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Q: Docker Compose - How to store database data? I am new to docker and developing a project using docker compose. From the documentation I have learned that I should be using data only containers to keep data persistant but I am unable to do so using docker-compose.
Whenever I do docker-compose down it removes the the data from db but by doing docker-compose stop the data is not removed. May be this is because that I am not creating named data volume and docker-compose down hardly removes all the containers. So I tried naming the container but it threw me errors.
Please have a look at my yml file:
version: '2'
services:
   data_container:
     build: ./data
     #volumes:
     #  - dataVolume:/data
  db:
    build: ./db
    ports:
      - "5445:5432"
    environment:
      - POSTGRES_USER=postgres
      - POSTGRES_DB=postgres
    #   - PGDATA=/var/lib/postgresql/data/pgdata
    volumes_from:
     # - container:db_bus
       - data_container
  geoserver:
    build: ./geoserver
    depends_on:
      - db
    ports:
      - "8004:8080"
    volumes:
      - ./geoserver/data:/opt/geoserverdata_dir

  web:
    build: ./web
    volumes:
      - ./web:/code
    ports:
      - "8000:8000"
    depends_on:
      - db
    command: python manage.py runserver 0.0.0.0:8000

  nginx:
    build: ./nginx
    ports:
      - "83:80"
    depends_on:
      - web

The Docker file for the data_container is:
FROM stackbrew/busybox:latest
MAINTAINER Tom Offermann <tom@offermann.us>

# Create data directory
RUN mkdir /data

# Create /data volume
VOLUME /data

I tried this but by doing docker-compose down, the data is lost. I tried naming the data_container as you can see the commented line, it threw me this error:
ERROR: Named volume "dataVolume:/data:rw" is used in service "data_container" but no declaration was found in the volumes section.

So right now what I am doing is I created a stand alone data only named container and put that in the volumes_from value of the db. It worked fine and didn't remove any data even after doing docker-compose down.
My queries:

*

*What is the best approach to make containers that can store database's data using the docker-compose and to use them properly ?

*My conscious is not agreeing with me on approach that I have opted, the one by creating a stand alone data container. Any thoughts?

A: docker-compose down
does the following

Stops containers and removes containers, networks, volumes, and images
  created by up

So the behaviour you are experiencing is expected.
Use docker-compose stop to shutdown containers created with the docker-compose file but not remove their volumes.
Secondly you don't need the data-container pattern in version 2 of docker compose. So remove that and just use
  db:
    ...
    volumes:
       - /var/lib/postgresql/data

A: To store database data make sure your docker-compose.yml will look like
if you want to use Dockerfile
version: '3.1'

services:
  php:
    build:
      context: .
      dockerfile: Dockerfile
    ports:
      - 80:80
    volumes:
      - ./src:/var/www/html/
  db:
    image: mysql
    command: --default-authentication-plugin=mysql_native_password
    restart: always
    environment:
      MYSQL_ROOT_PASSWORD: example
    volumes:
      - mysql-data:/var/lib/mysql

  adminer:
    image: adminer
    restart: always
    ports:
      - 8080:8080
volumes:
  mysql-data:

your docker-compose.yml will looks like
if you want to use your image instead of Dockerfile
version: '3.1'

services:
  php:
    image: php:7.4-apache
    ports:
      - 80:80
    volumes:
      - ./src:/var/www/html/
  db:
    image: mysql
    command: --default-authentication-plugin=mysql_native_password
    restart: always
    environment:
      MYSQL_ROOT_PASSWORD: example
    volumes:
      - mysql-data:/var/lib/mysql

  adminer:
    image: adminer
    restart: always
    ports:
      - 8080:8080
volumes:

if you want to store or preserve data of mysql then
must remember to add two lines in your docker-compose.yml
volumes:
  - mysql-data:/var/lib/mysql

and
volumes:
  mysql-data:

after that use this command
docker-compose up -d

now your data will persistent and will not be deleted even after using this command
docker-compose down

extra:- but if you want to delete all data then you will use
docker-compose down -v

to verify or check database data list by using this command
docker volume ls

DRIVER              VOLUME NAME
local               35c819179d883cf8a4355ae2ce391844fcaa534cb71dc9a3fd5c6a4ed862b0d4
local               133db2cc48919575fc35457d104cb126b1e7eb3792b8e69249c1cfd20826aac4
local               483d7b8fe09d9e96b483295c6e7e4a9d58443b2321e0862818159ba8cf0e1d39
local               725aa19ad0e864688788576c5f46e1f62dfc8cdf154f243d68fa186da04bc5ec
local               de265ce8fc271fc0ae49850650f9d3bf0492b6f58162698c26fce35694e6231c
local               phphelloworld_mysql-data

