Aaron Rupar
And because the circus is a more respected art form in Europe, expanding on a circus art like juggling--stretching it in experimental ways--is also easier than it is in the United States. Here the notion of juggling as a performance art is rare, and very much a hard sell. "There's more tradition for it in Europe," Gilligan explains. "They're used to it. They're more tolerant of it and they'll follow you farther. It's like 'juggling and art, I can accept these two things together.' Juggling in the United States is like, 'Are you a clown?'"
Juggling--as a game, a training regimen, an art form--has been around for thousands of years. So long, in fact, that one could argue that any new juggling techniques probably existed in some form centuries ago. But there are some common threads that make up modern juggling today, moving it far beyond the traditional image of a clown in a funny hat tossing colorful balls on a street corner. Modern juggling makes use of the rhythm of repetition, the science of trajectory, and the art of design to create magical movements based on bouncing a ball off the floor and walls or simply rolling balls along the palm of a hand. It is the patterns--not the props--that capture the attention.
The earliest depiction of toss juggling comes from a tomb in Egypt, perhaps dating as far back as 1994 B.C. That's according to Arthur Lewbel, a professor of economics at Boston College. Himself a proficient juggler, Lewbel has researched and written about the history of juggling, but he stresses that it's very difficult to systematically cull together information about juggling that spans centuries and the globe. In Circus!, a 1956 history of the circus, author Marian Murray cites a text by Marco Polo describing jugglers exhibiting their skill for Kublai Khan. The one encyclopedic tome about the history of juggling, Karl-Heinz Ziethen's 4,000 Years of Juggling, is fairly comprehensive, but the two-volume work was published only in limited supply in the 1980s, so it is difficult to find. A New York juggling-equipment company is working on a revision of the book, though the publication date is uncertain.
Nonetheless, Lewbel has managed to uncover some interesting facts about juggling. Thousands of years ago in Tonga and Japan, juggling was a game played by young girls. "The earliest known jugglers, in Egypt and the South Pacific, were exclusively female," he says. Moving on to the Middle Ages in Europe, Lewbel explains, "juggling was basically something that men did, and it was a demonstration of dexterity. They'd impress other warriors with their dexterity."
Still later, juggling became synonymous with a certain class of entertainer, from conjurers and magicians to jesters and clowns. And oddly, despite thousands of years of juggling history, it is the image of the juggler-as-clown that seems indelible today. "People's attitudes about juggling and who does it are not fixed," Lewbel says. "The modern notion of a juggler as a clown is very peculiar to Western culture. Juggling is so much associated with clowning. If you see someone lift a heavy weight, you think, 'Wow, that person's strong.' If you see somebody juggling, the first thought isn't, 'Wow, that person is dexterous.' It's, 'That person's a clown.'"
There is one other notion of juggling that in recent years has gained popularity in the United States: juggling as a sport. Today the activity is considered a competitive sport by many jugglers--some even contend it should be in the Olympics. In part, Lewbel explains, that's due to a resurgence of hobby juggling over the past two or three decades. During that time, the growth of the International Jugglers' Association and the widespread availability of video have vastly increased both the numbers of people juggling and their technical skill.
But neither image--a clown with comedic shtick or an athlete competing--is particularly appealing to Gilligan. Though he has often competed at IJA conventions, Gilligan maintains that the event rewards only jugglers who fit a traditional, static style and it doesn't encourage experimentation. "I can tell you how to win," Gilligan says with an undisguised note of sarcasm in his voice. "Just wear your sequined bow tie or dress and look like you're having fun. It's pretty formulaic."
And that formula doesn't really compute for Gilligan anymore, as his own juggling evolves ever further away from the hobbyist community he grew up in. "Performing for jugglers really isn't any fun," he says. "They have these weird expectations of what's juggling or what's perfect. If you do eight rings, they're like, 'He should have done it twice as long,' or 'Why didn't he do nine?' And if you do this new trick, they're like, 'Why didn't he do eight rings?' If you know he can do it, and you've seen him do it, wouldn't you rather he do something new?"
Gilligan's latest show, "Building Weight," premiered at an experimental juggling festival in Helsinki in January before settling into an extended run in Minneapolis, at the Bryant-Lake Bowl Theater. The hourlong solo performance combines disparate images of straight lines and round balls, right angles and curvy arcs. The patterns of Gilligan's juggling and movements of his body revolve around a large white plastic structure that looks like a giant Tinkertoy jungle gym, connected by a row of wooden shelves to a narrow, phone-booth-like tower. He balances and hangs on the apparatus, all the while juggling balls. He climbs the tower at the center of the stage, juggling and jumping and catching. He moves around tossing clubs against a wall in the audience, rolling rings on their edges along his arms and shoulders, catching balls on his forehead and back.
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text:
Recoding the Matrix: How Maestral Leveraged a Traditional Structure to Develop a New Approach to Learning", authored by our US Head of Business Development, Frank Torres, drew a sensible analogy between Mistral's Practice Groups (PGs) and Chapters and Guilds of Spotify. In this article, PGs were defined as follows:
Since the publish date, the post has inspired curiosity and raised questions about how the PGs generally compare to classical departments as organizational units.
This article, apart from organizational aspects, aims to address PGs' technical perspectives too, so that readers can get clearer insights into what PGs stand for and how they fit into building and sharing knowledge at Mistral.
Practice Groups Overview
Staying close to the Spotify comparison, Mistral Practice Groups represent a unique intersection between Chapters and Guilds. Like Chapters, PGs are formed around shared competencies, and like Guilds, they are fully open to all employees.
What really separates PGs from classical departments in organizational and technical terms?
Google Dictionary (Oxford Languages) defines a department as
A division of a large organization such as a government, university, or business, dealing with a specific area of activity.
Although Practice Groups resemble classical departments in some respects, a high degree of flexibility and ad-hoc ephemeral nature are the key differentiators that make us agile and competitive as an organization in every aspect.
Whatever their form, size, function, or established processes, departments still represent traditional, conservative organizational structures.
As such, departments suit well any administration, they recall and refer to the traditional leadership styles, rigid protocols of communication and decision making, i.e., the traditional leadership styles dating back to the "industrial era". Overall, they are characterized by inflexible communication channels, the sluggish pace of delivery, and often unnecessarily sizeable hierarchies too.
It is little to say that exactly those characteristics bring avail and frustration to many IT organizations that want to stay competitive in the ever-changing tech markets. They cry for organizational changes and re-structuring. Mistral sympathized from the early days and wanted to build a faster-moving, and continuous flow of relevant pool of knowledge potential available in a lickety-split, right here and nowPGs were established.
Mistral Practice Groups Characteristics and Activities
Mistral continuously explores specific tech-related topics and areas, and with PGs, it is possible to generate and share the knowledge within the company. Depending on the specific topic/area, PGs may be either short/long term groups, small, medium, or large multi-functional teams.
On that account, the organizational style dubbed Practice Groups was established, serving us as mini hubs of excellence — not as a substitute for classical departments, but rather as an innovative form of teams' organization.
What makes PGs unique is their capacity to be assembled on an ad-hoc basis, do the work, and disband them, once the goals and objectives are reached.
Research, certification (part of the Technology Partnerships initiative), Learning Path design, (part of the Professional Development Plan initiative), progress monitoring meetups, reporting, and monthly newsletters cover the range of main activities aiming at continuous education of people and overall standardization of business processes.
Each PG is led by a Lead, has one or multiple Advisors, with as many members, goals, and objectives as needed. PG Leads are responsible for planning, organizing, and steering various annual and quarterly activities.
PG Advisors assist Leads, support PG members, and the overall organization of groups and activities.
Employees take part (membership) in at least one Practice Group, but depending on their interests and preferences, they can join other Practice Groups too. (Employees can leave groups as well, in case they show no more interest.)
Continuous education is a cornerstone of Mistral's growth, and only through PGs, it is available to everyone in the organization. Be it days or week-long workshops, weekly Lunch & Learn sessions (some sessions being open to the public, too), or events with external guests and lecturers, the schedule is available through the public PG calendar. In addition to the calendar, timely announcements precede each session, so everyone is informed about the events.
Mistral's primary PGs are:
- Product & Project Management
- Design (UI/UX)
- Data Science & Analytics
- Quality Assurance
There are also certain subgroups dubbed "secondary" on account of being organized around more specific topics and areas. For example, Backend PG has several subgroups organized around programming languages such as C#, Java, Rust, and GoLang, while Ruby disbanded because of the low market demand. On the other hand, subgroups such as SQL and Python represent the intersection of interests of both Backend and Data Science & Analytics PGs. Some of the disbanded PGs are also Blockchain and IoT (Internet of Things) — but only temporarily.
PGs set the foundation for capability development at Mistral, and as such, they enable organic growth and expansion of knowledge and skills within the organization. Mistral has found a way to battle-test and optimize its approaches, overcome obstacles, and converge applying various product and software development methodologies in a way that best fits both specific, domestic needs and international market demands.


