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Activity Monitor is the Mac equivalent of the Windows Task Manager. It displays a variety of resources in use on your system in real-time. These include processes, disk activity, memory usage, and more to provide a sort of dashboard into what’s going on in your Mac.
We’ll show you how to read and use Activity Monitor. You’ll also learn how CPU, RAM, and disk activity can affect your Mac’s performance over time.
The Activity Monitor app lives in Applications > Utilities. Navigate to this folder and double-click the icon to launch the app.
However, you can get to this (or any Mac app) much faster using Spotlight search. Press Cmd + Space to open Spotlight. Then type in the first few letters of the app and press Return.
You may find it convenient to pin Activity Monitor in your Dock. Right-click the app icon and choose Options > Keep in Dock. You can even monitor vital parameters right from the Dock. Choose View > Dock Icon and select Show CPU Usage or History.
The main window of the app is the principal process monitor. It displays a list of both open apps and system processes. Some apps are easy to spot, while others are system-level processes essential for running macOS.
Click the column header at the top to arrange the processes in either ascending or descending order. On the upper-right, there is a Search Filter box which lets you search for a specific process.
The five category tabs at the top of the window (CPU, Memory, Energy, Disk, and Network) focus on specific kinds of data. They’re the primary system monitor indicators and gives you a lot of valuable information for troubleshooting purposes. Each pane shows real-time stats and graphs of resource usage over time.
By default, Activity Monitor shows only processes running for the currently logged-in user. To change this, choose View > All Processes. You can also adjust the number of statistics shown in the columns and the update frequency.
The CPU tab shows how every process uses your computer’s processor. You’ll see what percentage of the total CPU a process is using (% CPU), how long it’s been active (CPU Time), number of times a process awoke from the sleep state (Idle Wake Ups), and more.
At the bottom, you’ll also see the percentage and graph of your CPU used by the System (red) and User (blue).
The mds and mdworker processes associated with Spotlight might show frequent CPU spikes during indexing. This is perfectly normal for a new or recently formatted Mac. The process will end automatically when done.
Noticing an errant process called kernel_task eating much of your Mac’s available CPU? You’re not alone.
A web browser may show high CPU usage while rendering too many tabs or displaying multimedia content like video.
If an app is acting weird, becomes unresponsive, or crashes, then your best option is to force-quit the app. In Activity Monitor, you may see problematic processes in red text with the phrase Not Responding.
To terminate the process, select the app and choose View > Quit Process. Or click the X button at the top of the toolbar to quit the process.
Press and hold Cmd + Option + Esc. Choose the app you want to quit in the Force Quit Applications dialog box and click Force Quit.
Open the Terminal app. Type >ps -ax then press Return to list all the running process along with PID (Process Identification) number. To force quit an app, type >kill <PID number>.
Note: You should never force-quit system processes, or ignore processes that run as root. Instead, find out the probable cause by looking at logs or restarting your Mac to see if the problem vanishes.
The Memory tab displays how much RAM your Mac is using. Along with the CPU, it’s a chief performance indicator of your Mac. At the bottom of the window, you’ll see a real-time memory graph with values that can help you diagnose performance issues.
Wired Memory: Processes that must stay in memory. They can’t be compressed or paged out.
App Memory: Memory allocated to all app processes.
Compressed: macOS includes software-based memory compression to increase performance and reduce energy use. Your Mac compresses the content used by less active processes to free up space for more active ones.
The Memory Pressure graph shows the present state of memory resource usage through different colors. Green means sufficient memory resources are available, while Red means your Mac has run out of memory and needs more RAM to operate efficiently.
The borderline Yellow is a warning sign. Check to see if an app is using up memory and causing the memory pressure to increase. If that’s the case, then quit the app.
Cached Files is another useful parameter. This tells you how much memory is presently used by apps, but available for other apps to take. For example, if you quit Apple Mail after using it for a while, its data will become part of the memory used by cached files.
If you re-launch the Mail app, it’ll launch faster. But if another app needs RAM, macOS will dynamically remove cached data and allocate it to other apps.
Is your Mac running slow? By changing some of your computing habits, you could improve its performance. These 7 big mistakes can slow down your Mac.
These two parameters tell how much active process data was swapped out to startup drive or compressed to save space. Compression is preferred to swapping because it makes more room for memory and doesn’t slow down your Mac.
A low number for Swap Used is acceptable, but a high number indicates that your Mac doesn’t have enough real memory to meet the application demands.
Every MacBook user has a valid concern about battery life; you probably want your laptop to run for as long as possible. The Energy pane of Activity Monitor is your Mac’s resource monitor. It shows overall energy use and power used by each app.
You’ll see the Energy Impact of running apps, along with the Avg Energy Impact of each app over the last eight hours or when your Mac booted up, whichever is shorter. The App Nap feature allows your Mac to put inactive apps to sleep—this field tells you which apps support this and whether it is preventing your Mac from going to sleep or not.
The more energy a particular app uses, the lower your battery life becomes. At the most basic level, you must check the Avg Energy Impact column to see which apps use the most energy over time. Quit those apps if you don’t need them.
For web browsers, you don’t have to quit the entire app. Click the triangle next to the browser to expand the list of child processes. Find the one with the highest energy impact, then force-quit that process.
Google Chrome can use up too much computer memory. These tips will reduce Google Chrome’s memory usage and free up RAM.
The Disk pane shows the amount of data each process has read from or written to the disk. It denotes the number of times your Mac accessed the drive to read (read IO) and write (write IO) data. The color blue shows the number of reads/sec while red indicates the number of writes/sec.
Having enough RAM is essential for performance, but free space on your startup drive is critical for system stability. Pay close attention to the number of reads or writes and observe how your system accesses the read or write data.
If disk activity is high, does it correlate with the CPU usage? Some apps or processes can cause both heavy disk activity and CPU usage, like when you convert video or edit RAW photos. And if your Mac is short on RAM, you’ll see frequent spikes in disk activity due to swapping.
The Network pane shows how much data your Mac is sending or receiving over your network. At the bottom, you’ll see network usage in packets and the amount transferred (in red) and received (in blue).
In the Activity Monitor, you can quickly identify apps that transmit lots of data. Some processes naturally generate a lot of network activity, but others using the network a lot might not make much sense. Determining which external resource each process is connecting to is a huge pain.
If you’re curious to see what data packets are passing through which processes, use the Little Snitch app to monitor network traffic on a per-app basis.
Activity Monitor can also help you generate a report about the status of your Mac. You can save the report and send it to a friend or Apple support for troubleshooting purposes.
To do this, choose View > System Diagnostics. Wait for a while for this to complete.
Activity Monitor the stock macOS task manager. By running this tool and following the advice we’ve covered here, you can work out why your Mac is slow and what each parameter means to your overall system health.
Does your Mac feel sluggish, or do you wonder how it compares to others? Find out by running some benchmark tests on your Mac.
Explore more about: Activity Monitor, Computer Diagnostics, Computer Memory, Mac Tips, Task Management.


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tach·ism / ˈtaˌshizəm/ (also tach·isme) • n. a style of painting adopted by some French artists from the 1940s, involving the use of dabs or splotches of color, similar in aims to abstract expressionism.
"tachism." The Oxford Pocket Dictionary of Current English. . Encyclopedia.com. 23 Apr. 2019 <https://www.encyclopedia.com>.

industry_corpus2: Others


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Service Management is a critical area for businesses to effectively discover and maintain accurate inventory records, keep those records up to date, field requests to move, add, change or disconnect service (MACDs), and responding to service outages. CMG offers its clients a unified process with critical milestones, push updates, and conscientious control points including final acceptance and satisfaction of each order.
CMG will retrieve and reconcile all inventory with identified and approved changes.
CMG coordinates pricing requests and service orders with service providers following orders through completion, installation and activation.
Within the Itemize platform is the information required to identify and respond to service issues. Want to go further? CMG can provide an outsourced Help Desk to field end-user requests and coordinate vendor repairs.

industry_corpus2: Computing & Telecommunications


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industry_corpus2: Manufacturing


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One of best seaside towns in England, Worthing is successful to have attracting fin lovers to come and chill out. Blessed with natural attractions, the area is a perfect destination to plan for excursion. Also with excellent connectivity to local transport: rail and road links, the town eases its visitors to ply anytime. Famous for its youthful lifestyle, availability to exclusive hotels, bistros, and nightclubs means all. Just make a Plan to visit the city, and it assures to glean unforgettable experience ever. When it comes to explore its beauty, company of elite yet professional Outcall Worthing escorts is worthwhile really. Available at Brighton Dolls, these lively female companions are the thoroughly great company all about.
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industry_corpus2: Travel & Geography


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Earning $400 to $600 and hour in a part time job is something you would once only have imagined.
Believably these are the hourly rate figures your can earn by selling your house privately. For your time invested for a couple of weeknight hours of thought and planning plus a few dedicated hours on the weekend over several weekends for inspection times and follow up is all you will really need to allocate to sell house. With industry feedback indicating actual invested time to sell a property can range from 20-30 hours, you can earn the same hourly rate as a high priced lawyer or barrister by investing a few hours a week over a number of weeks to sell your own house.
Selling My House make it easy by creating and delivering a comprehensive property for sale strategy which include tools and tips so you can sell house, save thousands in commission and pay yourself a massive hourly rate for your success.
that you can do yourself?
Creating a simple check list of things to do and allocate time for each part of the house selling process will offer an overall scope of time to sell your house. Being strategic and ‘working to the clock’ will deliver an increased hourly rate.
We’ve offered a FREE planning tool with with compliments of Sellers Manual (Pro) to assist in your house selling process. When you sellect a Premium or Pro package you also get Sellers Manual (Pro) which is full of house seller tools and strategies that guide you through the house selling process so you can sell house, save thousands in commission and reward yourself.

industry_corpus2: Real Estate & Construction


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To minimize cases of customers having to go round many stores looking for what they require, Roller Shade Team has taken a great step in ensuring that we stock as many types of window Roller Shades as possible. Whatever style or color you may need for your Roller Shades we guarantee that you will find it in our shops in Texas. Call us on 888-309-3357 for more details about our huge stock of Roller Shades. We will be delighted to talk to you.
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text: Just imagine what you can buy all the latest trends before they become available in stores and even to create them. Would not it be great? Here you can create your fashion future, which will bring you immense popularity. Let's get down to fitting outfits for our model, we choose clothes and shoes, hairstyles, and various ornaments.


