text:
Promoting Fruit and Vegetable Consumption: Are Coupons More Effective than Pure Price Discounts?
by Diansheng Dong
and Ephraim Leibtag
Economic Research Report No. (ERR-96) 31 pp, June 2010
The U.S. Department of Agriculture administers food and nutrition assistance programs that promote fruit and vegetable consumption. But consumption remains relatively low, with price cited as the main deterrent.
What Is the Issue?
A price-discount strategy in conjunction with existing programs might encourage participants in food and nutrition assistance programs to consume more fruits and vegetables. This study looks at coupons and price discounts, two methods of lowering the cost of fruits and vegetables, and uses household purchase data and a consumer demand model to determine which method may be more successful in encouraging produce consumption.
What Did the Study Find?
Coupons influence consumer behavior through a dual effect-a price-discount effect and an informational advertising effect. Because of this dual effect, the use of a coupon to increase fruit and vegetable purchases may be more effective than a pure price-discount policy or other noncoupon promotion.
- For a 10-percent coupon usage rate, lowering prices by 10 percent with a coupon would increase average weekly quantity purchases by 2 percent for fruits and 2.1 percent for vegetables. (A"coupon usage" rate is defined as the percentage of purchases in which households use the coupon when buying fruits and vegetables in a given time period.) A 30-percent usage rate simulation shows a larger effect-over 6 percent for fruits and over 6.5 percent for vegetables-while a 50-percent usage rate shows just over a 10-percent effect for both fruits and vegetables.
- By comparison, a pure price discount of 10 percent would likely have about a 6-percent effect for both fruits and vegetables.
- If coupon usage turned out to be less than 30 percent, then the overall effect of coupons would be lower than a pure price discount policy because the price discount applies to everybody (it has a 100-percent usage rate).
- The informational effect of coupons might decline as coupon use became more common or if coupons were distributed electronically instead of in paper form.
- Even a 10-percent increase in purchases of fruits and vegetables-the result assuming the highest coupon usage rate-would still leave consumption at about 65 percent of the recommended level of 5 or more servings a day.
The success of attempts to use coupons to increase consumption of fruits and vegetable by low-income households would depend on the distribution method (paper or electronic), on the number of households that actually use the coupons, on the size of the discount offered by the coupon, and on the coupon's ease of use.
How Was the Study Conducted?
This analysis relies on data from the 2004 Nielsen Homescan panel. The data include household purchase information for fruits and vegetables, coupon usage information, and households' demographic characteristics. The 2004 panel was made up of 8,482 households that reported purchases of products marked with bar codes as well as other purchases.
To estimate the dual effect of coupons on fruit and vegetable demand, the marked purchase renewal model was used, including three variables that may affect purchase quantity and/or frequency: (1) the gross price paid, (2) an indicator variable that tracks whether a coupon was used, and (3) the value of a redeemed coupon used during a given shopping trip. Elasticity estimates from the analysis then were used to conduct a simulation to compare the effect of coupons as compared with a pure price discount on fruit and vegetable purchase behavior.


text:
Statewide Census Records that exist for Arkansas are 1830, 1840, 1850, 1860, 1870, 1880, 1890 (fragment, see below), 1900, 1910, 1920, 1930 and 1940. There are Industry and Agriculture Schedules 1850, 1860, 1870 and 1880. Slave Schedules exist for 1850 & 1860. The Mortality Schedules for the years 1850, 1860, 1870 and 1880. Arkansas Territory censuses were recorded in 1823, 1825, and 1827, only the 1823.
There is a large collection of published and compiled federal census records and indexes available at the Arkansas History Commission. All federal census records for the state can also be found there on microfilm. The University of Arkansas Special Collections Library holds the mortality schedules, industry schedules, and agriculture schedules for the state. However, the Arkansas History Commission and the National Archives each hold copies of the state's slave schedules.
The 1890 federal census records for Arkansas no longer exists. However, tax records and other records from the state were compiled by the Arkansas Genealogical Society in an effort to replace that lost data. Many counties have published those records. Researchers can contact the Arkansas Genealogical Society for more information on that replacement project.
Arkansas River settlements, settlements in St. Francis, and settlements in the District of Hopefield (West Memphis) were all included in the 1810 federal territorial census. However, those records no longer exist. The 1820 federal territorial census records, which included the partially Spanish-controlled Miller County, which was also partially located in Texas, also no longer exist.
Starting in 1823 sheriffs in Arkansas Territory were given the task of instituting biennial enumerations. Those took place in 1823, 1825, and 1827, but only the Arkansas County record from 1823 still exists today. 1829 sheriff's census records contained the head of household name, but only parts of those records still exist today. Complete returns are available for the counties of: Arkansas, Chicot, Clark, Conway, Crawford, Crittenden, Independence, Lawrence, Miller (Old), St. Francis, Washington
Sevier and Pope County records from that time have been lost. Sheriffs in Izard, Lafayette, Kempstead, Pulaski, and Phillips counties only submitted the total number of inhabitants. Both the 1823 and 1829 records that still exist are published and publicly available.
Searchable Arkansas Census Databases and other Helpful Links
- Rootsweb Arkansas Census Look Ups (rootsweb.ancestry.com)
- Arkansas Census Project (usgenweb.org)
- Arkansas Census QuickFacts (census.gov)
- Links to Online Arkansas Census Records (census-online.com)
- Arkansas Census Extraction Forms (ancestry.com)
- U.S. Federal Census Guides
- United States Federal Census for Arkansas (search.ancestry.com)
- 1860 Arkansas Federal Census (fold3.com)
- 1900 Arkansas Federal Census (fold3.com)
- Arkansas Census, 1819-70 (search.ancestry.com)
- Arkansas Census, 1840 (search.ancestry.com)
- 1860 Federal Slave Schedule (search.ancestry.com)
- Census 2000 Data for the State of Arkansas (census.gov)
- Overview of the U.S. Census (ancestry.co.uk)
- Arkansas Census Books (amazon.com)