text:
Texas Bats Having Tough Time Amid Drought
The drought affecting Texas this summer is giving resident bats a hard time. The lack of moisture has depleted the insect population so that bats are having to depart early from their daytime dwellings because they have to travel farther to find enough to eat.
At Bracken Bat Cave, home to the world's highest concentration of bats, the little guys are having to emerge as much as two hours before darkness.
Leaving their daytime roosts before nightfall makes them more susceptible to predators. Hawks, falcons, owls, raccoons and snakes are known to make meals of bats.
Experts have also noticed fewer bats emerging from caves and have seen evidence that more infant bats are showing up dead.
An infant bat will not survive it it's mother cannot provide it with enough food.
"If adults aren't able to get enough food, babies don't," - Diana Foss, Urban Biologist for the Texas Parks and Wildlife Department, to the Bryan College Station Eagle
Although it is impossible to determine the true severity until 2012, it looks as though the population will decline.
Bat colonies face adversity amid Texas drought [Bryan College Station Eagle]


referent of the obJect lS the goal of the act10n des1gnated by the verb. The mean1ng of the subJect-verb-obJect construct1on 1S that the referent of the subJect lS the actor 1n1t1at1ng act10n toward that goal. But the mean1ng of the subJect-verb construct1on by 1tself lS amb1guous - the subJect TIlay refer e1ther to the actor or the goal (as 1t does w1th many Engl1sh verbscf. 'Th1S bread sllces well' and 'Th1S kn1fe sllces well.,) 12~
The meanlng of the toplc-subJect-verb constructlon lS that the referent of the tOplC lS the goal and the subJect deslgnates the actor, or that both tOPlC and subJect refer to the actor. The meanlng of the verb-obJect-lndlrect obJect (or verb-abJect-complement) constructlon lS that the obJect represents the goal and the referent of the lndlrect obJect or complement may be elther actor or secondary goal. Examples of these constructlons follow, the transltlve verb always belng /pid/ 'to close.' (Symbols used In the formulae are 'T' for tOPlC, 'S' for subJect, 'V' for transltlve verbs, '0' for obJect, and 'C' for lndlrect obJect or complement.) VOl pid pratuu. SVO: khaw pid pratuu. SV: khaw pid. SV: pratuu pid. TSV(C) • pratuu, khaw pid: mod. 'Shut the door.' 'He shut the door.' t He shut (l t) •''The door lS shut.''He shut all the doors.' (L1 t :'The doors, he shut 'em all.') VOC: pid pratuu r6d. 'Shut the car doors.'(Llt. 'Perform door-shuttlng operatlon on car., -cf. /ssJ kuncE:E: r6d/ 'lock the car.,) VOC. pid pra tuu: kan • 'You (plural) shut the door.'(/kan/ refers to the actor, not the goal.) TSVOC(C) kan mod • 'The students, (they) shut all the doors.'
The dlfflculty In lnterpretlng transltlve-verb predlcatlons lS often not so much one of ST structure as It lS of Engllsh translatlon. For example, /mll/ lS a typlcal transltlve verb, but constructlons llke's /mll/' have to be translated'S eXlsts, there lS S' whlle constructlons llke '/mll/ 0' must be translated'someone has O. I The constructlon's /mll/ 0,' on the other hand always means'S has 0.' khaw th~ug tll • 'He was beaten. '
The amblgulty of the constructlon SV (actor-actlon or goal-actlon) can be avolded by the placement of speclal functlonal words wlth passlve meanlng between Sand V. There are a few common lexemes (members of the class of completlve verbs, 3.3.4.) that have thls effect: /th~ug/'suffer (a bad actlon)' and /daJ/ or /daJ-rab/'recelve the beneflt of (a good actlon).' Examples: 'I was invited. '
The class o~ transltlve verbs lS very large (probably second only to the class o~ nouns) and lS open. Sub-classl~lcatlon could posslbly be made on an lntrlcate structural basls, and certalnly by semantlc crlterla, but lS not attempted here. There lS one group o~ transltlve verbs, however, whlch are dlstlngulshed ~rom the others by the covert lexlcal relatlonshlp whlch they have wlth certaln specl~lc completlve verbs (see examples In next sectlon).
Completlve Verbs
A completlve verb lS any predlcatlve whlch occurs both as a predlcator wlth a substantlve obJect and as a predlcator wlth a predlcatlve subJect. Thus completlve verbs satls~y the de~lnltlons o~ both adJectlves (3.3.2.) and transltlve verbs (3.3.3.), and are commonly ~ound In typlcal constructlons o~ both types, sometlmes slmultaneously. Examples wlth the completlve verb /than/ 'to catch up, be In tlme,' contrasted wlth a transltlve verb and an ad.J e c t l vel than r~d- ~a J • 'Caught the traln.' na~ r~d-~aJ. 'Rode the traln.' (/na~/ lS a transltlve verb meanlng 'Slt l ) maa than 'Came In tlme.'maa chaa 'Came late.' (/chaa/ lS an adJectlve meanlng'slow') maa than r~d-~aJ • 'Came In tlme to catch the traln.' The class o~ completlve verbs, besldes ~llllng all the posltlons o~ verbs and adJectlves, has another lmportant ~unctlon. Its members co~only occur wlth whole predlcatlons (lncludlng a subJect, but rarely a tOPlC) as thelr objects. The same thlng lS true o~ those transltlve verbs whlch have 1exlca1 relatlonshlps wlth completlve verbs. In the examples below two palrs o~ such verbs (transltlve and completlve) are lllustrated, ~lrst together In the de~lnltlve context, and then separately wlth an ldentlcal predlcatlon as the obJect o~ each. 'Can't see anythlng.'(llt: 'look at somethlng not-seel t.,) moo~ khaw-Ien don-trll • 125 'Can't hear anythln9.'(Llt. 'llsten to somethlng nothear- l t.,) 'Watched them play mUSlC.''Saw them playlng mUSlC.'fa~ khaw-Ien don-trll • daJ-Jln khaw-Ien don-trll • 'Llstened to them play mUSlC.''Heard them playlng mUSlC. '
Three completlve verbs have already been mentloned (3.3.3. end) as havlng a speclal paSSlve meanlng when they occur dlrectly before transltlve verbs. These same ltems can also have entlre predlcatlons as thelr obJects, In whlch case the subJect of the predlcatlon remalns the actor. Example I chan th~ug man-tll aw rEE~-rEE~. 'I was hlt hard by It.'Completlve verbs In the adJectlve posltlon can be followed only by other adJectlves, whlch then become the predlcator: v,.., Q. maa~ hen chad: maJ • 'Can you see It clearly~' A. ch~d. 'Yes, clearly.' A common feature of all completlve verbs lS that when they occur In a syntactlcally amblguous context (such as a response In whlch the completlve verb stands for an entlre predlcate or predlcatlon), the form of negatlon clearly shows whether they are playlng the role of adJectlve or transltlve verb. Examples wlth the completlve verb /~n/ 'warm': Y. un IEEw • "".. N. Ja~ maJ-un. Q. un khrya~ IEEw • rY-Ja~ • Y. ~n IEEw 'Is the englne warm yet?''Yes, It lS.' 'No, l t's not.''Have you warmed up the englne yet~l, Ye s, I ha ve. ',No, I ha v en' t. '
The negatlve /maJ/ lS characterlstlc of adJectlve predlcates, and /maJdaJ/ of transltlve verb predlcates. The class of completlve verbs lS relatlvely small, but not closed,


