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Should there be mandatory national service?
Multiple countries around the world require mandatory national service for citizens who are of a certain age, gender, and health. This institution has been highly controversial in recent decades, due to the rise of democracy and creation of paid and voluntary standing militaries.
No, mandatory service should not exist
Mandatory service should not exist because it is an infringement on individual rights and freedoms. Mandatory service forces people to serve in conditions that have a high risk for danger and death.
Mandatory service requirements infringe on civil rights
Mandatory national service is a violation of civil and individual rights. Mandatory national service forces citizens into harmful and dangerous situations against their will, with little to no benefit.
Mandatory service requirements are easily manipulated
Mandatory national service requirements can easily be manipulated by the wealthy to avoid conscription and service. This would make mandatory service requirements affect certain populations disproportionally.
Yes, mandatory service is essential
Mandatory service is essential to keep a nation's economy, safety, and political system thriving. Citizens should give back to their nation by serving to keep it safe.
Mandatory service keeps the country safe
Mandatory national service ensures there is never a shortage of people to keep the nation safe. Mandatory service requirements maintain stability in the safety of the nation.
Mandatory service promotes patriotism and unity
Mandatory service provides a sense of patriotism and duty for citizens. An increased level of pride from an individual to their nation leads to a healthier population.
Mandatory service can save governments money
Mandatory service can save governments money on ads and commercials to promote volunteer service. Mandatory national service also helps keep the economy stable because people who serve their nation are more likely to keep steady jobs and give back to the nation.
Explore this question in a whole new way.
This page was last edited on Wednesday, 14 Oct 2020 at 06:45 UTC


In a Surprise Discovery, Researchers Used a Laser Beam to Create a Stream of Liquid
This discovery could advance microchip technology.
8. 31. 17 by Dom Galeon
Kevin Doncaster/Flickr
A Force of Light
They're calling it laser streaming. No, it's not a new sport or some Netflix-like pastime. Instead it's a new observable phenomenon involving fluids and laser beams. Thanks to engineers from the University of Houston (UH) in Texas, we've now realized that it's possible for highly focused, beams of light — aka lasers — to transfer its momentum to create a stream of liquid.
"Transforming a laser beam into a mass flow has been a challenge both scientifically and technologically," the researchers, led by UH engineer Jiming Bao, wrote in a study published online. Usually, light simply passes through water, unless forced to interact with another medium it could "push" — like air.
"Here we report the discovery of a new optofluidics principle and demonstrate the generation of a steady-state water flow by a pulsed laser beam through a glass window." In short, they were able to use a laser beam to generate liquid streams inside a fluid.
Image credit: Jiming Bao, et al.
A Stream of Potential Uses
Bao and his colleagues found that it's possible for a laser to push water if it contains gold nanoparticles. To demonstrate this rather unique phenomenon, they shine a pulsed green laser through a liquid container's glass wall. Within minutes, it produces a current of liquid streaming along the direction of the laser beam. "The flows appear as liquid analogues of laser beams and move in the same directions of the refracted beams as if they are directly driven by photons of laser beams," they wrote. "We call this phenomenon laser streaming."
Click to View Full Infographic
Nanoparticles can absorb green light because it resonates close to the frequency of the electrons these contain. The particles expand and contract as they heat up and cool down with each laser pulse, generating acoustic waves in the water — a phenomenon long-known, called acoustic streaming.
This discovery has significant applications, particularly for lab-on-a-chip experiments where moving liquids at a microscopic scale can be crucial, as well is in nanofabrication and even laser propulsion. As Bao and his colleagues explained in their paper, "Laser streaming will find applications in optically controlled or activated devices such as microfluidics, laser propulsion, laser surgery and cleaning, mass transport or mixing, to name just a few."
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text:
Image and Video Analytics
Mayachitra Inc. offers a suite of solutions for object detection, recognition, and tracking, activity detection and analysis, and user interactions targeted for data smog reduction in aerial video sensor feeds.
Object Detection and Recognition in overhead video streams
Exorbitant volumes of collected video and imagery data require advanced technology to analyze the content in real time. Low resolution quality of operational data, size of objects of interest, view occlusions, and crowded scenes degrade the performance of state-of-art region saliency and object recognition approaches when applied to overhead sensor data.
User Interaction and Activity Modeling
The technology comes with the suite of the support modules that enhance user interaction and modeling. The focus is to allow analysts to let the system take over the tedious and error prone task of tracking objects of interest across multiple videos that are distributed across large swaths of space and time. The system alerts the analyst on specific events relating to those objects, and learns from its mistakes by seeking active feedback from the analyst and will use the latest techniques in machine learning to minimize user feedback while maintaining precision and accuracy.
Mayachitra Inc. has worked on Video Activity Detection and Recognition, as highlighted in this demo.
This work has been supported by NAVAIR and the Office of Naval Research.

source: m-a-p/FineFineWeb


mentioned in a type defaults to invisible, thus making the visible quantification required.)
The new pi quantifiers allow for quantifiees that are both dependent and relevant. This means that the quantifiee is named in the type and can be used within its scope in the type, and also that the quantifiee can be inspected in the term. A pi-bound argument is a proper dependent type. Since a pi-quantifiee can appear in both terms and types, its instantiations must come from a restricted subset of Haskell that makes sense at both the type and term level. This issue is addressed in Adam Gundry's thesis. For now, we propose that this subset include only data constructors (perhaps applied) and other pi-quantifiees. The subset can be expanded later. For some tantalizing ideas of how far it can go, see this paper, discussing promotion of Haskell terms to types.
It is tempting to treat -> as a degenerate form of a pi -- something like pi (_ :: ...) ->. However, this is slightly misleading, in that -> quantifies over any Haskell term, and pi quantifies over only the shared term/type subset.
Declarations given without a type signature will need to perform relevance inference to figure out whether quantified variables should be forall-bound or pi-bound. Relevance inference simply looks at usage sites; iff a variable is used in a relevant context (scrutinee of a pattern-match, or passed to a function expecting a relevant argument, among others) then it is relevant. It is tempting to perform relevance inference if the nature of a quantifier is omitted in a type signature, but this would make the type signature's meaning depend on the term, which is annoying. For now, we're saying "no". But, it would be good to revisit this decision in light of partial type signatures, which also make type signatures depend on terms.
Quantifiers in kinds
The preceding discussion focuses mostly on classifying terms. How does any of this change when we think of classifying types?
Relevance in types
Relevance in a term corresponds quite closely to phase. A relevant term-level quantifiee must be kept at runtime, while an irrelevant quantifiee can be erased. But, what does relevance in a type mean? Everything in a type is (absent pi-quantifications) irrelevant in a term, and it all can be erased. Furthermore, it is all used in the same phase, at compile time. Yet, it seems useful to still have a notion of relevance in types. This allows programmers to reason about parametricity in their type-level functions, and it keeps the function space in types similar to the function space in terms.
For example, today's Haskell permits things like this:
type family F (x :: k) :: k
type instance F True = False
type instance F False = True
type instance F (x :: *) = x
Note that the behavior of F depends on the kind of its argument, k. This is an example of a non-parametric type function. Looking at the kind, k -> k, one would expect F to be the identity; yet, it is not.
Thus, we would want to distinguish pi k. k -> k (the kind of F) and forall k. k -> k (the kind of a type-level polymorphic identity). This distinction does not affect erasure or phase, but it does affect how a quantifiee can be used. Furthermore, this keeps term classifiers more in line with type classifiers. Note that this means all current type/data families are properly classified with pi, not forall. This won't cause code breakage, though, because it is impossible to write a kind quantification (with any syntax) in today's Haskell.
Proposed syntax for this distinction is to assume any kind variable is forall-quantified, and allow syntax like type family pi k. F (x :: k) :: k where ... to get pi-quantification. forall would be allowed in that syntax as well, but would be redundant.
Datatypes
How is the kind of a datatype classified? After some debate, Stephanie and RAE thought that a poly-kinded datatype should be quantified with pi, not forall. For example, consider data Proxy (k :: *) (a :: k) = Proxy. Is its kind forall (k :: *). k -> * or pi (k :: *). k -> *. Let's consider the former type as if it classified a term-level function. That function would have to be a constant function, by parametricity. Yet, we do not want Proxy * Bool to be the same as Proxy Nat Zero. So, we choose the latter classifier.
This choice matters in how datatypes are used in pattern-matching situations. For example, is this possible: type instance F (Proxy (a :: k)) = k? The result uses k in a relevant context, so it must be that k is introduced in a relevant context, and thus that it must be pi-quantified. If we wanted to introduce forall-quantification in datatypes, then the use of these variables would be restricted during matching. Is this a good idea? Is this necessary? And, it seems that pi will be default in datatypes but forall will be default in type families. This is strange.
Open design questions
Parsing/namespace resolution
Parsing is a bit of a nightmare for this new language and will require some compromises.
 - Merging types and kinds is almost straightforward, but for one major stumbling block: *. In a kind, * is parsed as an alphanumeric identifier would be. In a type, * is parsed as an infix operator. How can we merge the type- and kind-parser given this discrepancy? As an example, what is the meaning of Foo * Int? Is it the type Foo applied to * and Int? Or is it the operator * applied to Foo and Int? The solution to this annoyance seems to be to introduce a new identifier for * (say, TYPE) and then remove * from the language, allowing it to be used for multiplication, for example.
 - What name to choose for *? TYPE would appear plenty in code, and it seems a little rude. Choosing a new symbol just kicks the can down the road. Choosing Type would conflict with lots of code (including GHC's) that uses a type Type. Choosing T would conflict with lots of (example) code that uses T. The best option I'm aware of is U, short for universe. Mitigating this problem somewhat is that Dependent Haskell would come with kind synonyms, and whatever name we choose would be a "normal" name exported from the Prelude and could be hidden if desired.
 - What is our migration strategy? One proposal: introduce the new name now and keep * around. Then, when Dependent Haskell is ready for release, it will come with a new extension flag which will change the parsing of *. Only when that flag is enabled would * fail to work. It is unclear whether it is worth it to fully squash * out of the language.
UPDATE: In a conversation with the denizens of UPenn's Levine 513, I came up with a nice, clean way to have our cake and eat it too. It all hinges upon the fact that the parser can't currently figure out fixities of operators. While the actual implementation may differ in the details, the parser has to treat foo bar !# baz %% bum bimini as just a list of tokens. Only after we rename are the operators resolved to entities with known fixities.
With this in mind, we can just introduce a new fixity: prefix. During the transformation of an expression such as that above into a proper AST with correct precedence, we just treat an operator with the prefix fixity just like an alphanumeric identifier. Then, the kind * just has prefix fixity, and we're done with it. For backward compatibility, this * would have to be exported from the Prelude. There would be a name clash with types named *, but Haskellers know how to deal with name clashes already. Backward compatibility might compel us to do something clever in the renamer in the -XNoDependentTypes case, but that's OK.
 - The type language and the term languages are more different. There are two proposals on the table to deal with types embedded in terms:
 - Keep the parsers separate: Since the parsers are separate and the parser certainly doesn't know anything about types, we need some indication in the code as a signal to the parser to switch to the type parser. Due to the construction of GHC's parser, this indicator would have to come before the phrase in question.
 - Option 1: We can use @ to indicate that we are parsing a type. Take id :: forall a -> a -> a. This is just like the normal id, but with the type parameter explicit. Because the parser/renamer won't know the type of id when parsing its arguments, the first argument will have to manifestly