source: m-a-p/FineFineWeb


text:
Inhalt des Dokuments
- © Copyright??
The workshop Sensing Collectives investigated aesthetic practices as the doing (and undoing) of sensorial perceptions and political practices as the doing (and undoing) of collective subjectivities and agencies. Simply put, aesthetic practices shape or disrupt collective ways of sensing; political practices mobilize or contest collective identities and interests of groups of people.
Video: Einführung in den Workshop von Jan-Peter Voß und Keynote von Antoine Hennion

source: openbmb/Ultra-FineWeb


text:
عنوان مقاله [English]
نویسندگان [English]چکیده [English]
This paper provides a modelfor assessing the innovation and governmental corporation maturity in the industrial clusters. Implementing the methods of cluster development needsto assessthis process of maturity.For this reason, policymakers and planners need researches in this area to access to this higher process.This study was carried out by using thequalitative methods,a case study strategy, and performing semi-structured interviews with 16 experts of textile industry and clusters. Findings,takethe innovation and governmental corporation maturity of textile clusters in the Yazd Province into the account in a qualitative way and show that theseclusters is in the second stage of maturity (managed).


text:
Tuesday, June 7, 2016
Chewy Tuesdays is Underway!
It is a ministry of the Burns Flat Cumberland Presbyterian Church conducted on every Tuesday in June and July to feed children in Burns Flat. This year the ministry has expanded to include Dill City. It is more than a food ministry. It is a chance to tell children that God loves them. Children do not heart that simple message enough.
Among the kid-friendly lunch fare are hot dogs, ham and cheese sandwiches, and the long time favorite—peanut butter and jelly sandwiches. There are some simple sides to go with this meal delivered in a decorated paper bag but among them the most valued is fresh fruit.
Fruit is something that many children simple do not get in the course of the summer. Prices have precluded many families from purchasing grapes and bananas and even apples. Regardless of the main course, each meal always includes fruit.
Ministry members have been contacting families that they know have children that might enjoy the Tuesday lunch but so many just don't know about Chewy Tuesdays. The only requirement to receive the meals is that the parents contact the church or the ministry leader, Don Foust and report any food allergies for any of the children receiving meals. It's just that simple. Income level does not matter. Every child needs to be told that God loves them, so it is important that the children are present to receive the meals.
Ministry members also appreciate a phone call if the children will be out of town on any given Tuesday. If you would like your children to receive these meals and this wonderful reminder of God's love, please contact Don Foust: _PHONE_. If you would like to help support this ministry, you may contact Don or the church at _PHONE_. If you can't participate directly but would like to donate, please make your check out to CPC and put Chewy Tuesdays in the "for" line.
The Cumberland Presbyterian Church is located at 205 State Highway 44 in Burns Flat, Oklahoma. The mailing address is PO Box 8, Burns Flat, Oklahoma 73624. The church motto is God's Love in Action!


