text:
|Version 3 (modified by 8 years ago) (diff),
Basics about YAM's debugging facilities
This article discusses how you can get more detailed information from YAM in case you run into a problem which might point out being an actual bug in YAM or any other respective component used by YAM. For the development of YAM, but also for identifying the root of a problem, certain so-called debugging statements are included in the source code of YAM. Part of these statements are normally only available in so-called debug versions of YAM. But some statements are even present in the normal final release versions.
So in case you have been instructed by a YAM developer to run a debug version or you want to see if there might be an issue you would like to investigate a bit deeper, the following instructions might help you. Please note, however, that most of the things discussed here are hardly of any help for novice users. So please proceed with debugging only in case you have been instructed by a YAM developer to do so.
Debug output is meant to help us to find bugs in YAM and may contain private data, like passwords, user names, etc. Please make sure to strip such data from the catched output before making it public in any form (e.g. in the bug tracker). We take absolutely no responsibility for possibly hacked mail accounts due to accidently published private information. So please be aware of that when dealing with debug output.
Different debugging facilities in YAM:
YAM provides two different debugging facilities:
- debugging and output of all text based communication between YAM and the server you are communicating to (POP3, SMTP, etc.).
- a full blown debugging log containing lots of internal stuff
The first one is available in every YAM executable (even the release version) and is enabled by either adding the
DEBUG ToolType to YAM's icon or by running YAM from a Shell via
"YAM DEBUG". The latter method should be the preferred one, because the output can be redirected to a file (
"YAM DEBUG >debug.log") then, which you can edit afterwards.
The second facility is not contained in the normal release version of YAM, but in a special debug executable. This executable is also available on YAM's download page. Please make sure to catch the right debug archive for you platform and install the "YAM.debug" executable beside your normal "YAM" executable.
To make use of this special debug version, you also need a way to catch the serial output that this debug version sends its debugging information to. This can either be achieved by using a null-modem connection to a second computer (connected to your Amiga via a serial nullmodem cable) or via the Sashimi application available on AmiNet (for OS3/68k, for Morphos/PPC or for AmigaOS4/PPC). Sashimi is an application to cath all output sent to the serial line of your computer and as such allows you to catch the debugging information sent by YAM. In case you are not using Sashimi to capture the debug output, it will be send over the serial line to the remote computer and must be logged there with an appropriate terminal program (e.g. HyperTerminal or TeraTerm Pro under Windows or miniterm under Unix).
Using Sashimi:
If you are using Sashimi to log the debugging information locally, please run Sashimi before running YAM like this:
run <>nil: sashimi on noprompt >debug.log
Sashimi offers some more options to influence its behaviour. Please refer to Sashimi's documentation for further information.
Other required third-party debug tools:
Depending on the platform you are running YAM you should have the following tools installed and running before you start running a debug session of YAM:
AmigaOS3 or MorphOS:
- Enforcer or CyberGuard - to catch illegal memory accesses.
- SegTracker - to enable Enforcer/CyberGuard to show the hunk and source code information of the memory fault.
- MemGuard - to enable OS4 to track for memory leaks and such
All these tools are available mostly on AmiNet or from other public places . Please read their documentation carefully. Usually no special options need to be specified to get a usable output in case of a crash. The only important point is to start those tools before running YAM.
How to define which debugging information to get:
Once you are able to catch the serial output that is sent by the debug version of YAM, you need to tell YAM what kind of debug information you want to have. This is done by using an environment variable (ENV variable) called "yamdebug". You just need to set this variable to a string which contains certain command which YAM will interpret as soon as it will be started (see below).
YAM's internal debugging facility is split into two parts: debug classes and debug flags. Debug flags are normally used to define a certain debug output to a function or area of the application (e.g. information about arexx, the startup, tcp/ip related, etc.). Debug classes, however, are used to define that the debug output/information is of a certain nature (e.g. a warning, an error or such). So most of the time you will probably want to set debug flags and only define a whole debug class to be shown or hided in case you receive too much or too less information.
All currently available debug flags are:
- always - print out always, not specifically related
- startup - startup/shutdown stuff
- timerio - timer.device stuff
- config - all about configuration handling
- filter - mail filtering (including spam filtering)
- folder - folder management
- mail - stuff related to single mails
- mime - MIME stuff
- gui - GUI handling
- rexx - ARexx stuff
- net - network and TCP/IP stuff
- util - miscellaneous utility stuff
- import - mail import and export
- xpk - the XPK compression system
- image - image handling and caching
- update - YAM's automatic update feature
- html - HTML document handling
- spam - information about the spam filter engine
- uidl - UIDL handling ("avoid duplicate mails")
- hash - hash table stuff
- print - printing of mails
- theme - theme stuff
- thread - thread handling
- all - all of the above
By default only the always and startup flags are active. That means, in case you start the debug version of YAM without having the "yamdebug" ENV: variable setup it will only print minor information about the startup and shutdown of YAM. Several flags can be combined and must be separated by either a space, a comma or a semicolon. Flags can also be excluded (negated) by prepending a '!'.
The following debug classes are available:
- @ctrace - generate a trace of all functions being entered and left
- @report -print out report information
- @assert - print out assertions
- @timeval - print out timing measurements
- @debug - print out normal debugging messages
- @error - print out error messages
- @warning - print out warning messages
- @mtrack - print out memory tracking warnings
- @tags - print out tag lists
- @all - all of the above
By default the classes @report, @assert, @debug, @error, @warning and @mtrack are active.
Debug classes must be prepended by a '@' character as can be seen by the above list. Several classes can be combined and must be separated by either a space, a comma or a semicolon. Classes can also be excluded (negated) by prepending a '!'.
There are two special classes which influence the way the output is generated.
Adding "stdout" will output all messages to the Shell window YAM was started from (or to the automatically opened window when YAM was started from the Workbench). These messages can be redirected to a file.
Adding "file:path_to_file" will generate a file named "path_to_file" and write all debugging messages directly to this file.
setenv yamdebug "net image !startup"
This will enable debugging of the network stuff and image handling, but anything related to the startup/shutdown process will be excluded.All debug messages will be transmitted via the serial line to a connected terminal. Optionally these can be captured with a tool like Sashimi.
setenv yamdebug all,@!all,@error,stdout
This will enable all debug flags, but only for error messages. All debug messages will be printed to the Shell window YAM was started from.
setenv yamdebug @ctrace,@error,@!assert,stdout
This will enable trace information and error messages, but no assertions
setenv yamdebug @all,file:ram:t/debuglog.txt
This will enable all debug classes. Beware: the debug log file will become HUGE!!! All debug messages will be directly written to the file "ram:t/debuglog.txt" instead of the serial line.
Debug classes and flags can even be combined on one line. That means, e.g.
setenv yamdebug @all,all will enable all debug classes and flags and produce the most verbose debug log possible (really, really HUGE!!!)


text:
Typewriter Lowercase Letter Stamp Set 5/64" (2mm)
Model: SET029
|5/64" (2 mm)
|Stamps Included
|Full alphabet and '&' symbol. The period can be purchased separately.
|Orientation Marks
|Not marked. It helps to use a black, white or metallic permanent pen to put a dot on the side of the stamp where you should hold your thumb to ensure the letter will be facing the correct direction.
|Tool hardened steel.
|Made in Asia.
|Packaging Notes
|Arrive in a plastic case, packed with a light coat of oil to prevent rusting. Just use paper towels to wipe them off rather than water.
|Quality Notes
|This is not a Beaducation Original set, but is a nice quality.
This vendor has lowered his price and we are passing the savings on to you!!!
|Related Sets
|Typewriter Uppercase Letter Stamp Set 5/64" (2mm)
This is a nice set. The size is perfect for tiny blanks like thin rings and thin bar necklaces.