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A Metamorphmagus
Remus Lupin on his infant son's Metamorphic abilities[src]
Difference between Animagi and Metamorphagi
"Metamorphmagi are born, not made."
—Tonks explaining to Harry about Metamorphmagi[src]
Using Metamorphic abilities
—Tonks regarding her Metamorphmagus abilities[src]
Nymphadora Tonks changing her facial features at will and with ease
It is unknown whether Metamorphmagi receive any training in developing their innate skill, or if they learn through trial and error; given their rarity, it is unlikely that much training is available. However, Tonks has shown that she only needs to concentrate a little to change her appearance, so it may be simply a matter of the Metamorphmagi wanting to change. While it has been debated whether Animagi transformations and Disapparition require a wand, it seems Metamorphmagi do not need theirs to utilise their abilities, as Tonks has claimed that other wizards need a wand or potions to transform, meaning Metamorphmagi such as herself are not restricted as such.
Tonks angry
Tonks' hair changing colour under the influence of her emotion
It is unknown if Metamorphmagi must register with the Ministry of Magic like Animagi must, as Metamorphmagi did not choose to become what they are, while Animagi did. Although unlike Animagi, Metamorphmagi do not possess any distinct markings that come with their transformation, so it would be far more difficult to keep track of them for any signs of ability abuse.
Like many other types of magic, a Metamorphmagus' abilities are affected by his or her emotional state. The person's appearance at any moment will often reflect the emotion the person is feeling at the time. Strong emotions, such as shock or sadness, can affect their abilities to the point of having trouble using them at all. For example, Nymphadora Tonks had difficulty using her abilities following Sirius Black's death, when she was depressed over her feelings for Remus Lupin.[3]
Metamorphic abilities can be very helpful when it comes to disguises. For example, Nymphadora Tonks was able to put her abilities to use in performing espionage for the Order of the Phoenix. She also got full marks in Concealment and Disguise of her Auror training, implying that this ability can be used for official examinations and competitions.[1]
Albus Dumbledore wrote an article examining whether it was possible for Metamorphmagi to use their transformational abilities to disappear without a trace in a 1926 issue of Transfiguration Today.[4]
Known Metamorphmagi
Behind the scenes
 - In latin, the female form of Magus is Maga. However, female Metamorphmagi are never refered to as "Metamorphmaga" or "Metamorphmagae", which would be the female plural, in canon.
Notes and references
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Polar Studies History
On Saturday, April 18th 2009 the Geology department officially inaugurated the Robert A. Pritzker Center for Meteoritics and Polar Studies. This new Collection and Research facility was funded by the Tawani Foundation with a generous grant of $7.3 million, and included a significant meteorite collection from the Planetary Studies Foundation valued at an additional $3 million.
In attendance at the ribbon cutting ceremony and polar panel on April 18 were FM Trustee and former Board Chair Robert Pritzker and Col. James Pritzker, members of Col. Pritzker's recent Antarctic expedition, representatives of the Tawani Foundation, a representative of Prince Albert of Monaco, and Board Chairman, John Canning.
The generosity of Col. James Pritzker and the Tawani Foundation enable The Field Museum to stay at the forefront of meteorite research, as well as open new avenues of research in the polar regions, including paleontology, biodiversity studies, and climate change.
- Follow Our Research
- Conservation Efforts
- Explore Our Collections
- Research Resources
- Science Podcasts


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Implementation and verification of a hybrid performance and impedance model of gridded radio-frequency ion thrusters*
THM University of Applied Sciences, Department of
Electrical Engineering, Wiesenstrasse 14, 35390
Received in final form: 14 August 2015
Published online: 8 October 2015
In this paper, we show the development steps for an iterative performance and impedance model of gridded radio-frequency (RF) ion thrusters. The input parameters are equivalent to those of the real propulsion system; i.e., coil current, propellant mass flow, and extraction grid voltages. Therefore, the model is easily validated and verified by experimental data and can furthermore be used to optimize the overall thruster performance. The model predicts volume-averaged plasma parameters such as electron temperature, conductivity, total pressure, and ionization fraction as well as thruster performance data like generated thrust, specific impulse, and mass and electrical efficiency. The above mentioned plasma parameters are obtained as functions of the discharge chamber's geometry by using a charge balance equation that relates generated ions to ions lost at the chamber's walls. The plasma related quantities influence the electromagnetic field penetration which is here evaluated by means of a diffusion equation for the vector potential. The vector potential is obtained by a 3D Finite-Difference-Method on a cubic and rectangular grid which, in principle, offers the opportunity to have arbitrary plasma chamber and coil geometries. An actual ion thruster geometry is evaluated in this study in favor of experimental verification of the numerically obtained data. The thruster's coil generates highly asymmetric electromagnetic fields which motivates the use of a three-dimensional solver. A dissipation model based on Ohm's law and Poynting's theorem is used to determine the absorbed power within the discharge. To obtain a stable solution, the electromagnetically absorbed power is equated to the power lost due to elastic and inelastic collisions and electron wall flux. This whole process is iteratively repeated until the degree of ionization converges within a given threshold. To relate the stable discharge parameters to the thruster performance an extraction model based on a modified version of Child-Langmuir's law is used. Within the model, the extracted ion beam current is calculated as a function of extraction aperture, applied extraction voltage, and plasma sheath size. A particle balance equation is then used to iteratively compute the total pressure combining neutral, electron, and ion pressures. After convergence, the plasma impedance, typically described by a transformer model, is transformed to its equivalent series representation as seen by the RF source at its terminals. Furthermore, thruster performance data are evaluated which gives rise to use this model for optimization purposes. It can thus be regarded as a toolbox for virtual prototyping.
© EDP Sciences, Società Italiana di Fisica, Springer-Verlag 2015


Country Element
In this tutorial you learn how to configure a country element with its specific values to use it in ZOO.
1. Configuration
Parameter settings
Here is the description of the different values:
Multiselect: Choose if you should be able to select more than one country in the item creation view (see step 3).
2. Element Assignment
Parameter settings
If you activated the Multiselect option in step 1 you can choose how the values are separated in the frontend. You can choose between different chars like comma or pipe or the values can be wrapped by a html element like a div or a li.
3. Item Creation
Parameter settings
This is how the element looks when you create an item. See this tutorial for creating an item. Choose the countries out of the list.
Documentation on Github


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Nyamuragira volcano erupted on July 26, 2002, spewing lava high into the air along with a large plume of steam, ash, and sulfur dioxide. The 3,053-meter (10,013-foot) volcano is located in eastern Congo, very near that countrys border with Rwanda. Nyamuragira is the smaller, more violent sibling of Nyiragongo volcano, which devastated the town of Goma with its massive eruption in January 2002. Nyamuragira is situated just 40 km (24 miles) northeast of Goma.
This pair of images was acquired by the Moderate Resolution Imaging Spectroradiometer (MODIS), flying aboard NASAs Terra satellite, on July 26. The image on the left shows the scene in true color. The small purple box in the upper righthand corner marks the location of Nyamuragiras hot summit. The false-color image on the right shows the plume from the volcano streaming southwestward. This image was made using MODIS channels sensitive at wavelengths from 8.5 to 11 microns. Red pixels indicate high concentrations of sulphur dioxide.
Image courtesy Liam Gumley, Space Science and Engineering Center, University of Wisconsin-Madison


Neville is a Glasshouse Mountains artist who exhibits nationally and internationally. He works primarily with printmaking and specialises in linoprints. He also expresses his imaginings by creating handmade Artists Books which are held in various collections in Australia and overseas.
Neville's art is sometimes landscape, sometimes whimsical and most times thought provoking as he explores the chiaroscuro of black & white prints, or he splashes into vibrant colour.
"It all begins with a drawing which for me is a means of toying with ideas. Drawing allows me to imagine concepts and explore specks of notions and layouts or trains of thought and the use of space relationships"
Fifteen years in Northern Territory heavily influenced his art. From working in several remote Indigenous art centres to experiencing distance and solitude, Neville has honed his perceptions of space and human impact while he thinks he has come to better appreciate nature.