A: docker-compose down stops containers but also removes them (with everything: networks, ...).
Use docker-compose stop instead.
I think the best approach to make containers that can store database's data with docker-compose is to use named volumes:
version: '2'
services:

  db: #https://hub.docker.com/_/mysql/
    image: mysql
    volumes:
      - "wp-db:/var/lib/mysql:rw"
    env_file:
      - "./conf/db/mysql.env"

volumes:
  wp-db: {}

Here, it will create a named volume called "wp-db" (if it doesn't exist) and mount it in /var/lib/mysql (in read-write mode, the default). This is where the database stores its data (for the mysql image).
If the named volume already exists, it will be used without creating it.
When starting, the mysql image look if there are databases in /var/lib/mysql (your volume) in order to use them.
You can have more information with the docker-compose file reference here:
https://docs.docker.com/compose/compose-file/#/volumes-volume-driver

redpajama_set_name: RedPajamaStackExchange


At the best of times, finding a good VA 30-year fixed rate mortgage is a minefield, and it can get worse when you have to negotiate for VA loans besides finding and securing a property. The process can be quite overwhelming, and you may find yourself settling for a less than the best possible rate. However, with a few tips from experts in the industry, you will find that it's much easier to navigate VA loans, as well as finding the best lender and rates.
As with any other mortgage, timing has a considerable role in your VA loan. This is because the prevalent property market will directly affect the interest rates that are offers with all of the loans. This means that timing will be crucial when applying for a mortgage. As such, if the market doesn't look promising, then consider waiting a few months before you make your purchase. This can really improve the rates offers you get, as the market recovers.
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Applicants are also often worried if they need a real estate agent. While it's still possible to research lenders and secure a loan from home, it's still worth consulting with a real estate agent for help especially if you are unsure about where to start, or if you're not confident using the internet. Real estate agents are a knowledgeable about VA loans and can therefore help you get the best rates, and save you money. If you decide to work with an agent, look for a high level of experience in the field.


Building on the field-proven performance and fast, one-handed blade deployment of the long-popular 06 Auto knife, the Propel packs the same level of full size utility and durability in a slimmer, more pocket-friendly profile. Updated with a new OD Green handle and black oxide blade finish, it is the perfect addition to your arsenal.
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The Propel was tasked with answering the needs of some of the most demanding, abusive, and unpredictable environments the world has to offer – it had to answer the questions that weren't yet asked. Because lives depended on it working – every time. One might think that sounds like a tall order, and one would be right. Yet, it is fulfilled with durable materials, smart design, and an unrelenting focus on the end user. In the end, it provides the unshakable confidence that can only come from carrying a knife you truly believe in.