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Corey Graves’s in-ring career was ended prematurely after he suffered too many concussions. He is on television every week as a commentator, but his dreams might find him back in the ring.
The World Champion Of Love revealed on Twitter that he dreamed of being awarded the Universal Championship. This was an interesting dream because he wasn’t even wrestling to win the gold.
If Corey Graves is teasing a return to the ring then this is a very unique way to go about it. He seems quite comfortable at the announce table though so it’s unlikely that he will risk losing that sweet gig to wrestle.

industry_corpus2: Sports


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Each individual, associated with an active member, who recruits a new member, will receive 1 entry, into a drawing for the $3,000 Gift of Travel.
Those sponsoring new members into IAFE's network will receive one entry in the drawing for each new member sponsored. The more new members you sponsor...the greater your chances are to win!! The drawing will take place at the 2019 IAFE Convention. The Coca-Cola Company will recognize the top 3 recruiters at the Convention in San Antonio, TX. These individuals will receive plaques for their efforts in recruiting new members to the IAFE.The overall top recruiter will receive $500 cash award (in the event of a tie, the cash award will be divided equally).
In 2019, each Zone Director will be provided a current list (11/2/2018-present) of fair members from their Zone. We are challenging each Zone to increase the number of members within their respective Zones. To be successful, not only will each Zone have to recruit new members, in addition they will encourage current members renew their membership with the IAFE.
Each IAFE Zone that successfully increases the number of members between 11/2/2018 and 11/1/2019 will automatically be rewarded with $500 to be used for educational programming.
The Zone with the largest increase in fair members will be awarded an additional $500 (ties will beprorated).
Each Zone with an increase in the number of fair members will receive one entry into a drawing foreach member they are above last year’s total. For example, if XYZ Zone has 5 more members on Nov. 1, 2019, than what they had on Nov. 2, 2018, they receive 5 entries into a drawing. One lucky Zone will win the grand prize of $1,500 for their Zone.
We encourage every State and Provincial Director to retain and solicit IAFE members. The IAFE provides valuable resources to all State and Provincial members and it is membership that enables these resources to continue!
New fairs (qualifying as active fair members) joining as a new member between Nov. 2, 2018 and Nov. 1, 2019, receive one complimentary delegate registration (per fair) to the IAFE Annual Convention and Trade Show. Events or venues that are not agricultural fairs are not eligible for the Complimentary Convention Registration.
Fairs who are already a member, have less than 100,000 in attendance, and have not previously attended an Annual Convention, may apply and receive one of ten complimentary delegate registrations available for existing members (Eligibility requirements exist).


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Following up on the creating and sending a document package quick start guide, this guide will cover some things you can do after sending the package, such as: checking the package/signing status, downloading the e-signed documents, and downloading the evidence summary.
This guide will pick up right where you left off in the previous guide. If you followed along, you had just looked in your OneSpan Sign inbox to see that your document package (transaction in the new UI) was created and sent properly after executing the Apex class built in the previous guide.
Add an Apex class named “OssCheckStatusAndDownload” with a function “checkStatusAndDownload()”. If you need help with this setup, head over to the previous guide for further instructions.
In the Apex class you created in the last guide, you will see you had access to this package ID when you created the package and used it to send the package. If you were creating a more complex application, you would likely store this package ID for use within other parts of your application, versus looking it up in your OneSpan Sign URLs.
In this segment, the code will be explained section by section. You can get the complete sample code from the Developer Community Code Share, here.
Create a Custom Setting where your Api Key and Endpoint are assigned.
Add your instance endpoint to your Remote Site Settings.
If you haven’t done these or forgot how to deal with it, you can refer to last guidance for detailed steps.
Again, because this is a very simple example, we write our code in a static function within the same “eslController” Apex class. The first line inside the method is creating an ESL client where internally the SDK will read connection info from above two preparation steps.
Then, you will use your PackageId obtained from Web UI or Debug Console as an input parameter to grab your previously sent package from the OneSpan Sign client.
Now that you have access to the document package, you can check your package to see what the package status is. The possible values are ARCHIVED, COMPLETED, DECLINED, DRAFT, EXPIRED, OPTED_OUT, and SENT. Print the status so you can see it in the console when you execute your class.
Next, check the signing status of the package. The possible values for this one are ARCHIVED, CANCELED, COMPLETE, DECLINED, EXPIRED, INACTIVE, OPTED_OUT, COMPLETED, and SIGNING_PENDING. Print this status to the console, as well.
For the last part, you will check to see if the package is complete. If it is, all documents will be downloaded, as well as the evidence summary. We will first read all files in blob type, and then insert them into a document folder named “onespan”.
If you go to your “onespan” document folder and you will see that your files were successfully downloaded.


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There has never been a more optimum time to start doing business in Argentina, with the country’s economic growth anticipated to reach 3.1% by 2019. Being a major global player in the production of agricultural commodities and boasting the second largest manufacturing ability in South America, the Argentinian market is a beneficial one to do business in.
Argentina has a large fiscal deficit, having recently experienced an economic downturn, which may pose a challenge to a market entrant. However, despite having the sixth highest Corporation Tax Rate in the world at 35%, Argentina made paying taxes less costly in 2017 by increasing the threshold for the 5% turnover tax. Improvements to the online portal for filing taxes has also made paying the levies easier.
The Argentinian government is proactively involved in the country’s business relations, frequently implementing new measures in a bid to stabilise the nation’s business environment and placing a tight control on trade and access to foreign exchange. This active involvement of the administration, in part, led to the World Bank ranking Argentina 117 out of 190 counties for ease of doing business in 2018.
Great value is placed on personal relationships when doing business in Argentina. In a country which was previously beset with political instability, reliance on strong long-term relationships remain an important factor. If those intending to do business in Argentina are prepared to do their research and adapt their business style to complement Argentinean culture, fruitful professional relationships should result in prosperous business gains.
The World Business Culture website contains vital information and actionable advice to help equip those doing business in Argentina with the understanding to navigate the country’s complex social and economic environment.

industry_corpus2: Agriculture & Fisheries


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Our old customer Mr.Maher from Saudi Arabia visited our company again, and their company ordered the ZYD-150 (9000LPH) Transformer Oil Purification Machine 1 month ago, and this time he is coming for machine inspection. This customized ZYD-150(9000LPH) Transformer Oil Purification Machine takes PLC fully automatic electrical control system, which can operate the system automatically. And it takes sufficient PLC controlling parts to operate customer’s oil tanks inlet and outlet also fully automatic mode. After inspection, our customer is very satisfied and happy with our oil filtration equipment. We welcome all customers visit us and hope to cooperate with each other for long future.
Customers from Africa country just visited us for the vacuum oil purification system TYA-150 for their new project.
We have made a very detail introduction of the oil purifier machine to customer, we showed customers the raw materials for the equipment building, and construction details, main components specs, spare parts details, etc. After the factory visit and with our communication and introduction, customer ordered two oil filtration equipment from us on-site.
This time we have a great meeting, and our customers are very satisfied with our vacuum oil purification system, they admitted our advanced technology and high quality raw materials for the equipment, and committed to us to have more cooperation with us in future. they also showed their sincerity to build long term cooperation relationship with us, and showed the willing to be our sales agency in their country, we are happy to have a deep cooperation relationship with them too.
We just finished the Australia customer inspection in our factory successfully for the multifunctional vacuum oil purifier TYA-30, which can deal with various kinds of contaminated dirty industrial oil like lube oil, hydraulic oil, engine oil, compressor oil, used cooking oil for bio-diesel or bio-fuel.
This orderd TYA-30 takes PLC auto control system, online Particles accounter, and advanced new filters, etc to build the system. TYA-30 performed very well and the oil process is very smoothly all the time.
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Rexon is aiming at to provide best and high efficient oil solutions for our customers, we promise to be your reliable oil purification partner, and sincere as good friend. We manufacture plenty of vacuum oil purification machines near 20 years including high voltage transformer oil purification system, oil fitration plant, lube oil purifier, hydraulic oil filter machine, engine oil processing, used cooking oil filtering machine, portable type mobile oil filter, etc. Customers are very satisified with our products.
We sincerely willing to cooperate with more cusotmers and offer particular oil purification solutions for you to solve your oil problems and maintain your machinery, save your oil cost, make your oil envirounment green.