LMS Spaces - How to add an LMS Course/Space
Specify an association between a CSIS program and LMS space(s).
When you create an association between a CSIS program and an LMS space, that means each new registrant in this CSIS program will automatically be invited by e-mail to access this LMS space (or these spaces), immediately after their successful registration.
See Lifelong Learners (L3) - Enrollment Process for a public description of the registrant's experience of that process.
screenshot showing where the LMS Spaces tab appears on the program detail page
 1. Click the "Add LMS Course/Space" button.
 screenshot of the Select your server question after clicking Add LMS Course/Space
 2. "Select your server" asks you to select which LMS will hold this LMS space. As of early 2018, both "Canvas" and "UW_MOODLE_SPECIAL" are options. By mid-2018, Moodle will no longer be available as an option. Other UW-Madison learning platforms could be added in the future with a technical project.
 screenshot of the Select Your Server dropdown list open
 3. "Select your LMS Course/Space" gives you the option of either "Create New LMS Space" or selecting any of the LMS Spaces you have previously created using CSIS for any other program in your academic unit.
 screenshot after selecting Canvas as the server, with expanded dropdown with list of existing spaces
 - If you select "Create New LMS Space" you now have a one time, irrevocable opportunity to edit the name of this LMS space from the CSIS perspective. Two cautions:
 1. You cannot later edit the name of the space as it appears in CSIS, but you may certainly later edit the LMS space name using LMS-internal tools that affect only what appears in the LMS (e.g., to your learners). But then you set up potential confusion for your staff looking between CSIS and the LMS, because the space names will no longer match.
 2. Before you submit this name, consider the long-term implications of how you'll sort through all of your entire unit's past LMS space names in this dropdown list. For example, if you plan on creating a new LMS space for each offering of this course, you should probably add a date or term-specific label at the end of the LMS space name.
 screenshot of entering the name of the new LMS space
 The instant you click "Submit" here, CSIS will reach out to the LMS and create a new, empty LMS space that is given the initial display title that you selected here. You should go to the LMS right away to make sure you know how to locate the space you just created. You will find the LMS space placed in the LMS category that your IT administrator initially defined for your academic unit (in collaboration with the LMS administrators) when you first began using CSIS for LMS student access management.
 - If you select an existing LMS space, then the relationship within CSIS between this program and that LMS space will be immediately created - in addition to whatever other CSIS programs are also associated with that LMS space.
 If you already have registered participants in this program, those existing participants are not immediately granted access to this space, so that you have some hours to optionally adjust individual access rights first. See the on-screen instructions for next steps.
 screenshot of the message that appears after selecting an existing LMS space, allowing you to decide when and which any past program participants should get access to this space
Frequently asked questions
Why would I want more than one LMS space associated with a program?
 Each "program" (course) defined in CSIS may have one or more (unlimited) numbers of LMS spaces associated with it. This can allow you to, for example:
 - Share certain LMS content or communication tools across multiple courses within a shared LMS space, while also giving students in individual courses access to an LMS space exclusive to their course or cohort.
 - Schedule staggered access dates for particular course content, such as giving short-term access to the content in one LMS space and long-term access to the content in a different LMS space.
Why would I reuse an existing LMS space from a different program?
For example:
 - Self-paced courses that are open across multiple fiscal years need to keep each new fiscal year's CSIS program for this course pointing at the same LMS space over the long term, instead of creating a new LMS space for each fiscal year.
 - When you re-offer a particular course under a new CSIS program, considerations of instructional design work within the LMS may mean it's easier for your staff to clear out student-specific traces and then reuse the LMS space you previously set up, rather than moving all of the LMS content from the old LMS space to the new LMS space.
 - Certificate offerings may prefer to use a single, shared LMS space across all of the courses with that certificate.
How can I change which CSIS program is associated with a particular Canvas space or vice versa, which Canvas spaces are associated with a CSIS program? Generally the best approach is to use this CSIS tool to simply remove the "wrong" space and add the "right" space. If desired, you can then use Canvas tools to copy content from one Canvas space to another.
When necessary, such as when many active students are in a particular space and you need to revise which CSIS programs point to that space, it is possible to contact a campus Canvas administrator who can manually change the "SIS ID" for a Canvas space.
How can I look up in Moodle which CSIS program is associated with a particular Moodle space? Once you are logged into Moodle as a course administrator, navigate to the Moodle space in question, and then view the CSIS association using the menu option:
Course administration -> Users -> Enrollment Methods
Click the magnifying glass next to "UW lifelong learning" to see the details.
How do I change which Moodle space a program is associated with? Generally the best approach is to use this CSIS tool to simply remove the "wrong" space and add the "right" space. But if you have a situation such as multiple Moodle spaces with the same name, changing over time, then it may make more sense to adjust Moodle's understanding of which precise Moodle space you want to mean under the currently displayed Space name as shown in CSIS.
In that case, follow the instructions above for reviewing CSIS-Moodle associations. If you see that the wrong course is linked, remove the "UW Lifelong learning" method from the incorrect course, and then add a new "UW Lifelong learning" method to the class it should go to. Note that changing things on the Moodle end does not inform CSIS of the change - no visible difference will appear in CSIS.
Note: If you (presumably accidentally) remove a CSIS space from a Moodle course and don't associate it to a different Moodle course right away, then UW Moodle will automatically create a new Moodle course for the space. This will happen within 24 hours during a nightly automated clean-up task within UW Moodle.
Keywords:register "net id" netid noncredit online Moodle Canvas "space name" associate association Doc ID:65489
Owner:Paul M.Group:Continuing Studies Information System
Created:2016-07-27 08:54 CSTUpdated:2020-05-14 12:39 CST
Sites:Continuing Studies Information System
Feedback: 0 0