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A Communication Medium Suitable for a De-linearized Online Learning Platform
by Jean Bebe
Traditional education is no longer regarded as the only source for knowledge. This is largely due to the digital evolution. Although there have been steps taken to transform the education system from traditional to modern, it is argued that linearized learning remain as the underlying framework. In order to be in sync with current and future market demands, a de-linearized learning approach is found suitable. This is best described as the exchange of roles namely, student, teacher, practitioner and researcher and the exchange of knowledge between them. An online platform that adopts a de-linearized learning approach is very much different and new compared to other online learning platforms. For this reason, a communication medium suitable for the exchange of knowledge in a de-linearized learning setting is unknown. Through the use of interviews consisting of the four roles as participants and literature research, the author has been able to identify six factors together with media capabilities that should be considered in a communication media in order to achieve effective knowledge exchange in ade-linearized learning platform. The factors are targeted towards the underlying layer of the exchange of knowledge which is the transmission and processing of information.
File Download : Thesis Jean Bebe


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An animal detection system with the warning lights activated resulted in 1.52 mi/h lower vehicle speeds (compared to warning lights off) for passenger cars and pick-ups.
Alerting drivers to the presence of large animals in the road at Yellowstone National Park.
The study area was on US Highway 191 inside of the Yellowstone National Park, with a posted speed limit of 55 mi/hour. The data collection period occurred over two weeks in which there was mostly no precipitation. Researchers installed three traffic counters and road tubes outside and inside of the detection area. The counters recorded the date, time, vehicle type, vehicle speed and gap (in seconds) between vehicles. When vehicles moved in platoons, only the speed of the first vehicle in a platoon was used as a data point when the signs were activated (since the following vehicles may be influenced by the speed of the first one). A sample size of 2,428 vehicles per 24 hour period was used.
The deployment of an animal detection system at Yellowstone National Park found that passenger cars, pick-ups, vans, and trucks with two units or more had lower vehicle speeds by 1.52 mi/hour with warning signs activated compared to warning signs off. Although the difference is small, it is important to note that small reductions when vehicles are traveling at high speeds have a disproportionate decrease in the probability of severe accidents.
The data also showed that the number of collisions with large animals was 58 to 67 percent lower than was expected (but could not be tested for significance due to the variability in the number of collisions and just one year of post installation collision data). Driver opinion of the system documented in interviews revealed that a majority (59 percent) would have liked to see the system stay in place. The system was removed in the fall of 2008 due to high maintenance and a lack of spare parts.
Author: M.P. Huijser, T.D. Holland, A.V. Kociolek, A.M. Barkdoll and J.D. Schwalm
Published By: Oregon Department of Transportation Research Unit and the Federal Highway Administration
Source Date: March 2009URL: _URL_
Average User Rating
Typical Deployment Locations


Definitions for gas bladder
This page provides all possible meanings and translations of the word gas bladder
 1. gas bladder(Noun)
 An internal organ that fish use to control their buoyancy, allowing them to maintain or change depth by changing their density.
 1. Swim bladder
 The swim bladder, gas bladder, fish maw or air bladder is an internal gas-filled organ that contributes to the ability of a fish to control its buoyancy, and thus to stay at its current water depth without having to waste energy in swimming. Also, the dorsal position of the swim bladder means the center of mass is below the center of volume, allowing it to act as a stabilizing agent. Additionally, the swim bladder functions as a resonating chamber, to produce or receive sound. The swim bladder is evolutionarily homologous to the lungs. Charles Darwin remarked upon this in On the Origin of Species. Swim bladders are found in many bony fish, but are not found in cartilaginous fish. In the embryonic stages some species, such as redlip blenny, have lost the swim bladder again, mostly bottom dwellers like the weather fish. Other fish like the Opah and the Pomfret use their pectoral fins to swim and balance the weight of the head to keep a horizontal position. The normally bottom dwelling sea robin can use their pectoral fins to produce lift while swimming. The cartilaginous fish do not have swim bladders.
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text:
Search the Community
Showing results for tags'renumbering'.
Hello, I am looking for a lisp to help speed up the process of renumbering a selection of multileaders. We use multileaders to call out materials on our drawings, and often make changes to our Bill of Materials (BOM). Whenever a change to the BOM is made, we need to adjust a lot of the multileaders to match. For example, we may have a list of 30 materials, all numbered and bubbled out. Then our client comes back with a change, and we have to add a material between number 15 and number 16 (We can't just add the material to the end, because the BOM is organized by category, size, etc.). This means that every number from 15 to 30 increases by 1, and then all of the multileaders need to be adjusted. Currently we use one of two methods for adjusting the numbering. If it is a small list, or there is not a lot of bubbles, we just manually adjust each multileader. If its a long list, or there's a lot of bubbles, we use find and replace (In the example, check find whole words only, find 16, replace with 17a; Find 17, replace with 18a; and so on. Then once all numbers are adjusted, uncheck find whole words only, and find a and replace with nothing). While these methods work, they are rather tedious, and prone to error, especially when we have a long list of hundreds of materials. I would like to find a faster and more robust way of doing this, and I think a lisp is probably the best solution. Ideally, the lisp would allow for the user to take a selection set of multileaders, input a range of values to adjust by a user-specified delta, and then make all the changes in one go. In the example above, the user would get the selection set of multileaders, input a range of 16-30, and a delta of 1. Sometimes the delta would need to be more than 1, hence the requirement of a user inputted variable. Often, a material is removed from the list as well, which requires a range to decrease by one. So if the lisp could take that into consideration and allow for a negative delta that would be helpful as well. I have attached a dwg example with the multileader we use for reference. The multileaders are of the type Block, using Circle as the source block, and they are always in paperspace, not sure if that will affect anything. If anyone has any ideas, please let me know. Thanks, Noah BOM MULTILEADER EXAMPLE.dwg
Hello, I am trying to figure out a way to get all of my common data (detail numbers, sheet numbers, and when I bubble an item from my BOM) to update easier. The best way I found to do this seems to be using Field. Field works with regular text really well, but I cant figure out how to get the correct data from Mtext or from a table. Meaning, Field pulls all data from Mtext, and only table data from tables (i.e, nothing inserted inside the table, just table height and whatnot). I would like to use a table so that I can copy paste my BOM from excel, and Field reference to the data in that table. If you have an easier solution I would appreciate that too.. Using full Autocad 2017, Mechanical. Also, I tried using Custom Drawing Properties but that maxes out at 10, and I cannot populate it easily from the excel file. I know I can use sheetset for the sheet numbers, but see no way to use it for the BOM.


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Members can add personal information about their living family members, however:
- You must not share information regarding a living person without that person's explicit permission.
- You must not share information about a living child under 16 without parental consent.
- You must not share any information about a living child under 13 unless you are their parent and legal guardian. Even profiles of children created by parents should be considered placeholders only and not contain any sensitive information.
- You must not share any information about DNA tests for other living people.
So, I guess it comes down to what it means to "share" information about a living person. Is posting a profile of a living person "sharing" information about that person? To post the profile of a living person, nowadays, you often have to enter an estimated birth date. Is that considered sharing? I'm looking for some clarity here.
Does it mean that I can't add someone to the trusted list of a living person without the permission of the person of whom the profile is written? Does it mean I can't send the info to someone else in e-mail?