subset: commoncrawl


text:
It is a fact universally acknowledged (within my circle of friends & family) that I love Yuletide. I love the lights, I love the music, I love the food. There is something indescribable which swoops over me every year, and calms the frenetic beating of my anxious heart. It infuses my baking. It makes me sing. It makes the crap grey London weather bearable. I don't think I'd like to live in a world without 'jól'.
This week included one fun work party (such good food!) and one Christingle concert. DD did some singing with some schoolmates – it was pretty amazing. Husband only slightly killed the mood by whispering, "Huh, give 'em pitchforks and they could stand in for the KKK," when they held their lit candles in a circle round the congregation. Of course, I giggled.
The rest of the time away from here I've spent crafting, knitting, baking, and showing admirable restraint when decorating the house.
What are you up to? What are your go-to holiday favourites?


text:
Site SeenBy Samuel Greengard Print
The New Meadowlands Stadium is one enterprise using digital media to manage workloads and enhance customers experiences.
Site Seen
Not surprisingly, other media and entertainment companies are focusing heavily on their Websites. They're attempting to make them more consumer-friendly and use analytics and other tools to present buying options in a more useful and relevant way. They're also tying in social networking (see "Net Gains" on page 29) and looking for ways to maximize exposure and drive greater traffic.
For example, Mansueto Ventures, parent of Fast Company and Inc. magazines, recognized the need to boost the presence of FastCompany.com in February 2008. By September of that year, the company began exploring ways to increase traffic and boost the number of site visitors.
It turned to marketing firm Volacci.com to analyze its clickstream and better understand how subscribers and visitors used the site. The idea was to develop more relevant content—including blogs, forums, wikis and more—and then deploy more advanced search engine optimization (SEO) capabilities.
After conducting a comprehensive analysis of the site, Mansueto embarked on a number of technical changes, including the way the site was coded. It added new tags, adjusted existing ones and updated links with keyword attributes. In addition, it added a link checker to find and repair broken links and address other glitches.
In the end, Volacci wound up boosting search engine referrals by 200 percent. "As an advertising-supported business, our page views are hugely important to what we do, so this project had a direct and significant effect on our bottom line," notes CTO Paul Maiorana.
PwC's White says that as digital products become more prominent, organizations must optimize their Websites and put more efficient distributions systems in place. Media companies are especially vulnerable to rapid changes in the way people purchase and consume music, videos and printed content. In fact, PwC predicts that 78 percent of the revenue growth within the entertainment and media field between 2009 and 2013 will come from digital products.
But this doesn't mean that companies in these industries should jump ship from the physical world. Despite enormous growth in digital technology, only about 31 percent of consumer spending will focus on digital products by 2013.
"The reality is that companies must become much better at handling digital distribution, while at the same time managing traditional products and assets," White explains. "They must have their fingers in both worlds and do a good job handling each."
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text:
Last of Four Parts
One District's Common-Core Bet: Results Are In
Staring at multicolored rows of names and numbers on a laptop screen, Dowan McNair-Lee is searching for clues to how well she taught her students.
The 2012-13 school year was a difficult journey, as the English/language arts teacher tried to move her challenging and varied group of 8th graders to mastery of the Common Core State Standards. Now, two weeks before the 2013-14 year begins, she scrolls through year-end test scores that deliver part of the verdict on her success.
Scanning the rows of data, color-coded by achievement level, brings a roller coaster of reactions. Ms. McNair-Lee claps and beams when she notices a student who moved from the "basic" level of performance to "proficient." "High fives!" she exclaims, raising one palm in the air. She applauds and smiles again when she scrolls a few rows down and sees another success story: a girl who had been high on the teacher's radar because of her behavior and academic problems moved from proficient to "advanced."
Only a moment later, Ms. McNair-Lee frowns and shakes her head. On her computer screen, she sees that two students who scored basic in 2012 slipped to "below basic" in 2013. One of them is Mikel Robinson, who seesawed academically all year long. In the end, he eluded her reach, leaving her wistful as he left her tutelage for the uncertainties of high school.
"I hate it, but there's nothing I can do about it now. It's over," she says, softly. "Some of them, I sent them out well. And some of them, like Mikel, I keep wondering what more I could have done."
Those emotional ups and downs permeate the mid-August dive into the test-score data by Ms. McNair-Lee and her colleagues from Stuart-Hobson Middle School. Trying to ignore the stuffy classroom heat and the jackhammers pounding outside, the educators spend hours bent over laptops and printouts, parsing which parts of their instruction went well last school year and which didn't.
In classrooms all over the District of Columbia, the work of this small team is replicated as staff members from 111 schools prepare for the new year. They're analyzing student performance on the DC CAS, the school system's end-of-year test, by grade level, subject, student subgroup, right down to the individual academic standards themselves.
What they find will help shape this year's teaching and instructional coaching at the school level, and curriculum resources and professional development at the district level.
The data analysis caps the second year of an unusually aggressive and comprehensive campaign to put the English/language arts common standards into practice in the nation's capital. By turns rewarding and frustrating, the district's work offers a flavor of what schools around the country might anticipate as they wade into the standards, which now guide learning in all but four states.
As the District of Columbia has seen, even as a vast new push to make change can produce promising results, it can't reach every student and teacher with the support they need.
Promoting a Class
The few months before the August data sessions had been intense ones for Ms. McNair-Lee. In late April, she battened down hard with her 8th graders to prepare for the year-end tests. In the weeks that followed, she battled their exhaustion—and her own—trying to keep them focused on the material that had to be covered before graduation.
Finally, they were done. On a mid-June evening, the teenagers flooded the polished Stuart-Hobson hallways, a river of girls in white dresses, with pinned-up hair, and a stream of boys in crisp collared shirts and snazzy shoes. Just the sight of them dissolved Ms. McNair-Lee's promise not to cry. She had taught them for two years, called them her "babies," and knew all too well that while some would soar when they left her, others would stumble.
In an auditorium packed with family members, the students listened to speeches and songs, then rose from their seats and filed across the stage for the last time. It was Ms. McNair-Lee who called each of them by name as they came up the stairs and made their way through a line of handshakes. When it was Mikel's turn, he crossed the stage with a serious face, then broke into a big grin when social studies teacher Sean McGrath grabbed him for a hug.
Principal Dawn Clemens took the microphone and said: "By the power vested in me, I pronounce each and every one of you a high school student." The room erupted in cheers and camera flashes, then emptied, slowly, into hallway gridlock. Without a tissue, Ms. McNair-Lee kept wiping her cheeks as swarms of girls locked her in group hugs.
On the front steps of the school, Mikel found a moment for a farewell hug from his English teacher. Then he turned his back to the school to join his family, and they drifted off down the sidewalk in the fading evening light.
Making Headway
Six weeks later, at a middle school a few miles away, districtwide test scores were announced. At a celebratory event featuring District of Columbia Mayor Vincent C. Gray and Schools Chancellor Kaya Henderson, the school district lauded its progress.
While city schools are far from where they need to be, they said, with just under half of students reading on grade level, they've come a long way: Reading scores are 4 percentage points higher than in 2012, and 13 points higher than six years ago. (Scores in math, science, and composition rose, also.)
How school districts move the Common Core State Standards from the central office into classrooms can make or break the undertaking. Education Week spent six months reporting on how the District of Columbia's vision of the common-core English/language arts standards is being put into practice in one 8th grade classroom at one school, Stuart-Hobson Middle School on Capitol Hill.
PART 1: A school district reorganizes itself to bet big on the common core
PART 2: Beginning the second-semester press toward common-core literacy skills
PART 3: Doubling down as year-end tests approach
PART 4: Analyzing the year's work
Reflecting on the scores in an interview over the summer, Ms. Henderson said they show that the district's investments in curricular materials, professional development, and good teachers and principals are starting to pay off.
"This isn't episodic success, it's systemic success," the chancellor said. "We saw growth at every single grade, in every ward, all the subgroups. That tells me that it's not just dependent on the quality of the principal in one particular school. This work is landing, and landing consistently across the board."
The district leadership team is just beginning to mine the granular messages in the score data. In the coming weeks, officials will examine the literacy results strand by strand, said Brian Pick, who oversees curriculum for the district.
But a few big themes have already emerged and are shaping the school district's approach to 2013-14. Sixth grade literacy was a weak spot citywide and will be drawing special attention as coaching and professional development moves forward. English-language learners and African-American boys, too, are not progressing well enough.
This year, the district hopes to spread and deepen its use of the response-to-intervention process—a screening strategy to see what students need—and put the right supports into place, Mr. Pick said.
"What this comes down to is building school teams' abilities to look at individual kids and work with them and their families," he said. "It's not rocket science; it's having conversations as a team about what you are going to do to serve these kids."
Stories Within the Numbers
The team at Stuart-Hobson, one of the higher-achieving middle schools in the 45,000-student system, found no shortage of reasons to celebrate as it sat down to peruse its test scores.
Schoolwide, the proficiency rate on the DC CAS in English/language arts rose from 59 percent in 2012 to 64 percent, with even brisker growth among black students and those from low-income families. Stuart-Hobson's performance put it head and shoulders above its school district, whose K-12 reading proficiency rose from 43 percent to 47 percent.
There were things to celebrate that don't show up on the year-end test, too. Suspensions, for instance, had dropped significantly, thanks apparently to a special focus on behavior issues by a new dean of students and a new assistant principal.
But some of the data points brought grimaces. Proficiency rates declined for special education students. The 6th grade didn't fare well in English/language arts. When that group of students finished 5th grade, 60 percent were proficient on the DC CAS; by the end of 6th grade, that proportion had dropped to 51 percent. A new teacher is now setting up shop in the 6th grade classroom at Stuart Hobson.
The 7th graders fared far better: Leaving 6th grade in 2012, 49 percent were reading on or above grade level. After a school year with teacher Kip Plaisted, 72 percent hit that mark. "He knocked it out of the park," Principal Clemens said as she reviewed those figures.
Ms. McNair-Lee took her 8th graders from 60 percent proficiency to 69 percent.
