Genetically modified plants and animals... how would future generations be able to tell those changes were were 'in theory' designed, from regular evolution, or are those Genetically modified plants and animals just another example of how evolution can happen? Don't think 5, 10 years, but after the next dark age when we pull ourselves out of the next iceage and re-discover technology.
Of course there are changes..., god making adjustments and improving the design... just like there are changes in the design of cars... go though the fossil... err.. junk yards and note the clear changes between generations...
Yea, there are changes... but are they due to some intelligence or chance?
After we have our next dark age and rebuild our technology level and re-discover genetics and technology will metal carcasses join the dinosaurs as extinct species and will the genetic variations of plants currently classified as ( http://en.wikipedia.org/wiki/Genetically_modified_food ) be just another example of evolution?
Why are remains of structural buildings considered 'proof' of human habitation in some location, when it's technically possible though completely improbable that the the tree's just fell that way, etc... but the probably statistically less probability that everything happened just right by chance got us here?
Science is predicated on no invoking the supernatural, and creation is predicated on their being a supernatural. As far as I can tell they are both the most logical theory given their predicates. If I show you a log cabin in the woods and tell you that there is NO EVIDENCE that humans had been in those woods, you would have to come up with some other theory for how the cabin happened to come into existence.
All theories are predicated on assumptions.... Assuming there is no god, is there any test or evidence that could prove that evolution and the changes were planned and not random variations. If they were not random then they were controlled.
It's also a false assumption on your part that someone needs to prove the existence of something for it to be considered... Logic has multiple ways of dealing with unknowns, and it can very well handle unknowns but.... 1) Questioning if it the unknown matters -- Does it matter if Gravity was created by god as part of a grand design or if it just is.... 2) Assuming that the unknown is really known ( and leaving it as a stated assumption) -- Assuming that velocities are well below the speed of light so relativity doesn't need to be considered 3) Assume that the unknown is known and leave it as an unstated assumption.... The shortest path between two points is a straight line
Evolution is a theory that fits the available data, but does there actually exist a test that could show for example that genetically engineered plans and animals aren't evolution, or are they really evolution in action?
One of the reasons given against creationism is that there isn't any way to dis-prove it. Yet, I don't see how evolution could be disproved, so I don't see what difference there is between evolution and creationism (or its variations) except that if you assume there is a god then it follows that our existence must be part of a grand plan, but if you assume there is no god, then our existence must be just random chance and genetic variations.
What discovery or test would allow for evolution to be disproved? Or is evolution, "Not even wrong."
You are getting paid to write the code, and you could have negotiated the cost of releasing the source as part of that, but you want them to pay YOU more for that YOU think is the right thing.
Does anyone really think teaching is that much different than any knowledge driven task?
I mean, programming tools certainly write better software, and search tools certainly provide a better coverage of a subject than individuals. Teaching someone is not about presenting the knowledge and reasons, not even if if it includes a rigorous explanation. Teaching is about taking someone from some lower level of understanding and knowledge and bringing them to a higher level of understanding and knowledge. There are literally multiple ways that subtraction can be taught, or multiplication for that matter, and while any individual likely has a belief that one method is superior, easier, simpler or even conceptually clearer, they all deviate from the concept in some way. One who understands the concept can understand how each method reflects and models the concept, and a good teacher can use the differences to help a student better understand the concept and learn it. No program can understand the concept, and even a skilled individual who is capable of explaining the concept with each of the various methods can't predetermine which method may be best for an individual student.
Previously I had read that many Teachers believed the best use of the videos were to give the lectures and introductions as homework to allow them more time to give the individual assistance and help students with the finer points and understanding. If this notes the benefits of the example it would likely be due to giving the Teachers a point of focus for mus-understandings and a place to focus on further and alternative instruction.
More like a programmer looking at automatically generated code and realizing that if the order of required steps is done differently the amount of required work would be decreased, like filtering before sorting, if the filtering won't change the results.