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In addition to meeting all other applicable requirements for admission, non-native speakers of English must demonstrate sufficient English language proficiency. This may be demonstrated by any of the following:
- International Language Testing System (IELTS) score of 6.5
- Test of English as a Foreign Language (TOEFL) scores of:
- 550 or better (paper test)
- 79-80 (internet-based test)
- Georgia State Test of English Proficiency (GSTEP) score of 6.
- Successful completion of Georgia State University's Intensive English Program.
- For transfer applicants, completion of a college-level English composition course with a grade of "C-" or better at a regionally accredited U.S. college or university.
- For freshmen applicants, SAT Critical Reading score of 430 or better or ACT English score of 17 or better.
Conditional Admission — F1 Visa Applicants Only
Non-native speakers of English who meet all admission requirements except the English language proficiency may be granted conditional admission.
To be eligible for conditional admission, applicants meet the following:
- TOEFL score of either:
- 480 or better (paper test)
- 54-55 (internet-based test)
Students granted conditional admission will be required to take certain courses in the Intensive English Program (IEP) before taking other courses at Georgia State.
A student may remain on conditional admission status for no more than three semesters.
Financial Aid is typically not available to IEP students.


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- Lesson 10: The Multitrack Mixer View
There are two different interfaces for the Multitrack Editor. The one we've covered so far resembles the editor in a video program, whereas the Mixer view emulates the "look and feel" of a traditional hardware mixer as used in audio productions for well over half a century. The major difference, aside from the look, is that the Mixer view does not allow for working with clips. However, you can see more multitrack project parameters at once, which is often convenient for mixing.
Although some students might feel more comfortable with one option or the other initially, encourage them to get used to switching to whichever view is "the right tool for the right job." When doing recording and arrangement with a multitrack project, the regular Multitrack Editor is usually the preferred interface. But when all tracks are recorded and the arrangement is complete, the project will transition to mixing, and the Mixer view is usually the best choice for that function.
Goals for this lesson
In this lesson, students will learn how to do the following:
- Switch from the Multitrack Editor to the Mixer view
- Adjust the Mixer fader heights to allow for greater resolution when setting levels
- Show/hide various areas to customize the Mixer size and configuration
- Scroll through different Effects Rack inserts and sends within their respective areas
- Scroll to view different groups of channels if the Mixer window isn't wide enough to show them all
- Differentiate among channel types via color coding
- Rearrange the Mixer channel order


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I'm amazed to learn that the pottery of ancient Greece may help to improve the safety of space travel. The Israel Herald reports:
The study of the chemical and physical properties of ancient Attic pottery would help improve space missions, believe scientists.
Considering it importance, the National Science Foundation (NSF) awarded nearly 500,000 dollars to scientists from the Getty Conservation Institute, Stanford's National Accelerator Laboratory (SLAC) and the Aerospace Corporation earlier this year to study the secrets of Attic pottery.
Among other objectives, it is hoped that the project will improve our understanding of iron-spinel chemistry, which is critical to the advanced ceramics used for thermal protection in aerospace applications, such as protective tiles on the Mars Rover Sojourner, or the fleet of space shuttles, for example.
Attic pottery features red and black figures and was a fixture in ancient Greece from the sixth to fourth centuries B.C.Red-figure Attic pottery, circa 530 BC (image courtesy of Wikipedia)
The iron-spinel ceramic pigments found in Attic pottery are able to remain chemically stable at very high temperatures.
It's the degree of iron oxidation that provides the red and black coloring associating with Attic pottery.
There's more at the link.
I know that spinels are "resistant to chemical weathering and abrasion", but who came up with the idea that the use of iron-spinel compounds as a glaze in ancient pottery might be useful to or relevant for modern space technology? It blows my mind to think that the hand-made pottery of ancient Greece, well over two millennia old - long before anyone had even flown, never mind gone beyond our atmosphere into space! - might help to produce better heat-shield tiles to protect spacecraft against re-entry into atmosphere.
I'd never have made the connection. I wonder what inspired the National Science Foundation to do so? Some modern scientist must have had a brainwave...


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A morphological chart is a visual way to capture the necessary product functionality and explore alternative means and combinations of achieving that functionality. For each element of product function, there may be a number of possible solutions. The chart enables these solutions to be expressed and provides a structure for considering alternative combinations. This can enable the early consideration of the product 'architecture' through the generation and consideration of different combinations of'sub-solutions' that have not previously been identified. Used appropriately, it can help to encourage a user driven approach to the generation of potential solution.\
- List product functions.
- List the possible'means' for each function.
- Chart functions and means & explore combinations
Chart gives various no. of alternative solution for the problem. choose each alternative evaluate them on
your design criteria. and now you have got the pefect solution.


text:
VisualSVN set-up guide
Installing the VisualSVN server
STEP 1: Download the standard edition of VisualSVN server from _URL_ Its free and it is supported by articy:draft
STEP 2: Install it on any Windows PC that can be reached from all computers running articy:draft. We recommend the same machine that also runs the articy:server.
STEP 3: Choose VisualSVN Server and Management Console 1
STEP 4: Choose a server port and write it down. You need this port number later when creating or importing an articy:draft project. If the port is already in use by another program or service, just pick another one from the drop down list.
STEP 5: Select a proper path for Repositories 1. This is the location where the data files are stored. It should be on a local drive of the machine. Do not use mapped or network drives!
STEP 6: Choose Use Windows authentication 2
Step 21 deals with how to handle Subversion authentication.
STEP 7: Open the VisualSVN Server Manager
STEP 8: Copy the Server URL of the VisualSVN Server into the clipboard or write the URL down. In the screenshot below the highlighted server URL is _URL_ 1. You need this URL later when creating or importing an articy:draft project.
STEP 9: Create a new repository by right-clicking Repositories 2 in the tree view on the left hand side and choose Create New Repository. A dialog box asks for a pository name. Choose any name (e.g. ArticyProjects). You also need this repository name for creating/importing projects so write it down too!
Create a new articy multi-user project
STEP 10: Start articy:draft
STEP 11: Connect to articy:server
STEP 12: Login with your articy user credentials as they were created by the articy:server admin
STEP 13: Click button Create new project on the bottom of the projects list
STEP 14: Switch to the Source control page of the create new project assistant.
STEP 15: Change source control type from Perforce provider 1 to Subversion 1.6/1.7
STEP 16: Enter https://MyServerURL:MyPort/svn/MyRepositoryName in the field Repository-URL (internal) 2
- "MyServerURL" is the server name you copied in step 8
- "MyPort" is the port number you copied in step 4
- "MyRepositoryName" is the name you have entered in step 9
STEP 17: In this example the full repository URL is _URL_
STEP 18: Enter any name in the field Repository-path 3. While you are free to choose any name, it makes sense to use the same name as the articy project itself for a better allocation. In this example the name choosen is MyProject.
STEP 19: Fill-out the remaining project details and click the Finish button 4.
STEP 20: Finally you are asked to authenticate with the SVN server.
STEP 21: As you have chosen Use Windows authentication in step 6, this is the same user account you use when starting Windows. Enter your username and password and confirm. If Windows authentication is not working for some reasons, you might want to change the authentication type of VisualSVN to Subversion authentication.
In order to do this,
- Open the VisualSVN Server Manager like shown in step 7
- Click on the link Configure authentication options... in the right side of the VisualSVN Server Manager window
- Switch to Use Subversion authentication 1 and confirm by pressing OK
- Click on the link Create new user... and fill out user name and password. Confirm by pressing OK
- Now you are able to use this SVN user account in step 20
STEP 22: The project is created and automatically stored into the VisualSVN repository.