industry_corpus2: Petrochemicals


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All this has implications for the teaching process. If our children are likewise conditioned by images, and if pictures have a paramount place in their life, how are we effectively to pass on The Word and the full implications of the gospel in all subject areas to them? How can we teach our children to listen patiently to God's Word when much of society today impatiently and selectively grasps what matters to them from pictures they see? More specifically, what exactly is the role of the Word and listening at school, as opposed to that -of images and pictures?
A related area of concern is that unless our children are able to listen to and understand God's Word, there will more and more be a dichotomy between what is said and heard in church (and to some extent in school) and what is said and heard in their "everyday life."
What does Scripture and now specifically the Old Testament tell us about the place and function of the Word and pictures in the teaching process? How can these questions (and answers) help us in providing direction in our own educational endeavours? What is the message of the second commandment for Reformed teachers?
Reflecting on all these concerns. I am only too conscious of the fact that what follows will only be a small beginning to answering them.
Before we get into these questions as such, it is necessary to highlight one aspect of our teaching office so that we can approach the problems raised in a fruitful manner. The aspect I am thinking of is that Scripture speaks of a teacher as a father and their students as children (sons). Thus when David in Ps. 34:11 speaks as a teacher, he says: "Come, O sons, listen to me, I will teach you the fear of the Lord." Think also how the Lord Jesus calls the students of the Pharisees who perform exorcisms, "sons" of the Pharisees (Matt. 12:27; cf. Acts 23:6). One finds this manner of speaking especially in the book of Proverbs. It is generally agreed that when "father" is mentioned, the teacher-father, the wise man, is usually in view rather than the natural parent and that when "son" is mentioned, the student is in view.  However, there are enough passages in Proverbs that do refer to the natural parent-child relationship (e.g., Prov. 1:8), or passages that are ambiguous as to their first reference, to underline that there really is no essential difference in the duty of parent or teacher when it comes to instructing and promoting the growth of true knowledge.
Now the name "father" for teacher raises all kinds of positive connotations and allusions with respect to the teaching task, but within our present context I would like to underline one in particular. Their task concerns the very life of their children. Parents who gave physical life to their children are also to be God's instruments for giving their offspring life in communion with God, eternal life, as well as the ability to make a living. (The religious and the practical, as man today often puts it, went together.) A teacher's task is likewise. It too is life-giving, with a view to equipping for life service in this world and with a view to eternal life. (Cf. e.g., Ps. 78:5-7; Prov. 5:13ff).  Also a teacher's mandate, though in the first instance given by parents, is ultimately from God.
Now as those who are in the service of God, the Father of us all, we do well to consider how He, our heavenly Father, has taught and teaches His people. The manner in which He teaches His own can be instructive for our present topic. The first thing we notice is the priority of the Word, although what is seen is not to be neglected.
When God relates to His people, He speaks to them. Thus He blessed Adam and Eve after their creation (Gen. 1:28-30); He commanded the man about eating from every tree except the tree of knowledge of good and evil (Gen. 2:16ff.) and after the fall into sin, He called man and spoke to him (Gen. 3:9). By speaking, He informed Adam and Eve of the way of life and of the promise of the coming salvation. It is by speaking that God communicated to many more since He addressed earth's first couple. When prophets spoke on God's behalf, as His mouthpiece (cf. Ex. 4:15ff.; Jer. 1:9), then their message was prefaced either by "the word of the LORD" came to . . ." (e.g,, Jer. 1:4; Hos. 1:1; Joel 1:1) or by "thus says the LORD" (e.g., Ex. 4:22; 5:1; 1 Sam. 2:27; Jer. 33:2, 10,12). In the fullness of time, when God came in the flesh, then with divine authority the Son said. "truly I say to you" (e.g.. Matt. 5:18,26; cf. Luke 5:1; Jn. 3:34, 14:24). Clearly the spoken word is of paramount importance. This is a consistent theme throughout Scripture. The first emphasis is on what is heard and not on what is seen.
This emphasis on the word does not mean that the visual is lacking in God's relationship with His people and in His revelation of Himself to them and His teaching them. We will come back to this point. For now we can note that we often read that "God appeared . . . ," for example, to Abraham in the form of a man (Gen. 18:1), to Moses in a burning bush (Ex. 3:2), and to Solomon in a dream (1 Kings 3:5). The phrase "God appeared" has the literal meaning "God was seen" or "was visible." It is striking how God's glory appeared to Israel in the pillar of cloud and fire during the Exodus and wilderness wandering (Ex. 16:10; cf. 13:21ff.). So Israel could see God's presence and know He was with them. In this way God met the human need to see and not only to hear. However, there is no doubt about the fact that the high point in God's selfrevelation came when the LORD spoke directly to His people from Mount Sinai. So awestruck were the people that they asked Moses to speak on God's behalf to them: "but let not God speak to us, lest we die" (Ex. 20:19).
Another example that comes to mind of the priority of the Word is God's response to Moses' request, "I pray Thee, show me Thy glory" (Ex. 33:18). Moses wanted a visible guarantee that God would be going with them to Canaan. God obliged by showing Moses as much of His glory as possible (Ex. 33:19, 21ff.). However, the stress in God's selfrevelation was clearly placed on God's speaking and explaining His name Yahweh. When the actual revelation took place, we do not even read of the visible revelation of God's glory, but we are informed of what God said in explaining the significance of His name Yahweh. "Yahweh, Yahweh, a God merciful and gracious, slow to anger, and abounding in steadfast love and faithfulness, keeping steadfast love for thousands, forgiving iniquity and transgression and sin, but who will by no means clear the guilty, visiting the iniquity of the fathers upon the children and the children's children, to the third and fourth generation" (Ex. 34:6ff.). What Moses heard was of more significance than what Moses saw in seeing the true glory of God.
The primary stress on the Word, rather than on something visual must be placed within the wider context of how Scripture informs us of the place of the Word of God. God's Word is effective. It accomplishes that for which God spoke it. We read in Is. 55:10ff.: "For as the rain and the snow come down from heaven, and return not thither but water the earth, making it bring forth and sprout, giving seed to the sower and bread to the eater, so shall My word be that goes forth from My mouth; it shall not return to Me empty, but it shall accomplish that which I purpose, and prosper in the thing for which I sent it." (Cf. Heb. 4:12). That is because this word is God's Word. It is this Word that works faith. As Rom. 10:17 puts it: "So faith comes from what is heard, and what is heard comes from the preaching of Christ." What the eye sees does not as such work faith. In the parable of the rich man and Lazarus, the plea of the rich man in torment that Lazarus be sent to warn his brothers lest they also end up in such anguish is answered in a telling way. "If they do not hear Moses and the prophets, neither will they be convinced if some one should rise from the dead" (Luke 16:31).
Over against the tendency of fallen man to trust his eyes more than his ears, the Scriptures tell us that the Word of God is inspired by God (2 Tim. 3:16) and is truth (Jn. 17:17). It sets the standard. The Word can therefore even specifically refer to commandments. Indeed, what we call the Ten Commandments are referred to in the Old Testament as the Ten Words (Ex. 34:28; Deut. 4:13; 10:4). God's commandments can be obeyed, for "the word is very near you; it is in your mouth and in your heart, so that you can do it" (Deut. 30:14; cf. Roman 10:8).
Coming now to our task as teachers, we have a special responsibility to pass on the Word of God and its implications for all of life to our students. The Word has to be passed on. That indicates already something of the priority of language in our instruction. It is God's Word. That indicates something of the authority with which we must speak when we pass the treasures of the Word on. God's Word demands to be heard! Listening is a must.
We need wisdom here. We saw that as teachers we are "fathers" to our student "children." Our concern includes the fostering of the true knowledge of God and working for that life relationship with God. That cannot be done overnight. It takes time and the confidence of the students needs to be won. We need to look at the long range perspective with each teacher doing his part in awakening in our students the positive desire to know more about the LORD so that they are eager to listen. So we seek to be God's instruments for imparting life to those in our charge.
We can be highly motivated, for these are children of Father in heaven and they are already in a covenant relationship with Him. So you as teachers too have your place within the context of the home and the church in seeking as it were to impart faith. For that reason, listening is indeed imperative! Faith comes from hearing the Word (cf. Rom. 10:17; Heb. 4:12). Without faith the Word cannot be truly discerned (I Cor. 2:14).
But how has God helped His children to really listen and be confronted by the wide scope and great depth of the Word of God and so begin to understand the Word, also as it affects all of life? It is at this point that I am convinced that we can speak of the need for images and visual aids in the language of the relationship between God and us, - mind you, not on their own, but in a serving relationship to the Word.
If I understand E.W. Schaeffer-de Wal correctly, then she may be going too far when she writes: "The language of the relationship between God and us is definitely not the language of imagery (or the language of images) but it is a verbal language."  Much as I affirm that God speaks to us through His Word and that He cannot be understood without the Word, yet, it is not purely an "either-or" dilemma as presented above.
When we speak of the Word of God, we speak of God's revelation of Himself. Without doubt there is the priority of language; however, images and visual aids were not neglected.  God recognized them as necessary so that the Word might be as effective as possible. Signs served the Word, and indeed could not be understood without it.