With those kinds of numbers in hand, the Stuart-Hobson staff set about filling in a grid listing progress and challenges. In the coming weeks, that would morph into a school plan with goals for the new year that would be reviewed, in one-on-one meetings, by the regional superintendent and the schools chancellor.
But now, the staff members detailed, subgroup by subgroup, student by student, the "glows and grows" they found in the data.
Analyzing one 6th grade group's work, for instance, they wrote on the "glows" side of the grid that six of 41 moved to proficient, and one special education student remained at proficient. On the "grows" side—a reference to areas needing improvement—the teachers and administrators noted that five dropped from proficient to basic, 14 remained at basic, and two dropped to below basic.
In this way, tiny detail by tiny detail, they completed the grid that would help guide the work of the coming year.
During another data session the following week, Stuart-Hobson faculty members burrowed more deeply into their students' performance in 2012-13, using an online tool that allows them to review test scores from many angles.
As they looked at 8th grade results, it was clear that an area of particular focus last year, reading informational text, remained a weak point. Ms. McNair-Lee's 8th graders answered 62 percent of such questions correctly. They did better on reading literary text (72 percent correct) and on vocabulary acquisition and use (67 percent).
Within those figures, there were victories. The ability to cite evidence to support analysis of informational text—something Ms. McNair-Lee had hammered away at again and again—showed a 10-percentage-point gain from the previous year. Determining the main idea in a literary text—another strand she'd hit hard—soared by 26 percentage points.
Preparing for New Year
While drilling into her students' data more deeply yielded some rewarding moments for Ms. McNair-Lee, it also told some painful stories, and Mikel's was one of them.
After two years at the basic level on the English/language arts section of the DC CAS, he'd slipped to below basic. Of 113 Stuart-Hobson 8th graders tested, only nine scored low enough to be in that bottom category. While his peers averaged more than 60 percent correct in each of the test's three strands, he was getting fewer than one-third of the questions right.
One comfort for Ms. McNair-Lee: Mikel's score was on the high end of below basic. Just one more point and he would have scored basic.
Suddenly quiet, she shuts her eyes tight, shaking her head. She's haunted by what she might have overlooked.
But it's just a week away from a new school year, and she can't hang back. She has to look ahead now, to her new role at Stuart-Hobson: overseeing a schoolwide enrichment program.
All around her, colleagues are parsing the minutiae of the test scores. At one table, the new 6th grade teacher, Matt Foster, works on a laptop with Stuart-Hobson's reading-intervention specialist, Beth Dewhurst, using the forensic-data tool to locate test scores for all incoming 6th graders.
Getting a glimpse this way of his incoming students, Mr. Foster takes careful notes. It would be even better to have the data earlier, though, Ms. Dewhurst says.
Chief of Teaching and Learning
District of Columbia schools
• Oversees curriculum, instruction, assessment, and professional development
• Led the design of optional instructional units and modules, along with required interim assessments and professional development, for common standards
Read his profile, "Glimpses of Poverty Lead Administrator to Education"
Instructional Coach
Stuart-Hobson Middle School
• 13 years teaching; her second year as a coach
• One of 105 coaches who work with teachers in nearly every school
Read her profile, "Instructional Coach Jumps Into New Standards"
Principal Fellow
District of Columbia public schools
• In 2012-13, one of two assistant principals at Stuart-Hobson; English/language arts and academic interventions were among her responsibilities
• In 2013-14, in a program that prepares her to be a principal
Read her profile, "Administrator Seeks Sure Footing as Instructional Leader"
Gifted and Talented Coordinator
Stuart-Hobson Middle School
• 11 years teaching, including eight at Stuart-Hobson
• In 2012-13, 8th grade teacher and department chair in English/language arts
Read her profile, "Teacher Finds Salvation in the Classroom"
9th Grade Student
Eastern High School
• In 2012-13, an 8th grade student at Stuart-Hobson Middle School
Read his profile, "Eighth Grader Looks Ahead to High School and Beyond"
"Next year, we're going to make nice in the spring with all the principals [in feeder schools that] send us students. That way, we'll have this pipeline open earlier," she said.
Across the room, Mr. Plaisted, the 7th grade English/language arts teacher, and Christopher Purdy, a special education teacher, are using the test-score data to brief Monica Green, who's assumed Ms. McNair-Lee's perch in 8th grade. It's a passing of the torch, a conveyance of far more than test scores.
Scrolling through the display on his laptop screen, Mr. Plaisted points one by one to students, discussing their scores, as well as their areas of academic strength and weakness, their home lives, personality quirks, and other information that will help Ms. Green anticipate their needs.
One student "is a sweet kid, and he tries," Mr. Plaisted tells her. "We could tap into that." Another student's scores don't reflect his reading ability. "I think he can read well," Mr. Plaisted tells Ms. Green, "but when it comes down to the questions on the test, it throws him. It's the test-taking."
For other students, it's the reverse: "This guy scored advanced only because he had a lucky day," Mr. Plaisted says. And, "This kid never understood 'main idea' to save his life. He's always focused on minute details."
In this way, the teachers analyze every student at each level of performance, discussing the prospects for moving them further along.
A pivotal difference in their discussion flows from an important change this year to the district's accountability system. Instead of being credited only for students who reach proficiency, schools now receive credit for each upward move a student makes on the performance scale.
The four levels on the test—below basic, basic, proficient, and advanced—are now divided into seven. That allows a school to earn 20 points on the district's accountability index when a child moves up even within one of those bands, from "low below basic" to "high below basic," for instance.
The change is meant to encourage teachers to focus not just on the "bubble kids" poised to move into
proficiency, but on all students regardless of their place on the performance spectrum.
The August data sessions flowed into a schoolwide improvement plan for Stuart-Hobson that includes the goal of reaching 70 percent proficiency in reading this school year. Better coordinating the work of the three English/language arts teachers and working with teachers across the curriculum on techniques to help students master complex text will be key strategies in reaching that goal.
A New Focus
The District of Columbia system's focus on the common standards in reading now moves into year 3, but layered on top is a push into the writing standards. That new priority was front and center in a late-August professional-development day.
Spread across classrooms on two floors of a high school, secondary-level teachers hunker down with instructional coaches to work on sentence composition.
Stuart-Hobson's Matt Foster is here, with other 6th grade teachers, in a session co-led by Sarah Hawley, Stuart-Hobson's assigned instructional coach. Mr. Plaisted joins 7th grade teachers across the hall, and Ms. Green does likewise with her 8th grade group.
Echoing the session leaders in the other rooms, Ms. Hawley guides her 6th grade teachers in an exercise about subordinating conjunctions. They're learning how to work this kind of instruction into a class study of a text, instead of teaching it in isolation. They're exploring how to "scaffold" the ideas, so all students can grasp them.
In the coming months, other professional-development sessions will focus on composing sentences and building paragraphs. Working with their own coaches at their schools this year, teachers will bring samples of their students' work to analyze and to inform their instructional plans.
As Ms. Hawley begins shaping this year's coaching plans for the teachers, she factors in a complex blend of teachers' and students' needs, test-score data, last year's emphasis on text complexity and close reading, and this year's move into the writing standards.
Two of the three English/language arts teachers are new to Stuart-Hobson this year, so new working relationships must be formed. There is much to do, and already the big clocks in each classroom serve as a constant reminder.
Other things have changed at Stuart-Hobson, too. Katie Franklin, who oversaw English/language arts as one of two assistant principals, is now in a district program that prepares her to become a principal. Inheriting her duties is Katherine Turner, an outgoing and energetic import from a nearby charter school.
Ms. McNair-Lee has given up her classroom to direct a new schoolwide enrichment program that allows students to study through the lens of something they're interested in.
Even though Ms. McNair-Lee was ready for something new, leaving her classroom was still causing pangs in her belly as the new year began. She'll keep her hand in teaching, though, working with students on projects.
She'll think about last year's students, the ones she greeted every morning with her standard line: "Good morning, scholars." As the summer heat wanes, they're learning their way around the unfamiliar campuses of high schools across the city.
One of those students—one of those she worries about most—is starting out in his new high school with an uncertain hold on important skills. And as Mikel disappears into those wide, crowded hallways, where no teacher knows his name yet, his former teacher wonders how he's doing, and she crosses her fingers.
Vol. 33, Issue 03, Pages 1, 18-20Published in Print: September 11, 2013, as D.C. Teachers Tally Results of Year's Work
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text:
World Sustainable Energy Days: 1-3 March 2017 in Wels, Austria
For more than 20 years, experts from all over the world have gathered in Upper Austria to attend the conference - in 2016, the event attracted over 700 participants from 57 countries.
2017 the World Sustainable Energy Days will take place from 1-3 March, presenting up-to-date information on technology trends, markets, policies and financing in 8 separate conferences:
- European Pellet Conference: The world's largest annual conference on pellets, including "World Pellet Business & Technology Forum", "Pellet Market News Worldwide" and "Pellet Business Cooperation Platform"
- European Energy Efficiency Conference: Markets, business models, policies, research & innovation, technologies, financing, best practice solutions
- Young Researchers' Conference: Energy Efficiency and Biomass: Two conferences presenting the work and achievements of young researchers in the fields of biomass and energy efficiency
- Energy Efficiency Services and Business Conference: Financing and operator models: energy performance contracting and other integrated services for buildings and industry.
- E-Mobility & Smart Buildings Conference: Market overview, building integration, energy
- management, storage and charging solutions, best practice examples
- European Research Conference - Buildings: New research results on energy-efficient andsustainable buildings
- European Nearly Zero Energy Buildings Conference: High efficiency buildings supplied by renewable energy: technologies, policies, financing, innovative energy services
- Energy Efficiency Watch Conference: Update on the implementation of the EU energy efficiency policies
Other focal points:
- Cooperation platform offers the opportunity to find new business partners in bilateral meetings (biomass & energy efficiency).
- Poster Presentation on successful projects concerning energy efficiency and renewable energy sources.
- Trade Show "Energiesparmesse" : Leading tradeshow on renewable energy and energy efficiency with around 100,000 expected.
- Technical Site-Visits : "Pellets and Wood Chips" and "Nearly Zero Energy Buildings"
Detailed information on the conference as well as registration, programme, hotel reservation etc. can be found on the conference website.
Conference Languages (simultaneous translation): English, German
Related downloads
- Conference programme (English/German) [pdf, 1,408.6 kb]