text:
Engineering, Management and Education (EME)
UBC's Faculty of Applied Science was established as a dual-campus Faculty, and developed a full suite of engineering programs and activities at UBC's Okanagan campus, including four-year Baccalaureate programs, graduate programs and research activity.
Four faculties and schools are housed in the Engineering Management building including the School of Engineering, Faculty of Education, Faculty of Management, and the College of Graduate Studies. The building contains classrooms, wet labs, dry labs, office space and various study areas. It has a green roof which helps insulate the building, handles storm water, and serves as a research lab, and also a geothermal energy system that regulates building temperature using groundwater from below the building.


= (x + 1) - (y + 1)) while multiplication is symmetric under skewing (x*y = 2x * y/2).

In formal specification, we can express symmetries as properties of the system. Most commonly this is transpositional symmetry. If F(x, y) is some predicate (boolean function), then F is symmetric if

all x, y | F(x, y) => F(y, x)

Where => is implication. Transpositional symmetry is so common that if you tell someone your business logic has a symmetry property that's usually what they'll think you mean.

Symmetry properties are useful in formal specification because they're common, easy to think of, and often influence the design. If you ever have a relation between two things of the same type, you can ask yourself if there's a symmetry relation you need to check for.

A more interesting example

Facebook has three kinds of graph relations between users. You can be Friends with a user, you can Invite a user, and you can Follow a user. We can define the predicate Friends(u, v) to mean "u and v are friends".

Friends is symmetric: if I'm friends with you, you're friends with me. More formally:

FriendshipSymmetric = all u, v: User | Friends(u, v) => Friends(v, u)

This is one reason why we don't store many-to-many relationships as an array field in a user's SQL record. It's too easy then for the system to break symmetry, like if u.friends = {a, b, c, v} while v.friends = {d, e}. Having a separate relationship table makes it easier to keep things in order.

Follow is asymmetric. Follow(u, v) tells us nothing about Follow(v, u).

Invites are interesting. If I invite you, you shouldn't be able to invite me. If you try to invite me, it should accept the invitation, making us both friends. Invites are antisymmetric: Invited(u, v) => !Invited(v, u). Antisymmetry properties are really easy to break. What if the invite service is eventually consistent and we invite each other simultaneously? You also have to worry about feature interaction. Say there's a way to merge two accounts: A invites B, B invites C, and then A and C merge. What happens then?

(Presumably in both cases we'd drop both invites and add a friendship relationship, but that'd have to be explicitly coded and it's something that'd be easy to miss.)

Symmetry optimizations

Symmetry is also important in optimization problems, like constraint solving. Consider the problem of conference scheduling: we've surveyed the attendees on their most-anticipated talks, and are now trying to assign talks to slots (rooms + times) to minimize the number of "favorites conflicts". If two rooms are indistinguishable, it doesn't matter whether we assign talk A to slot R1T1 and B to R2T1 or if we assign B to R2T1 and A to R1T1. Therefore we don't need to check any layouts involving the latter. Typically you'd optimize this by adding a "symmetry breaking" constraint, like "talk A must be in R1".

I use this a lot in model checking TLA+, too, which has a built-in symmetry-breaking feature. I don't know how common it is in other FM tooling. This paper seems to suggest it's applicable to SMT solving, at least.
 Thu, 10 Aug 2023 20:51:47 +0000https://buttondown.email/hillelwayne/archive/symmetric-properties/Raku: A Language for Gremlinshttps://buttondown.email/hillelwayne/archive/raku-a-language-for-gremlins/
I just added a big new section to learntla: Optimizing TLA+ Model Checking. I take a spec and then show 15 different optimizations, many of them getting a 10x runtime improvement. Patreon notes here. Besides that I've done very little writing the last couple weeks. I'm just in a slump: I sit down to write and the words all come out wrong. It happens sometimes and there's nothing to do about it but wait it out.

So instead of working I've been learning Raku.1 It originally got on my radar after I ranted about dynamic languages and a couple of users told me I'd like Raku. I finally checked it out last week to see if it'd make a good "calculator language". I use a hodgepodge of Python, J, Frink, and Excel to do math and they all have their own big drawbacks, so it'd be nice if Raku could round them out.

After several days of experiments, I'm at a loss of how to describe Raku. The best I can come up with is that the language was designed by a bunch of really intelligent gremlins. Gremlins who spent a lot of time gathering feedback from other gremlins.

Weird Operators

Raku has no qualms about using Unicode operators. You check set membership with ∈. There's also ∉, ∋, and ∌. It's also fine with alphanumeric infix operators. String repetition op is x. Function composition is o.

> "a" x 3 aaa > <span style="color: #66d9ef"


fb track
Crossing the Valdichiana: Sinalunga, Torrita di Siena and Trequanda
Red brick villages, fortifications and towers in a mosaic-like landscape
Its colour is its distinctive trait: a red that fades from pink to russet and eventually amaranth in the final hours of sundown. This is due to the bricks that since the year 1000 were used to build the piazzas, the walls and the palazzi of the Valdichiana villages.
directions_car 19 km
Duration: 1 day
SinalungaCredit: TOB
From afar, Sinalunga and Torrita are often mistaken for each other, with their overlapping outlines and landscape. They both appear hidden among the dense vegetation and are tightly entwined upon faint hills. Farmed land surrounds them in the flat terrain, giving the whole landscape its characteristic giant mosaic imprint.
The local artisans draw upon the land's radiance and transform it into products of high artistic value: ranging from certified art reproductions to religious items, such as various types of rosaries in silver and precious stones.
A traditional component which remains strong is clay manufacturing: you can find it in ceramic relief cups with decorations inspired by the countryside and terracotta for outdoor use obtained with plaster casts (pots, lemon vases, flowerpots, amphoras).
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pan_tool Craft
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text:
'Lovely Objects' & Natural History Specimens, Jane Wildgoose
Jane Wildgoose traces interconnections between nineteenth-century British colonial expansion, developments in the study of natural history and ideological discourses concerning racial hierarchy, investigating the circumstances surrounding Jane Franklin's collection of 'lovely objects,' as wife of arctic explorer and lieutenant governor of Tasmania John Franklin, during the 1830s and 1840s.
Full title: 'Lovely Objects' & Natural History Specimens: Jane Franklin's 'Civilising Experiment' of Pan-imperial Significance. WML Pamphlet No. 2
Paperback, 148mm x 210mm, 80pp, PUR-bound. Uncoated FSC-certified wood-free uncoated paperstock (cover), FSC-certified natural recycled paper stock (pages). Printed in England. Publication date 27 October 2023