Evolution relies on an infinite series of infinitesimal small mistakes which by chance got us to here. There could not be any design or plan but only chance. How do you prove this false? And if you can't prove it false, how can you prove it true? Ie. There is a creator that planed everything and set everything in motion, but he is so far beyond us that we can't communicate with him any more than ants can communicate with us. Both statements are unprovable, and which one you believe will much more likely depend on how lucky you feel.
Even if you assume that God knows the answers, there is still reason for him to experiment so as to offer proof to others. God could wipe the slate clean and start over and know the outcome, but if the slate wasn't wiped clean then any other creation (less than God) would know that God used a do over. This way, God shows everyone else. Why does any teacher perform an experiment when they know the result, it's a demonstration.
The problem with the evolution theory is exactly the same problem as with Creationism and any other theory which only involves explaining past events.
Evolution isn't even false! What proof could be found that would in fact prove evolution false, tell me that and I will consider giving it more weight that Creationism.
We are here and there are a series of remains of previous creatures which show minute changes over time...but the same can be said for Automobiles and houses, and now with Genetically modified plants and animals there is the question did glow-in-the-dark-sheep evolve of were they created.
The only differences between the evolution of constructed Automobiles and Buildings and humans is that are far as we know the cars and buildings don't procreate and there is a belief that the probability of them just happening is smaller than the probability of some intelligence (which we might know know about yet) building them.
Once autonomous self replicating robots are common place along with Engineered humans, I think the debate about Evolution will be over, no one will care anymore.
Evolution is a nice theory and has some nice uses but so does creationism, and neither one of them can be proved false!
>> I am the Director of IT for a small/medium sized marketing company, where I >> personally write the code that runs our applications. > > I'm sure I'm not the only code monkey who shudders at the implications of this statement.
Which part of small/medium marking company did you miss? I worked for one of those and the IT department was 3 guys, The Unix Guy (me), The Novell Guy, the Desktop Guy...eventually we grew and got a technical manager who rose in ranks, but as we moved to NT we all got training (no new hires) and I went on to be DBA, they replaced me with a new Unix Guy... they did have a programmer staff of 3 people which we all worked with, more so perhaps in my DBA role but their experience was working with unidata database (not SQL) and we moved to (surprise) MSSQL. The role of the database was also changing from mail list management to full campaign management including responses and outcomes.
If it helps, forgot his statement about manager and focus on just:"... where I personally write the code that runs our applications. We use a variety of technology at our office, the majority of which rely on MS-SQL and MySQL databases. I am familiar with tables, SQL queries, and have a general understanding of how the SQL databases work. What I'm looking for is a good book, particularly a newer book, to explain general database design techniques, and maybe explain some relational tables. We have some tables that have million of rows, and I'd like to know the best method of designing these tables."
So, he is one of those programmers who is moving into database design..he's moving up in the world.
1st) the question is not of citizenship which is generally not a lawful question to ask but of legal resident status.
2nd) Most (and more as new Driver license laws are adopted) states require proof of legal residency before granting the license. In NH (the life free or Die state) it was not required when my wife first got her license but was later added as a requirement (determined by friends and her renewal ) {actually, the requirement may have been there but moved from individual station checking to central checking in we used her green card as one of IDs first time, but for the renewal all the paperwork needed to be sent to the central office and they needed to issue a letter}
> Do you know that if you are a foreigner who wishes to marry a US citizen, it is both QUICKER/and/ CHEAPER > for you to come here on a tourist visa, sign a waiver saying you have no intention of marrying a citizen, get > married anyway, and fill out a visa application that basically says "Oops. Can I stay anyway?" than it is for you > to actually go through the process the "proper" way? Just one of the reasons immigration is... "problematic".
I have done the K1 Visa process (for my wife) it's much cheaper though i does require some patience. Doing what you proposed will require a lawyer and could result in a 7 year or life ban from the US, certainly not cheaper and potentially not easier.