I would like to illustrate this point first with reference to God Himself and His selfrevelation with respect to His very person, how God showed the eyes of Israel something of His glory so that it became tangible as it were to them. We have already touched on the first two examples. The LORD went before Israel "by day in a pillar of cloud to lead them along the way, and by night in a pillar of fire to give them light, that they might travel by day and by night; the pillar of cloud by day and the pillar of fire by night did not depart from before the people" (Exodus 13:21ff.; cf. 14:19, 24; Numbers 14:14). In this way the LORD very concretely showed His presence. Through this cloud the LORD also effected a type of nonverbal communication. When God caused the cloud to go up from the tabernacle, Israel knew they had to travel. If the cloud was not taken up, Israel did not need to travel that day (Exodus 40:35-38; Numbers 8:15-23).
At the Sinai, the LORD also used Israel's perception, not just by the ear, but also by the eye to impress on them His presence and greatness. We read in Exodus 20:18 that "Mount Sinai was wrapped in smoke, because the LORD descended upon it in fire; and the smoke of it went up like the smoke of a kiln, and the whole mountain quaked greatly" (cf. Deuteronomy 5:4). At a later date, a select number from Israel went up the Sinai to have a meal of covenant fellowship with God. Exodus 24:1013 informs us that they went up "and they saw the God of Israel; and there was under His feet as it were a pavement of sapphire stone, like the very heaven for clearness . . . . they beheld God and ate and drank" (cf. Exekiel 1, especially v. 28b). Also, as covenant mediator, Moses spoke to God face to face as a man speaks to his friend (Exodus 33:11; cf. Deuteronomy 34:10; also cf. Jeremiah 32:4). This included that he beheld "the form of the LORD" (Numbers 12:8). This is more than seeing God in a vision or dream (cf. Psalm 17:15; 1 John 3:2; Revelation 22:4).
Also when it comes to the message of the LORD, we find a wide array of images that appeal to perception through the eye rather than the ear. Think of the tabernacle and later the temple, as well as the elaborate rituals and feasts connected with the service of God. These were not incidental, but pictured the gospel! These "pictures" were crucial for Father's teaching the covenant children in the old dispensation. The LORD did not want His children to be brought up only by hearing the gospel. He also wanted them to see it and to perceive it by means of their physical eyes. As a teaching principle we can learn from this. We certainly cannot dismiss this as something belonging to the Old Testament and having no further relevance for us today. In this context one can also think of the two sacraments that the LORD has given us. Also in the last age, our heavenly Father wants to make use of our eyes in reinforcing the message of His Word and strengthening our faith.
If we reflect for a moment on what has been said up to this point and also try to place ourselves in the situation of Israelite parents and children according to data found in Scripture, several principles that are very important for us today become evident.
First we must reaffirm the priority and dominant position of the Word in our teaching. It was the Word of God that had to be passed on to the children. The gospel with all its ramifications had to be taught to them. The well-known words of Deuteronomy 6 come to mind. "These words which I command you this day shall be upon your heart; and you shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. And you shall bind them as a sign upon your hand, and they shall be as frontlets between your eyes. And you shall write them on the doorposts of your house and on your gates" (Deuteronomy 6:69). Whenever and wherever possible, the sustained teaching had to continue.
However, it was not to be a long, uninterrupted, and difficult monologue. Children could and were expected to ask questions. After all the Word was to be understandable and so practical and usable to them. If the Word did not speak to them, then questions were to be asked. As the LORD said further on in Deuteronomy 6, "When your son asks you in time to come, 'What is the meaning of the testimonies and statutes and the ordinances which the LORD our God has commanded you?' then you shall say to your son, We were Pharaoh's slaves in Egypt; and the LORD brought us out of Egypt with a mighty hand . . ." (Deuteronomy 6:20ff.), and the great deeds of the LORD are recounted. An answer was to be given! God demanded it and therefore children could expect it! A clear answer, one they could understand and that would encourage further listening. A practical answer which showed the relevance of salvation for their situation, namely, living a life of gratitude to God and enjoying true life with Him.
The Word was to be clear. When God spoke from the Sinai, Israel understood. Although God came from heaven, He spoke their language. This is also evident from the languages that Scripture is written in. God used the languages current at the time the revelation was given. So we have to speak in such a manner that the children can understand. We must never in any way encourage or promote a special religious or church language over against the so-called ordinary language of everyday. Life is a unit and we must speak to our students in such a manner that they understand irrespective of the subject. The problem of "children" (students) not listening can be a problem of the teacher not being able to communicate and make the subject meaningful for them. We need to speak to them and not at them. If questions are forthcoming, rejoice. You're getting through. Already in the Old Testament God told parents, the first teachers, that they could expect questions. Questions indicate that what has been said relates to their situation and to their life. It means they can talk about it and therefore also speak to God Himself concerning the things that have been learned. It means that the student is part of it and belongs and that the world of God and His Word is not foreign to him. It is obviously very important that also today the Bible continues to be related to this life. Thus teaching the Word by verbal means must be and remain the first priority.
This brings us to the second principle, namely, the necessary use of visual aids. In the Old Testament the LORD demanded the use of what could be seen in helping to bring the Word also to children. The whole way of life was immersed with sacrifices, festivals, and memorials. All these visual stimuli not only helped integrate faith into the fullness of life but also prompted questions from the children. For example, with respect to the Passover sacrifice, the LORD said through Moses: "When your children say to you, 'What do you mean by this service?'you shall say, 'it is the sacrifice of the LORD's passover, for He passed over the houses of the people of Israel in Egypt, when He slew the Egyptians but spared our houses'." (Exodus 12:28ff.) Again a clear answer had to be given and a historical consciousness of the great deeds of God was imprinted in the children. Even if there was no question, the opportunity had to be seized to tell the children the meaning of what they saw. For example, regarding the eating of unleavened bread, the LORD demanded that they tell the significance of it to the children (Exodus 13:8). Sometimes the LORD commanded that memorials be erected so that children would see and ask about their meaning. Think of the twelve stones erected in the Jordan as a memorial of the miraculous crossing in the time of Joshua. Then were to be erected "that this may be a sign among you, when your children ask in time to come, 'What do those stones mean to you?'Then you shall tell them . . ." (Joshua 4:8). Note how all these visual helps serve the passing on of the Word and the great deeds of God as well as the remembering of the contents of the Word.
Similarly prophets made use of visual aids. When the prophet Ahijah is about to tell Jeroboam that the LORD will tear the kingdom from Solomon and give ten tribes to Jacob, then he took off his new garment and tore it into twelve pieces (1 Kings 11:29-31). In Isaiah 20 we read that Isaiah had to go naked and barefoot through Jerusalem to reinforce this message from the LORD. "As My servant Isaiah has walked naked and barefoot for three years as a sign and a portent against Egypt and Ethiopia, so shall the king of Assyria lead away the Egyptians captives and the Ethiopians exiles, both the young and the old, naked and barefoot . . . ." Judah would therefore hope for help from these nations in vain (Isaiah 20:3-8). More examples could be mentioned. However, it should be pointed out the use of "visual aids" went to quite some length. For example, Hosea's married life was to be a picture of what happened between God and His adulterous people. Think of the initial command of the LORD to Hosea: "Go, take to yourself a wife of harlotry and have children of harlotry, for the land commits great harlotry by forsaking the LORD" (Hosea 1:2). And Ezekiel was told that his wife would die and he was not to mourn, for Ezekiel was to be a sign to the people. They too were not to mourn when their precious temple was desecrated. It was God's just judgment (Ezekiel 24:15-27). It is important to notice that the signs and pictures which were given could not be understood without the Word. They are there for the Word and are not independent of it. They serve the better understanding and remembering.
On the basis of all this, I am convinced that teachers can and should use visual aids where responsible and possible to support them in their task of getting the Word and the implications of the Word across. Although we no longer live in the old dispensation, yet the principle of "illustrating" the great salvation deeds of God is still relevant. To this very day our heavenly Father speaks to His children also through images and pictures. One can think in this context of the rainbow (Genesis 8:8-17) and also the sacraments. Notwithstanding the special place of the sacraments, these signs and seals are in agreement with this principle of using visual aids. In a more general context we confess that God makes Himself known to us "by the creation, preservation, and government of the universe; which is before our eyes as a most beautiful book" (Art. 2, Belgic Confession). I therefore reject the dilemma as that is rigidly put forward that the language of the relationship between God and us is definitely not the language of imagery (or the language of images) but is a verbal language. Insofar as we can use pictures to reinforce the transmission of the Word to those in our care, it is justified. One can think in this context of the effective use that can be made of pictures in so-called children's Bible story books (although we must be very careful here!). The imaginative use by teachers of visual aids can only be applauded and encouraged. Positive use can be made of the technological advances that are ours. The key thing is that it must all serve the transmission of the Word, for that is the crucial thing! An important precaution is therefore that our pictures and images be very carefully chosen so that they are not burdened by secular connotations.
So far I have said nothing about the second commandment and its relevance for our subject. We must be brief and I will try to touch on the main point.
To understand this commandment we must realize that image-making had a very specific function in the ancient Near Eastern world in which Israel lived. An image was not just considered to be a picture of the god in question. No. It was the dwelling place of the divine reality. Decisive was that the image was animated by the deity taking up his residence there.  If man did his duties to that image, then man had that god in his power, so to speak. For at bottom the essence of imagemaking is to have the god under your control, in your power.  In this way heathens thought to have some security because the god or gods were now at their beck and call.