text:
|Training Manual in Combatting Childhood Communicable Diseases Part I (Peace Corps, 1985, 579 pages)|
|Module 4: Health education|
|Session 19: Selecting health education strategies|
TOTAL TIME: 1 hour, 30 minutes
Once the health educator writes objectives and considers obstacles, she or he is ready to develop a health education strategy with the help of the community. Within health education, there are three main categories of strategies: 1) Community Organization, 2) Training, and 3) Communication. Each of these categories include a number of specific techniques which may be selected and combined to accomplish a given objective. During this short session, participants work in small groups to examine each of the three categories of health strategies and practice selecting and combining appropriate strategies and techniques to accomplish sample objectives. In treating the strategy of community organization, Trainees will be able to draw on what they've learned during Session 14 about organizing and involving community members in PHC projects. The other two strategies will be examined in depth during the remainder of this Module and Module 7, Training of Trainers.
· To describe the three categories of health education strategies: community organization, training, and communication. (Steps 1, 2)
· To identify techniques in each of the three categories of strategies. (Steps 1, 2)
· To identify ways to select and combine categories of health education strategies and their techniques to develop a health education plan. (Step 3)
- 19A Health Education Strategies
- 19B Examples of Health Education Strategies
- 19C Suggestions for Selecting Health Education Strategies
Newsprint and markers
Prior to this session, read Handout 19B (Examples of Health
Education Strategies) which explains and illustrates the three categories of
strategies and how they can be combined in a plan. This will help you to lead
the discussion in Step 2 and enable you to easily give additional examples if
Step 1 (30 min)
Examining Three Categories of Health Education Strategies
Distribute and have participants read Handouts 19A (Health Education Strategies) and 19B (Examples of Health Education Strategies). Answer any questions the group may have regarding the three types of strategies and help them understand how the selection of strategies fits into the overall health education process.
Have participants practice selecting strategies for one of the health problems they worked with during Sessions 17 and 18. To do this, divide them into three small groups and assign one of the three categories to each group (organizational, training, communication). Ask the groups to take no more than 15 minutes to describe what a person taking their assigned strategy would do for health education in their problem situation.
To help participants understand the concept of organizational
strategy, refer them back to Session 14 (Community Involvement). In the context
of the CCCD Manual, community "organization", "participation", and "involvement"
are all synonymous terms. Also, explain to the group that they will be learning
and using a number of techniques for communication and training during the
remainder of the Module and during the Training of Trainers
Step 2 (30 min)
Comparing The Three Strategies
Ask each group to identify their category (Organization, Training, Communication) and present the strategy and specific techniques they would apply to the problem situation. Lead a discussion of the strengths and weaknesses of each strategy and the associated techniques. Discuss ways that they could combine the three types of strategies for a more effective response to the problem.
The following points should come out of the discussion:
- the importance of applying a good knowledge of values and practices of the people for whom the health education is intended.
To help participants understand the link between health education
objectives and strategies, ask them to refer back to some of the sample
objectives presented during Session 18. Explain that a key to selecting
appropriate strategies is recognizing what kind of change is to occur if the
objective is accomplished. Is the objective primarily concerned with a change in
knowledge, attitude, skill, social reinforcement, or some other area affecting
behavior? When the health educator has identified the type of change called for
in the objective, then he or she can match the objective with the strategy or
combination of strategies most likely to facilitate the
Step 3 (30 min)
Distribute Handout 19C (Suggestions for Selecting Health Education Strategies). Ask participants to pair up with the same person they worked with during Sessions 17 and 18. Have them develop a first draft of a health education strategy that addresses one of their problems and health education objectives. Tell them to use any combination of the three categories and techniques that seems appropriate.
When they have completed the task, ask them to post their drafts. Allow time for participants to look at and comment on each other's strategies. Add your own comments as well. Explain that they will be revising these draft strategies in later sessions.
Take time to review and comment on each strategy after the
session. If some participants appear to have difficulty in understanding and
planning health education strategies, ask participants with some background in
health education to provide peer

source: HuggingFaceFW/fineweb-edu


text: In order to gain a deep insight into the mechanism of Ni-doped Mo activated sintering process, the diffusion behavior of Mo-Ni interface was studied utilizing a Mo-Ni diffusion couple. The phase structure and composition on the diffusion layer were characterized and analyzed by means of scanning electron microscope and transmission electron microscope, the self diffusion coefficient and interdiffusion coefficient were calculated. The results show that a diffusion layer is formed between Mo and Ni after sintering at 1223k for 1h, which is comprised of a δ-NiMo intermetallic compound and a limit solid solution containing small amounts of nickel. The self diffusion coefficient and interdiffusion coefficient are 2.068×10-18cm2/s and 4.5×10-12cm2/s, respectively. It is suggested that the diffusion rate of Mo in δ-NiMo intermetallic compound and a limit solid solution containing small amounts of nickel is 106 times bigger than that of self diffusion, and the intermetallic compound layer provides a short diffusion path for Mo activated sintering.

source: openbmb/Ultra-FineWeb


text:
The Content Collection in Learn
Behind every course on Learn, there's an area hidden from students called the Content Collection. The main idea Learn is built around is that you:
(1) Upload documents to the Content Collection
(2) Link to these documents from the part of Learn that your students see
This applies to PDFs, Word docx files, PowerPoint pptx files – just about all of the files most lecturers need to upload to Learn.
This separation between the Content Collection on the one hand, and the visible pages that students see on the other, is unfortunately not immediately obvious due to the idiosyncratic way in which Learn was designed.
If you'd like to know more about this, we've written a quick explainer here:
Why should I care about this?
1. Keeping your section of the Content Collection tidy makes your Learn pages easier to manage
For example, imagine you want the same document to appear on several Learn pages.
You can upload the document once to the Content Collection, and then link to it from the pages where you want it to appear. This is better than having lots of identical files called:
- Worksheet(2).pdf (etc.)
2. Uploading files to Learn one-by-one is a pain
By dealing with the Content Collection directly, you can upload files in bulk. This can be a massive time-saver.
There are two ways to do this:
(a) Use Learn's Upload Multiple Files tool
You can drag and drop multiple files into Learn using the steps described here:
(b) Set up a Web Folder
You can have a folder on your computer which is in sync with the folders that you deal with in the Content Collection.


, a weighted sum is computed of the prediction mapped cluster densities for the portions of the area that is in each of the area types. That is, the weighting, for each of the single area type prediction mapped cluster densities, is the fraction of the total area that this area type is. Thus, a "relativized composite mapped cluster density" for the area here may also be computed by dividing the mapped cluster density by the composite prediction mapped cluster density and taking the smaller of: the resulting ratio and 1.0 as the value for the relativized composite mapped cluster density.
 - Accordingly, note that as such a relativized (composite) mapped cluster density for an image cluster set area increases/decreases, it is assumed that the confidence of the target MS being in the image cluster set area should increase/decrease, respectively.
 - get_composite_prediction_mapped_cluster_density_for_high_certainly(FOM—ID, image_area);
 - The present function determines a composite prediction mapped cluster density by determining a composite prediction mapped cluster density for the area represented by "image_area" and for the First Order Model identified by "FOM_ID".
 - OUTPUT: composite_mapped_density This is a record for the composite prediction mapped cluster density. In particular, there are with two fields:
 - (i) a "value" field giving an approximation to the prediction mapped cluster density for the First Order Model having id, FOM_ID;
 - (ii) a "reliability" field giving an indication as to the reliability of the "value" field. The reliability field is in the range [0, 1] with 0 indicating that the "value" field is worthless and the larger the value the more assurance can be put in "value" with maximal assurance indicated when "reliability" is 1.
 - get_prediction_mapped_cluster_density_for(FOM_ID, area_type)
The present function determines an approximation to a prediction mapped cluster density, D, for an area type such that if an image cluster set area has a mapped cluster density >=D, then there is a high expectation that the target MS 140 is in the image cluster set area. Note that there are a number of embodiments that may be utilized for this function. The steps herein are also provided in flowchart form in FIGS. 29 a through 29 h.
 - OUTPUT: prediction_mapped_cluster_density This is a value giving an approximation to the prediction mapped cluster density for the First Order Model having identity, "FOM_ID", and for the area type represented by "area type" */
It is important to note that the computation here for the prediction mapped cluster density may be more intense than some other computations but the cluster densities computed here need not be performed in real time target MS location processing. That is, the steps of this function may be performed only periodically (e.g., once a week), for each FOM and each area type thereby precomputing the output for this function. Accordingly, the values obtained here may be stored in a table that is accessed during real time target MS location processing. However, for simplicity, only the periodically performed steps are presented here. However, one skilled in the art will understand that with sufficiently fast computational devices, some related variations of this function may be performed in real-time. In particular, instead of supplying area type as an input to this function, a particular area, A, may be provided such as the image area for a cluster set area, or, the portion of such an image area in a particular area type. Accordingly, wherever "area_type" is used in a statement of the embodiment of this function below, a comparable statement with "A" can be provided.
Location Hypothesis Analyzer Embodiment
Referring now to FIG. 7, an embodiment of the Hypothesis Analyzer is illustrated. The control component is denoted the control module 1400. Thus, this control module manages or controls access to the run time location hypothesis storage area 1410. The control module 1400 and the run time location hypothesis storage area 1410 may be implemented as a blackboard system and/or an expert system. Accordingly, in the blackboard embodiment, and the control module 1400 determines when new location hypotheses may be entered onto the blackboard from other processes such as the context adjuster 1326 as well as when location hypotheses may be output to the most likelihood estimator 1344.
The following is a brief description of each submodule included in the location hypothesis analyzer 1332.
 - (35.1) A control module 1400 for managing or controlling further processing of location hypotheses received from the context adjuster. This module controls all location hypothesis processing within the location hypothesis analyzer as well as providing the input interface with the context adjuster. There are numerous embodiments that may be utilized for this module, including, but not limited to, expert systems and blackboard managers.
 - (35.2) A run-time location hypothesis storage area 1410 for retaining location hypotheses during their processing by the location hypotheses analyzer. This can be, for example, an expert system fact base or a blackboard. Note that in some of the discussion hereinbelow, for simplicity, this module is referred to as a "blackboard". However, it is not intended that such notation be a limitation on the present invention; item the term "blackboard" hereinafter will denote a run-time data repository for a data processing paradigm wherein the flow of control is substantially data-driven.
 - (35.3) An analytical reasoner module 1416 for determining if (or how well) location hypotheses are consistent with well known physical or heuristic constraints as, e.g., mentioned in (30.4) above. Note that this module may be a daemon or expert system rule base.
 - (35.4) An historical location reasoner module 1424 for adjusting location hypotheses' confidences according to how well the location signature characteristics (i.e., loc sigs) associated with a location hypothesis compare with "nearby" loc sigs in the location signature data base as indicated in (30.3) above. Note that this module may also be a daemon or expert system rule base.
 - (35.5) A location extrapolator module 1432 for use in updating previous location estimates for a target MS when a more recent location hypothesis is provided to the location hypothesis analyzer 1332. That is, assume that the control module 1400 receives a new location hypothesis for a target MS for which there are also one or more previous location hypotheses that either have been recently processed (i.e., they reside in the MS status repository 1338, as shown best in FIG. 6), or are currently being processed (i.e., they reside in the run-time location hypothesis storage area 1410). Accordingly, if the active_timestamp (see FIGS. 9A and 9B regarding location hypothesis data fields) of the newly received location hypothesis is sufficiently more recent than the active_timestamp of one of these previous location hypotheses, then an extrapolation may be performed by the location extrapolator module 1432 on such previous location hypotheses so that all target MS location hypotheses being concurrently analyzed are presumed to include target MS location estimates for substantially the same point in time. Thus, initial location estimates generated by the FOMs using different wireless signal measurements, from different signal transmission time intervals, may have their corresponding dependent location hypotheses utilized simultaneously for determining a most likely target MS location estimate. Note that this module may also be daemon or expert system rule base.
 - (35.6) hypothesis generating module 1428 for generating additional location hypotheses according to, for example, MS location information not adequately utilized or modeled. Note, location hypotheses may also be decomposed here if, for example it is determined that a location hypothesis includes an MS area estimate that has subareas with radically different characteristics such as an MS area estimate that includes an uninhabited area and a densely populated area. Additionally, the hypothesis generating module 1428 may generate "poor reception" location hypotheses that specify MS location areas of known poor reception that are "near" or intersect currently active location hypotheses. Note, that these poor reception location hypotheses may be specially tagged (e.g., with a distinctive FOM_ID value or specific tag field) so that regardless of substantially any other location hypothesis confidence value overlapping such a poor reception area, such an area will maintain a confidence value of "unknown" (i.e., zero). Note that substantially the only exception to this constraint is location hypotheses generated from mobile base stations 148. Note that this module may also be daemon or expert system rule base.
In the blackboard system embodiment of the location hypothesis analyzer, a blackboard system is the mechanism by which the last adjustments are performed on location hypotheses and by which additional location hypotheses may be generated. Briefly, a blackboard system can be described as a particular class of software that typically includes at least three basic components. That is:
 - (36.1) a data base called the "blackboard," whose stored information is commonly available to a collection of programming elements known as "daemons", wherein, in the present invention, the blackboard includes information concerning the current status of the location hypotheses being