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Previous: The Paravars: Chapter 6 – The Muhammadan Invasion of the Pandya Kingdom
The Paravars, along with Mukkuvar and Karaiyars are the oldest groups of the coastal regions of Tamil Nadu, Kerala and Sri Lanka. These three seafaring-related social groups are regionally distributed and are predominantly found in the Pearl Fishery Coasts on both sides of the Gulf of Mannar with each group dominating a certain coastal belt. Moreover, there has been significant intermarriages among the Paravar, Mukkuvar, and Karaiyar castes.
Prior to the 16th century, the 60 or more hamlets, villages and towns on the Coromandel Coast were solely occupied by the Hindu Paravars interspersed with villages occupied by Muslim Paravars. There were also Paravar settlements located away from the coastal areas. On the Sri Lankan side, the Paravars inhabited the coastal areas from Jaffna to Negombo.
The Parava pearl harvesters were forever exposed to the dangers of hostile sea creatures such as sharks, underwater currents, surface waves, drowning as a result of shallow water blackout on resurfacing; and when the divers climb back on board, the water coming out of their noses and ears is tinted with blood. They generally don't live to advanced age: their vision weakens, ulcers break out in their eyes, sores form on their bodies, and some are even stricken with apoplexy on the ocean floor.
In his book, Twenty Thousand Leagues Under the Sea: A Tour of the Underwater World, the French novelist Jules Gabriel Verne writes about the perils encountered by the pearl oyster harvesters of the Pearl Fishery Coast in the Gulf of Mannar. Though the book published in 1870 is a fiction, Jules Verne's description in Chapter 3 about the hazards encountered by the Parava pearl harvesters in the Gulf of Mannar is real.
In some regions of the Pearl Fishery Coast in southern India, pearl oysters could be found on shoals at a depth of 5–7 feet (1.325–2 meters) from the surface, and in the pearl banks on the Sri Lankan side of the Gulf of Mannar at depths ranging from 30 feet to 90 feet (9 to 27 metres). However, divers had to go 40 feet (12 meters) or even up to 125 feet (40 meters) deep to find enough pearl oysters, and these deep dives were extremely hazardous to the divers. The pearl-divers had no technology to aid their survival at such depths.
Some pearl-divers greased their bodies to conserve heat, put greased cotton in their ears. Some wore a tortoise-shell clip to close their nostrils. Many divers gripped a large heavy object such as a rock to descend to avoid the wasteful effort of swimming down.
The Parava pearl harvesters dived down to the seabeds on the ocean floor to gather the pearl oysters or mussels. The oysters were then brought to the surface, opened, and the tissues searched. To find at least 3-4 quality pearls more than a ton of oysters need to be searched.
Like Jules Verne, Captain James Steuart, Master Attendant at Colombo, in his book Account of the Pearl Fisheries of the North-West Coast of the Island of Ceylon (1834) describes a typical pearl-diving session:
The crew of a boat consists of a tindal or master, ten divers, and thirteen other men, who manage the boat, and attend the divers when fishing; each boat has five diving stones, the ten divers relieving each other so that five divers are constantly at work during the hours of fishing.
The weight of the diving-stones varies from fifteen to twentyfive pounds, according to the size of the diver; some stout men find it necessary to have from four to eight pounds of Stone in a waist belt, to enable them to keep at the bottom of the sea till they have filled their net with oysters: the form of a. diving-stone resembles a pine, and it is suspended by a double cord.
The net is of coir-rope yarns, eighteen inches deep, fastened to a hoop eighteen inches wide, fairly slung to a single cord. On preparing to commence fishing, the diver divests himself of all his clothes except a small piece of cloth; after offering up his devotions, he plunges into the sea, and swims to his diving-stone, which his attendants have hung over the side of the boat; he then places his right foot or toes between the double cord on the divingostone, and the bight of the double cord being passed over a stick projecting from the side of the boat, he is enabled, by grasping all parts of the rope, to support himself and the stone, and raise or lower the latter for his own convenience, while he remains at the surface; he then puts his left foot on the hoop of the net, and presses it against the diving-stone, retaining the cord in his hand; the attendants taking care that the cords are clear for running out of the boat.
The diver being thus prepared, he raises his body as much as he is able, drawing a full breath, and pressing his nostrils between his thumb and finger, he slips his hold of the bight of the diving stone double cord, from over the projecting stick, and descends as rapidly as the stone will sink him.
On reaching the bottom, he abandons the stone (which is hauled up by the attendants to be ready to take him down again) clings to the ground, and commences filling his net: to accomplish this, he will sometimes creep over a space of eight or ten fathoms, and, remain under water a minute; when he wishes to ascend, he checks the cord of the net, which is instantly felt by the attendants, who begin hauling up as fast as they are able; the diver remains with the net until it is so far clear of the bottom as to be in no danger of upsetting: he then pulls himself up by the cord; which his attendants are likewise pulling, and when by these means his body has acquired an impetus upwards, he forsakes the cord, places his hands to his thighs, rapidly ascends to the surface, swims to his diving-stone, and by the time the contents of his net have been emptied into the boat, is ready to go down again. A single diver will take up in a day from one thousand to four thousand oysters.
They seldom remain above a minute underwater: the more common time is from fifty-three to fiftyseven seconds; but when requested to remain as long as possible, I have timed them from eighty-four to eighty-seven seconds: they are warned of the time to ascend by a singing noise in the ears, and finally by a sensation similar to hiccough.
Many divers will not venture down until the shark-charmer is on the bank, and has secured the mouths of the sharks: while some are provided with a written charm from their priests, which they wrap up in oil-cloth perfectly secure from the water, and dive with it on their persons. … This worthy man is paid by the government and is also allowed a perquisite of ten oysters from every boat daily during the fishery.
The hazardous, ritually polluting traditional work of the Paravars such as harvesting pearl oysters and deep sea fishing required courage, resourcefulness, strength and other survival skills. Though they were hardened adventurers, they were also threatened and oppressed by stronger predators coming from inland fortresses or from deep-water fleets manned by Arab and Lebbais (Tamil Muslim Paravars). The latter constantly threatened, raided, pillaged or enslaved the Paravars.
The claim that the Paravars were warriors under the liege of Pandyan emperors is in a certain way true because the Paravars of the Pear Fishery Coast did have armies to protect the fisheries and their people from the attacking Arabs and the Tamil Muslim Paravars.
Nest: The Paravars: Chapter 8 – Arrival of the Portuguese in India
Previous: The Paravars: Chapter 6 – The Muhammadan Invasion of the Pandya Kingdom
- Pearl hunting (en.wikipedia.org)
- Pearl Fishery Coast (en.wikipedia.org)
- Paravar (en.wikipedia.org)
- Twenty Thousand Leagues Under the Sea (en.wikipedia.org)
- இலங்கையில் புழங்கிய முத்துக்குளிப்புச் சொற்கள் (ta.wikipedia.org)
- Islands in the Gulf of Mannar: Part 1 – Adam's Bridge (tvaraj.com)
- Islands in the Gulf of Mannar: Part 2 – The 21 Islands of India (tvaraj.com)
- Islands in the Gulf of Mannar: Part 3 – Islands and Islets of Sri Lanka (tvaraj.com)
- The Paravars: A Preamble (tvaraj.com)
- The Paravars: Chapter 1 – The Hindu Myths (tvaraj.com)
- The Paravars: Chapter 2 – The Jewish Lore (tvaraj.com)
- The Paravars: Chapter 3 – The Pearl Fishery Coasts in the Gulf of Mannar (tvaraj.com)
- The Paravars: Chapter 4 – The Paravar Caste (tvaraj.com)
- The Paravars: Chapter 5 – The Pre-Muhammadan Period (tvaraj.com)
- The Paravars: Chapter 6 – The Muhammadan Invasion of the Pandya Kingdom (tvaraj.com)
- The Paravars: Chapter 8 – Arrival of the Portuguese in India (tvaraj.com)
- The Paravars: Chapter 9 – Seeking Help from the Portuguese (tvaraj.com)
- The Paravars: Chapter 10 – Conversion to Catholicism (tvaraj.com)
- 20,000 Leagues Under the Sea by Jules Verne
- Account of the Pearl Fisheries of the North-West Coast of the Island of Ceylon by James Steuart Transactions of the Royal Asiatic Society of Great Britain and Ireland Vol. 3