When we keep this background in mind, we can understand Israel's decision to make a golden calf as an image of the LORD who led them out of Egypt. Israel grew restless because Moses delayed to come down from the Mount. God seemed to have left them. In such a situation there rose a demand for an image! Israel wanted, so to speak, to have God close by, under their control according to the pagan way of thinking of their day. When the calf of gold was made, then Aaron said, "Here is your God, O Israel, who brought you out of the land of Egypt! . . . Tomorrow shall be a feast to the LORD!" (Exodus 32:4ff.). They had their image. God was now with them. No more worries! The Catechism therefore rightly places the second commandment in the context of the correct worship of God, as well as stressing the point that no image of God can be made (Q.A. 96-97).
When it comes to our teaching task, the relevance of this commandment lies in my opinion first of all in the absolute necessity that we in our teaching make known to our students the true God as He has revealed Himself in His Word so that He can be rightly worshipped by them. There are many images of God today by which man tries to conceptualize God into someone that will be useful to man and serve man's purposes. In this way man seeks to control God and make Him to be what man wants Him to be. Some examples of modern images of God are: God is love. This translates "there is no hell." Or, God is a grand old man. This translates "God and His Word, are out of touch with reality. He is out of date. Pay lip service to Him but we can basically ignore Him." So there are more false images of God that could be mentioned. With many misconceptions about God currently circulating, we must be careful to show only the God of Scripture; - the God who cannot be manipulated or controlled and who cannot be reduced by humans to some image; the God who is sovereign and transcendent, who cannot be grasped, be it literally or mentally. God is God! We must convey a sense of awe about Him to our students. He is Creator and we are but creatures. As Isaiah 40 asks: "To whom then will you liken God, or what likeness compare with Him? . . . To whom then will you compare Me, that I should be like him? says the Holy One . . . . Have you not known? Have you not heard? The LORD is the everlasting God, the Creator of the ends of the earth" (Isaiah 40:18, 25, 28a). God is more than we can ever imagine!
Therefore the revelation of God through His Word is such a miracle. There we see God as we are to perceive Him. There He has revealed Himself as He wants to be known to His people. There His glory, His love, His righteousness and His wrath are pictured for us. So we pass on the Word and God's selfrevelation to our students. That is the crucial thing. But we also do more.
We do not only use verbal language. Students must also see the message. They need a visual aid and that, within this context, is the teacher himself. Also in our speaking, in our attitudes and actions, we are to show them something of the greatness of our God and His holiness and sovereignty. After all, as teachers we ourselves are children of Father above, recreated in His image (Ephesians 4:22ff.; Colossians 3:9ff.; cf. Romans 8:29). Our students must be able to see that and so see something of the greatness of Father in us. One of the vital motivations for listening can be the desire to be like the teacher. "I too want so to know the Father in heaven and do my office as Christian and experience the peace and joy and surety of the new life! I want that!" If we are a picture of the new life with all the positive features, then some of the difficulty of listening is diminished for our students. Then what we stand for and speak about becomes attractive (cf. 1 Peter 3:15). As teacher ("father") so doing our calling over against our students ("children"), we may beget children after our godly image. Or better expressed, we may be God's instruments that they too be renewed after God's image, in whose image we by grace may be.
God does not want us to make an image of Him; but, He does want to make us new after His image. Our students need to be moulded by the Word and Spirit after the image of God. We may be instruments of God in that divine moulding process. The old creation must give way to the new. Again the priority of the Word is unmistakable, although the "children," students, cannot do without seeing their "father," teacher, after God's image. But the Word is indeed first. Our students (as well as we ourselves, of course) must more and more be moulded by the Word. Their thoughts must follow the patterns set by God. Their goals and desires must be in conformity with His will. We must therefore "soak" our students with the Word so to speak.
In our day, memory work is generally not regarded too favourably. It should, however, be realized that this resistance to memory work is a relatively recent phenomenon. The notion that truth can exist meaningfully in a book (for reference purposes, to be consulted when needed) rather than in a person's mind is a comparatively new idea  and certainly has no support in Scripture. Of course the material to be memorized must be meaningful and speak to the student's world. He must be able to understand and appreciate it. Then the material functions and has value in the life of faith. Then the Word of God is integrated in real life.  Here again, not only what our students hear but also what they see is very important. Are we ourselves good visual aids for showing our students how helpful memorized knowledge of Scripture is or can our students come to the devastating conclusion that the teacher ("father") himself does not know the passage he assigned to the class? So, why should we, "the children," bother? He seems to have made out all right? Can't we do without this work?
The importance of memorizing Scripture as a tool for integrating God's Word into life cannot be overestimated. Our students are constantly bombarded by worldly language and worldly images in so much of life, including the pervasive influence of the media, especially unfortunately the almost everywhere present television. How can we expect them to stand if they have not stored in their hearts and cannot remember very concretely the demands and promises of the LORD? The world seeks our heart, our very life. But God says, "Give Me your heart!" (Proverbs 23:26). The Word is used by the Spirit to bring about the new life and to nurture it. Think again of Psalm 119, "I have laid up Thy Word in my heart that I might not sin against Thee" (verse 11).
Now often it is the worldly images that cause the greatest concern. And they should be a serious worry. However, I would like to contend that the corruption and secularization of language should alarm us at least as much. There appears to be a growing gap between the language we hear in church and on the streets. There seem to be two interrelated reasons for this. The first reason is that Christianity is waning in influence and Christians have withdrawn from certain areas so that many fields have only a secular language which stymies meaningful Christian participation in discussing issues there.  Coupled with that is a second reason, the degeneration of language. The present age is becoming so depraved that the words of Genesis 6:5 come to mind. "The LORD saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually." One could also translate: " . . . everything shaped by the thoughts of his heart was exclusively evil all the time." Whatever man contemplated it was always wicked. Today the forces of darkness have more and more claimed much language for their purposes so that much language now either carries sinful innuendo or relativizes morals.  A consequence is that many in the world can truly no longer really understand what Christians are talking about when they express themselves on issues dear to them and hence have little appreciation for what Christians stand for (cf. 2 Thessalonians 2:11ff.). In this sense the antithesis between light and darkness comes out more clearly now than it has in recent Western history, and our students should be aware of this.
Why mention these things? To underline the great significance of truly impressing the Word on the lives and hearts of those in our care. It is a matter of life and death. Our students are not immune to the words and images of this world and for that matter neither are we as long as that struggle against the old nature is there. Hence the Word is needed to protect and nurture the life of our student and so to guard their heart, the centre of their consciousness. Proverbs 4:23 says: "Above all else guard your heart for from it flow the springs of life." Above all else! Therefore we need to continue to expose the words and pictures the world presents for what they are and we need to impress upon our "children" the great significance of the Word of God for all of life. It is of utmost importance that our students learn to distinguish and discriminate between the holy and the unholy, between good and evil. Armed with the Word of God and a correct understanding of it, this is possible. We are in the world, but not of it! Great discernment is needed. Again if we as "fathers," teaching parents in school, can illustrate, make it real and picture it, especially through our example, that is of tremendous help. We must never speak in a theoretical vacuum but speak practically (as instruction in the Old Testament was). We have the Word. It is practical and it is the Word of life! And also to our encouragement, it is an effective Word that will accomplish the purpose for which God sent it (Isaiah 55:11), also in the lives of our students.
This brings me to one final point. Since we train students for life service in God's kingdom, the exposure of darkness for what it is should at the same time serve as a challenge to advance the claims of the light of the gospel as the LORD gives opportunity and provides time before His glorious return. There is a task, both for us and our students, also in the fundamental issue of language and image, of communicating. Our students should go forth as able communicators of the Word in all of life, by speaking and applying it and reinforcing the spoken Word by themselves being pictures of Christ's redemptive work (cf. 2 Corinthians 3:3 and also Jeremiah 31:33; Ezekiel 11:19; 38:26).
 What follows (in three instalments) is a slightly revised version of an introduction presented to a conference of Canadian Reformed teachers in Langley, BC, on 30 August 1988 and in Chatham, ON, on 28 October 1988.
 See, e.g., 1:2ff; 3:1,11,21: 4:10,20; 5:1; 6:1; 7:1 etc. See, e.g., W.H. Gispen, Spreuken (Korte Verklaring; 1952) I, 25 and H. Haag in G.J. Botterweck and H. Ringgren, eds., The Theological Dictionary of the Old Testament, II (1975), 152.
 See further on this C. Van Dam, "Wisdom, Knowledge and Teaching," CRTA Magazine, 15:2 (1985).
 E.W. Schaeffer-de Wal, "Christelijke opvoeding als vertaling III," De Reformatie, 82 (1986-87), 32, as translated in Orange Courier, Jan. 18, 1987.
 Cf. on this R.S. Wallace, Calvin's Doctrine of the Word and Sacrament, (1957), 78-81.
 See W.H. Gispen, Numeri, I (1959), 147.
 Cf. K. Schilder, "Kerktaal en leven," in idem, Om Woord en Kerk, III (1951), esp. pp. 169-188.
 See M. Snapper, "The Dethronement of Memory in Church Education," Calvin Theological Journal, 13 (1978), 38-57.
 See on these criteria, M. Snapper, "Memorization in Church Education," Calvin Theological Journal, 16 (1981) 42-45.
 Cf. H. Blamires, The Christian Mind (1983).
 See C. Van Dam, "Language and Corruption," Clarion, 37 (1988), 100ff.