How To Play Call Three Darts
How To Play Pick 3 Darts
Call 3 darts is one of the few games that is different every time you play. Sure the rules are the same but from round to round, game to game, the targets are made up on the fly.
You will need at least two players to get started but as with most games, the more the merrier. So how do you play call three darts?
To play call three darts each player takes turns calling out targets for the active player to hit. If their dart hits they are awarded a point. The player with the most points at the end of ten rounds wins.
It is actually way more fun than it sounds and as with most games, there is a little more to it than just throwing at random targets, so let take a closer look at the full rules.
Call Three Darts Rules
Once the first player reaches the oche, it is up to the person who plays next to call three targets on the board, they can be any number 1-20 or the bullseye.
That player who is up must now try to hit those targets in order with their 3 darts. They get one dart per number, So the first dart must be thrown at the first number called, the 2nd dart will go to the next number and the last dart will go to the 3rd number that was called.
A dart only counts if it hits the correct number that the thrower was aiming for. So if the second dart hits the 3rd number that was called, it does not count.
Each time the correct number is hit, it is worth one point, a double is worth two points and a triple is worth three. The outer ring of the bullseye is worth two points and the middle is worth three.
The player with the highest score at the end of ten rounds wins.
Scoring Call Three Darts
To score call three darts, you can write the player's names across the top of the board, then write the number 1-10 down the left-hand side to signify the 10 rounds.
After a player has thrown the darts you can write their points total for that round under their name. Remember doubles are worth two points and triples are worth three.
At the end of the game, you can add each column up and the player with the highest total wins.
Alternatively, you can make 2 columns for each player. In the first column, you would mark the score for the round and the second column will be a running total (sum of all rounds played so far).
In the event of a tie, additional rounds are added until there is a clear winner.
Call Three Tips & Strategies
Calling numbers all around the board will keep your opponents on their toes. Going from 6 to 13 to 17 is not fun.
If you know the numbers your opponent is weak at, make them go for those.
Call Three Darts Variations
Instead of making one dart per number called you can have it so that the thrower must hit the first number before they can move to the second, and second before they can go for the third.
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How many points is a bullseye in darts worth
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The Best Dartboard Cabinets Reviewes
10 Best Dart Board Cabinets REVIEWED FOR 2021


text:
About Edinburgh Fringe Festival -- Alternative Theatre in Scotland
Travel to the Edinburgh Fringe Theatre Festival in Scotland and see new forms of theater from all over the world! In this course you will learn to navigate the largest Fringe Festival in the world with confidence. Attend shows by international companies, experience experimental theater, and see new work by contemporary playwrights. By attending and critically evaluating a wide range of new performance created by artists from all over the world, you will have the opportunity to engage in a more complex way with the relationship of theatre, culture, and national identity – transforming your understanding of theatre and your world.
The Alternative Theatre course focuses on developing an international perspective on theatre's relationship to culture and identity by experiencing and evaluating diverse aesthetic viewpoints from artists all over the world. In doing so, the course also covers a wide range of general or liberal education objectives.
August 9 - 23, 2017
Kym Longhi has cultivated her artistic vision as an actor, mime, writer, director, teacher and artist for nearly 3 decades. Her experience encompasses classical speaking theater, experimental theater, mime and dance. She is the first certified Margolis Method instructor in the United States and is registered as an RYT 200.
Housing and Meals
Housing is dorm-style in a hostel. Limit 4 to a room. Welcome meal is included; remaining meals are up to the student.
Organized excursions will include a bus tour of the Scottish Highlands, and a walking tour of the city of Edinburgh.
Contact Kym Longhi _EMAIL_ for more information.


text:
During the gravel packing and fracturing processes in deviated wells the flows can follow complicated three-dimensional paths in the treating string. In this paper we present the formulation of a three-dimensional numerical model of fluid and solids transport for evaluation and design of these completion events. The simulator tracks the slurry flow from the surface, throughout the wellbore, and into the perforations. It treats fluid return and loss into the formation. The model simulates fluid displacement, gravel settling, dune formation, bridging, fluid flow through packed solids and flow into and out of screens.
We present validation results against laboratory and field data for various fluids, deviations, pumping rates, and solids loading.