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Art Journaling 102: "I Don't Have Anything to Journal About" Myth-Buster Prompt #7
Welcome to our "I Don't Have Anything to Journal About" Myth-Buster Prompt #7 by Tangie!
Prompt: List 5 people you know. Then describe them in 5 words.
One way to approach this prompt is to think of 5 people you know with something in common, such as 5 neighbors, 5 family members, 5 men, 5 women, 5 influential people, 5 teachers, 5 children, 5 people who cook well, 5 funny people, etc. I myself decided to focus on 5 neighbors. Heather, in the page with the red balloon below, focused on loving family members that share their best with her. Tam featured 5 women in her family that shared things in common.
My next step was to think of personality adjectives for each neighbor, and of course, I looked to google for help. I used this list of 130 Positive Personality Adjectives. I get so overloaded with my brain, that sometimes it helps to look at a list when I get stuck.
You might decide instead to list 5 reasons you are grateful for each person. You don't have to follow the prompt exactly, instead of 5 words, it can be a list of 5 reasons. For more ideas, see the Must Read Prompt: Describe the People in Your Life below.
Another thing that I did in my art journal page was to use something symbolic to represent my neighbors. I used some artsy birds for each neighbor whereas if I were creating a scrapbook page instead, I would have used their photographs. The art journal frees you to be creative and find alternatives!
Inspiration for "I Don't Have Anything to Journal About" Myth-Buster Prompt #7
Heather aka sparklyduck75
Dad is visionary, charismatic, talented, generous, and wise.
Mom is intuitive, warm, creative, affectionate, and pragmatic.
Grandpa is thoughtful, gentle, faithful, intelligent, and resourceful.
Grandma is loving, devoted, selfless, resilient, and sensitive.
Don is genuine, caring, gracious, discerning, and compassionate.
Grace is spirited, joyous, tender-hearted, perceptive, and friendly.
I am loved by amazing people who share their best with me.
CREDITS by Tangie Baxter:
Cartography Set 9: Sea Papers; Cartography Set 10: Mists; Up Up and Away.
Fonts: Oysters and TigerLily by Tangie; and LovedByTheKing.
Tam aka tamhanley
I realized that of every group of 5 I came up with, there were a lot of things in common, so I used the grid configuration on this background to line up pictures to represent 5 women in my family (mom's side) and let the things they shared in common "touch" each picture. Then I "covered it in gesso"!! Even digitally I think that's my favorite part!
Tribalations http://shop.scrapbookgraphics.com/Tribalations.html
Tribalations Splatter Graffiti http://shop.scrapbookgraphics.com/Splatter-Graffiti-Borders-Tribalations.html
Lost and Found http://shop.scrapbookgraphics.com/Lost-and-Found.html
Journal Anthology http://shop.scrapbookgraphics.com/Journal-Anthology-SKU26950.html
Journal Anthology 7 freebie
Gesso Messy 3 http://shop.scrapbookgraphics.com/Gesso-Messy-Episode-No.-3.html
Gesso Messy 5 http://shop.scrapbookgraphics.com/Gesso-Messy-Episode-No.-5.html
Marion the Librarian http://shop.scrapbookgraphics.com/-RERUNS-Marion-the-Librarian.html
Cirque Joyeux http://shop.scrapbookgraphics.com/Cirque-Joyeux.html
Inchies Girlies Artists Sheet http://shop.scrapbookgraphics.com/-ARTist-Sheets-Inchies-girlies.html
Steampunk Jetadore Collab http://shop.scrapbookgraphics.com/Steampunk-Je-t-adore-Collab-w-Studio-Rebecca.html
Julie Ann
Most of these women I wouldn't know if it weren't for my dog. I didn't meet them until I started walking Friday every day.
Credits: by Tangie Baxter unless noted otherwise
Paper: AJC11 Parcel 20, AJC Parcel 36 with Amanda Sexton,Orchid Elixir, Journal Anthology 6, Journal Anthology 8, Enchanted Art Box with sherriejd, AJC Parcel 28; Dot: Deconstructed No. 4, Notables, Industrial Velvet; Splatter: Enchanted Art Box with SherrieJD; House: Dream Spilling; Gesso: Gesso Mats; Alpha: Wonderland; Styles: Paperworn Styles and Gesso Styles; Fonts: AJFbreadbutter, AJFtweedledeeALT; Other – Birds: CrowAbout Studio B Lil Birds; Template: April 2012 Blog Freebie by Amy Kingsford
Now it's Your Turn!!!
Link up your page here (copy & paste the url) in the comments section of this post. Join our fun.
Join the conversation! Tell us what you think of this post. Are you inspired to create?
Julie Ann Shahin is a New York-based art journaler, scrapbooker, mixed media craftster who specializes in hybrid and altered art techniques. She will be blogging regularly for tangiebaxter.com on Wednesdays and Saturdays. You may contact Julie Ann directly at julieann dot shahin at gmail dot com
You might also enjoy:
"I Don't Have Anything To Journal About" Myth-Buster Prompts Archive
4 Responses to Art Journaling 102: "I Don't Have Anything to Journal About" Myth-Buster Prompt #7
oopsie, did something wrong…lost the message!!
love ur work Julie, always have. birds are my favorites in my art journal. thanks for the words. that will really help. hugz to u..always my favorite,,:)
I really appreciate your piece of work, Great post.