industry_corpus2: Subject Education


text:
The barber from Quixote’s village decides to play along with Quixote’s delusion for fun’s sake, and tells barber 2 that the contested object is definitely a helmet and not a basin; the other men all agree. The new barber begins to weaken in his convictions and wonders whether the stolen things really are a helmet and caparisons. Quixote says that it looks to him like a pack-saddle and not a caparison. He suggests that maybe only he has been affected by the enchanters in this castle, since he is a knight, and that perhaps someone else might be able to perceive things objectively.
This is a silly, nonsensical scene. It is also one of the most philosophical moments in the entire book, a textbook introduction to perspectivism. But if a crowd of people directing their gazes at an objects A and B claim that they are objects C and D, to what extent do they really become objects C and D? For this barber, they transform in an instant.
Don Fernando announces that they should take a secret vote to decide the nature of the pack-saddle/caparisons. Barber 2 is miserable to see that his basin has transformed into a helmet, and is worried that his pack-saddle will soon become caparisons. Don Fernando announces that everyone agrees that the object is a horse’s caparisons. Barber 2 swears on his soul that it looks to him like a pack-saddle, but, as he says, “the lords make the laws.” Don Luis’s servants, who aren’t in on the joke, as well as some recently arrived members of Holy Brotherhood, are all infuriated by this nonsense. Don Quixote charges at one of the peace-officers and all kinds of little fights break out among the guests.
Quixote and Sancho have observed that the inn is haunted by enchanters. The transformations of the barber’s things are so sudden and strange that they do indeed resemble enchantment; and just like the transformations Quixote and Sancho ascribe to enchanters, they take place in the eye of the perceiver. The barber’s innocuous comment is quite profound: he means that reality as we see it is created not by nature but by “lords,” the ruling classes.
Suddenly Quixote decides that they are all in a book that describes someone called King Agramante, or perhaps that the situation resembles one in the book, and shouts at everyone to calm down and make peace with one another. After his speech, everyone more or less settles down. The judge describes his dilemma to the other men, and they collectively decide that Don Fernando will tell the servants that he has invited Don Luis to spend time with him in his estate in Andalusia. But just when everyone is at peace again, one of the officers of the Holy Brotherhood remembers that he has an arrest warrant for Don Quixote, issued after he freed the group of convicts. He grabs the knight, who begins to choke him; only Don Fernando manages to pull them apart. Quixote indignantly explains that knights errant are not subject to society’s laws.
Once again, Quixote comes to the rescue using words, not force. In this situation, his obsession with chivalry books doesn’t distort reality; rather, it teaches him how to approach reality more wisely. When members of the Holy Brotherhood invade this increasingly magical inn and try to arrest Quixote, they are enacting a conflict between the general legal system and the small and particular system of the inn, whose center is Quixote and his peculiar morality.
Tsykynovska, Helen. "Don Quixote Part 1, Chapter 45." LitCharts. LitCharts LLC, 3 Mar 2014. Web. 24 Apr 2019.
Tsykynovska, Helen. "Don Quixote Part 1, Chapter 45." LitCharts LLC, March 3, 2014. Retrieved April 24, 2019. https://www.litcharts.com/lit/don-quixote/part-1-chapter-45.

industry_corpus2: Literature & Emotions


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Through Pennsylvania’s Educational Tax Credit (EITC) program, qualified businesses can make a donation to Meadowbrook School Scholarship Organization and receive tax credits equal to a percentage of their gift.
Meadowbrook Christian School is an approved Educational Improvement Organization (EIO) in the EITC program. Gifts through the EIO program enable Meadowbrook Christian School Scholarship Organization provide tuition assistance to qualifies families in need. For more information please contact Beth George.
The Pennsylvania Department of Community and Economic Development (DCED) determines the eligibility of businesses as well as educational improvement organizations.
A company interested in giving to Meadowbrook Christian School through the EITC program must complete an application form. The form is available by calling the DCED at (717) 787.7120 or accessing the PA DCED website online.
Both new and renewing EITC business participants receive approval on a first-come, first served basis. When the tax credits given to organizations equals the maximum allowed to be credited for the year, the DCED will close the EITC opportunity until the following year.


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This is truly one of the best activities on Wii Fit Plus. It helped launch the title, it is a great workout (believe it or not), and it is just pure, good old fashioned fun. Best of all, in true Wii Fit Plus fashion, you look like a complete idiot when you stand on the Balance Board flapping your arms…your friends or family will likely burn as many calories just laughing!
This one is also broken down into three levels: Beginner, Advanced, and Expert. I have spent the majority of the time I’ve played in Beginner and as you saw in the playthrough I had never once tackled Expert. I really should play this one more and on a regular basis, it is a ton of fun and a good workout. I’m not sure why, but for whatever reason I just seem to do other activities and don’t play this one often; I think I will change that!
You basically fly around the island from start to finish and have the option of landing on platforms for bonus time. Some platforms have multiple time bonus rings, just like a dart board…it is actually quite difficult to land dead-center.
The easiest way to 4-Star any of these levels is to get a good score and then land on the rooster icon in the dead center of the final target…it will give you a significant bonus and can turn your ordinary 3-Star score into a 4-Star with ease.
Beginner is pretty straight forward, but Advanced gets a bit more challenging. First off, there are multiple path options. Second, some platforms sink below the water, land late and you’ll drown! Both Advanced and Expert put the final target aboard the blimp, which makes it very difficult to land on that big bonus point (the blimp is moving constantly).
We clicked off a 163, 3-Star Early Bird on our Beginner Run which was good for 8th Place where my personal best is 233 (4-Star). Advanced saw us muster a 6th Place Rank with 124 points as a 3-Star Early Bird rank, with my personal best being a 157 (3-Star). Expert, which is really fun and challenging, saw me score 180 Points good for a 2-Star “Spring Chicken” Ranking (keep in mind this was my first and only time to play Expert).
I definitely plan to play this a lot more after the playthrough is complete and maybe even see how close I can get to some World Records. The best thing to do is practice, learn the course, and perfect your skill to land those big bonus points. I’ll definitely be coming back to 4-Star Advanced and Expert. Bird’s Eye Bullseye is a great activity for Wii Fit Plus and shows how getting a workout can be very fun!

industry_corpus2: Gaming


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SAN LEANDRO, Calif. – July 18, 2016 – TriNet (NYSE: TNET), a leading cloud-based provider of HR services, today announced it has expanded its presence in Austin with the grand opening of its new offices in the heart of Research Park. The new 33,557 sq. ft. offices will house teams from TriNet’s technology, sales and service departments. This will allow the company to tap into Austin’s thriving entrepreneurial community to further develop its human resources (HR) product offerings for small to midsize businesses (SMBs).
Already in the last four months, TriNet has hired more than 80 local engineers as it continues to offer the industry’s most effective services to help relieve the HR burden for SMBs and provide their employees with intuitive, effective applications. With this expansion, TriNet is taking advantage of Austin’s local pool of technology talent and further increasing the size of its technology team.
In addition to serving TriNet’s current list of Austin-based clients, the company will leverage the new offices to expand its reach within the area’s flourishing entrepreneurial community. In particular, the company will grow its vertical industry-focused HR service and sales staff to provide increased support to SMBs in Silicon Hills.

industry_corpus2: Technology & Research


text: You can also write a review on Halte Terminal Condongcatur based on your personal experience. Your review could save other travelers' vacation. The content of review is the sole responsibility of the sender.