Skip to main content
How to create Expectations that span multiple Batches using Evaluation Parameters
This guide will help you create ExpectationsA verifiable assertion about data. that span multiple BatchesA selection of records from a Data Asset. of data using Evaluation ParametersA dynamic value used during Validation of an Expectation which is populated by evaluating simple expressions or by referencing previously generated metrics. (see also Evaluation Parameter StoresA connector to store and retrieve information about parameters used during Validation of an Expectation which reference simple expressions or previously generated metrics.). This pattern is useful for things like verifying that row counts between tables stay consistent.
Prerequisites: This how-to guide assumes you have:
 - Completed the Getting Started Tutorial
 - A working installation of Great Expectations
 - Configured a Data ContextThe primary entry point for a Great Expectations deployment, with configurations and methods for all supporting components..
 - Configured a DatasourceProvides a standard API for accessing and interacting with data from a wide variety of source systems. (or several Datasources) with at least two Data AssetsA collection of records within a Datasource which is usually named based on the underlying data system and sliced to correspond to a desired specification. and understand the basics of Batch RequestsProvided to a Datasource in order to create a Batch..
 - Also created Expectations SuitesA collection of verifiable assertions about data. for those Data Assets.
 - Have a working Evaluation Parameter store. (The default in-memory StoreA connector to store and retrieve information about metadata in Great Expectations. from great_expectations init can work for this.)
 - Have a working CheckpointThe primary means for validating data in a production deployment of Great Expectations.
Steps
In a notebook,
1. Import great_expectations and instantiate your Data Context
import great_expectations as ge
context = ge.DataContext()
2. Instantiate two Validators, one for each Data Asset
We'll call one of these ValidatorsUsed to run an Expectation Suite against data. the upstream Validator and the other the downstream Validator. Evaluation Parameters will allow us to use Validation ResultsGenerated when data is Validated against an Expectation or Expectation Suite. from the upstream Validator as parameters passed into Expectations on the downstream.
It's common (but not required) for both Batch Requests to have the same Datasource and Data ConnectorProvides the configuration details based on the source data system which are needed by a Datasource to define Data Assets..
batch_request_1 = BatchRequest(
datasource_name="my_datasource",
data_connector_name="my_data_connector",
data_asset_name="my_data_asset_1"
)
upstream_validator = context.get_validator(batch_request=batch_request_1, expectation_suite_name="my_expectation_suite_1")
batch_request_2 = BatchRequest(
datasource_name="my_datasource",
data_connector_name="my_data_connector",
data_asset_name="my_data_asset_2"
)
downstream_validator = context.get_validator(batch_request=batch_request_2, expectation_suite_name="my_expectation_suite_2")
3. Disable interactive evaluation for the downstream Validator
downstream_validator.interactive_evaluation = False
Disabling interactive evaluation allows you to declare an Expectation even when it cannot be evaluated immediately.
4. Define an Expectation using an Evaluation Parameter on the downstream Validator
eval_param_urn = 'urn:great_expectations:validations:my_expectation_suite_1:expect_table_row_count_to_be_between.result.observed_value'
downstream_validator.expect_table_row_count_to_equal(
value={
'$PARAMETER': eval_param_urn, # this is the actual parameter we're going to use in the validation
}
)
The core of this is a $PARAMETER : URN pair. When Great Expectations encounters a $PARAMETER flag during ValidationThe act of applying an Expectation Suite to a Batch., it will replace the URN with a value retrieved from an Evaluation Parameter Store or Metrics StoreA connector to store and retrieve information about computed attributes of data, such as the mean of a column. (see also How to configure a MetricsStore).
This declaration above includes two $PARAMETERS. The first is the real parameter that will be used after the Expectation Suite is stored and deployed in a Validation Operator. The second parameter supports immediate evaluation in the notebook.
When executed in the notebook, this Expectation will generate a Validation Result. Most values will be missing, since interactive evaluation was disabled.
{
"result": {},
"success": null,
"meta": {},
"exception_info": {
"raised_exception": false,
"exception_traceback": null,
"exception_message": null
}
}
danger
Your URN must be exactly correct in order to work in production. Unfortunately, successful execution at this stage does not guarantee that the URN is specified correctly and that the intended parameters will be available when executed later.
5. Save your Expectation Suite
downstream_validator.save_expectation_suite(discard_failed_expectations=False)
This step is necessary because your $PARAMETER will only function properly when invoked within a Validation operation with multiple Validators. The simplest way to execute such an operation is through a :ref:Validation Operator <reference__core_concepts__validation__validation_operator>, and Validation Operators are configured to load Expectation Suites from Expectation StoresA connector to store and retrieve information about collections of verifiable assertions about data., not memory.
6. Execute an existing Checkpoint
You can do this within your notebook by running context.run_checkpoint.
results = context.run_checkpoint(
checkpoint_name="my_checkpoint"
)
7. Rebuild Data Docs and review results in docs
You can do this within your notebook by running:
context.build_data_docs()
You can also execute from the command line with:
great_expectations docs build
Once your Data DocsHuman readable documentation generated from Great Expectations metadata detailing Expectations, Validation Results, etc. rebuild, open them in a browser and navigate to the page for the new Validation Result.
If your Evaluation Parameter was executed successfully, you'll see something like this:
image
If it encountered an error, you'll see something like this. The most common problem is a mis-specified URN name.
image