IXL's grade 3 skills will be aligned to the Saskatchewan Curricular Outcomes soon! Until then, you can view a complete list of grade 3 objectives below.
N3.1.5 ordering three or more numbers.
N3.1.a.2 by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 respectively.
N3.1.b.2 by 3s, 4s, or 25s using starting points that are multiples of 3, 4, and 25 respectively.
N3.1.c Create and explain the reasoning for a sequence of numbers that have different skip counting patterns in it (e.g., 3, 6, 9, 12, 16, 20, 24).
N3.1.d Explore and present First Nations and Métis methods of determining and representing whole number quantities (e.g., in early Cree language, quantity was a holistic concept addressing sufficiency for a group such as none/nothing, a little bit/not many, and a lot).
N3.1.e Analyze a proposed skip counting sequence for errors (including omissions and incorrect values) and explain the errors made.
N3.1.f Solve situational questions involving the value of coins or bills and explain the strategies used (such as grouping or skip counting).
N3.1.g Identify errors (such as the use of commas or the word 'and') made in speech or in the writing of quantities that occur in conversations (personal), recordings (such as TV, radio, or podcasts) and written materials (such as the Internet, billboards, or newspapers).
N3.1.h Write (in numerals for all quantities, and in words if the quantity is a multiple of 10 and less than 100 or a multiple of 100 and less than 1000) and read aloud statements relevant to one's self, family, or community that contain quantities up to 1000 (e.g., a student might write, "Our town has a population of 852" and read the numeral as eight hundred fifty-two).
N3.1.i Create different decompositions of the same quantity (concretely using proportional or non-proportional materials, physically, orally, or pictorially), explain how the decompositions represent the same overall amount, and record the decompositions as symbolic expressions (e.g., 300 - 44 and 236 + 20 are two possible decompositions that could be given for 256).
N3.1.j Sort a set of numbers into ascending or descending order and justify the result (e.g., using hundred charts, a number line, or by explaining the place value of the digits in the numbers).
N3.1.k Create as many different 3-digit numerals as possible, given three non-repeating digits, and sort the numbers in ascending or descending order.
N3.1.l Select and use referents for 10 or 100 to estimate the number of groups of 10 or 100 in a set of objects.
N3.1.m Analyze a sequence of numbers and justify the conclusion of whether or not the sequence is ordered.
N3.1.n Identify missing whole numbers on a section of a number line or within a hundred chart.
N3.1.o Record, in more than one way, the quantity represented by proportional (e.g., base ten blocks) or non-proportional (e.g., coins) concrete materials.
N3.1.p Explain, using concrete materials or pictures, the meaning of each digit in a given 3-digit numeral with all the same digits.
N3.1.q Provide examples of how different representations of quantities, including place value, can be used to determine sums and differences of whole numbers.
N3.2.3 estimating using personal strategies for adding and subtracting.
N3.2.b.3 Using doubles (e.g., for 24 + 26, think 25 + 25, or for 25 + 26, think 25 + 25 + 1).
N3.2.c.3 Using doubles (e.g., for 25 - 12, think 12 + 12 = 24 and 24 is one less than 25, so difference is 12 + 1).
N3.2.d Apply and explain personal mental mathematics strategies to determine the sums and differences of two-digit quantities.
N3.2.e Create a situational question that involves either addition or subtraction and that has a given quantity as the solution.
N3.2.f Model (concretely or pictorially) a process for the addition of two or more given quantities (with a sum less than 1000) and record the process symbolically.
N3.2.g Model (concretely or pictorially) a process for the subtraction of two or more quantities (less than 1000) and record the process symbolically.
N3.2.h Generalize (orally, in writing, concretely, or pictorially) personal strategies for estimating the sum or difference of two 2-digit quantities.
N3.2.i Extend personal mental mathematics strategies to determine sums and differences (of quantities less than 1000) and explain the reasoning used.
N3.2.j Transfer knowledge of the basic addition facts up to 18 and the related subtraction facts to determine the sums and differences of quantities less than 1000.
N3.2.k Generalize rules for the addition and subtraction of zero.
N3.2.l Provide examples to show why knowing about place value is useful when adding and subtracting quantities.
N3.3.4 relating multiplication and division.
N3.3.a Observe and describe situations relevant to self, family, or community that can be represented by multiplication and write and solve a multiplication statement for each situation.
N3.3.b Observe and describe situations relevant to self, family, or community that can be represented by equal sharing or grouping and write and solve a division statement for each situation.
N3.3.c Explain and represent concretely, pictorially, orally, or physically, as well as symbolically, the relationship between repeated addition and multiplication and the relationship between repeated subtraction and division.
N3.3.d Represent and solve an orally presented multiplication or division statement, concretely, physically, or pictorially, using equal groupings, an array, repeated addition, or repeated subtraction (e.g., 3 x 4 shown using equal groupings of snowballs).
N3.3.e Apply and explain personal strategies for determining products and quotients.
N3.3.f Model the commutative property of multiplication and write the symbolic multiplication equation represented.
N3.3.g Represent and solve an orally presented situational question that involves division.
N3.3.h Relate multiplication and division orally and by using concrete, physical, or pictorial models, including repeated addition/subtraction and arrays/dimensions.