text:
In 1908 Edison increased the playing time of the cylinders. From _PHONE_ the speed of the records varied so the record could fit the song, anywhere from 90-144rpm. After 1902 the speed was standardized at 160rpm. In 1908 Edison cylinders...
The Edison Triumph Model D pre-dates the Edison Opera. The lightweight, freestanding horn is something of a wonder in that there is no need for a crane to support the horn.
Notice the wax cylinder being used on this instrument.


Update: Cialfo has rolled out an updated User Experience (UX). For a limited amount of time, clients will be able to switch from using the new UX and previous UX. This article will address both types of UX.
The Tasks and Assessments section is a powerful tool that allows counselors to store and share files/documents with students and enables task automations in Cialfo. You would have access to 3 folders.
New User Experience (UX)
Previous User Experience (UX)
 1. The school shared folder. The entire counseling team has access to files/tasks added here. Tasks created in this folder can be linked to grades or groups, thereby enabling automatic task assignment.
 2. Personal - Only the creator would have access to files/tasks added here.
 3. Cialfo - These are sample tasks created by Cialfo which you can use as a template. Before editing a task list under Cialfo, it is suggested to copy it to the school folder by clicking on the task list > Actions > Copy >School shared folder. This will ensure that you still have access to the original template in Cialfo folder for future use.
Difference between a Task list and Application Config
 1. Task List - A separate list of tasks and essays that students will receive once.
 2. Application Config - a set of tasks and essays that students receive inside every school application that meets the config's criteria. Application Configs can send tasks to all students, or to students applying to particular schools or countries. EG: You would have separate Application Configs for tasks and essays pertaining to (A) all colleges in the United States, (B) all colleges in Canada, or (C) all applications to Stanford University.
Creating a Task List
To Create a task click on the Add Resources button and from the drop down select Task List. It will then open a pop-up window which will require you to give your task list a name. This is more like a category under which you can add your individual tasks. Give your task list a name and click 'Create'.
Once you click 'Create' you get the option of adding a Task or Essay. Give your task or Essay a title. Select a due date (optional) and fill in any other required information. Visible to by default is set to everyone (counselors and students). You can change to staff only if you don't want it visible to students or set a future date for when the task should be visible to students. If you would like to share any files with the students, you can upload it under'student files' and if there are any internal files that only counselors should have access to, you can upload them under'staff only files'. Click here if you need to understand the difference between a Task and an Essay.
Assigning or Publishing a task list
Resources can be assigned to students automatically (by linking it to a grade or group) or manually (by importing or bulk-assigning it to any students you choose). Students added to the linked grade or group will automatically receive the latest version of the task list.
To assign the task list by grade tick the checkbox 'assign task list to grade' and then you can select all grades if you want the task list to be linked to all the grades or you can select the individual required grade. Make sure to click 'publish' for the task list to get assigned to the students.
Creating an Application Config
To Create an Application Config click on the Add Resources button and from the drop down select Application Config. It will then open a pop-up window which will require you to give your task list a name. This is more like a category under which you can add your individual tasks. Give your task list a name and click 'Create'. Creating the tasks will be similar to how to create a task list. The main difference is that Application Configs are linked to a student's application and these tasks will appear in the student's respective school's task list. You can set the criteria for the application config by selecting one of the options in Tasks will be added to these applications. For. eg. If you select the criteria as all applications, the tasks will appear under all the student's applications. Whereas if you select the criteria as Applications to one school and select Brown University, the tasks will only appear for students that add Brown University as their applying school. The screenshot below displays a scenario wherein the selection is Applications in Region - United States. So the tasks will appear under each of the student's US school.
Assigning or Publishing a Application Config
This works similar to assigning a task list as mentioned above. Do remember that these tasks will only appear if the student's application matches the selected criteria.
Archiving a Task List
Assume that you have created a task list but not happy with it and would not want to use it any more. At Cialfo we use the term 'Archive' instead of delete. Since, this allows us to restore the file if it was accidentally deleted. This needs to be done in 2 steps.
Step 1: This step is applicable only if you have assigned the task list to any students.
Click on the task list that you would like to delete. Scroll to the bottom of the page to the 'Added Students' section. Select all the students and click on the Archive Selected button.
Step 2: Scroll to the top of the task list page. Click on Actions button and then Archive.
Assigning existing tasks to the new students at the start of the school year
The video below explains how you can use an existing task list for the next school year too with just a few tweaks.
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What To Do When Car Tyre Puncture?
Car tyre puncture is not an uncommon occurrence, and it can happen at any time, leaving you stranded on the road. It can be frustrating, especially if you are not prepared for such an eventuality. In this article, we will provide you with the necessary information on what to do when car tyre puncture happens.
How to Identify a Tyre Puncture
Before delving into what to do when a tyre puncture happens, it is essential to know how to identify it. Some of the signs of tyre puncture include:
 - Noise: You may hear a hissing sound coming from the tyre as air escapes from it.
 - Vibration: You may feel vibration or shaking from the steering wheel or the seat.
 - Change in handling: The vehicle may feel different when you drive it, and it may be difficult to control.
If you notice any of these signs, it is essential to stop and check the tyres.
How to Check Tyre Pressure
Checking tyre pressure is an essential aspect of tyre maintenance as it helps to prevent punctures. The recommended tyre pressure is usually indicated in the car manual or on the tyre sidewall. To check tyre pressure, follow these steps:
 1. Get a tyre pressure gauge.
 2. Remove the valve cap from the tyre.
 3. Press the gauge onto the valve stem and read the pressure.
 4. Compare the pressure reading to the recommended pressure, and if it is low, add air until it reaches the recommended pressure.
What to Do When Tyre Puncture Happens
When tyre puncture happens, there are several things you can do to ensure that you get back on the road as soon as possible. Here's what to do:
1. Pull Over
When you notice a tyre puncture, the first thing to do is to pull over to a safe place. It is dangerous to continue driving on a flat tyre as it can cause further damage to the wheel or cause an accident.
2. Turn on Hazard Lights
Once you have pulled over to a safe place, turn on the hazard lights to warn other drivers that you are stopped on the side of the road.
3. Evaluate the Damage
Check the tyre for any visible damage, such as a nail or any other sharp object that might have caused the puncture. If you see any damage, do not attempt to remove the object as it may cause the tyre to deflate completely.
4. Remove the Punctured Tyre
If you have a spare tyre, remove the punctured tyre and replace it with the spare. If you do not have a spare tyre, call for assistance from a roadside service provider.
5. Inflate the Spare Tyre
If you have a spare tyre, ensure that it is properly inflated before installing it on the car. Driving on an underinflated tyre can cause further damage to the wheel or cause an accident.
6. Drive Slowly
After installing the spare tyre, drive slowly to the nearest auto shop to have the punctured tyre repaired or replaced.
How to Prevent Tyre Puncture
Prevention is always better than cure, and there are several things you can do to prevent tyre puncture. Here are some tips:
 - Regularly check tyre pressure and ensure that it is at the recommended level.
 - Avoid driving on rough or poorly maintained roads.
 - Avoid overloading the car as it can cause excess pressure on the tyres.
 - Inspect the tyres for any visible damage before driving.
Conclusion
Tyre puncture can be a frustrating experience, but with the right knowledge, you can handle it effectively. Always be prepared by carrying a spare tyre and necessary tools in your car. Regular tyre maintenance is also essential to prevent punctures from happening. Remember to always drive safely and follow the recommended tyre pressure to ensure that your car tyres last longer.
FAQs
 1. Is it safe to drive on a flat tyre?
No, it is dangerous to drive on a flat tyre and can cause further damage to the wheel or cause an accident.
 1. How often should I check my tyre pressure?
It is recommended that you check your tyre pressure at least once a month.
 1. Can I drive on a punctured tyre?
No, it is not advisable to drive on a punctured tyre as it can cause further damage to the wheel or cause an accident.
 1. What should I do if I do not have a spare tyre?
If you do not have a spare tyre, call for assistance from a roadside service provider.
 1. How long can I drive on a spare tyre?
It is recommended that you drive on a spare tyre for no more than 50 miles and at a maximum speed of 50 mph. It is essential to have the punctured tyre repaired or replaced as soon as possible.
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text:
American Heritage® Dictionary of the English Language, Fourth Edition
- n. A sapphire with a polished convex surface exhibiting asterism.
Century Dictionary and Cyclopedia
GNU Webster's 1913
- n. (Min.) a kind of sapphire which exhibits asterism.
- n. a sapphire that when cut shows a starlike figure in reflected light because of its crystalline structure
Sorry, no example sentences found.
These user-created lists contain the word 'star sapphire'.
Looking for tweets for star sapphire.