Cylindrical Eigenfunction Expansion
From WikiWaves
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Introduction
There are any situations where we want to expand the three-dimensional linear water wave solution in cylindrical co-ordinates. For example, scattering from a Bottom Mounted Cylinder or scattering from a Circular Floating Elastic Plate. In these cases it is easy to find the solution by an expansion in the cylindrical eigenfunctions. If the depth dependence can be removed the solution reduces to a two dimensional problem (see Removing The Depth Dependence). While the theory here does apply in this two dimensional situtation, the theory is presented here for the fully three dimensional (depth dependent) case. We begin by assuming the Frequency Domain Problem.
Outine of the theory
The problem for the complex water velocity potential in suitable non-dimensionalised cylindrical coordinates, [math]\phi (r,\theta,z)[/math], is given by
[math] \frac{1}{r} \frac{\partial}{\partial r} \left( r \frac{\partial \phi}{\partial r} \right) + \frac{1}{r^2} \frac{\partial^2 \phi}{\partial \theta^2} + \frac{\partial^2 \phi}{\partial z^2} = 0, \quad (r,\theta,z) \in \Omega [/math]
[math]\frac{\partial \phi}{\partial z} = \alpha \phi , \quad z=0 [/math]
[math] \frac{\partial \phi}{\partial z} = 0, z=-h [/math]
In three-dimensions the Sommerfeld Radiation Condition is
[math] \sqrt{|\mathbf{r}|}\left( \frac{\partial}{\partial|\mathbf{r}|} - \mathrm{i} k \right) (\phi-\phi^{\mathrm{{I}}})=0,\;\mathrm{{as\;}}|\mathbf{r}|\rightarrow\infty\mathrm{.} [/math]
where [math]\phi^{\mathrm{{I}}}[/math] is the incident potential.
The solution of the problem for the potential in finite water depth can be found by a separation ansatz,
[math] \phi (r,\theta,z) =: Y(r,\theta) Z(z).\, [/math]
Substituting this into the equation for [math]\phi[/math] yields
[math] \frac{1}{Y(r,\theta)} \left[ \frac{1}{r} \frac{\partial}{\partial r} \left( r \frac{\partial Y}{\partial r} \right) + \frac{1}{r^2} \frac{\partial^2 Y}{\partial \theta^2} \right] = - \frac{1}{Z(z)} \frac{\mathrm{d}^2 Z}{\mathrm{d} z^2} = k^2. [/math]
The possible separation constants [math]k[/math] will be determined by the free surface condition and the bed condition.
Separation of variables for a free surface
We use separation of variables
We express the potential as
[math] \phi(x,z) = X(x)Z(z)\, [/math]
and then Laplace's equation becomes
[math] \frac{X^{\prime\prime}}{X} = - \frac{Z^{\prime\prime}}{Z} = k^2 [/math]
The separation of variables equation for deriving free surface eigenfunctions is as follows:
[math] Z^{\prime\prime} + k^2 Z =0. [/math]
subject to the boundary conditions
[math] Z^{\prime}(-h) = 0 [/math]
and
[math] Z^{\prime}(0) = \alpha Z(0) [/math]
We can then use the boundary condition at [math]z=-h \, [/math] to write
[math] Z = \frac{\cos k(z+h)}{\cos kh} [/math]
where we have chosen the value of the coefficent so we have unit value at [math]z=0[/math]. The boundary condition at the free surface ([math]z=0 \,[/math]) gives rise to:
[math] k\tan\left( kh\right) =-\alpha \, [/math]
which is the Dispersion Relation for a Free Surface
The above equation is a transcendental equation. If we solve for all roots in the complex plane we find that the first root is a pair of imaginary roots. We denote the imaginary solutions of this equation by [math]k_{0}=\pm ik \,[/math] and the positive real solutions by [math]k_{m} \,[/math], [math]m\geq1[/math]. The [math]k \,[/math] of the imaginary solution is the wavenumber. We put the imaginary roots back into the equation above and use the hyperbolic relations
[math] \cos ix = \cosh x, \quad \sin ix = i\sinh x, [/math]
to arrive at the dispersion relation
[math] \alpha = k\tanh kh. [/math]
We note that for a specified frequency [math]\omega \,[/math] the equation determines the wavenumber [math]k \,[/math].
Finally we define the function [math]Z(z) \,[/math] as
[math] \chi_{m}\left( z\right) =\frac{\cos k_{m}(z+h)}{\cos k_{m}h},\quad m\geq0 [/math]
as the vertical eigenfunction of the potential in the open water region. From Sturm-Liouville theory the vertical eigenfunctions are orthogonal. They can be normalised to be orthonormal, but this has no advantages for a numerical implementation. It can be shown that
[math] \int\nolimits_{-h}^{0}\chi_{m}(z)\chi_{n}(z) \mathrm{d} z=A_{n}\delta_{mn} [/math]
where
[math] A_{n}=\frac{1}{2}\left( \frac{\cos k_{n}h\sin k_{n}h+k_{n}h}{k_{n}\cos ^{2}k_{n}h}\right). [/math]
Separation of Variable for the [math]r[/math] and [math]\theta[/math] coordinates
For the solution of
[math] \frac{1}{r} \frac{\partial}{\partial r} \left( r \frac{\partial Y}{\partial r} \right) + \frac{1}{r^2} \frac{\partial^2 Y}{\partial \theta^2} = k_m^2 Y(r,\theta), [/math]
we use the separation
[math] \,\!Y(r,\theta) =: R(r) \Theta(\theta). [/math]
Substituting this into Laplace's equation yields
[math] \frac{r^2}{R(r)} \left[ \frac{1}{r} \frac{\mathrm{d}}{\mathrm{d}r} \left( r \frac{\mathrm{d} R}{\mathrm{d}r} \right) - k_m^2 R(r) \right] = - \frac{1}{\Theta (\theta)} \frac{\mathrm{d}^2 \Theta}{\mathrm{d} \theta^2} = \eta^2, [/math]
where the separation constant [math]\eta[/math] must be an integer, say [math]\nu[/math], in order for the potential to be continuous. [math]\Theta (\theta)[/math] can therefore be expressed as
[math] \Theta (\theta) = C \, \mathrm{e}^{\mathrm{i} \nu \theta}, \quad \nu \in \mathbb{Z}. [/math]
We also obtain the following expression
[math] r \frac