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During the past 24 hours which ended at 6 am today (18), 2,709 individuals have been arrested by the police for violating the curfew.
Police Media Division stated that 274 vehicles, too, have been seized within the aforementioned time slot.
Meanwhile, a to
A record promotion for 14,617 Other Rankers of the Army, a gesture that would go down in the annals of Army history as hitherto unprecedented and unheard, would occur on National War Heroes' Day (19 May), the Sri Lanka Army said.
This would take place concur
The last 11 Coronavirus positive patients reported yesterday are also navy personnel, according to Commander of the Army Lieutenant General Shavendra Silva.
The Head of Natrional Operation Centre for Prevention of COVID - 19 Outbreak revealed this speaking t


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I made a boilerplate for Chrome extension and app development this morning. Although the Chrome docs are great, one of the pain points is you need certain fields to be filled out in the manifest, and you also must provide icons, even in development mode. And it's not really documented which size icons are mandatory, or whether it will resize. So to kickstart Chrome extensions/apps, you can use this boilerplate.
This is a boilerplate for Chrome app, extension, and theme development. It should be easy enough to get started even if you've never built a Chrome extension before by following the INSTALLATION notes. Most of the boilerplate is scribbed together from the docs at http://code.google.com/chrome/extensions and the icons auto-generated at http://faviconist.com. It's all MIT-licensed. INSTALLATION The boilerplate works out of the box, so start by installing it in Chrome: - git clone https://github.com/mahemoff/chrome-boilerplate.git my-project-name - Visit chrome://extensions and expand "Development mode" (top right). - Choose "Load unpacked extension ..." and point to the new project directory. - It's installed! You should see a new button in your address bar. Click it! CUSTOMIZATION By default, most things are commented out - uncomment them to make them active. UI Exposure: Your extension can be an app, an action (address bar popup), or a theme, but it can only be one of these. Or if it does other stuff, maybe it won't do any at all. So at most only one of these can be uncommented. Permissions: For convenience, these are mostly selected by default (except "experimental", as it requires you run Chrome wiht a special flag). Be sure to comment out what you don't need - i.e., most of them - before distributing your extension. Locales: A basic locale setup is included, with English declared as the default language. This won't do any harm even if you're not planning to localize your app. WHO MADE THIS? Michael Mahemoff (http://mahemoff.com). I was previously working in Google's Chrome team, but am no longer at Google and this is not an official Google/Chrome project.


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guest post: Kate Morris of Falling Whistles
Today I'm pleased to present a guest post from Kate Morris of Falling Whistles. Kate responds to my critique of her New York Post op-ed from last weekend:
Laura, first let me say that it's a pleasure to hash this out on your digital turf. Thanks for the opportunity to respond.
I believe it's significant that Sec. Clinton has been committed to funding SGBV treatment and prevention/rights education/legal access programs. Falling Whistles believes long term solutions in Congo will come from the Congolese people. This is why we partner with local leaders in the Kivus who are working toward solutions. But this isn't enough. At the end of the day, aid money doesn't fix the root causes of SGBV. This is why we also engage in advocacy and are pushing for more effective diplomacy from the US State Department.
Sec. Clinton may be funding good programs, but she is missing critical opportunities on the diplomacy front. I criticized her Congo policy because she is only using half of the tools in her arsenal. It will take painful reforms of the security sector, justice sector and electoral processes to address the governance problems that create the conditions for rampant SGBV. But governance reforms won't happen in DRC without assertive external pressure and an empowered civil society. Thus far, the State Department doesn't seem interested in the type of assertive diplomacy that's required, especially during this election year.
This year, we've seen the State Department choose inaction when confronted with governance-related shenanigans in Kinshasa, precisely when the Great Lakes team should have exercised their budgetary and political leverage. For example, in January, President Kabila's political party rammed through a sweeping set of constitutional amendments that were highly troubling. Presidential elections were reduced to a one-round vote (with no requirement that a winner secure a simple majority) and the independence of the judiciary and the provinces was curtailed. Under the current constitution, the president can fire governors at will. The State Department's response to this power grab was muted, to say the least.
In general, the State Department's work in Congo is characterized by competing agendas and habitual stovepiping. Even the Africa Bureau's org chart is a mess, as David Sullivan explained recently, leaving Congo on the desks of 3 separate deputy assistant secretaries. An envoy isn't a silver bullet … but a simple rearranging of the deck chairs isn't likely to fix the problem, either.
What an envoy could do is make substantial steps toward governance reform, and help ensure the legitimacy of this year's elections. Records of U.S. envoys like Mitchell and Holbrooke suggest that there is plenty they can accomplish that lies beyond the scope of regional ambassadors, whose main function is to preserve good relations with the host country. Even Gration's role in Sudan suggests that envoys make the difference between stalemate and forward motion. Although Darfur activists were disappointed by his lack of focus on the western region, and Gration's unorthodox tactics got him into trouble stateside, it's fair to credit his aggressive shuttle diplomacy with the successful secession referendum in the south earlier this year.
Given what's at stake this election year, it's important that Sec. Clinton takes the reigns to deliver a Great Lakes diplomacy team that has the guts to pursue long-overdue governance reforms. If she doesn't, we'll likely see shoddy elections in November, followed by unrest and continued state failure.


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Duration: 365 days
Come and welcome
"And the Spirit and the bride say, Come. And let him that heareth say, Come. And let him that is athirst come. And whosoever will, let him take the water of life freely." Revelation 22:17
Suggested Further Reading: John 6:35-40
How wide is this invitation! There are some ministers who are afraid to invite sinners, then why are they ministers? They are afraid to perform the most important part of the sacred office. There was a time I must confess when I somewhat faltered when about to give a free invitation. My doctrinal sentiments did at that time somewhat hamper me. I boldly confess that I am unchanged as to the doctrines I have preached; I preach Calvinism as high, as stern, and as sound as ever; but I do feel, and always did feel an anxiety to invite sinners to Christ. And I do feel also, that not only is such a course consistent with the soundest doctrines, but that the other course is after all the unsound one, and has no title whatever to plead Scripture on its behalf. There has grown up in many churches an idea that none are to be called to Christ but what they call sensible sinners. I sometimes rebut that by remarking, that I call stupid sinners to Christ as well as sensible sinners, and that stupid sinners make by far the greatest proportion of the ungodly. But I glory in the confession that I preach Christ even to insensible sinners—that I would say even to the dry bones of the valley, as Ezekiel did, "Ye dry bones live!" doing it as an act of faith; not faith in the power of those that hear to obey the command, but faith in the power of God who gives the command to give strength also to those addressed, that they may be constrained to obey it. But now listen to my text; for here, at least, there is no limitation. But sensible or insensible, all that the text saith is, "Whosoever will, let him come and take the water of life freely." The one question I have to ask this morning is, art thou willing?
For meditation: Jesus gladly received children and their carers; he rebuked his own disciples, some of God's children, who tried to get in the way (Mark 10:13-16). Are we helping or hindering others who need to come to Christ?
Sermon no. 279
16 October (1859)365 Days with C.H. Spurgeon, Vol. 1: A Unique Collection of 365 Daily Readings from Sermons Preached by Charles Haddon Spurgeon from His New Park Street Pulpit (365 Days With Series); edited by Terence Peter Crosby; (c) Day One Publications, 1998.