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The Jungfraujoch High Altitude Research Station, Switzerland, was awarded the EuChemS Historical Landmark Award in recognition of the pioneering work and exceptional "liaison réussie" between the research group of Prof. Marcel Migeotte (_PHONE_) with collaborators from the University of Liège, Belgium, and the International Foundation of the High Altitude Research Stations Jungfraujoch and Gornergrat (HFSJG), Switzerland. History was made at this alpine site in terms of the first fundamental measurements and early identification of harmful atmospheric constituents, such as anthropogenic greenhouse gases, and evidence of how their presence in our atmosphere has changed over the last 70 years. Our current understanding of atmospheric chemistry and physics in the context of Earth's climate system would not be possible without the visionary approach of asking the right questions, developing cutting-edge instrumentation and forging strong coalitions at a seminal time for atmospheric chemistry.
The Swiss Chemical Society aswell as the International Foundation 'High Altitude Research Stations Jungfraujoch and Gornergrat' and its partners are very proud to have received this prestigious award and look forward to sharing with you the activities related to the award ceremony.
University of Bern


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The L1® Approach and the History Of Amplification / Medium Resolution
High resolution | Medium resolution | Low Resolution
The L1 approach to amplifying live music is based on the qualities of unamplified music: each musician in control of his or her sound, the ability to hear oneself and each other, and the sound of each voice and instrument coming from its unique location. This video explains the major historical eras of amplification, from the early days of individual instrument amplification to the era of triple systems (backline, monitors, PA) and the present era that includes the new L1® approach. The unique behavior of the L1® loudspeaker is described along with how it is used by musicians.


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"/>
This means that if a connection asks to own the name
"org.freedesktop.Foobar" then the source context will be the context of
the connection and the target context will be "foo_t" - see the short
discussion of SELinux below.
Note, the context here is the target context when requesting a name,
NOT the context of the connection owning the name.
There's currently no way to set a default for owning any name, if we
add this syntax it will look like:
If you find a reason this is useful, let the developers know. Right
now the default will be the security context of the bus itself.
If two elements specify the same name, the element
appearing later in the configuration file will be used.
See _URL_ for full details on SELinux. Some
Every subject (process) and object (e.g. file, socket, IPC
object, etc) in the system is assigned a collection of security
attributes, known as a security context. A security context
contains all of the security attributes associated with a
particular subject or object that are relevant to the security
In order to better encapsulate security contexts and to provide
greater efficiency, the policy enforcement code of SELinux
typically handles security identifiers (SIDs) rather than
security contexts. A SID is an integer that is mapped by the
security server to a security context at runtime.
When a security decision is required, the policy enforcement
code passes a pair of SIDs (typically the SID of a subject and
the SID of an object, but sometimes a pair of subject SIDs or a
pair of object SIDs), and an object security class to the
security server. The object security class indicates the kind
of object, e.g. a process, a regular file, a directory, a TCP
Access decisions specify whether or not a permission is granted
for a given pair of SIDs and class. Each object class has a set
of associated permissions defined to control operations on
objects with that class.
D-Bus performs SELinux security checks in two places.
First, any time a message is routed from one connection to another
connection, the bus daemon will check permissions with the security
context of the first connection as source, security context of the
second connection as target, object class "dbus" and requested
If a security context is not available for a connection (impossible
when using UNIX domain sockets), then the target context used is the
context of the bus daemon itself. There is currently no way to change
this default, because we're assuming that only UNIX domain sockets will
be used to connect to the systemwide bus. If this changes, we'll
probably add a way to set the default connection context.
Second, any time a connection asks to own a name, the bus daemon will
check permissions with the security context of the connection as
source, the security context specified for the name in the config file
as target, object class "dbus" and requested permission "acquire_svc".
The security context for a bus name is specified with the
element described earlier in this document. If a name has no security
context associated in the configuration file, the security context of
the bus daemon itself will be used.
If you're trying to figure out where your messages are going or why you
aren't getting messages, there are several things you can try.
Remember that the system bus is heavily locked down and if you haven't
installed a security policy file to allow your message through, it
won't work. For the session bus, this is not a concern.
The simplest way to figure out what's happening on the bus is to run
the dbus-monitor program, which comes with the D-Bus package. You can
also send test messages with dbus-send. These programs have their own
If you want to know what the daemon itself is doing, you might consider
running a separate copy of the daemon to test against. This will allow
you to put the daemon under a debugger, or run it with verbose output,
without messing up your real session and system daemons.
To run a separate test copy of the daemon, for example you might open a
terminal and type:
DBUS_VERBOSE=1 dbus-daemon --session --print-address
The test daemon address will be printed when the daemon starts. You
will need to copy-and-paste this address and use it as the value of the
DBUS_SESSION_BUS_ADDRESS environment variable when you launch the
applications you want to test. This will cause those applications to
connect to your test bus instead of the DBUS_SESSION_BUS_ADDRESS of
your real session bus.
DBUS_VERBOSE=1 will have NO EFFECT unless your copy of D-Bus was
compiled with verbose mode enabled. This is not recommended in
production builds due to performance impact. You may need to rebuild D-
Bus if your copy was not built with debugging in mind. (DBUS_VERBOSE
also affects the D-Bus library and thus applications using D-Bus; it
may be useful to see verbose output on both the client side and from
If you want to get fancy, you can create a custom bus configuration for
your test bus (see the session.conf and system.conf files that define
the two default configurations for example). This would allow you to
specify a different directory for.service files, for example.
Please send bug reports to the D-Bus mailing list or bug tracker, see


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Creating Confusion: Changing Symbols – BloggingPro
I don't know if you have seen the new international symbol for radiation yet, but it was supposed to make it easier to understand that an object tagged with the symbol is dangerous.
The funniest thing I read about the new radiation symbol comes from Aurum3 NewTech which wrote:
My guess is that the new symbol warn anyone near radiation material is to first turn in a skull before you run away…or is it run away otherwise you will turn into a skull.
By changing this symbol, which was widely understood, it can only create a bit of confusion. Unlike the old symbol, the new symbol requires more time and thought to deduce what message it is trying to get across.This is because they have added a more complicated structure to the symbol, oddly enough including the "old" symbol as a starting reference point, and adding in waves, a skull and crossbones and a person running.How does this relate to blogging? Well, if you are blogging, you should remember that adding more words, images, symbols, and ideas into a post can confuse your primary message, and make it harder for those reading your site to understand what it was that you wanted to convey.I know I have been guilty of this a few times, but hopefully not as badly as the new radiation symbol.


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Hel was the Norse* goddess of the dead, daughter of the trickster god Loki and the giantess Angrboda. Shortly after her birth, Hel was cast out of Asgard, home of the gods, by Odin*. He sent her to Niflheim, the underworld, and made her queen of all who died from old age or sickness. Warriors who fell in combat did not become her subjects but went instead to the hall called Valhalla to live with Odin. In early Norse mythology, Hel was also the name of the world of the dead.
trickster mischievous figure appearing in various forms in the folktales and mythology of many different peoples underworld land of the dead
Sources describe the goddess as a half-flesh-colored and half-black monster. She lived in a castle called Eljudner and ate her meals with a dish named Hunger and a knife called Famine. She was attended by two servants, Ganglati and Ganglot, who moved so slowly that they appeared to be standing still. Hell, the English word for the underworld, comes from the Norse word Hel.