N3.3.i Create multiplication or division statements and determine the resulting products or quotients related to a given situational question.
N3.3.j Create and solve a situational question that relates to a given symbolic multiplication or division statement.
N3.4.a Identify and observe situations relevant to self, family, or community in which fractional quantities would be measured or used and explain what the fraction quantifies.
N3.4.b Explore First Nations and Métis methods of observing and representing fractional quantities (e.g., consider the concept of sharing from a First Nations or Métis holistic worldview).
N3.4.c Explain the relationship of a representation of a fraction to both a quantity of zero and a quantity of one (the whole or entire group, region, or length).
N3.4.d Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.
N3.4.e Analyze a set of diagrams or concrete representations to sort the representations into those that represent the same fraction and those that do not, and explain the sorting.
N3.4.f Analyze representations of a set of fractions of a whole, group, region, or length that all have the same numerator (e.g., 2/3, 2/4, 2/5) and explain what about the fractional quantities is similar and what is different.
N3.4.g Analyze representations of a set of fractions of a whole, group, region, or length that all have the same denominator (e.g., 0/5, 1/5, 2/5, 3/5, 4/5, 5/5) and explain what about the fractional quantities is similar and what is different.
N3.4.h Explain the role of the numerator and denominator in a fraction.
N3.4.i Demonstrate how a fraction can represent a different amount if a different size of whole, group, region, or length is used.
N3.4.j Compare, concretely, pictorially, physically, or orally, and order a set of fractions with either equivalent denominators or equivalent numerators.
N3.4.k Represent a fraction as part of a whole, group, region, or length and explain the representation.
N3.4.l Explain how a region can be divided into unequal parts, but the parts still represent a fraction of the region (e.g., Canada divided into provinces and territories which are not equal in area).
P3.1.4 creating patterns using manipulatives, pictures, sounds, and actions.
P3.1.a Identify and observe situations relevant to self, family, and community that contain an increasing or decreasing pattern, identify the starting value of the pattern, and describe the rule for the pattern and how the pattern would continue.
P3.1.b Verify (concretely, visually, orally, pictorially, or physically) whether or not a given sequence of numbers represents an increasing or decreasing pattern.
P3.1.c Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule.
P3.1.d Compare visual patterns for skip counting (forwards or backwards) by 2s, 5s, 10s, 25s, and 100s and relate to increasing and decreasing patterns.
P3.1.e Visualize and create oral, concrete, physical, pictorial, or symbolic representations for a given increasing or decreasing pattern rule and explain how the representations are related.
P3.1.f Create a concrete, physical, pictorial, or symbolic pattern (increasing or decreasing) and describe the pattern rule.
P3.1.g Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern.
P3.1.h Research (e.g., through Elders, traditional knowledge keepers, naturalists, and media) and present about the role and significance of increasing and decreasing patterns (e.g., making of a star blanket, beading, music, and patterns found in nature) in First Nations and Métis practices, lifestyles, and worldviews.
P3.2 Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity.
P3.2.a Share, compare, and distinguish between understandings and uses of the word equal, including those represented in First Nations and Métis worldviews.
P3.2.b Observe and describe situations relevant to self, family, or community in which a symbol could be used to represent an unknown quantity.
P3.2.c Explain the purpose of the symbol, such as a triangle or a circle, in an addition or subtraction equation.
P3.2.d Compare two equations involving the same operations and quantities, but using different symbols.
P3.2.e Solve addition and subtraction equations concretely, pictorially, or physically.
P3.2.f Verify (concretely, pictorially, or physically) which of a set of given quantities is the solution to a one-step addition or subtraction equation and explain the reasoning.
P3.2.g Generalize strategies, including guess and test, for solving one-step addition and subtraction equations and verify the strategies concretely, pictorially, or physically.
P3.2.h Explain why the unknown in a given addition or subtraction equation has only one value.
P3.2.i Create and solve one-step equations related to situational questions.
P3.2.j Create and solve situational questions that relate to given one-step equations.
SS3.1.a Observe and describe activities relevant to self, family, and community that would involve the measurement of time.
SS3.1.b Explore the meaning and use of time-keeping language from different cultures, including First Nations and Métis.
SS3.1.c Select and use a personally relevant non-standard unit of measure for the passage of time (such as television shows, a pendulum swing, sunrise, sundown, moon cycles, and hunger patterns) and explain the choice.
SS3.1.d Suggest and sort activities into those that can or cannot be accomplished in a minute, hour, day, month, or year.
SS3.1.e Select and justify personal referents for minutes and hours.
SS3.1.f Create and solve situational questions using the relationship between the number of minutes in an hour, days in a particular month, days in a week, hours in a day, weeks in a year, or months in a year (e.g., "A student was on holiday for 10 days. Is that more or less than one week long?").
SS3.1.g Identify the day of the week, the month, and the year for an indicated date on a calendar.
SS3.1.h Identify today's date, and then explain how to determine yesterday's and tomorrow's date.