IF you want an alternative process which can potentially be both cheaper and easier than the K1 Visa, then go to the other country and get married there and ally for the spouse VISA which will get processed in that country's US embassy which will potentially be much faster and possibly cheaper.
Different OSes and File Systems both will automatically 'touch' certain files and structures and mark them with a time stamp based upon the activity. If they look at those time stamps and see that last access time of something is earlier than something which should have been created or accessed later... they can tell that the clock was messed with it.
Schools either have a Teacher for a class or they don't. If they have a Don't have a teacher then they need to find one. Once they have a Teacher then they stop looking for one.
The Teacher might not be the best, might even be pretty bad...but is having THAT teacher in the class room better than having no one in the class room? If yes, they won't look for a new teacher and they won't get anyone better. They will only get rid of the teacher if it's better to not have anyone, and then they will quickly look to find a new teacher as quickly as possible.
They will need to use a Substitute Teacher till they replace the Teacher and even in the rare case where they hire a long term substitute to give them time for a long term search. It's relatively difficult to know how good of a teacher they will from an interview and once you have hired them you stop looking and you are back where you started.
Unlike a company which can hire more people then they believe they ultimately need or hire an extra person as a secret replacement (assuming that the replacement turns out to be better than the original), most schools don't have the flexibilities to hire before they fire. Even if they did, it would be hard to do it secretly and what kind of teacher do you think the poor teacher will become once they know that the school is working to replace them. There is also the issues of attachment and continuity with regards to the students.... how much does their education suffer every time you change their teacher?
Something to think about... with all the talk of shortages of teachers, how many schools actually have a current opening? I know when I was looking for Teaching positions many years ago, they were few and far between.
All our wealth is measured in some unit of which I have the ability to increase and you don't. The more I print the more I have and the less you have, no matter how much you started with.
Are they expecting you to work locally for the 6 to 9 months if you do get the job? If so then I would consider it, if I was going to work remotely I would recommend video conferencing suggest that they visit your 'office'
You need to teach concept not concrete skills. If you teach the concepts they will be able to adapt them to other things if you teach skills the will either need to learn the concepts behind them or forever need someone to teach them the new skills for the next thing.
There was one comment that really stuck with me from my lookover of Knuth's books. He developed a virtual machine and teaches everything based upon that, why? because if he has used C or Java or Basic or Fortran or anything else he would have to continuously update things to the new standard language. I am not advocating that you teach an assembler language but you do need to make few basic decisions first is what OS are you going to use? If you are going to use a command like based OS then you skip all the complexity of a GUI and still use almost any language you want to focus on the concepts. If you are going to use a graphical OS then you will either need to go into the concept of building a GUI or pick a language with some envelopment which handles the GUI aspect.
The first concept I would suggest is that computers are stupid or mindless. The second is that no matter how complex the program or the computer, the computer is still only performing one of a few possible operations at a time, basically working with numbers which mean different things at different times. You should explain the difference between concurrent and simultaneous and the concept of threads (the concept, not necessarily multi-threading) You should teach the concept of interrupts and events and event driven concept versus procedural programming concept.
As for a language I would suggest that you cover multiple language conceptually and maybe a few concretely. Teach in a pseudo code so they need to understand the concept and fill in the gaps.
Knowing what ages and experience and the time frame... ie..once a week or daily would make it easier to give a better list of ideas.
Last thought, ask them to write down how to tie a shoe lace both at the beginning and at the end of the class and let them see how they few that problem differently after learning how computers work.
Why did you waste money upgrading from 1GB to 8GB of ram if your total memory needs never went beyond half of the original 1GB? If you don't believe in margins or planning for futures, why did you upgrade the memory? Anyway, swap is more than just dumb storage, it's a backing store, it's insurance.
System ram falls into three categories: Available, Borrowed, and Busy. Available system ram is basically being wasted and Busy memory is just that busy and can not be used for anything else without causing serious problems. So, you want as much of your memory to fall into the Borrowed category. I call it borrowed because it's being used but it can be given back without causing a problem.