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We are asking our supporters to come to City Hall on WEDNESDAY July 23 [NOTE: this is a change from Tuesday July 22] to support a motion being put forward to Vancouver City Council by CouncILLOR Adriane Carr.
[Update late Tues: Adriane's motion got a seconder – George Affleck. This means the motion will be presented tomorrow, Wednesday, sometime before noon most likely. The committee meeting starts at 9:30 and Adriane's motion is 4th on the list. But we'll update you regularly! Please plan on coming!]


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seventhing it even tho i was the one to second it m2/admin... u out there?this seems like a genuinely awesome idea and no one is responding... man i wish I had a smiley that cried, but coz its the @u2 forums we dont have good forums.wait, what's that? @u2 has a new forum? new smileys? SWEET
We're out here and keeping up with things. We are collecting the ideas as a group and we'll take a look at them. We won't be jumping into every thread to respond to them right away.
I would love two sections: one where we can share U2 stuff like photos, bootlegs, videos, etc, and another one when we can buy and sell U2 memorabilia and stuff.Thanks!
The "previous" and "next" buttons on the bottom right are confusing to me (maybe it's just me).
Does the skin have to stay grey, black and blue? Can we change it to pink and yellow and purple if we wanted to?
Also, one other thing...I don't think people will really find this an issue, but it's just something I thought might would be better.Once you have made a post that it takes you back to the thread and you can see your post in relation to others. I know you can see this when you are writing, but if there is something that you have forgotten to mention or something...I dunno probably just stupid, but yer...
I suppose we could have several more smilies?


text: Commentary on Psalm 148 James Limburg | 0 CommentsFacebook-twitter-g+-LinkedIN-EmailPrint And Heav'n and Nature SingIt's always been one of my favorite Christmas carols. How could you lose with this one? The words are by Isaac Watts and the tune, at least according to some hymnbooks, is by George F. Handel. The combination of words and music is just right. Notice that the melody runs straight down the D major scale! Though we've sung it countless times and have heard it each year in churches and shopping malls, it's possible that we have missed one important feature of this carol. Consider the words: Joy to the world, the Lord is come! Let earth receive her king; let every heart prepare him room and heav'n and nature sing, and heav'n and nature sing, and heav'n, and heav'n and nature sing. The lyricist is thinking big. All humans on earth are invited to welcome the Christ-King into their hearts. Then Isaac Watts ratchets the lyrics up another notch. He names two extremes to indicate the whole, asking heaven and also nature to join in singing this joyful song. To make sure that everybody gets the point, he repeats "heav'n and nature" three times, even having the tenors and basses echo it in a refrain. Once you've changed from a boy soprano or alto to a man tenor or bass, this becomes one of your favorite songs to sing at Christmas time! The Closing Quintet: Psalms 146-150 The biblical Book of Psalms begins with a strong emphasis on laments−prayers from times of trouble (most of the psalms in Book I, from 3-41). The plan of the book as a whole indicates an increasing emphasis on praise, coming to a climax with Psalms 146-150. Each psalm in the closing quintet begins and ends with "Praise the LORD" or, in Hebrew, "Hallelujah!" This makes for ten "Hallelujahs" at the end of the book; then Psalm 150 alone adds ten more. You'd think the book was put together by a praise band that was relegated to a separate "contemporary service" in the church (or synagogue) basement or gymnasium! But now to an unusual feature in Psalm 148 that I did not notice for a long time. It is the same feature already noted in "Joy to the World," namely the call for non-human creatures, that is, for nature to join in praising God. Professor Terry Fretheim has called attention to this theme in the entire Old Testament; see the helpful insights in Chapter 8 of his recent book, God and the World.1,/sup> Structure The psalm begins by calling for praise "from the heavens" (1-6), continues with a call for praise "from the earth" (7-12), and concludes by tying "earth" and "heaven" together with a final call for all to join in the praises (13-14). It follows the typical pattern of the hymn with imperatives calling for praise (1-5,7,13-14), grounded by "for" clauses giving the reasons for praise (5b-6; 13b-14). Praise from the Heavens (1-6) The opening call for praise is aimed at all heavenly creatures, including angels and the heavenly armies ("host"). Note the Old Testament view of the universe: above the heavens ("firmament," " dome," Ps 19:1; Gen 1) are waters (vs. 4). Windows in the dome slide open causing rain on the earth (Gen 7:11). Praise from the earth (7-12) Now the focus is upon the earth. A surprise: first to be invited to this praise fest are not human beings, but rather sea monsters (the Hebrew word is the same as that used in Gen 1:21). Next in line are the elements of nature, including fire, hail, snow, frost, stormy wind, mountains, hills, and trees (7-9). The invitation is extended again, now to the living creatures, including wild and domesticated animals, animals that creep on the ground, and birds (10). Finally, the psalm says "O yes! And you humans are invited to join this praise band too!" The extremes are named to indicate the whole class: kings, princes and rulers, then young people, senior citizens, and children. How ought we to understand this non-human praise of God? This could be considered simply highly-charged poetic language where the poet lets his or her imagination run wild But I think there is more. According to Psalm 150, one can praise God with dance (4). One can also praise God with an orchestra, including wind, string, and percussion instruments (Psalm 150). Clearly, praise need not be limited to human words or actions. If our dancing can express praise, why not the dance of the loons on a Minnesota lake? If the sound of the trumpet in Handel's Messiah can express praise, why not the sound of a trumpeter swan? Toward a Sermon The Christmas season is a fine time to re-discover the theme of "nature's praise of God" as found in the Bible and in the hymns of the church. In the case of this theme, the church's hymns have been ahead of the church's preaching and teaching! I admit, it is an area I have neglected. A sermon could be based on the "non-human praise of God" in this psalm, asking what it means for heaven and nature to sing. For example, "Earth and all Stars" is a modern hymn calling on non-human elements (including test tubes!) to join the praise band (Evangelical Lutheran Worship 731). For a classic hymn, check out Francis of Assisi's "All Creatures, Worship God Most High!" which calls "brother wind," "sister water" and a whole list of non-human creatures to join in praise (Evangelical Lutheran Worship 835). One can page through the "Praise and Thanksgiving" section of any hymnbook to find numerous examples of praise offered to God from non-human entities. We humans do not have a monopoly on praise. It appears that the often suspiciously regarded "praise band" could be moved from the basement to the main sanctuary, "loud clanging cymbals" (Psalm 150) and all! 1Terence Fretheim, God and the World: a Theology of Creation (Nashville: Abingdon, 2005).James Limburg | 0 CommentsFacebook-twitter-g+-LinkedIN-EmailPrint


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Brickipedia is currently undergoing a change with the naming of part articles and this article's name may be outdated.
|Design ID: 44292
|Years in production: 2003-2006
|Pick a Brick price: N/A
| Available Colours:
Part 44292 is a TECHNIC wheel part introduced in 2003. It is called "RIM Ø 30,4 X 20".
|This article or section is incomplete.
Please improve the article, or discuss the issue on the talk page.
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Technical Paper
Heat Release in the End-Gas Prior to Knock in Lean, Rich and Stoichiometric Mixtures With and Without EGR
SI Engine knock is caused by autoignition in the unburnt part of the mixture (end-gas) ahead of the propagating flame. Autoignition of the end-gas occurs when the temperature and pressure exceeds a critical limit when comparatively slow reactions-releasing moderate amounts of heat-transform into ignition and rapid heat release. In this paper the difference in the heat released in the end-gas-by low temperature chemistry-between lean, rich, stochiometric, and stoichiometric mixtures diluted with cooled EGR was examined by measuring the temperature in the end-gas with Dual Broadband Rotational CARS. The measured temperature history was compared with an isentropic temperature calculated from the cylinder pressure trace. The experimentally obtained values for knock onset were compared with results from a two-zone thermodynamic model including detailed chemistry modeling of the end-gas reactions.