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The history of Tolstoy can be traced back to determine his geneology because he came from ancestors who were very well-known and prosperous in Russia.
Tolstoy's Family History
The Tolstoy family was considered to be noble and important in Russia. Tolstoy and his family are believed to have gotten their start from a man named Indris.
- Indris immigrated from Germany to Russia in 1353.
- It was here that he was baptized, given a new name, and served as military governor.
- He was the founder of several families which were considered to be noble.
- Indris' great-grandson, Andrey Kharitonovich, moved to Moscow, the center of Russian wealth and power. His military knowledge and good looks served him well as he schemed for wealth and influence.
- Andrey became the Grand Duke Vasiliy Tolstoy and the family thrived and profited from Russia's growth and success.
Tracing Tolstoy's Geneology
According to Leo Tolstoy, His Life and Work, (compiled by Pavel Biryukov and Revised by Leo Tolstoy from the 1911 English-language edition and distributed by the Tolstoy Library OnLine) on Tolstoy's father's side of the family, his genealogy actually breaks down to:
Number of Generations from Indris:
- (15 Generations) Peter Andreyevich Tolstoy was the first Count
- (16 Generations) Ivan Petrovich
- (17 Generations) Andrey Ivaonvich
- (18 Generations) Ilya Andreyevich, Governor of Kazan
- (19 Generations) Aleksandra, married to Count Osten-Saken. Nikolay.
- (19 Generations) Pelageya, married to V.P. Yushkov. Ilya (dies without children)
- (20 Generations) Nikolay, Sergey, Dmitriy, Lev, and Marie
As you can see, there are many generations of nobles in the background of Tolstoy and he is 20 generations removed on his father's side from the first noble Indris.
The genealogy on this mother's side is just as impressive. The maternal ancestral line traces back through royalty including princesses and other members of royal families that allowed Tolstoy to have the upbringing and nobility that he had during his time.
Facts About Leo Tolstoy
- Leo Tolstoy, or Count Lyev Nikolayevich Tolstoy, was born in Russia on September 9, 1828.
- He was born the fourth out of five children to very loving parents, but his parents died when he was very young.
- Tolstoy was raised by relatives until he came of age and was able to join the Russian army, which he did with his brother.
- It is during the days that he spent with the Russian army that Tolstoy began writing.
- Today he is known as one of the greatest novelists of all time, if not the single greatest novelist ever. He has written such well-known books such as War and Peace and Anna Karenina.
- In addition to his writing, he also became a devout Christian in his lifetime and his beliefs influenced well-known leaders of history such as Ghandi and Martin Luther King, Jr.
- Tolstoy died in 1910 of pneumonia after wandering outside alone at the age of 82.


Mathematics course : 6th grade
How to split a cube into 3 identical pyramids
Vers le même cours en français
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We shall build with cardboard and glue a pyramid fitting into a cube.
The base of the pyramid will be the bottom side of the cube, and the top of the pyramid will be one of the top corners of the cube.
We shall see that the volume of this pyramid is exactly 1/3 of the volume of the cube. Moreover, we shall reconstruct the cube with three identical pyramids like this one.
To build the pyramid, we begin with a model (see video for details).
Click on image to enlarge
We cut the sheet according to the model.
And we fold and paste to get a pyramid.
We build 3 pyramids on the same model. And we can see that they fit exactly into a cube.
Do the three pyramids fill in the cube entirely? Or could there be a void inside? Reasoning on the angles of the various planes, on sees that there can be no void inside. The cube is fully filled.
Therefore the volume of the initial pyramid is a third of the volume of the cube. Hence it is the product of the surface area of its base times its height divided by 3.
We can write : V = S x h x 1/3
(where V is the volume of the pyramid, S is the surface area of its base, that is one of the sides of the cube, and h the height, that is an edge of the cube).
We shall use this result to extend it to any kind of pyramid, and even to any cone.
This result is the generalisation to 3 dimensions of the following well known fact in the plane concerning the surface area of triangles: the surface area of a triangle is the product of the length of any side by the opposite height divided by 2.
Digression: Here is another elementary calculation of the volume of the pyramid. (By "elementary" we mean "without using integral calculus".) We only sketch it. Think of the pyramid as made of a large number of small cubes arranged in stories of decreasing square size. The bottom story would be made of n2 small cubes, the next story of (n-1)2 cubes, the next one of (n-2)2, etc. up to the top story of only one small cube. Such a pyramid contains 1 + 4 + 9 + 16 +... + n2 small cubes. Calculations show that 1 + 4 + 9 + 16 +... + n2 = n(n+1)(2n+1)/6. (If we call this number V(n), it is easy to check that V(n) - V(n-1) = n2.) So the ratio of the volume of the pyramid to the whole large cube is n(n+1)(2n+1)/(6n3). When n becomes larger and larger, and the pyramid made of small cubes is smoother and smoother, this ratio tends to 1/3.
Now a bit of fun to finish the lesson: let's place ourselves in a 4D space. Consider a 3D cube in this space, and a point P outside the 3D space in which the cube lies (OK, it's a bit difficult to visualise :-). Let's draw the lines from P to all the points in the 3D cube. We obtain a 4 dimensional figure. The 4D-volume measurement of this 4D figure is the product of the 3D-volume of the 3D cube by the opposite height divided by 4. And four such identical hyper-pyramids can be assembled into a hyper-cube.
Here is some help to visualise and work in 4 dimensions.
At the end of high school, when we study integral calculus, the fact that the hyper-pyramid has (hyper-)volume 1/4 of the hyper-cube will become an easy result, stemming from the fact that integral from 0 to z of x3 is z4/4. With z=1 this yields 1/4. To establish that four hyper-pyramids can be fitted into a hyper-cube will still require a bit of reasoning.
 1. Try to draw on a sheet of paper the cube with its three fitting pyramids inside.
The screens of the video
screen 1
screen 2
screen 3
screen 4
screen 5
screen 6
screen 7
screen 8
screen 9
screen 10
screen 11
Answer: we discover that the drawing looks terribly messy. That's why we built the pyramids with cardboard and glue.


Animal Soul Aggression & Fear Calming Reiki connects you and any animal on a deep soul level for understanding what the animal fears, and what is causing their discomfort and aggression. It works to bring a mutual trust between you and the animal, and soothes and calms them so they can learn to trust and let go of fears. Often when animals are aggressive it is because someone has mistreated them, or they are very afraid of something. Once you understand this and get a good idea of what is at the root of this behavior, you will be better able to help the animal be calm and soothe their emotions and energies.
This system also helps to soothe and calm fears and aggression that people may have towards animals. Most of the time this kind of think happens because people to do not understand the animal. People tend to fear what they don't understand. This is also true with animals. When a dog doesn't know what is expected of him, and he tries to do good but instead is yelled at, hit or worse, the dog has no understanding of what he did that was wrong. He learns to be afraid of he very people who are taking care of him and often love him. This can lead to things like fear biting or nervous anxiety in animals.
Allow animals to be animals, and gently teach them to trust and not fear you. With this attunement you will be empowered with the use of symbol to help you work with the energies.
Founder: Daelyn Wolf