ul(reg_param)))
 else:
 cnn.add(layers.Dense(n_nodes, activation=m_act))
 else:
 m_act = li_mlp_o_act_funcs[li_MLP[im][1]]
 if use_regularizer:
 cnn.add(layers.Dense(n_nodes, activation=m_act, kernel_regularizer=regul(reg_param)))
 else:
 cnn.add(layers.Dense(n_nodes, activation=m_act))

 return cnn

I have used a dictionary to enable an indirect call of the regularizer object. The invocation of a regularizer happens in the statements:
cnn.add(layers.Dense(n_nodes, activation=m_act, kernel_regularizer=regul(reg_param)))
We only use a regularizer for MLP-layers in our example.
Note that I used predefined regularizer objects above. If you want to use a regularizer object defined and customized by yourself you can either define a simple regularizer function (which accepts the weights as a parameter) or define a child class of the "keras.regularizers.Regularizer"-class. You find hints how to do this at _URL_ and in the book of Aurelien Geron (see the literature list at the end of the last article).
Although I have limited the use of a regularizer in the code above to the MLP layers you are of course free to apply a regularizer also to convolutional layers. (The book of A. Geron gives some hints how to avoid code redundancies in chapter 11).
Include a scheduler via a parameter to the optimizer of the CNN
As we saw above a scheduler for the learning rate can be provided as a parameter to the optimizer of a CNN. As the optimizer objects are invoked via the function "model.compile()", we prepare our own function "my_compile()" with an appropriate interface, which then calls "model.compile()" with the necessary parameters. For indirect calls of predefined scheduler objects we again use a dictionary:
Jupyter Cell 5:

# compilation function for further parameters
def my_compile(cnn,
 my_loss='categorical_crossentropy', my_metrics=['accuracy'],
 my_optimizer='rmsprop', my_momentum=0.0,
 my_lr_sched='powerSched',
 my_lr_init=0.01, my_lr_decay_steps=1, my_lr_decay_rate=0.00001 ):

 # dictionary for the indirct call of optimizers
 d_optimizer = {
 'rmsprop': optimizers.RMSprop,
 'nadam': optimizers.Nadam,
 'adamax': optimizers.Adamax
 }
 if my_optimizer not in d_optimizer:
 print("my_optimzer" + my_optimizer + " not known!")
 sys.exit()
 else:
 optim = d_optimizer[my_optimizer]

 use_scheduler = True
 if my_lr_sched == None:
 use_scheduler = False
 print("\n No scheduler will be used")

 # dictionary for the indirct call of scheduler funcs
 d_sched = {
 'powerSched' : schedules.InverseTimeDecay,
 'exponential': schedules.ExponentialDecay
 }
 if use_scheduler:
 if my_lr_sched not in d_sched:
 print("lr scheduler " + my_lr_sched + " not known!")
 sys.exit()
 else:
 sched = d_sched[my_lr_sched]

 if use_scheduler:
 print("\n lr_init = ", my_lr_init, " decay_steps = ", my_lr_decay_steps, " decay_rate = ", my_lr_decay_rate)
 scheduled_lr_rate = sched(my_lr_init, my_lr_decay_steps, my_lr_decay_rate)
 optimizer = optim(learning_rate=scheduled_lr_rate, momentum=my_momentum)
 else:
 print("\n lr_init = ", my_lr_init)
 optimizer=optimizers.RMSprop(learning_rate=my_lr_init, momentum=my_momentum)

 cnn.compile(optimizer=optimizer, loss=my_loss, metrics=my_metrics)

 return cnn

You see that, for the time being, I only offered the choice between the predefined schedulers "InverseTimeDecay" and "ExponentialDecay". If no scheduler name is provided then only a constant learning rate is delivered to the chosen optimizer.
You find some basic information on optimizers and schedulers here:
_URL_
_URL_ learning rate schedules/.
Note that you can build your own scheduler object via defining a child class of "keras.callbacks.LearningRateScheduler" and provide with a list of other callbacks to the "model.fit()"-function; see
_URL_ learning rate scheduler/.
or the book of Aurelien Geron for more information.
Two callbacks - one for printing the learning rate and an other for plotting during training
As I am interested in the changes of the learning rate with the steps during an epoch I want to print them after each epoch during training. In addition I want to plot key data produced during the training of a CNN model.
For both purposes we can use a convenient mechanism Keras offers - namely "callbacks", which can either be invoked at the beginning/end of the treatment of a mini-batch or at the beginning/end of each epoch.
Basic information is provided here:
_URL_
_URL_ writing your own callbacks/
It is best to just look at examples to get the basic points; below we invoke two callback objects which provide data for us at the end of each epoch.
Jupyter Cell 6:

# Preparing some callbacks
# **************************
# Callback class to print information on the iteration and the present learning rate
class LrHistory(K.callbacks.Callback):
 def __init__(self, use_scheduler):
 self.use_scheduler = use_scheduler

 def on_train_begin(self, logs={}):
 self.lr = []
 def on_epoch_end(self, epoch, logs={}):
 if self.use_scheduler:
 optimizer = self.model.optimizer
 iterations = optimizer.iterations
 present_lr = optimizer.lr(iterations)
 else:
 present_lr = optimizer.lr
 self.lr.append(present_lr)
 #print("\npresent lr:", present_lr)
 tf.print("\npresent lr: ", present_lr)
 tf.print("present iteration:", iterations)
# Callback class to support interactive printing
class EpochPlot(K.callbacks.Callback):
 def __init__(self, epochs, fig1, ax1_1, ax2_2):
 #def __init__(self, epochs):
 self.fig1 = fig1
 self.ax1_1 = ax1_1
 self.ax1_2 = ax1_2
 self.epochs = epochs
 rg_i = range(epochs)
 self.lin92 = []
 for i in rg_i:
 self.lin92.append(0.992)
 def on_train_begin(self, logs={}):
 self.train_loss = []
 self.train_acc = []
 self.val_loss = []
 self.val_acc = []

 def on_epoch_end(self, epoch, logs={}):
 if epoch == 0:
 for key in logs.keys():
 print(key)
 self.train_loss.append(logs.get('loss'))
 self.train_acc.append(logs.get('accuracy'))
 self.val_loss.append(logs.get('val_loss'))
 self.val_acc.append(logs.get('val_accuracy'))
 if len(self.train_acc) > 0:
 self.ax1_1.clear()
 self.ax1_1.set_xlim (0, self.epochs+1)
 self.ax1_1.set_ylim (0.97, 1.001)
 self.ax1_1