SS3.1.i Locate a stated or written date (day, month, and year) on a calendar and explain the strategy used.
SS3.1.j Identify errors in the ordering of the days of the week and the months of the year.
SS3.1.k Create a calendar using the days of the week, the calendar dates, and personally relevant events.
SS3.1.l Describe ways in which the measurement of time is cyclical.
SS3.2.4 measuring and recording mass.
SS3.2.a Observe and describe situations relevant to self, family, and community that involve measuring mass.
SS3.2.b Create and solve situational questions that involve the estimating or measuring of mass using g or kg.
SS3.2.c Analyze 3-D objects to determine personal referents for 1 kg, 100 g, 10 g, and 1 g.
SS3.2.e Select, with justification, an appropriate unit for measuring the mass of a given 3-D objects (e.g., kg would be used to measure a motorbike).
SS3.2.f Determine, using a scale, and record the mass of an object relevant to one's self, family, or community.
SS3.2.g Estimate the mass of an object relevant to one's self, family, or community and explain the strategy used.
SS3.2.h Directly compare the mass of two 3-D objects and then verify the comparison by measuring the actual masses using a scale.
SS3.2.i Generalize statements about the mass of a specific amount of matter when reformed into different shapes or sizes (e.g, use clay to make an object, measure the mass of the object, reform the clay into another object and measure the mass of the two objects; an empty balloon versus a full balloon; or water versus ice).
SS3.2.j Observe and document conversations, mass media reports, and other forms of text that use the term "weight" rather than "mass".
SS3.3.4 measuring and recording length, width, height, and perimeter.
SS3.3.a Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m.
SS3.3.b Measure and compare different lengths on 3-D objects to select personally relevant referents for 1 cm, 10 cm, and 1 m.
SS3.3.c Create models to generalize a numerical relationship between cm and m (i.e., 100 cm is equivalent to 1 metre).
SS3.3.d Pose and solve situational questions that involve the estimating or measuring of length (including perimeter) using cm or m.
SS3.3.e Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object.
SS3.3.f Explain why sometimes different names are used for different length measurements (e.g., height, width, or depth).
SS3.3.g Sketch a line segment of an estimated length and describe the strategy used.
SS3.3.h Draw a line segment of a given length and explain the process used.
SS3.3.i Relate measuring using a referent for 10 cm to skip counting quantities by 10s.
SS3.3.j Create a picture of a 2-D shape with specified length and width (or length and height) and explain whether the 2-D shape was constructed using estimates or actual lengths.
SS3.3.k Measure and record the perimeter of regular 2-D polygons and circles located on 3-D objects, and explain the strategy used.
SS3.3.l Measure and record the perimeter of a given irregular 2-D shape, and explain the strategy used.
SS3.3.m Construct or draw more than one 2-D shape for the same given perimeter (cm, m).
SS3.3.n Estimate the perimeter of a given 2-D shape (cm, m) using personal referents and explain the strategies used.
SS3.3.o Critique the statement "perimeter is a linear measurement".
SS3.3.p Sort a set of 2-D shapes into groups with equal perimeters.
SS3.4 Demonstrate understanding of 3-D objects by analyzing characteristics including faces, edges, and vertices.
SS3.4.a Observe and describe the faces, edges, and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids, and prisms (e.g., drum, tipi, South American Pyramids, and other objects from the natural environment).
SS3.4.b Critique the statement "the face of a 3-D object is always a 2-D shape".
SS3.4.c Observe and describe the 2-D shapes found on a 3-D object.
SS3.4.d Construct a skeleton of a given 3-D object and describe how the skeleton relates to the 3-D object.
SS3.4.e Determine the number of faces, edges, and vertices of a given 3-D object and explain the reasoning and strategies.
SS3.4.f Critique the statement "a vertex is where three faces meet".
SS3.4.g Sort a set of 3-D objects according to the faces, edges, or vertices and explain the sorting rule used.
SS3.5.a Identify the sorting rule used on a pre-sorted set of polygons.
SS3.5.b Generalize definitions for regular and irregular polygons based on a concept attainment activity or from pre-sorted sets.
SS3.5.c Observe, describe the characteristics of, and sort polygons found in situations relevant to self, family, or community (including First Nations and Métis), into irregular and regular polygons (e.g., the bottom of a kamatiq, the screen of a TV, the bottom of a curling broom, and an arrowhead).
SS3.5.d Analyze irregular and regular polygons in different orientations in terms of the characteristics of the polygons (such as number or measurement of sides and angles).
SP3.1.a Observe and describe situations relevant to self, family, or community in which a particular type of data recording or organizing strategy might be used, including tally marks, charts, lists, and knots on a sash.
SP3.1.b Analyze a set of line plots to determine the common attributes of line plots.
SP3.1.c Create a line plot from a pictograph.
SP3.1.d Analyze a set of bar graphs to determine the common attributes of bar graphs.
SP3.1.e Answer questions related to the data presented in a bar graph or line plots.
SP3.1.f Collect and represent data using bar graphs or line plots.
SP3.1.g Pose and solve situational questions related to self, family, or community by collecting and organizing data, representing the data using a bar graph or line plot, and interpreting the data display.
SP3.1.h Analyze interpretations of bar graphs or line plots and explain whether or not the interpretation is valid based on the data display.
SP3.1.i Examine how various cultures past and present, including First Nations and Métis, collect, represent, and use first-hand data.