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Do you ever get a sinking feeling as you start a new project or activity? A conviction that somewhere, at some time, a very similar project started, and yet we can’t seem to lay our hands on what happened last time?
The failure to learn from our experiences, and to build on them, is pretty common. We know that we should be constantly learning, as individuals and as organisations, from every activity we undertake. We know that we should be doing it, but somehow it doesn’t happen. We don’t organise things so the next project benefits from our experiences on the last. We carry most of what we learn as individuals in our heads and don’t pass it on to those it would help.
What has been learned can simply evaporate. Corporate amnesia is a serious problem and one that is growing as people move jobs more frequently.
If we know that we should be doing it, what’s stopping us?
The main problem is a perceived lack of value and the pressure of time. Throughout a project we want to get on with it, to make progress, take action. Learning from projects can seem to be an unnecessary overhead.
What we need is a quick and simple way to capture learning that can become a standard tool. It should not interfere with the flow of the project and should add value to the individuals in the team.
Fortunately, an excellent set of tools has been developed which even those who hate dealing with ‘lessons learned’ can tolerate.
I was introduced to these tools by Chris Collison and Geoff Parcell nearly 20 years ago when they were both leading knowledge management practitioners within BP. Their methods, along with many other tools for organisational knowledge management, are described in their book “Learning to Fly”.
BP has developed these simple and easy-to-use processes to make sure the organisation learns continuously. They call it learning before, during and after. Although most of the projects in BP are complex engineering tasks, the same sort of approach has been exploited by many other organisations and businesses, from manufacturing to professional services.
What have we learned from any differences?
With these four questions, you can drive learning.
A Peer Assist is used at the beginning of projects. It brings together a group of people from outside the core team to make sure that all the relevant experience in the organisation is mobilised to get the project off to a good start. Usually, you will be asking the helpers about similar projects they were involved in. Did it work? What was unexpected or different? And what would you suggest this team focus on; do or not do?
The After Action Review (AAR) is designed for team learning. It was originally developed by the US Army and has found its way into many other types of organisation. AAR’s are used during a project to help the team improve, and are private to the team. They are fast collective debriefs. Not an exhaustive analysis, but capturing the team’s immediate thoughts, focusing on the key issues and identifying key actions.
A Project Retrospect is a way of wrapping up a completed project and capturing key learning. It is like a larger scale AAR. The same basic questions are asked, but now the focus is on the key messages that we would like to pass on to the next team to tackle something similar. The output is a short document giving those key messages and supporting evidence, together with the names of people who can be contacted for further information.
The important thing is these learning tools can be built into a project without a lot of additional work. Peer Assists and Project Retrospects give the most value for the investment if they take between two hours and half a day. After Action Reviews can be done in 5 minutes, and should probably never take longer than 15 minutes.
You can read some more detailed notes here, or you can buy a copy of “Learning to Fly” which digs much deeper into these and related tools.
Don’t fall for the argument that there is not enough time to learn from your projects. Failing to learn is too expensive.


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HRNEnergy has guided Commercial and Industrial clients manage their energy costs through innovative energy procurement strategies. HRN is an independent consulting firm that aligns with Commercial and Industrial clients – not energy suppliers – to evaluate energy consumption and negotiate reduced-rate contracts with energy suppliers.
HRN began working with hospitals in 1997, soon after the FERC order to deregulate energy purchasing, when it aggregated energy purchases among 10 hospitals in a pilot program.
At that time, HRNEnergy, initiated the first hospital electric energy in the Commonwealth of Pennsylvania, purchasing electric commodity and delivery service leading to up to a 42% reduction in costs and millions of dollars in savings. Subsequently HRNEnergy has developed its “Utility Asset Management” program. This program is designed to forecast and implement purchasing strategy for Commercial and Industrial clients to allow its clients to purchase electricity and natural gas pragmatically and effectively, saving significant cost in the commodity and the rates for delivery of commodity.
HRNEnergy has worked directly with its clients to coordinate and improve their acquisition and delivery strategy. In working directly with power utilities and commodity traders, brokers and distributors, HRNEnergy, has identified, negotiated and implemented programs allowing for our clients to operate more proactively and cost effectively.

industry_corpus2: Power & Energy


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Photos are optional, you can always send to us at a later time.
Sign here and hit Submit when you are finished. Thank you for listing your property! You will here from us shortly.


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During july forum activity will go down a bit. We will try to help you out but responses will be much slower than usual. Please be patient and try to enjoy the nice weather while waiting.
This also goes for certification which will be halted during july and resume some time in august.
We will now also close the registration for the test system since we will not be able to take care of new users in a proper way.
Does this API still work? There's no activity.
Now, paying the medical bills is very easy at https://peryourhealthcom.xyz/www-peryourhealth-com/. Don’t know how to pay then you are in the right place.
You need to write more about Summer activity and green marketing is a perspective utilized as a scheme by the big corporate houses so to make a difference in the consumer’s idea when it comes to main market decisions. According to Green marketing customer will easily pay more for green products with compare to less-green ones. On the other hand, I want to know about cheap essays service but some thing which should participate to look it.

industry_corpus2: Health & Medicine


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The UC Davis Leadership Challenge Development Program is based research of 25,000 leaders in public and private sectors.
The program is based on the work of Jim Kouzes and Barry Posner. This research identifies the five best practices by leaders who get extraordinary things done in organizations. Individuals who increase the frequency of these five leadership practices have been proven to have higher credibility and higher performing teams. Leadership is learnable and individuals who experience The Leadership Challenge increase their leadership effectiveness.
Leaders model the way. Leaders have strong beliefs about matters of principle. To be able to clearly articulate their beliefs, leaders find their voice by clarifying personal values. But clarity is not enough. To be credible, leaders do what they say they will do. They set the example by aligning actions with shared values.
Leaders inspire a shared vision. They look across the horizon of time and envision an ennobling and uplifting future. Leaders are positive, they bring the future to life, and they enlist others in a common cause.
Leaders challenge the process. They are pioneers, willing to step out and change the way things are. They experiment and take risks and learn from the accompanying mistakes.
Leaders enable others to act. They know they cannot do it alone, so they foster collaboration and strengthen others. By actively involving people in planning and decision-making, and through daily acts of trust and respect, leaders increase the competence and confidence of their constituents.
Leaders encourage the heart. They recognize contributions by showing appreciation for individual excellence. They celebrate the values and victories by creating a spirit of community.
Identify their own leadership strengths and areas for improvement.
A Leadership Practices Inventory (LPI) 360° prior to the program. The LPI is a behavioral-based 360 degree survey instrument which collects data on the frequency with which one exhibits 30 leadership behaviors. These leadership behaviors have emerged from research by Jim Kouzes and Barry Posner and form the core of leadership skills development.
Two-day leadership development program at UC Davis.
Materials, including the Leadership Challenge book by Kouzes and Posner, workshop handouts, a Leadership Learning Journal and Leadership Challenge Values Cards.
All sessions will be 8:30-4:30 and will include lunch. Participants are required to attend both days.


text: The book Trees by the river is a collection of quotes and sayings inspired by real life experiences and years of study. All quotes in this book are the author's own. It is inspiring and educating. Trees by the river is genuine and refreshing. You will have a bond with this book. The materials cut across every field of Human endeavor.


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Police arrested Willie Gene Davis after a traffic stop. He subsequently gave a false name to the officers. After discovering his real name, the officers arrested him, handcuffed him and put him in the police car for giving false information to a police officer. Then they searched the vehicle and found a gun in his jacket. He was charged and convicted for possession of an illegal weapon. Following a jury trial, Davis was convicted and sentenced to 220 months in prison. But the U.S. Court of Appeals for the Eleventh Circuit found that while the search was illegal the evidence found in the vehicle was still admissible.
Does the good-faith exception to the exclusionary rule apply to a search that was authorized by precedent at the time of the search but is subsequently ruled unconstitutional?
This is a case from the United States Court of Appeals for the Eleventh Circuit.
In the course of a routine automobile stop, police officers lawfully arrested a passenger in the car, petitioner Davis, and then conducted a search of the car.
The police found a gun that belongs to Davis, and Davis was indicted and later convicted in federal court on the charge of possession of a firearm by a convicted felon.
At the time of the search in this case, binding Eleventh Circuit precedent had interpreted one of this Court's Fourth Amendment cases, New York versus Belton to authorize vehicle searches like the one conducted here, a vehicle search incident to a recent occupant's arrest.
Two years later, while Davis' appeal in this case was still pending, this Court rejected the Eleventh Circuit's interpretation of Belton in a case called Arizona versus Gant.
The parties agree that under Gant, the vehicle search in this case violated the Fourth Amendment.
The question before us in this case is whether the evidence obtained during the search, the gun, should be suppressed under the exclusionary rule.
This Court has long recognized that the exclusionary rule is not a personal constitutional right but a prudential doctrine, the sole purpose of which is to deter police misconduct.
The rule applies only when the deterrent's benefits of suppression outweigh its costs.
Thus, this Court's cases upheld that when the police conduct a search in objectively reasonable reliance on the subsequently invalidated search warrant or statute, exclusion of evidence is unwarranted.
We now conclude that the same result should obtain in this case.
When the police conduct a search in objectively reasonable reliance on binding judicial precedent, the exclusionary rule does not apply.
Suppressing evidence in such cases would deter no police misconduct and would impose substantial costs.
In cases like this one where the applicable precedent is a decision of a Court of Appeals, this rule will not prevent the development of Fourth Amendment case law since challenges may be brought in other Circuits.
We do not reach the question whether a particular petitioner who obtains the overruling of one of this Court's Fourth Amendment precedents should have the benefit of the exclusionary rule.
Justice Sotomayor has filed an opinion concurring in the judgment.
Justice Breyer has filed a dissenting opinion in which Justice Ginsburg has joined.

industry_corpus2: Law & Justice


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I am excited to be entering Selwyn College as the Senior Tutor (Deputy Warden). The opportunities available to you while at Selwyn College, and the University of Otago, are unparalleled. My primary task is to help you enjoy all that Otago has to offer academically, culturally and socially. My role also involves overseeing the pastoral care of the College, and assisting the Warden in the running of Selwyn as a whole.
I enjoy being part of all that is involved in College life, and was the Resident Tutor at University College from 2016. I am a proud graduate of the University of Otago, with a BA(Hons). Following my graduation, I traveled overseas and also worked in a diverse range of fields before taking on the task of living and working at a Residential College.