text:
Participants in the Métis Heritage Festival.
Click here for larger picture.
On June 17, 2017, the Métis Nation of Ontario (MNO) Peterborough and District Wapiti Métis Council (PDWMC) hosted Métis Heritage Day in Peterborough at two fantastic locations.
The morning consisted of activities at the Canadian Canoe Museum, where families had the opportunity to tour the museum and participate in hands-on activities including finger-weaving, beading, bannock making, paddle painting, fire-starting and more. The afternoon activities were held at the Ontario Federation of Anglers and Hunters Mario Cortellucci Hunting and Fishing Heritage Centre. These activities included fishing in the Shimano Pond and use of the archery and air gun range.
The purpose of the day was to bring families together to learn about their culture and heritage and to have a lot of fun! The MNO PDWMC reports that there was an awesome turnout and that it was great to see old and new faces.
Posted: July 12, 2017


text:
By Jocelyn Turner
Amherst Daily News
AMHERST – Red, white and blue with a bright yellow star will be donned today in honour of Acadian Day.
The Cumberland County Museum will be holding different exhibits in honour of Acadian history in Nova Scotia. One of the exhibits featured at the museum is about the dykes built by Acadians all around Cumberland County and Nova Scotia, some of the artifacts having been lent to the museum by Acadian history enthusiast Dana Rushton.
"There's a lot of French history here in Nova Scotia," said Rushton. "What the Acadians did in claiming the marsh land here was a new technology (here) that was used in Europe since the time of the Romans. How they applied it here, however, was unique with no government money to influence them. It was a community effort."
The dykes were built to keep the fields full of nutrients in order for them to farm. Rushton said taking the time to remember the role they played in building communities in the area is important.
"The face of the landscape today is, strictly in its essence, was originated from what the Acadians did when they dyked the land. Things have changed and the dykes today aren't the same dykes the Acadians made but the influence that they had. The system they created is still used today."
Diana Shaw said there will be other displays about Acadian history at the museum to coincide with the dyke exhibit.
"Because of the significance of Beaubassin in our area, that (dykes built by Acadians) should be something that we would recognize," she said. "We have this primary exhibit here for the dykes, but in our exhibit area we will have more information (about the Acadians) and we have pulled all of our early Acadian information to have it available for people who may want to come and do genealogy."
The Acadian exhibit will run for the rest of the month of August.

source: HuggingFaceFW/fineweb-edu


text:
Study Reveals Long-Term Health Challenges for 40 Million Women After Childbirth
A new study published in The Lancet Global Health journal sheds light on the long-term health challenges women face after childbirth. According to the research, at least 40 million women annually are likely to experience enduring health issues following childbirth, with various symptoms persisting for months or even years.
The study, part of The Lancet Series titled "Maternal health in the perinatal period and beyond," uncovered significant postnatal health problems affecting women globally. Among the findings, dyspareunia, or pain during sexual intercourse, was reported by 35% of postpartum women, while 32% experienced low back pain. Other prevalent symptoms included involuntary urination (8-31%), anxiety (9-24%), depression (11-17%), and perineal pain (11%).
Notably, the study emphasized that many of these postnatal conditions extended beyond the timeframe where women typically have access to postnatal services, calling for greater recognition and care within the healthcare system.
The research highlighted the lack of recent high-quality guidelines for treating these conditions, particularly in low- and middle-income countries (LMICs). The authors stressed the importance of effective care throughout pregnancy and childbirth as a critical preventive measure to detect risks and avoid complications leading to lasting health issues.
Dr. Pascale Allotey, Director of Sexual and Reproductive Health and Research at WHO, emphasized the enduring impact of postpartum conditions on women's daily lives, urging healthcare providers to address these concerns to ensure women not only survive childbirth but also enjoy good health and quality of life throughout their lives.
The study's findings underscore the need for increased attention to the long-term health of women, both after and before pregnancy, urging comprehensive healthcare support to enhance the well-being of mothers worldwide.