text:
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The Thanksgiving break has done little to calm the anger over the Grammy Awards' baffling shutout of The Weeknd and several other artists from the 2021 nominations, and on Saturday Halsey — who was herself shut out from nominations — took to Instagram to air her feelings on the issue, as have Drake, Elton John, Kid Cudi, Charlie Puth and others.
In a social media post last week, The Weeknd accused the Recording Academy of being "still corrupt," which prompted a response from interim Grammy chief Harvey Mason jr., who insists the process is legitimate, and, in an interview with Variety earlier in the week, defended the voters who made the widely criticized decision.
"All the records get the fairest of fair shakes," he said. "We listen to all the music — it's a long, arduous process and people take pride in it. The people in that room care: there's no agendas in there, there's no "let's snub this person' or that person. It's about, 'Let's try and find excellence.'"
Halsey's post follows in full:
"I've been thinking and wanted to choose my words carefully because a lot of people have extended sympathy and apology to me since the Grammy nominations.
The Grammys are an elusive process," she wrote. "It can often be about behind the scenes private performances, knowing the right people, campaigning through the grapevine, with the right handshakes and 'bribes' that can be just ambiguous enough to pass as 'not bribes.' And if you get that far, it's about committing to exclusive TV performances and making sure you help the Academy make their millions in advertising on the night of the show.
"Perhaps sometimes it is (!!!) but it's not always about the music or quality or culture," she continued. "Just wanted to get that off my chest. @theweeknd deserves better, and Manic did too [woman shrugging emoji] perhaps it's unbecoming of me to say so but I can't care anymore. While I am THRILLED for my talented friends who were recognized this year, I am hoping for more transparency or reform. But I'm sure this post will blacklist me anyway."
The exact nature of the "bribes" and other transgressions Halsey implies isn't clear, but the Grammys' voting and nomination process came under withering criticism earlier this year in the wake of former president/CEO Deborah Dugan's termination. In a blockbuster legal complaint, she accused the Grammys of "egregious conflicts of interest, improper self-dealing by Board members and voting irregularities with respect to nominations for Grammy Awards, all made possible by the 'boys' club' mentality and approach to governance at the Academy." The Academy has claimed that a subsequent audit by a third party cleared it of all such accusations; other elements of the legal battle are ongoing.
Reps for the Recording Academy and Halsey did not immediately respond to Variety's request for comment.
Grammys,
Halsey,