Without swap, most of your memory falls into Available or Busy. While some library and executable pages may be classified as borrowed since they can be re-loaded from disk, they can't all be due to a combination of shared libraries and dynamic loading/mapping (which does cut down on the needed for memory, but does make it that much harder get back the memory that they are using)
Once you add swap, most of your memory falls into the Borrowed category because there is a saved copy of required things on swap. That means more of your ram can be used for things like file access buffers which means you can do more things faster.
Without swap, if you run out of memory, you're done....the end... nothing can be done without causing something else to fail and release memory.
With swap, you only run out of memory when you run out of swap. As long as you have swap available you can go from paging to swapping which grinds everything to a crawl but at least they don't need to die.
I don't see kicked out... I see "Force or Drive out" but then again we are assuming that the reported was not trying to sell a story.
I still don't believe it was a boot out of the house...I suspect it was his making her life miserable and her saying... I can't take this any more...
Also note...that it ended up that way... as in during or after the trial.... so it's not like he was interfering in her life when he wasn't part of it.
The parents are divorced! and for the last month (it's unclear if that includes the time before the trip as well or only time since the trip) she's been living with her mother but the father has legal custody. So, what psychic told you that he kicked her out? I would bet my money on... Mommy can I live with you while I sue my dad? Pretty please!
He should get the home address of the Judge and send his daughter home with him because he's just taken over being a parent. Maybe if the Judge lives with her and has to provide for her he would feel differently.
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Let me rephrase the question slightly....
Genetically modified plants and animals ... how would future generations be able to tell those changes were were 'in theory' designed, from regular evolution, or are those Genetically modified plants and animals just another example of how evolution can happen? Don't think 5, 10 years, but after the next dark age when we pull ourselves out of the next iceage and re-discover technology.
Of course there are changes..., god making adjustments and improving the design... just like there are changes in the design of cars...
go though the fossil... err.. junk yards and note the clear changes between generations...
Yea, there are changes... but are they due to some intelligence or chance?
After we have our next dark age and rebuild our technology level and re-discover genetics and technology will metal carcasses join the dinosaurs as extinct species and will the genetic variations of plants currently classified as ( http://en.wikipedia.org/wiki/Genetically_modified_food ) be just another example of evolution?
Why are remains of structural buildings considered 'proof' of human habitation in some location, when it's technically possible though completely improbable that the the tree's just fell that way, etc... but the probably statistically less probability that everything happened just right by chance got us here?
Science is predicated on no invoking the supernatural, and creation is predicated on their being a supernatural. As far as I can tell they are both the most logical theory given their predicates. If I show you a log cabin in the woods and tell you that there is NO EVIDENCE that humans had been in those woods, you would have to come up with some other theory for how the cabin happened to come into existence.
All theories are predicated on assumptions.... Assuming there is no god, is there any test or evidence that could prove that evolution and the changes were planned and not random variations. If they were not random then they were controlled.
It's also a false assumption on your part that someone needs to prove the existence of something for it to be considered... Logic has multiple ways of dealing with unknowns, and it can very well handle unknowns but....
1) Questioning if it the unknown matters -- Does it matter if Gravity was created by god as part of a grand design or if it just is....
2) Assuming that the unknown is really known ( and leaving it as a stated assumption) -- Assuming that velocities are well below the speed of light so relativity doesn't need to be considered
3) Assume that the unknown is known and leave it as an unstated assumption.... The shortest path between two points is a straight line
Evolution is a theory that fits the available data, but does there actually exist a test that could show for example that genetically engineered plans and animals aren't evolution, or are they really evolution in action?
One of the reasons given against creationism is that there isn't any way to dis-prove it. Yet, I don't see how evolution could be disproved, so I don't see what difference there is between evolution and creationism (or its variations) except that if you assume there is a god then it follows that our existence must be part of a grand plan, but if you assume there is no god, then our existence must be just random chance and genetic variations.