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All is going well for Lea as she finishes her time...
The Rise of the Night44941513
- by The-Dream-Keeper
- Rating:
- Published: 22 Mar 2014
- Updated: 22 Mar 2014
- Status: Complete
After being transported to a strange camp ont he other side of the country, Lea learns her fate. As it turns out, the stories she heard as a child are all true, the mythological tales of good versus evil, heroes, gods and monsters are all true. Lea is thrown into a new world hidden behind the mist, a magical fog that covers the eyes of mortals, beding reality to hide the truth of the world. Not long after, she learns her true identity, her bloodline and her destiny; she is fated to help the gods and save the world. Lea must now take a journey across the entire country, fighting unknown evils along the way, with only the company of two friends. She travels, chasing the sunset, to defeat the titan who will plunge the world into eternal night.
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So were suppose to create a program that reads in integers in the range of 0-50, puts them in an array
and prints out how many times each integer is entered. Sorry I forgot to add that its not working properly and am wondering what can I fix?
package HW12; import java.util.Scanner; //HW12.java Stephen Wells //CS140-01 //This program reads in integers in the range of 0-50, puts them in an array //and prints out how many times each integer is entered. public class HW12 { public static void main (String [] args) { //Explains what the program does System.out.println("This program reads in integers in the range of 0-50, " + "puts them in an array and prints out how many times each integer is entered."); //Build the Scanner object so user can read in information from the keyboard Scanner scan = new Scanner (System.in); //Declare an array called "occurrences" that will hold 51 integers (0-50) System.out.println("type size of array: "); int number = scan.nextInt(); int[] array=new int[number]; //Prompt the user to enter a random number of integers from 0-50 for(int i=0; i<array.length; i++) { array[i]=scan.nextInt(); } System.out.println("The integers entered are: "); //Get the integers from the keyboard for(int i=0; i<array.length;i++) { System.out.println(array[i]); } for(int i=0; i<array.length;i++) { System.out.println(i+": "+array[i]); } //Use a while loop to validate that the user enter an integer between 0 and 50 //the body of the while loop will capture the integers and put them in the array while //counting them while (number < 0 || number > 50) { System.out.println("invalid - please enter a number between 0 and 50"); number = scan.nextInt(); } //Print the results using a for loop and an if statement4To print out the numbers you then just need to change your last for loop to be: for (int i = 0; i < array.length; i++) { if (array[i] > 0) { System.out.println(i + "The total number of times the integer is entered is: " + array[i]); } } } }


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World Sustainable Energy Days 2014
26-28 February 2014 in Wels, Austria
In the last years the World Sustainable Energy Days in Upper Austria, attracted about 10,000 experts and decision-makers from around 100 countries. 2014 the World Sustainable Energy Days will take place from 26-28 February, presenting latest technology trends, outstanding examples and European strategies in 5 separate conferences:
- European Pellet Conference: The world's largest annual conference on pellets presenting technology and policy trends, markets, innovation, sustainability, finance, business models; including "World Pellet Business and Technology Forum", "Pellet Networking Platform" and "Pellet News Worldwide".
- European Nearly Zero Energy Buildings Conference: A conference to discuss how to achieve "near zero energy buildings" (NZEB) in new construction & renovation: technologies, policies, financial instruments, definitions & national action plans, best practice examples, cost optimality of energy efficiency and renewable energy in buildings.
- Conference WSED next: A conference presenting the work and achievements of young researchers in the fields of biomass and energy efficiency.
- European Energy Efficiency Policies Conference: A conference giving an update on the implementation of the EU energy efficiency policies.
- Innovative Building Technologies Conference: A conference dedicated to the latest development in technology solutions for sustainable buildings with an outlook on future buildings.
Other focal points:
- B2B Meetings offer the opportunity to find new business partners in bilateral meetings (biomass & energy efficiency)
- Poster Presentation on successful projects concerning energy efficiency and renewable energy sources.
- Trade show "Energiesparmesse" with 1,600 exhibitors and around 100,000 visitors expected
- Technical site-visits: "Pellets and wood chips" and "Nearly Zero Energy Buildings"
Detailed information on the conference as well as registration, programme, hotel reservation etc. can be found on the conference website:http://www.wsed.at/en/
Conference Languages (simultaneous translation): English, German, Russian
Related downloads
- Conference programme (in English and German) [pdf, 1,659.2 kb]


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Another Right Wing Lie: Planned Parenthood Does Not Require Ultrasounds
One thing the right is amazingly good at: circling their wagons around an issue and parroting talking points in absolute lockstep. Whenever a controversial issue pops up, the right wing blogs and media can be counted on to almost immediately start building their wall of noise.
Today, they're all in unison again, defending Virginia's slut-shaming mandatory ultrasound legislation by circulating a claim that ultrasounds are already part of Planned Parenthood's abortion procedure.
First, the wingnut chorus is obviously a little unclear on the concept of consent. Even if ultrasounds are part of the Planned Parenthood procedure, it's rather obvious that any woman who undergoes one will have explicitly given her consent. This is vastly different from a state law requiring the procedure in all cases, medically necessary or not.
But is it even true that Planned Parenthood already requires ultrasounds before abortions? Let's check out their website under In-Clinic Abortion Procedures:
What Happens During an In-Clinic Abortion?
It's common for women to be nervous about having an abortion — or any other medical procedure. But most of us feel better if we know what to expect. Your health care provider will talk with you and answer your questions. But here's a general idea of how it works and what to expect.
Before the abortion procedure, you will need to
- discuss your options
- talk about your medical history
- have laboratory tests
- have a physical exam — which may include an ultrasound
- read and sign papers
Notice the operative term: may include an ultrasound. Planned Parenthood's policy is to do ultrasounds when they are freely chosen by the patient, with the advice of the medical professional doing the exam.
To equate this situation with a state-enforced law is not just misleading, it's downright dishonest. But this entire debate over whether women need to be humiliated is just rancid with dishonesty.
For another example, the anti-choice website lifenews.com chimes in with one of their typically mendacious articles: Planned Parenthood Rape Myth Debunked, 99% Do Ultrasounds.
Surveying 72 of the abortion businesses that sold the abortion pill to women, the researchers found abortion facilities frequently use vaginal ultrasounds before an abortion to determine the gestational age of the baby or afterwards to determine if the abortion was complete. In fact 99 percent of the abortion facilities surveyed always or sometimes performed an ultrasound in association with the surgical abortion — while just one percent did not.
This article is packed with lies and spin ("abortion businesses?" "abortion pill?" "gestational age of the baby?"), but notice how they're trying to muddy the waters by claiming that "99% of abortion facilities" do ultrasounds, then slip in the little phrase "always or sometimes."
They're trying to move the debate past the "mandatory state-sanctioned" part of the issue, because they understand in a dim fashion that this isn't really working out for them among the vast majority of women in the United States; in fact, it's making them look like cavemen.
Even if Planned Parenthood performed trans-vaginal ultrasounds before 100% of abortions, the bottom line is still that it would only be done with the explicit consent of the patient.
But this isn't about consent. The "mandatory" part of these ultrasound laws is absolutely required in order to carry out the real purpose: shaming and humiliating women, and making it more expensive and more onerous to choose abortion.
(h/t: allegro.)