redpajama_set_name: RedPajamaCommonCrawl


Pleasanton, California (EastBayDaily) — WORKTERRA, a leading provider of Human Capital Management software solutions, announces the addition of The Select Family of Staffing Companies to its rapidly growing client base. Select has chosen WORKTERRA BenAdmin as their solution to provide a robust administration application and to promote employee self-service of online enrollment for its more than 25,000 benefited employees.
WORKTERRA BenAdmin allows Select administrators to manage employee data through one consolidated, cloud-based application designed to increase efficiency, promote user engagement and greatly reduce cost. Select can ensure Health Care Reform compliance through WORKTERRA's Affordable Care Act (ACA) Dashboard. Our proprietary software tools allow employers to; set look back, measurement and stability periods, generate employee and government reports including W-2 and IRS 6055, 6056, set Flexible Spending Account (FSA) limits, and more.
The employee self-service portal offered through WORKTERRA BenAdmin provides all the tools needed for Select employees to become engaged and proactive in their benefit plan elections. The easy-to-navigate user interface guides employees seamlessly through the online enrollment process. Various decision support tools assist employees in understanding and selecting the benefit plan that is the best fit for them. The WORKTERRA mobile application is the perfect fit for a widespread workforce. Employers can ensure their workforce is always connected and offer a more convenient way to manage employee information on a wide range of mobile devices anytime, anywhere.
About EBS – WORKTERRA Founded in 1987, Employee Benefit Specialists, Inc. (EBS) provides state-of-the-art online enrollment and benefit administration services. In 2005, EBS used its considerable experience in benefits administration and technology knowledge to create its proprietary WORKTERRA™ online eligibility system. WORKTERRA Human Capital Management is a HIPAA compliant, SSAE16 certified, cloud based platform that utilizes the latest technology to bring together all functions of talent management into one application. Our proprietary, flexible approach supports automated integration to carriers and payroll systems, which creates a single key, paperless environment for our clients. It allows clients to manage their human resource functions more smoothly in an easy-to-use, technologically advanced system.
For more information about EBS and WORKTERRA, please visit us at http://www.workterra.com Copyright © 2012 Employee Benefit Specialists, Inc.


text:
Q: Richfaces tags are ignored I use some Richfaces tags in my XHTML pages. But they are ignored.

It looks like
Where is the problem? Any Idea?
I use Wepshere 8 as AppServer
<?xml version="1.0" encoding="ISO-8859-1" ?>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<ui:composition xmlns="http://www.w3.org/1999/xhtml" xmlns:h="http://java.sun.com/jsf/html"
    xmlns:f="http://java.sun.com/jsf/core" xmlns:ui="http://java.sun.com/jsf/facelets" xmlns:a4j="http://richfaces.org/a4j"
    xmlns:rich="http://richfaces.org/rich">
<!-- html xmlns="http://www.w3.org/1999/xhtml"
    xmlns:f="http://java.sun.com/jsf/core"
    xmlns:h="http://java.sun.com/jsf/html"
    xmlns:ui="http://java.sun.com/jsf/facelets"
    xmlns:a4j="http://richfaces.org/a4j"
    xmlns:rich="http://richfaces.org/rich">
<head>
<title>RichFaces Greeter</title>
</head>
<body>
    <f:view -->
        <h:form>
            <rich:panel header="RichFaces Greeter" style="width: 315px">
                <h:outputText value="Your name: " />
                <h:inputText value="#{user.name}">
                    <f:validateLength minimum="1" maximum="30" />
                </h:inputText>
                <a4j:commandButton value="Get greeting" reRender="greeting" />
                <h:panelGroup id="greeting">
                    <h:outputText value="Hello, " rendered="#{not empty user.name}" />
                    <h:outputText value="#{user.name}" />
                    <h:outputText value="!" rendered="#{not empty user.name}" />
                </h:panelGroup>
            </rich:panel>
            <rich:inputNumberSlider minValue="1"  maxValue="100" showInput="false"/>
            <rich:inputNumberSpinner minValue="1" maxValue="100"/>
        </h:form>
    <!-- /f:view>
</body>
</html -->
</ui:composition>

A: Try adding an h:head and h:body tag on the page instead of normal html tags head and body


Someone posted photos on MnBird of a female pileated woodpecker at the Minnesota Zoo. Check out her bill in this photo and this photo--it's crazy long! I wonder if it's a result of the bill not being worn down enough in captivity or if it's part of the larger bird bill deformity problem?
Here is a link to a photo I took of a female pileated--note how much shorter her bill is compare to the bird in the zoo.