text:
Harvard Business Case Studies Solutions – Assignment Help
In most courses studied at Harvard Business schools, students are provided with a case study. Major HBR cases concerns on a whole industry, a whole organization or some part of organization; profitable or non-profitable organizations. Student's role is to analyze the case and diagnose the situation, identify the problem and then give appropriate recommendations and steps to be taken.
To make a detailed case analysis, student should follow these steps:
STEP 1: Reading Up Harvard Case Study Method Guide:
Case study method guide is provided to students which determine the aspects of problem needed to be considered while analyzing a case study. It is very important to have a thorough reading and understanding of guidelines provided. However, poor guide reading will lead to misunderstanding of case and failure of analyses. It is recommended to read guidelines before and after reading the case to understand what is asked and how the questions are to be answered. Therefore, in-depth understanding f case guidelines is very important.
STEP 2: Reading The Harvard Language And The Text Of Each Paper Case Study:
To have a complete understanding of the case, one should focus on case reading. It is said that case should be read two times. Initially, fast reading without taking notes and underlines should be done. Initial reading is to get a rough idea of what information is provided for the analyses. Then, a very careful reading should be done at second time reading of the case. This time, highlighting the important point and mark the necessary information provided in the case. In addition, the quantitative data in case, and its relations with other quantitative or qualitative variables should be given more importance. Also, manipulating different data and combining with other information available will give a new insight. However, all of the information provided is not reliable and relevant.
When having a fast reading, following points should be noted:
- Nature of organization
- Nature if industry in which organization operates.
- External environment that is effecting organization
- Problems being faced by management
- Identification of communication strategies.
- Any relevant strategy that can be added.
- Control and out-of-control situations.
When reading the case for second time, following points should be considered:
- Decisions needed to be made and the responsible Person to make decision.
- Objectives of the organization and key players in this case.
- The compatibility of objectives. if not, their reconciliations and necessary redefinition.
- Sources and constraints of organization from meeting its objectives.
After reading the case and guidelines thoroughly, reader should go forward and start the analyses of the case.
STEP 3: Doing The Case Analysis Of Language And The Text Of Each Paper:
To make an appropriate case analyses, firstly, reader should mark the important problems that are happening in the organization. There may be multiple problems that can be faced by any organization. Secondly, after identifying problems in the company, identify the most concerned and important problem that needed to be focused.
Firstly, the introduction is written. After having a clear idea of what is defined in the case, we deliver it to the reader. It is better to start the introduction from any historical or social context. The challenging diagnosis for Language And The Text Of Each Paper and the management of information is needed to be provided. However, introduction should not be longer than 6-7 lines in a paragraph. As the most important objective is to convey the most important message for to the reader.
After introduction, problem statement is defined. In the problem statement, the company's most important problem and constraints to solve these problems should be define clearly. However, the problem should be concisely define in no more than a paragraph. After defining the problems and constraints, analysis of the case study is begin.
STEP 4: SWOT Analysis of the Language And The Text Of Each Paper Case Solution:
SWOT analysis helps the business to identify its strengths and weaknesses, as well as understanding of opportunity that can be availed and the threat that the company is facing. SWOT for Language And The Text Of Each Paper is a powerful tool of analysis as it provide a thought to uncover and exploit the opportunities that can be used to increase and enhance company's operations. In addition, it also identifies the weaknesses of the organization that will help to be eliminated and manage the threats that would catch the attention of the management.
This strategy helps the company to make any strategy that would differentiate the company from competitors, so that the organization can compete successfully in the industry. The strengths and weaknesses are obtained from internal organization. Whereas, the opportunities and threats are generally related from external environment of organization. Moreover, it is also called Internal-External Analysis.
In the strengths, management should identify the following points exists in the organization:
- Advantages of the organization
- Activities of the company better than competitors.
- Unique resources and low cost resources company have.
- Activities and resources market sees as the company's strength.
- Unique selling proposition of the company.
- Improvement that could be done.
- Activities that can be avoided for Language And The Text Of Each Paper.
- Activities that can be determined as your weakness in the market.
- Factors that can reduce the sales.
- Competitor's activities that can be seen as your weakness.
- Good opportunities that can be spotted.
- Interesting trends of industry.
- Opportunities for Language And The Text Of Each Paper can be obtained from things such as:
- Change in technology and market strategies
- Government policy changes that is related to the company's field
- Changes in social patterns and lifestyles.
- Local events.
Following points can be identified as a threat to company:
- Company's facing obstacles.
- Activities of competitors.
- Product and services quality standards
- Threat from changing technologies
- Financial/cash flow problems
- Weakness that threaten the business.
Following points should be considered when applying SWOT to the analysis:
- Precise and verifiable phrases should be sued.
- Prioritize the points under each head, so that management can identify which step has to be taken first.
- Apply the analyses at proposed level. Clear yourself first that on what basis you have to apply SWOT matrix.
- Make sure that points identified should carry itself with strategy formulation process.
- Use particular terms (like USP, Core Competencies Analyses etc.) to get a comprehensive picture of analyses.
STEP 5: PESTEL/ PEST Analysis of Language And The Text Of Each Paper Case Solution:
Pest analyses is a widely used tool to analyze the Political, Economic, Socio-cultural, Technological, Environmental and legal situations which can provide great and new opportunities to the company as well as these factors can also threat the company, to be dangerous in future.
Pest analysis is very important and informative. It is used for the purpose of identifying business opportunities and advance threat warning. Moreover, it also helps to the extent to which change is useful for the company and also guide the direction for the change. In addition, it also helps to avoid activities and actions that will be harmful for the company in future, including projects and strategies.
To analyze the business objective and its opportunities and threats, following steps should be followed:
- Brainstorm and assumption the changes that should be made to organization. Answer the necessary questions that are related to specific needs of organization
- Analyze the opportunities that would be happen due to the change.
- Analyze the threats and issues that would be caused due to change.
- Perform cost benefit analyses and take the appropriate action.
- Next political elections and changes that will happen in the country due to these elections
- Strong and powerful political person, his point of view on business policies and their effect on the organization.
- Strength of property rights and law rules. And its ratio with corruption and organized crimes. Changes in these situation and its effects.
- Change in Legislation and taxation effects on the company
- Trend of regulations and deregulations. Effects of change in business regulations
- Timescale of legislative change.
- Other political factors likely to change for Language And The Text Of Each Paper.
- Position and current economy trend i.e. growing, stagnant or declining.
- Exchange rates fluctuations and its relation with company.
- Change in Level of customer's disposable income and its effect.
- Fluctuation in unemployment rate and its effect on hiring of skilled employees
- Access to credit and loans. And its effects on company
- Effect of globalization on economic environment
- Considerations on other economic factors
- Change in population growth rate and age factors, and its impacts on organization.
- Effect on organization due to Change in attitudes and generational shifts.
- Standards of health, education and social mobility levels. Its changes and effects on company.
- Employment patterns, job market trend and attitude towards work according to different age groups.
- Social attitudes and social trends, change in socio culture an dits effects.
- Religious believers and life styles and its effects on organization
- Other socio culture factors and its impacts.
- Any new technology that company is using
- Any new technology in market that could affect the work, organization or industry
- Access of competitors to the new technologies and its impact on their product development/better services.
- Research areas of government and education institutes in which the company can make any efforts
- Changes in infra-structure and its effects on work flow
- Existing technology that can facilitate the company
- Other technological factors and their impacts on company and industry
These headings and analyses would help the company to consider these factors and make a "big picture" of company's characteristics. This will help the manager to take the decision and drawing conclusion about the forces that would create a big impact on company and its resources.
STEP 6: Porter's Five Forces/ Strategic Analysis Of The Language And The Text Of Each Paper Case Study:
To analyze the structure of a company and its corporate strategy, Porter's five forces model is used. In this model,


text:
TIMMS CITY, TX
TIMMS CITY, TEXAS. Timms City was four miles southwest of the site of present Darrouzett in northern Lipscomb County. It was begun in 1887 and was one of two towns competing with Lipscomb to become county seat. It was named for George Timms, a Kansas financier who backed the community. Soon, Timms City had a hotel, several saloons, a post office, a newspaper (the Texas Tribune), and various other businesses. However, the election of Lipscomb as the permanent county seat quickly led to the town's demise. One county businessman, H. E. Hoover, described it as "one year growing and four years dying." By the time the Panhandle and Santa Fe Railway pushed through this portion of the county in 1919, Timms City had disappeared.
A History of Lipscomb County, Texas, 1876–1976 (Lipscomb, Texas: Lipscomb County Historical Survey Committee, 1976).
The following, adapted from the Chicago Manual of Style, 15th edition, is the preferred citation for this article.H. Allen Anderson, "TIMMS CITY, TX," Handbook of Texas Online (_URL_ accessed June 19, 2013. Published by the Texas State Historical Association.