What discovery or test would allow for evolution to be disproved? Or is evolution, "Not even wrong."
Or, with the slight modifier of "more".
Because
You are getting paid to write the code, and you could have negotiated the cost of releasing the source as part of that,
but you want them to pay YOU more for that YOU think is the right thing.
Does anyone really think teaching is that much different than any knowledge driven task?
I mean, programming tools certainly write better software, and search tools certainly provide a better coverage of a subject than individuals. Teaching someone is not about presenting the knowledge and reasons, not even if if it includes a rigorous explanation. Teaching is about taking someone from some lower level of understanding and knowledge and bringing them to a higher level of understanding and knowledge. There are literally multiple ways that subtraction can be taught, or multiplication for that matter, and while any individual likely has a belief that one method is superior, easier, simpler or even conceptually clearer, they all deviate from the concept in some way. One who understands the concept can understand how each method reflects and models the concept, and a good teacher can use the differences to help a student better understand the concept and learn it. No program can understand the concept, and even a skilled individual who is capable of explaining the concept with each of the various methods can't predetermine which method may be best for an individual student.
Previously I had read that many Teachers believed the best use of the videos were to give the lectures and introductions as homework to allow them more time to give the individual assistance and help students with the finer points and understanding. If this notes the benefits of the example it would likely be due to giving the Teachers a point of focus for mus-understandings and a place to focus on further and alternative instruction.
More like a programmer looking at automatically generated code and realizing that if the order of required steps is done differently the amount of required work would be decreased, like filtering before sorting, if the filtering won't change the results.
Well, the bicycles uses no Gas, but the Bus can carry 50+ people in a single trip. So which is better?
Evolution relies on an infinite series of infinitesimal small mistakes which by chance got us to here. There could not be any design or plan but only chance. How do you prove this false? And if you can't prove it false, how can you prove it true? Ie. There is a creator that planed everything and set everything in motion, but he is so far beyond us that we can't communicate with him any more than ants can communicate with us. Both statements are unprovable, and which one you believe will much more likely depend on how lucky you feel.
Even if you assume that God knows the answers, there is still reason for him to experiment so as to offer proof to others. God could wipe the slate clean and start over and know the outcome, but if the slate wasn't wiped clean then any other creation (less than God) would know that God used a do over. This way, God shows everyone else. Why does any teacher perform an experiment when they know the result, it's a demonstration.
Why the debate over Evolution, everyone knows they are correct ( on both sides ).
And Both sides aren't even False!
The problem with the evolution theory is exactly the same problem as with Creationism and any other theory which only involves explaining past events.
Evolution isn't even false! What proof could be found that would in fact prove evolution false, tell me that and I will consider giving it more weight that Creationism.
We are here and there are a series of remains of previous creatures which show minute changes over time...but the same can be said for Automobiles and houses, and now with Genetically modified plants and animals there is the question did glow-in-the-dark-sheep evolve of were they created.
The only differences between the evolution of constructed Automobiles and Buildings and humans is that are far as we know the cars and buildings don't procreate and there is a belief that the probability of them just happening is smaller than the probability of some intelligence (which we might know know about yet) building them.
Once autonomous self replicating robots are common place along with Engineered humans, I think the debate about Evolution will be over, no one will care anymore.
Evolution is a nice theory and has some nice uses but so does creationism, and neither one of them can be proved false!
>> I am the Director of IT for a small/medium sized marketing company, where I
>> personally write the code that runs our applications.
>
> I'm sure I'm not the only code monkey who shudders at the implications of this statement.
Which part of small/medium marking company did you miss? I worked for one of those and the IT department was 3 guys, The Unix Guy (me), The Novell Guy, the Desktop Guy...eventually we grew and got a technical manager who rose in ranks, but as we moved to NT we all got training (no new hires) and I went on to be DBA, they replaced me with a new Unix Guy... they did have a programmer staff of 3 people which we all worked with, more so perhaps in my DBA role but their experience was working with unidata database (not SQL) and we moved to (surprise) MSSQL. The role of the database was also changing from mail list management to full campaign management including responses and outcomes.