Inmon Automotive Repair, located in Merritt Island, is giving away free brake pads and donating 10 percent of all labor costs to breast cancer research during October.
October also is Breast Cancer Awareness Month.
Call 321-453-3281 to schedule a time and find out more about the offer.
Ayad B. Saad, First Vice President, Financial Advisor and Irina Catraniuc, Financial Advisor of Morgan Stanley in Suntree are hosting free luncheon on "Reasons to be Bullish" seminar.
The seminar will be from 11:30 a.m. -1:30 p.m. Oct. 12 at the Suntree Country Club Lunch will be served.
This workshop is open to the public. To reserve your seat please call Catraniuc at 321-751-2007.
The third annual Brevard County Boy Scout Golf Tournament will be played Oct. 21 at the Indian River Colony Club in Viera. Golfers who participate "will win the satisfaction of helping one of America's oldest and most trusted charitable organizations." The proceeds from this tournament will benefit the Boy Scouts of America.
The event is a Best Ball Scramble tournament. Registration begins at 7:30 a.m. A shotgun start, in which players tee off simultaneously from different holes, is set for 8:30 a.m.
The registration fee is $80 per player or $320 per team.
The price includes the greens fee for 18 holes of golf, a cart, lunch and goodie-bag prizes.
To submit a Business Brief contact Wayne T. Price at 321-242-3658 or wprice@floridatoday.com. You can also reach him at Fla2dayBiz.


text:
February 21, 2003 Food & Drink » Food News
Get Stuffed
By Suzanne Biro
Despite its travels, the orange remained a rare fruit, reserved for royalty and the very wealthy. The first orangerie or gallery for sheltering oranges, was built by Charles VIII of France, and many European monarchs followed suit. Louis XIV built a magnificent C-shaped building at Versailles filled with a thousand trees in silver boxes. The middle classes were only able to start enjoying oranges during the 20th century and even then the fruit was an indulgence.
The distribution success in North America was largely attributed to the development of the railroad, allowing for the rapid transport of ripening fruit. Today four times as many oranges are grown in Florida than are grown in California. Florida oranges are usually used for their juice because they are not as visually appealing. California oranges have a beautiful bright hue, in large part due to the cooler night temperatures during the growing season. The two most popular sweet varieties that are grown are the juicy Valencia and the sweet, easy-to-peel navel.
According to pomologists (a fruit-growing scientist), oranges and other members of the genus Citrus (lemons, limes, mandarin, sweet and sour oranges, grapefruits, Persian and Mexican limes) readily interbreed, creating a myriad of hybrids that can be difficult to classify. Most hybrids are not available commercially. The blood orange is one example of hybrid orange that comes on the market for a short time at the beginning of the year. They have a thin skin, often tinged with a red blush and a dark ruby-red flesh. They are a sexy fruit with a combination of orange and raspberry flavour and they add striking colour and intensity to any dish they are used in.
Interestingly, oranges are not named for their colour. The word orange is actually a transliterate from sanskrit naranga , which is derived from naru , Tamil for "fragrant." The plants were grown for their fragrance and beauty long before they were grown for their fruit.
The orange tree has long been a symbol of fertility because the evergreen produces flowers, fruit and foliage simultaneously. It was believed that holding an orange in your hand could ward off the plague. By the 16th century, oranges and other citrus fruits were mainstays of naval galleys as they were known to prevent scurvy.
Oranges keep well for several days at room temperature and will keep for up to two weeks in the fridge. When selecting fruit, choose oranges that are shiny and heavy for their size, without any mould or sponginess. Colour is not always a good indication of ripeness as they are often sprayed with food colouring to enhance their appearance. A green tinge or a russeting of the skin does not indicate poor quality. If a recipe calls for using the skin or zest of the orange, thoroughly wash the fruit with soap and water first.
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