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A fresh look at freshwaters: Researchers release a 50,000 lake database
A new "geography of lake water quality," known as LAGOS, allows scientists to understand entire populations of lakes to better inform water policy and management.
October 19, 2017
EAST LANSING, Mich. – Countless numbers of people across the country spent time this past summer enjoying lakes for swimming, fishing, boating and pleasure. However, the water quality of our nation's lakes is threatened by not only the things that people do in and around them but also by less obvious factors such as agriculture and climate change. In addition, because lakes differ from each other naturally, they may be affected by these factors and people's actions differently.
To better understand the complex factors that threaten lake water quality, scientists need data on many lakes in various types of environmental settings. Unfortunately, much of the lake and geographic data needed for such studies is not easily accessible because the datasets exist in multiple formats scattered across government, university, and private databases – sometimes only in file drawers. Until now.
A new "geography of lake water quality," known as LAGOS, allows scientists to understand entire populations of lakes to better inform water policy and management. LAGOS, which stands for LAke multi-scaled GeOSpatial and temporal database, includes information on 50,000 inland U.S. lakes in 17 northeastern and upper Midwestern states.
A team of researchers in ecological, computer, geographic, and information sciences built LAGOS, led by Patricia Soranno, professor of ecology at Michigan State University (MSU). The team's recent article published in the journal GigaScience makes this information available to researchers, policymakers and the public.
"We are at an exciting time in environmental science, when people are recognizing that the big problems we face require us to work together across disciplinary boundaries and to openly share data, methods, and tools," said Kendra Cheruvelil, co-author and professor of ecology at Michigan State University.
With funding from the US National Science Foundation's (NSF) Macrosystems Biology Program, the researchers collected water quality information from scientists, government and tribal environmental agency personnel, and citizens. In fact, this database is a result of over 70 individuals who took time to share water quality data with the team, thousands of individuals who originally collected and processed the water quality data from 1980 to 2012, and more than 15 researchers at several institutions who worked together for 6 years to combine the information.
"Access to clean drinking water and the services lakes provide, such as fishing and recreation, are among the greatest environmental challenges we face today," said Liz Blood, program director for NSF's MacroSystems Biology program. "Now a comprehensive database has been created that will provide easy access to information on water quality and the physical and ecological factors that affect it across scales from individual lakes to entire regions. It will be a valuable resource for researchers, managers, landowners and citizens to evaluate the many factors affecting lakes."
The LAGOS team also gathered information for all 50,000 lakes in the 17 states from digital maps, including land use, geology, and climate, and combined it with the water quality information. The result? A geography of lake water quality.
"We cannot sample every lake. This effort is a great example of how environmental research needs to leverage a wide range of different types of information such as the increasingly available map-based data like Google Earth, with lake water samples that water resource biologists and citizens collect," said Corinna Gries, co-author and information scientist at the University of Wisconsin.
The LAGOS-team has published many ecology and computer science articles to better understand why water quality differs across the 50,000 lakes in the 70,000 square mile region. However, the team also wanted the database to be used as a springboard for other researchers and research questions. For example, scientists are using LAGOS to understand how freshwaters affect mosquito-borne human disease, as well as how water quality influences people visiting lakes. The hope is that this valuable database encourages more research on lakes, which are an important part of so many people's lives.
"These examples show how efforts like LAGOS can build the capacity for broad-scale research of the environment. Our experience has also shown us the importance of changing the scientific culture to be open, to use big-data approaches, and to be collaborative so that our science can better inform policy and management to preserve water quality for future generations," said Patricia Soranno.


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History of Carroll County, Tennessee
Volume One - 1987
The Joyners were French Juguenots. They went from France to
England and from England to America in the 1640's. The settled in
Sussex County, VA.
Joshua Joyner migrated from VA to West TN in the early 1820's.
He settled in the south west part of Carroll County. He was the father
of Marshal, Jim, Newsom, Luther, and Joe Joyner. Marshall, Jim and Newsom
were all Baptist ministers. Joe, the youngest, was a farmer. He spent
all of his life in the area where they were born and reared, just over
the Carroll County line in Gibson County. He was the father of Arden,
Percy, and Onel Joyner.
Luther was killed dring the Civil War. Jim moved to Jackson, TN
when he was a young man. Newsome moved to Huntingdon. He was the
father of Ed and Ben Joyner.
After returning home from the Civil War, Marshal Joyner m. Lucy
Morris of Gibson County. They moved to the Concord Community of Carroll
County. He was the pastor of several churches in the area. He helped to
organize the First Baptist Church of Huntingdon. He was also a cotton
farmer. In 1890 he moved to Westport. He helped to organize the
Baptist Church there and served as the first pastor.
Marshall Joyner was the father of Joe, John, Sarah, Jim, Newt,
Walter and Garvin Joyner. Joe, Newt, Walter and Garvin were all Baptist
ministers. Sarah m a Baptist minister. John and Jim farmed and Jim
also worked for the NC & St L railroad.
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JLARC releases guidance for drafting tax preference performance statements
January 3, 2014
Last year the Legislature passed a requirement for bills creating or expanding tax preferences to include a performance statement to identify the expected outcome for the policy change. We were very happy to work with Rep. Carlyle, Chair of the House Finance Committee, on this concept.
The Legislature also directed the Joint Legislative Audit and Review Committee (JLARC) to develop guidance on how these tax preference performance statements should be drafted. The JLARC report is now available. Among JLARC's recommendations:
A clear statement by policy makers of the public policy purpose of a preference is key to effective performance evaluation. The first and necessary step is for policy makers to state the public policy purpose and how the tax preference is intended to achieve it. To accomplish this, the Legislative Auditor recommends using the concept of a logic chain before drafting a performance statement for a particular tax preference.
How would a logic chain work?
The Legislative Auditor recommends the following steps to construct a tax preference performance statement from a conceptual logic chain:
1. Identify the ultimate policy purpose for the tax preference
2. Develop a logic chain for the tax preference that identifies the sequence of steps that logically link the tax preference to its ultimate policy purpose
3. Populate relevant steps in the logic chain with specific data measures and assumptions
a. What type of data is necessary for each relevant step?
b. What is the assumed measurement or condition for that step?
4. Identify what specific measures should be used to determine whether the preference is effective
a. What will policy makers expect up-front for determining success?
b. Is the measure related to the ultimate policy purpose, an intermediary step in the logic chain, or some other condition?
c. What is the specific target that must be achieved by that step (or other condition)?
5. Identify what specific data should be used to measure those targets
a. What type of data will be required?
b. Is the data currently available, or does the Legislature need to establish new data collection requirements?
JLARC will hold a public hearing January 7 at 10 a.m. to discuss these recommendations.
The ultimate goal for lawmakers should be that the state's tax system reflects sound principles of taxation based on the maxim "a fair field and no favors." That is, Washington should have a fair tax code with a broad base, low tax rates and very few exceptions. However, if tax preferences are to be used, they should specify the Legislature's explicit intent and have measurable performance goals. It is encouraging to see the new policy for tax preference performance statements put into practice.


text:
2016 – 2020
Mission: Grand Valley Public Library is a community resource designed to meet educational, cultural, and informational needs and to provide enjoyment to individuals.
CONNECT TO THE ONLINE WORLD
Goal #1: Residents of all ages will have access to materials in many formats to help stimulate imagination, and to enhance reading, viewing and listening experiences.
- Maintain upgraded 30 megabyte speed for internet access
- Increase staff support for patrons with technology questions
- Maintain Spot access and increase staff support for patrons who bring in their own devices
Increase the number and location of computers.
DISCOVER YOUR ROOTS
Goal #2: Patrons and visitors will have the resources they need to connect the past with the present, research family histories, and understand the history and traditions of the Grand Valley.
- a) Increase level of access to Ancestry.com
- Digitize and index local photographs and make available online through Ohio Memory Project
- Digitize old VHS movies on WWII
Plan for a History/Genealogy Room
KNOW YOUR COMMUNITY
Goal #3: Expand partnerships with Conversation Station, Country Neighbor, Grand Valley Elementary, Middle and High School, and Chamber of Commerce.
- Increase new game day program to weekly after school and increase attendance by 2%.
- Increase attendance in toddler, preschool and elementary school programs by 2%.
- Increase adult programs, through the Friends, to monthly.
Plan to develop a quarterly newsletter
Goal #4: Provide library collections that introduce ideas, build skills, support lifelong learning, and spark creativity.
- Encourage increased use of the library's website and databases through teacher training at GV School.
- Improve the public's access to and use of the library's online catalog
- Incorporate technology into some of the children's programs
Continue to update, expand and improve the collections
VISIT A COMFORTABLE PLACE
Goal #5: Maintain a safe and welcoming environment where staff and patrons can interact and engage with the community.
- Provide quiet comfortable places for patrons to read and access information
- Provide comfortable and separate access to computer stations for all ages
- Provide homework stations and tutoring areas
Provide small office areas to be used for homework stations and shared office space for other service providers: (BVR, JFS, speech Therapy).