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A Kenyan preacher has lost a High Court case to stay in Britain after being accused of "child stealing" in his native country.
Gilbert Deya, 65, who has run an evangelical church in Peckham, south-east London, has been wanted by Kenyan authorities since 2004 over claims he stole five children.
Deya, who fought a long legal battle to remain in the UK, denies any wrongdoing. However, two judges in London ruled he had "no arguable grounds" to seek a judicial review in his latest bid to block extradition to stand trial.
Lord Justice Gross, sitting with Sir Kenneth Parker, said it was "little short of scandalous" that his case had taken so long to resolve and it was "essential" that such extradition cases were firmly "gripped" by the Home Secretary.
He added: "The court will be more than willing to play its part."
The pastor was initially arrested in the UK in December 2006 following the issuing of an international arrest warrant by the chief magistrate's court in Nairobi, Kenya.
He is alleged to have said he could deliver "miracle babies" to post-menopausal or infertile women in Britain.
Once the women were convinced they were pregnant they travelled to Kenya with his wife Mary where they "gave birth" in back-street clinics before being given a baby.
The infants are alleged to have been taken from their real parents.
More than 50 families in Nairobi have said their children were stolen.
The then Home Secretary Jacqui Smith ordered his extradition in 2008, while Theresa May did so again after further investigations in 2011.


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Defines the constants that specify whether to resize the column on touch-up or touch moved action.
OnMoved Specifies that resizing happens as the resizing indicator moves.
OnTouchUp Specifies that resizing happens on touch-up.


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You can run but you can’t hide … or flush your toilet. Yep, it’s the return of the fatberg, a monstrous blob of congealed fat, waste, and wet wipes coming soon to asewer near you. Especially if you happen to live in west London. This week’s culprit is a 40-metre bruiser removed from under the leafy streets of Chelsea and weighing as much as five Porsches. The latest fatberg was so big-boned it broke a 70-year-old sewer pipe, leaving Thames Water with a £400,000 repair bill.
It wasn’t even the area’s worst. In 2013, “Britain’s biggest berg”, weighing 15 tonnes and as long as a double-decker bus, was found in Kingston upon Thames, and last year a fatberg the size of a Boeing 747 was discovered under the streets of Shepherd’s Bush. It’s only a matter of time before a fatberg as mighty as the Titanic herself bursts out of the manholes on High Street Ken and starts ransacking the place, Slimer-from-Ghostbusters style.
“It’s definitely getting worse,” says Craig Rance, a campaigns executive at Thames Water. “We’re seeing a rise in the number of wipes being flushed down the toilet as people move away from toilet paper. And only one in 10 know how their drains work. People think the toilet is some magic portal that makes everything disappear, but it all has to go somewhere.” And why west London? “There is a high density of people, a lot of food outlets, and [it’s] a place where just getting rid of the rubbish is the main issue,” is his rather diplomatic answer.
There doesn’t seem to be a city in the western world without its very own plague, however. Earlier this year a three-foot wide mass, largely constructed out of takeaway grease, was found under one of Cardiff’s busiest streets, and in Scotland it’s thought fatbergs are to blame for more than 40,000 blockages. Clearing “backups” caused by grease in New York City cost an estimated $4.65m (£3.1m) in 2013, though the Washington Post points out only London has thought to give the phenomenon “such a dubiously affectionate name”.
And in Melbourne last year a buildup “of epic proportions” was found in the sewage system, prompting a Yarra Valley Water spokesman to warn its citizens: “We all know where number ones and number twos should go, but there is no such thing as a number three, so please do not put anything else down the drain.” If only someone would tell west Londoners.

industry_corpus2: Water Resources & Marine


text: Michael Fassbender is the perfect choice for this role, an actor who couldn’t be on more of a roll, someone who will take this part and pull every once of drama out of it. And Danny Boyle, are you kidding me? Pairing that actor (300, Hunger, Inglourious Basterds, X-Men, A Dangerous Method, Prometheus, 12 Years a Slave, The Counselor, Frank, Slow West) with this director (Trainspotting, A Life Less Ordinary, The Beach, 28 Days Later, Slumdog Millionaire, 127 Hours, Trance)? Championship.

industry_corpus2: Film & Entertainment


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Beirut, 22 Jun 2016. On 13th June 2016, Mr Iskandar Safa submitted a request for arbitration against the Hellenic Republic at the World Bank’s International Centre for Settlement of Investment Disputes (ICSID). Mr Safa co-owns the Privinvest Group, a global player in the shipbuilding industry, which took control of Hellenic Shipyards SA (HSY) in late 2010.
Privinvest and HSY have been asserting their rights against the Hellenic Republic by way of arbitration at the ICC for 3 years. For the record, the Hellenic Republic has, later, also launched its own ICC arbitration against Privinvest, HSY and the former owners of HSY.
With this ICSID claim Mr Safa is asserting his individual rights as an investor in HSY under the Bilateral Investment Treaty between Lebanon and Greece. Lately Mr Safa as well as Privinvest have been under personal and vehement attacks in the Hellenic Republic’s Parliament, as reported in the media, such attacks being directly contradicted by undisputed facts in ongoing legal procedures to which the Hellenic Republic is a party. Moreover, HSY now faces an existential threat and risks losing its assets due, amongst other things, to the wrongful imputation by the Hellenic Republic of a European state aid decision dating from well before Privinvest’s investment.
“As an immediate solution for the Greek state and upon implementing this investment, claims faced by the Hellenic Republic filed by HSYs former owner were dropped, and the Hellenic Navy took possession of the one completed submarine and 4 substantially complete submarines which it had already paid EUR 2 billion for but did not own.
HSY received a claim for more than EUR 300 million from a government owned entity controlled by the Ministry of Finance (the Minister of Finance being signatory to the agreement with the Hellenic Republic) – such entity, OSE SA, was claiming for breaches allegedly occurring many years before the investment.
the Hellenic Republic’s government then announced that HSY could not work for foreign navies, following the issuing of an EU ruling in December 2010.
next, the Hellenic Republic’s government stopped payment under the parliamentary ratified contracts for its Archimedes and Neptune submarine programs.
finally, the additional work promised by the Hellenic Republic’s government, which was necessary to maintain full employment at HSY, was denied.

industry_corpus2: Transportation


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LENEXA, Kan. – Vance Publishing Corporation, publisher of The Packer, the produce industry’s leading source of news, information and trends, purchased social network Produce Universe (www.produceuniverse.com) with plans to broaden its value to the industry.
The Packer plans to use the Produce Universe brand to encompass a growing stable of sourcing data, online search, and industry communication services, extending its online directory, producemarketguide.com, to provide additional sales and trading functionality for anyone involved in the flow of fresh produce from originating producer into and through distribution and retail.
Created in 2011, Produce Universe was the vision of Brent Erenwert, Vice President of Houston-based Brothers Produce, and developed by social media expert Chris Jones. Erenwert will continue to be involved as a leader and network administrator for Produce Universe under The Packer umbrella.
Erenwert and Jones created a platform for buying, selling, promoting and exchanging produce industry related information.
The goal was to build a web site and social media place where thousands of produce professionals could visit to interact, buy, sell and promote various products in real time.
Vance Publishing Corporation is a leading business-to-business integrated media company serving the agriculture, beauty and professional woodworking industries. The company produces 15 magazines, more than 50 newsletters, over 30 websites, several trade shows and events, a subscription-based data product set, and custom media products. Founded in 1937, Vance Publishing Corporation is headquartered in Lincolnshire, Ill., with additional offices in Lenexa, Kan., and St. Louis.


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will be very pleased to meet you soon.
How Le Bistro du Beaujolais name was chosen?
"The wine cellar of our friend Georges".
And when you add the fact that Beaujolais is a wine area north from Lyon in France and that Georges is a French wine connoisseur, this was just the sign we were waiting for.
We arrived in the United States on the fourth of July 1998. We had the dream to open an authentic French restaurant. And we did it but after we spent five years in Westlake running our brand new company, we agreed that a French restaurant should not be located in an office building. So we decided to find our own little nest. It took us two years of research and finally we fell in love with an old building in Olmsted Falls. It was very selfish of us to choose this location but it reminded us so much of France. This house was built in 1830, and being of a historical nature, it reminded us of our French "Antique-like" culture. The surroundings are also a true to form of the heart of a French city where people actually walk in the streets. When we remodeled the house, we were able to keep the original structure of the building. And by creating a patio outside, the picture was perfect. A true french bistro where people will sit outside as soon and as long as the sun starts to shine again and where people will stay inside and enjoy that busy bistro atmosphere during the cold season. It's like home.

industry_corpus2: Hospitality & Catering