If it helps, forgot his statement about manager and focus on just:"... where I personally write the code that runs our applications. We use a variety of technology at our office, the majority of which rely on MS-SQL and MySQL databases. I am familiar with tables, SQL queries, and have a general understanding of how the SQL databases work. What I'm looking for is a good book, particularly a newer book, to explain general database design techniques, and maybe explain some relational tables. We have some tables that have million of rows, and I'd like to know the best method of designing these tables."
So, he is one of those programmers who is moving into database design..he's moving up in the world.
It's not citizens versus non-citizens ( citizens 'born here' just have an irrevocable status of legal resident )...
The question is of legal resident status...and a license generally will prove that.
Actually, two corrections....
1st) the question is not of citizenship which is generally not a lawful question to ask but of legal resident status.
2nd) Most (and more as new Driver license laws are adopted) states require proof of legal residency before granting the license. In NH (the life free or Die state) it was not required when my wife first got her license but was later added as a requirement (determined by friends and her renewal ) {actually, the requirement may have been there but moved from individual station checking to central checking in we used her green card as one of IDs first time, but for the renewal all the paperwork needed to be sent to the central office and they needed to issue a letter}
WRONG!
> Do you know that if you are a foreigner who wishes to marry a US citizen, it is both QUICKER /and/ CHEAPER > for you to come here on a tourist visa, sign a waiver saying you have no intention of marrying a citizen, get ... "problematic".
> married anyway, and fill out a visa application that basically says "Oops. Can I stay anyway?" than it is for you > to actually go through the process the "proper" way? Just one of the reasons immigration is
I have done the K1 Visa process (for my wife) it's much cheaper though i does require some patience. Doing what you proposed will require a lawyer and could result in a 7 year or life ban from the US, certainly not cheaper and potentially not easier.
IF you want an alternative process which can potentially be both cheaper and easier than the K1 Visa, then go to the other country and get married there and ally for the spouse VISA which will get processed in that country's US embassy which will potentially be much faster and possibly cheaper.
It still isn't certain to work....
Different OSes and File Systems both
will automatically 'touch' certain files and structures and mark them with a time stamp based upon the activity. If they look at those time stamps and see that last access time of something is earlier than something which should have been created or accessed later... they can tell that the clock was messed with it.
It's actually Simpler that even that....
Schools either have a Teacher for a class or they don't. If they have a Don't have a teacher then they need to find one. Once they have a Teacher then they stop looking for one.
The Teacher might not be the best, might even be pretty bad...but is having THAT teacher in the class room better than having no one in the class room? If yes, they won't look for a new teacher and they won't get anyone better. They will only get rid of the teacher if it's better to not have anyone, and then they will quickly look to find a new teacher as quickly as possible.
They will need to use a Substitute Teacher till they replace the Teacher and even in the rare case where they hire a long term substitute to give them time for a long term search. It's relatively difficult to know how good of a teacher they will from an interview and once you have hired them you stop looking and you are back where you started.
Unlike a company which can hire more people then they believe they ultimately need or hire an extra person as a secret replacement (assuming that the replacement turns out to be better than the original), most schools don't have the flexibilities to hire before they fire. Even if they did, it would be hard to do it secretly and what kind of teacher do you think the poor teacher will become once they know that the school is working to replace them. There is also the issues of attachment and continuity with regards to the students.... how much does their education suffer every time you change their teacher?
Something to think about... with all the talk of shortages of teachers, how many schools actually have a current opening? I know when I was looking for Teaching positions many years ago, they were few and far between.
First it was a joke... but seriously.
All our wealth is measured in some unit of which I have the ability to increase and you don't. The more I print the more I have and the less you have, no matter how much you started with.
The Government sure does create wealth..they print the money!