text:
This paper utilises computerised textual analysis to explore the extent to which both firm and country characteristics influence mandatory and voluntary risk reporting (MRR and VRR) variations both within and between non-financial firms across Germany, the UK and the US, over the period from 2005 to 2010. We find significant variations in MRR and VRR between firms across the three countries. Further, we find, on average, that German firms tend to disclose significantly higher (lower) levels of risk information mandatorily than UK (US) firms. German firms, on average, tend to reveal considerably higher (lower) levels of VRR than US (UK) firms. Our results document that MRR and VRR variations are significantly influenced by systematic risk, the legal system and cultural values.We also find that country and firm characteristics have higher explanatory power over the observed variations in MRR than over those in VRR.
- automated content analysis
- firm and country characteristics
- mandatory and voluntary risk reporting variations
- repeated measures multilevel analysis


b cli setup or by explicitly setting the HAB_ORIGIN and HAB_ORIGIN_KEYS environment variables, then type the following:
 $ hab studio enter
 The directory you were in is now mounted as /src inside the Studio. By default, a Supervisor runs in the background for iterative testing. You can see the streaming output by running sup-log. Type Ctrl-C to exit the streaming output and sup-term to terminate the background Supervisor. If you terminate the background Supervisor, then running sup-run will restart it along with every service that was previously loaded. You have to explicitly run hab svc unload origin/package to remove a package from the "loaded" list.
 3. Enter the following command to create the package.
 $ build /src/planname
 4. If the package builds successfully, it is placed into a results directory at the same level as your plan.
Managing the Studio Type (Docker/Linux/Windows)
Depending on the platform of your host and your Docker configuration, the behavior of hab studio enter may vary. Here is the default behavior listed by host platform:
 - Linux - A local chrooted Linux Studio. You can force a Docker based studio by adding the -D flag to the hab studio enter command.
 - Mac - A Docker container based Linux Studio
 - Windows - A local Windows studio. You can force a Docker based studio by adding the -D flag to the hab studio enter command. The platform of the spawned container depends on the mode your Docker service is running, which can be toggled between Linux Containers and Windows Containers. Make sure your Docker service is running in the correct mode for the kind of studio you wish to enter.
Note: For more details related to Windows containers see Running Chef Habitat Windows Containers.
Building Dependent Plans in the Studio
Writing plans for multiple packages that are dependent on each other can prove cumbersome when using multiple studios, as you need update dependencies frequently. On the other hand, using a single studio allows you to quickly test your changes by using locally built packages. To do so, you should use a folder structure like this:
$ tree projects
projects/
├── project-a
└── project-b
This way, you can hab studio enter in projects/. If project-b depends on project-a, you can call build project-a && build project-b for example.
Non-interactive Build
A non-interactive build is one in which Chef Habitat creates a Studio for you, builds the package inside it, and then destroys the Studio, leaving the resulting .hart on your computer. Use a non-interactive build when you are sure the build will succeed, or in conjunction with a continuous integration system.
 1. Change to the parent directory of the plan context.
 2. Build the artifact in an unattended fashion, passing the name of the origin key to the command.
 $ hab pkg build yourpackage -k yourname
 Similar to the hab studio enter command above, the type of studio where the build runs is determined by your host platform and hab pkg build takes the same -D flag to force a Docker environment if desired.
 3. The resulting artifact is inside a directory called results, along with any build logs and a build report (last_build.env) that includes machine-parsable metadata about the build.
By default, the Studio is reset to a clean state after the package is built; however, if you are using the Linux version of hab, you can reuse a previous Studio when building your package by specifying the -R option when calling the hab pkg build subcommand.
For information on the contents of an installed package, see Package Contents.
Troubleshooting Builds
Bash Plans: attach
While working on plans, you may wish to stop the build and inspect the environment at any point during a build phase (e.g. download, build, unpack, etc.). In Bash-based plans, Chef Habitat provides an attach function for use in your plan.sh that functions like a debugging breakpoint and provides an easy REPL at that point. For PowerShell-based plans, you can use the PowerShell built-in Set-PSBreakpoint cmdlet prior to running your build.
To use attach, insert it into your plan at the point where you would like to use it, e.g.
do_build() {
attach
make
}
Now, perform a build -- we recommend using an interactive studio so you do not need to set up the environment from scratch for every build.
$ hab studio enter
$ build yourapp
The build system will proceed until the point where the attach function is invoked, and then drop you into a limited shell:
### Attaching to debugging session
From: /src/yourapp/plan.sh @ line 15 :
5: pkg_maintainer="The Chef Habitat Maintainers <_EMAIL_>"
6: pkg_source=_URL_
7: pkg_shasum=c2a791c4ea3bb7268795c45c6321fa5abcc24457178373e6a6e3be6372737f23
8: pkg_bin_dirs=(bin)
9: pkg_build_deps=(core/make core/gcc)
10: pkg_deps=(core/glibc)
11: pkg_exports=(
12: [port]=srv.port
13: )
14:
15: do_build() {
=> 16: attach
17: make
18: }
[1] yourapp(do_build)>
You can use basic Linux commands like ls in this environment. You can also use the help command the Chef Habitat build system provides in this context to see what other functions can help you debug the plan.
[1] yourapp(do_build)> help
Help
help Show a list of command or information about a specific command.
Context
whereami Show the code surrounding the current context
(add a number to increase the lines of context).
Environment
vars Prints all the environment variables that are currently in scope.
Navigating
exit Pop to the previous context.
exit-program End the /hab/pkgs/core/hab-plan-build/0.6.0/20160604180818/bin/hab-plan-build program.
Aliases
@ Alias for whereami.
quit Alias for exit.
quit-program Alias for exit-program.
Type quit when you are done with the debugger, and the remainder of the build will continue. If you wish to abort the build entirely, type quit-program.
PowerShell Plans: Set-PSBreakpoint
While there is no attach function exposed in a plan.ps1 file, one can use the native Powershell cmdlet Set-PSBreakpoint to access virtually the same functionality. Instead of adding attach to your Invoke-Build function, enter the following from inside your studio shell:
[HAB-STUDIO] Habitat:\src> Set-PSBreakpoint -Command Invoke-Build
Now upon running build you should enter an interactive prompt inside the context of the Invoke-Build function:
habitat-aspnet-sample: Building
Entering debug mode. Use h or ? for help.
Hit Command breakpoint on 'Invoke-Build'
At C:\src\habitat\plan.ps1:26 char:23
+ function Invoke-Build {
+ ~
[HAB-STUDIO] C:\hab\cache\src\habitat-aspnet-sample-0.2.0>>
You can now call Powershell commands to inspect variables (like Get-ChildItem variable:\) or files to debug your build.
Package Export Formats
You can export packages into several different external, immutable runtime formats. This topic will be updated as more formats are supported in the future. Currently there are exports for: docker, ACI, mesos, tar, and cloudfoundry.
The command to export a package is hab pkg export <FORMAT> <PKG_IDENT>. See the Chef Habitat CLI Reference Guide for more CLI information.
Note If you specify an origin/package identifier, such as core/postgresql, the Chef Habitat CLI will check Builder for the latest stable version of the package and export that.
If you wish to export a package that is not on Builder, create a Chef Habitat artifact by running the build command, then point hab pkg to the .hart file within the /results directory:
hab pkg export tar ./results/example-app.hart
Read on for more detailed instructions.
Exporting to Docker
You can create a Docker container image for any package by performing the following steps:
 1. Ensure you have a Docker daemon running on your host system. On Linux, the exporter shares the Docker socket (unix:///var/run/docker.sock) into the studio.
 2. Create an interactive studio with the hab studio enter command.
 3. Build the Chef Habitat package from which you want to create a Docker container image and then run the Docker exporter on the package.
 $ hab pkg export docker ./results/<hart-filename>.hart
 Note The command above is for local


text:
Kentucky Countryside in Transition
A Streetcar Suburb and the Origins of Middle-Class Louisville, 1850–1910
Kentucky Countryside in Transition charts the rise of the American middle class at the turn of the twentieth century by examining the migration from the Kentucky countryside to the city and subsequently the suburbs of Louisville. The formation of the middle class in Louisville was fostered by two factors: a boom in white collar employment and the electric streetcar, an innovation that fundamentally changed the urban landscape. Ultimately a narrative of industrialization and modernity, this study focuses on a group of forty-two families who lived at the end of the Broadway Trolley line in an area that came to be known as the Cherokee Triangle. This suburban neighborhood was dominated by white collar commuters who were driven to Louisville by a desire to get ahead but continued to embrace a nostalgia for country life. In this meticulous three generation study, Stephanie Bower follows this group of families as they make the transition from rural farmers and cultivators to city laborers and white collar workers. By mining census records, city directories, and county records, Bower carefully reconstructs the biographical details of residents in an effort to paint a picture of life in this streetcar suburb during this important period of transformation. Regional studies of the middle class during this pivotal era are often overlooked in contemporary scholarship. Consequently, this analysis will be of interest to those researching Louisville, middle class formation, and suburbanization, as well as to local genealogists tracing their family histories.


Tantrum Tracker
Tantrum Tracker is a handy way to keep a record of your children's good or bad behavior for discussion at a more convenient time. The date and time are recorded automatically while you input the location and observed behavior with reminder notes. You award or remove stars or half-stars that you and your child have agreed upon as a desired reward. Tantrum Tracker may be used for as many as nine children. There are no in-app purchases available or add-ons required for the full use of this app. It won't track any information about you or your children - it simply takes the information you enter and stores it in an internal database.
Here's how Tantrum Tracker works:
Little Jimmy threw a fit in Walmart because he couldn't get the latest junky toy that he managed to set his sights on. You want to keep track of his improper behavior but with two other kids in tow, you quickly forget who did what. And by the time you get home, that fleeting thought of writing down the details of Jimmy's fit has long since vanished from your frazzled mind.
Does this sound familiar? Well, that's where the Tantrum Tracker app steps in and allows you to record the details of that fit on your Android phone when it happens so it will be noted for later use. Tantrum Tracker also records good behavior so it can be used to keep track of your child's progress toward an agreed-upon goal.
Sit down with your child and decide what goal he or she wants (toy, special dinner, family outing, etc.) and determine an appropriate number of stars needed to reach that goal. Then simply enter that information into Tantrum Tracker. Following each occurrence of good or bad behavior, use Tantrum Tracker as a quick note-taker to add or remove stars as indicated by the situation and to take notes on the particular behavior.
For additional information, including complete page-by-page screenshots, please visit our website:
Tantrum Tracker Features:
1) Keeps track of up to nine children
2) Date and time of behavior is entered automatically
3) Parent inputs location, description of behavior and number of stars given or taken away
4) Visual display of stars and goal so child can easily see his or her progress
5) No advertising of any sort
6) No in-app purchases offered or required for full app use
7) Secure - absolutely no location tracking or "calling home"
8) Internet use needed only for access to the Home, Help and Legal Stuff pages of the Tantrum Tracker website
Other Possibilities:
1) Reward and track your child's progress during potty training
2) Provide a goal for your child to do better in school
3) Encourage your partner to take out the garbage or perform other household tasks
4) Other uses are limited only by your imagination
Users review
from 1 reviews