Are they expecting you to work locally for the 6 to 9 months if you do get the job? If so then I would consider it, if I was going to work remotely I would recommend video conferencing suggest that they visit your 'office'
My idea... get a set of the locking plugs and install them right after the furnace shutoff switch.
The locking plug won't accidentally unplug and if event of power failure I can unlock(twist) and unplug it and then connect it to a generator.
You need to teach concept not concrete skills. If you teach the concepts they will be able to adapt them to other things if you teach skills the will either need to learn the concepts behind them or forever need someone to teach them the new skills for the next thing.
There was one comment that really stuck with me from my lookover of Knuth's books. He developed a virtual machine and teaches everything based upon that, why? because if he has used C or Java or Basic or Fortran or anything else he would have to continuously update things to the new standard language. I am not advocating that you teach an assembler language but you do need to make few basic decisions first is what OS are you going to use? If you are going to use a command like based OS then you skip all the complexity of a GUI and still use almost any language you want to focus on the concepts. If you are going to use a graphical OS then you will either need to go into the concept of building a GUI or pick a language with some envelopment which handles the GUI aspect.
The first concept I would suggest is that computers are stupid or mindless. The second is that no matter how complex the program or the computer, the computer is still only performing one of a few possible operations at a time, basically working with numbers which mean different things at different times. You should explain the difference between concurrent and simultaneous and the concept of threads (the concept, not necessarily multi-threading) You should teach the concept of interrupts and events and event driven concept versus procedural programming concept.
As for a language I would suggest that you cover multiple language conceptually and maybe a few concretely. Teach in a pseudo code so they need to understand the concept and fill in the gaps.
Knowing what ages and experience and the time frame... ie..once a week or daily would make it easier to give a better list of ideas.
Last thought, ask them to write down how to tie a shoe lace both at the beginning and at the end of the class and let them see how they few that problem differently after learning how computers work.
Why did you waste money upgrading from 1GB to 8GB of ram if your total memory needs never went beyond half of the original 1GB? If you don't believe in margins or planning for futures, why did you upgrade the memory? Anyway, swap is more than just dumb storage, it's a backing store, it's insurance.
System ram falls into three categories: Available, Borrowed, and Busy. Available system ram is basically being wasted and Busy memory is just that busy and can not be used for anything else without causing serious problems. So, you want as much of your memory to fall into the Borrowed category. I call it borrowed because it's being used but it can be given back without causing a problem.
Without swap, most of your memory falls into Available or Busy. While some library and executable pages may be classified as borrowed since they can be re-loaded from disk, they can't all be due to a combination of shared libraries and dynamic loading/mapping (which does cut down on the needed for memory, but does make it that much harder get back the memory that they are using)
Once you add swap, most of your memory falls into the Borrowed category because there is a saved copy of required things on swap. That means more of your ram can be used for things like file access buffers which means you can do more things faster.
Without swap, if you run out of memory, you're done....the end... nothing can be done without causing something else to fail and release memory.
With swap, you only run out of memory when you run out of swap. As long as you have swap available you can go from paging to swapping which grinds everything to a crawl but at least they don't need to die.
http://dictionary.reference.com/browse/Expelled
I don't see kicked out... I see "Force or Drive out" but then again we are assuming that the reported was not trying to sell a story.
I still don't believe it was a boot out of the house...I suspect it was his making her life miserable and her saying ... I can't take this any more...
Also note...that it ended up that way... as in during or after the trial.... so it's not like he was interfering in her life when he wasn't part of it.
The parents are divorced! and for the last month (it's unclear if that includes the time before the trip as well or only time since the trip) she's been living with her mother but the father has legal custody. So, what psychic told you that he kicked her out? I would bet my money on... Mommy can I live with you while I sue my dad? Pretty please!
He should get the home address of the Judge and send his daughter home with him because he's just taken over being a parent. Maybe if the Judge lives with her and has to provide for her he would feel differently.