home > web.py Sessions
web.py Sessions
Other languages : français |...
Sessions are a way to store information between requests, thereby making http stateful. They work by sending the user a cookie, which maps to a session storage object on the server. When the user requests a page, the client sends the cookie back with the request, web.py loads the session based on the key, and code can request and store information in it.
Sessions are convenient because they allow a programmer to store user state in native Python objects.
Storage types
web.py sessions allow for multiple ways to store the session data. These methods include:
 - DiskStore. Session data is pickled in a designated directory. When instantiating, the first and only argument is the folder where the session information should be stored on disk.
 - DBStore. Session data is pickled and stored in a database. This can be useful if you want to store session data on a separate system. When creating, the DBStore takes 2 arguments: a web.py database instance, and the table name (string). The table which stores the session must have the following schema:
 session_id CHAR(128) UNIQUE NOT NULL,
 atime DATETIME NOT NULL default current_timestamp,
 data TEXT
 - ShelfStore. Data is stored using the python shelve module. When creating, the ShelfStore takes the filename that should be used to store the data.
The storage methods have various performance and setup tradeoffs, so the options allow you to choose what's best for your application.
The following code shows how to use a basic DiskStore session.
import web
urls = (
 '/', 'Index',
 '/login', 'Login',
 '/logout', 'Logout',
web.config.debug = False
app = web.application(urls, locals())
class Index:
 def GET(self):
 if session.get('logged_in', False):
 return 'You are logged inLogout'
 return 'You are not logged in.Login now'
class Login:
 def GET(self):
 session.logged_in = True
 raise web.seeother('/')
class Logout:
 def GET(self):
 session.logged_in = False
 raise web.seeother('/')
if __name__ == '__main__':
Sessions and Reloading/Debug Mode
Is your session data disappearing for seemingly no reason? This can happen when using the web.py app reloader (local debug mode), which will not persist the session object between reloads. Here's a nifty hack to get around this.
# Hack to make session play nice with the reloader (in debug mode)
if web.config.get('_session') is None:
 session = web.session.Session(app, db.SessionDBStore())
 web.config._session = session
 session = web.config._session


text:
Page 7 of 18
Focus was invented by Sid Sackson.
Focus is played on a square board with some of the corners removed. Here is the board with the pieces in the initial position. Players move, and must move, in turn. White moves first.
In Focus stacks of men emerge in any combination of colors. A stack is owned by the player who's color is on top.
- On his turn a player moves a man or a stack of men horizontally or vertically, based on the number of pieces to be moved (e.g. one piece moves 1 square and a three-piece stack moves 3 squares). Stacks may be split in this process: a player may choose for instance to move only the top man (1 square) or the top two men (2 squares) of a higher stack.
- When a stack grows over five pieces tall, the remaining men are removed from the bottom of the stack. Men of a player's own color become'reserves' to be re-entered into the game at a later time, while pieces of the opponent's color are captured.
- Instead of moving a piece, a player may choose to enter one of his reserves on any square of the board, whether vacant, or occupied by a piece of either color.
A player wins when his opponent cannot move a piece, nor enter a reserve on the board.
Note: Focus gave rise to Crossfire.
Focus © Hasbro
Java applet ©


Fishing for POI
Creating Excel or Word files from Java...
Have you ever needed to create a Microsoft Excel or Word file from Java? If you have, did you try to do it from scratch yourself? If you were working with Excel, did you end up creating comma-separated data in a file (CSV files)?
CSV files work very well as long as all you are interested in is the raw data. But what if you are interested in including formulas in your data or need to format your spreadsheet appropriately (with centring, colours, bold, italics etc)? Did you give up in the end, or work with a compromise solution?
As it happens I was recently asked this very question by some Java developers. They were working with a web-based application and wanted to create both Excel and Word files for senior management to access. These files would hold dynamically generated data relevant to their organisation. They therefore needed to be generated programmatically as and when required.
The POI Project
Creating Excel and Word files is hard, not least due to the complex nature of the file formats used by Microsoft for Excel and Word. That is, formats based upon Microsoft's OLE 2 Compound Document format. However, one of the Apache projects does all the hard work for you and makes it very easy to create, read and update Excel, and soon, Word files. This project is called POI. It has already been in development for several years, starting in April 2001. It is currently in version 2.5. You can download it here.
POI is actually more like a number of combined projects, which allow you to create both Word and Excel format files. It can be divided into several sub-projects, in particular:
* POIFS, the oldest and most stable part of the project, which provides facilities for reading and writing OLE 2 Compound Document files.
* HWPF, a port of the Microsoft Word 97 file format to pure Java.
* HSSF, a port of the Microsoft Excel 97(-2002) file format (BIFF8) to pure Java.
In this column we will focus on the use of POI to create Excel files using HSSF.
HSSF for Excel files.
You may wonder what HSSF stands for. Rather provocatively it stands for Horrible SpreadSheet Format (indeed many of the elements of POI have quite provocative names, e.g. DDF - Dreadful Drawing Format, which is the Microsoft Office Drawing format, otherwise known as Escher format).
HSSF provides a way to create Excel spreadsheets as well as to read, modify and write existing spreadsheets. All together it provides:
* low level structures for those with special needs
* an event model API for efficient read-only access
* a full user model API for creating, reading and modifying XLS files
Creating an Excel file with POI
Let's look at the basics of what is needed to create an Excel file. First, we need to create a workbook and add a sheet to it. We will then need to add values for cells, formulas and the like. The program presented in figure 1 illustrates how we can do this using POI.
The code required to create an Excel file using POI
The first thing that this program does is create a new HSSFWorkBook (in line 14). We then create a sheet from this book (in line 15). Finally, we obtain the first row in the sheet in line 16. Note that in POI rows and columns are numbered from zero. Thus, a cell A1 in Excel is obtained from row 0, and cell 0 (in that row).
We now have a workbook object, with a single sheet in it (called Sheet1). In turn the sheet contains a single row.
Lines 18 to 25 now create a set of cells to form that row in order to hold headings for each column in the sheet. Lines 27 to 35 provide data for our very simple spreadsheet. In all cases we obtain the cells in the sheet by accessing the appropriate row element and retrieving a cell form within that row (note that the createCell(short) method takes a short value rather than an int - we thus need to cast to a short when calling this method using an integer literal).
To set the value within the cell we use the setCellValue method. This is an overloaded method, which can take a Boolean, a string, a double, Date or Calendar object. It can thus represent most types of data held in a spreadsheet. It also helps define the type of the data (e.g. cells set with a string will be textual, whereas cells set with a numeric are numerical).
One cell deviates from this; cell 3 in row 1. In this cell we use the method setCellFormula(String). In fact, we pass the string "B2*C2" to this method. This sets the cell to hold a formula where its value will be calculated by executing this formula.
The setCellFormula method takes a string and uses it as a formula for the cell. In our case, the formula is very simple - it multiplies the value held in cell B2 (the second cell in row 1) with the value held in cell C2 (the third cell in row 1). Notice the cells we obtain are from row 1, and cells 1 and 2, but the formula references them as cells B2 and C2. Also notice that the formula does not include the "=" at the start - this will be automatically added by POI.
Once the Spreadsheet has been defined it can be written out to file. This is done in lines 37-39. This creates a FileOutputStream to a file called "text1.xls" and uses the write method on the Workbook object to write its contents out to file. The end result is that the file saved to the file system is now an Excel file that is indistinguishable from any other Excel file. In Figure 2 I have opened this file using Excel:
What the Excel file generated in fig 1 looks like in Excel
Sponsored: Network DDoS protection


node package manager
chat
Chat
Pure Streaming Chat for Node. This is a simple library which implements the core concepts of chat (rooms and connections) without getting tying chat to any particular transport.
Getting Started
The first thing you are going to want to do is create a room:
var chat = require('chat'),
 room = chat.room();
Once you have a room, you can then start connecting clients to the room:
var client = chat.client(room);
At this point, we should probably start listening for messages in the room:
room.on('message', function(msg) {
 if (msg.data) {
 console.log(msg.data);
 }
});
The code above looks specifically for just the data messages that are captured by the room. In addition to the data messages, control messages are also sent which can be captured by examining the type property of the message.
At this point, it's probably worth attempting to communicate with the room. This is done using the write method of the client:
client.write('hello');
Strange, we didn't capture any output. This is because as far as the room is concerned, an unknown client is attempting to send messages and this isn't permitted. While the chat package doesn't perform any authentication it does assume that a package using chat (such as iceman) will. So at a base level, it requires identification:
client.identify({ nick: 'Bill' });
Calling identify on the client stream kicks off a handshake process with the room, and thus we should wait for the client to become ready before writing any messages:
client.once('ready', function(metadata) {
 client.write('hello');
});
For the full example, see examples/hello.js.
Transport Free
Obviously, this isn't the first chat implementation written in Node. It is, however, one of the first to be written that isn't tied to a specific transport implementation (usually WebSockets).
An example of a pure socket level chat server and client can be found in the examples directory.