text:
Offer: Alston Bannerman Fellowship Program (for U.S. activists)
The Alston Bannerman Fellowship Program was founded in 1988 to honor and support longtime activists of color by giving them the resources to take time out for reflection and renewal. Fellows receive a $25,000 award to take sabbaticals for three months or more.
To qualify for an Alston Bannerman Sabbatical Fellowship, you must:
- be a person of color
- have more than 10 years of community organizing experience
- be committed to continuing social change work in communities of color
- live in the United States, Puerto Rico, Guam, American Samoa,or US Virgin Islands
Beyond the basic eligibility criteria, the Alston/Bannerman Program seeks applicants whose work:
- Attacks roots causes of inequity by organizing those affected to take strategic collective action.
- Challenges the systems that perpetrate injustice and effects institutional and structural change.
- Builds community capacity for democratic participation and develops grassroots leadership.
- Acknowledges the cultural values of the community.
- Creates accountable participatory structures in which community members have decision-making power.
- Contributes to building a movement for social change by making connections between issues, developing alliances with other constituencies and collaborating with other organizations.
2010 Fellowship Application Deadline is April 13


CUSIP is a 9 character long identifier. The last digit is a check sum checking the first 8 previous characters. This seems to me that it is not possible for two securities to have the same 8 characters and different check sum. I know this is not exactly quantitative, but I haven't found a forum where I could ask.
Source: _URL_
 - 2
 $\begingroup$ No, for exactly the reasons you state, two CUSIPs cannot differ in inly the last digit. The last digit is a function of the first 8 digits, and any ordered set of 8 digits has only one proper checksum. If two CUSIPs are the same except for rhe last digit, one of them is not a CUSIP, and in fact making that determination is the very purpose of the checksum digit $\endgroup$ – Dan Bron Nov 21 '14 at 12:16
No, 9th character is computed using deterministic algorithm described here: _URL_
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text:
Relating to or denoting a large language family of eastern Asia whose branches include Sinitic (Chinese), Tibeto-Burman (Burmese and Tibetan), and, in some classifications, Tai (Thai and Lao). They are tonal languages, but the exact relationships among them are unclear.
- A member of the Sino-Tibetan family of languages, Thai is one of the oldest languages in East or Southeast Asia.
- The Tibetan language belongs to the Sino-Tibetan family.
- Zhuang belongs to the Sino-Tibetan language family.
The Sino-Tibetan language family.
- Balti, spoken in the extreme Northeast, belongs to the Sino-Tibetan, rather than the Indo-European, language family.
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I have a generic N-ary expression tree and I want to convert the same to a binary tree. Is there any well defined algorithms to do the same?
I tried going thro' different algorithms of converting N-ary tree to expression tree like _URL_ but thats not going to work, as they don't worry about precedence and all.
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Can you expand on your requirements for the binary tree, vs the nary tree? Anything specific... or is your only requirement that children of a node, are simply still descendants of the same node? – ChrisCM Jun 4 '13 at 13:52
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1 Answer
Simple answer.
Step 1: Convert N-ary expression tree with different levels of precedence into an N-ary tree where each node has only a single level of precedence.
Step 2: Convert that tree into a binary tree.
If you're seeking a straightforward solution rather than an efficient one, it may be easy to explode each node into levels matching your precedence, then after you have a binary tree collapse out the obviously useless nodes. If you want a more efficient solution, then you'll want to be more cautious in the initial expansion.
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text:
Technical Report,01 May 2014,01 May 2017
Duke University Durham United States
Pagination or Media Count:
The geolocation system Alidade, developed with support from this research contract, is a passive IP geolocation system that is fundamentally different from all prior research systems since it computes predictions for the entire IP address space while absolutely refraining from issuing any measurement probes of its own, either before or after it is presented with the IP addresses. Although the system outputs for each IP address a point-based prediction for comparing its predictions with that of the other geolocation systems, Alidades geolocation prediction is a polygonal feasible region that represents all possible locations of the IP address.
- Direction Finding


Jounce
From Wikipedia, the free encyclopedia
Jump to: navigation, search
In physics, jounce or snap is the fourth derivative of the position vector with respect to time, with the first, second, and third derivatives being velocity, acceleration, and jerk, respectively; in other words, the jounce is the rate of change of the jerk with respect to time. Jounce is defined by any of the following equivalent expressions:
\vec s =\frac {d \vec j} {dt}=\frac {d^2 \vec a} {dt^2}=\frac {d^3 \vec v} {dt^3}=\frac {d^4 \vec r} {dt^4}
The following equations are used for constant jounce:
\vec j = \vec j_0 + \vec s \,t
\vec a = \vec a_0 + \vec j_0 \,t + \frac{1}{2} \vec s \,t^2
\vec v = \vec v_0 + \vec a_0 \,t + \frac{1}{2} \vec j_0 \,t^2 + \frac{1}{6} \vec s \,t^3
\vec r = \vec r_0 + \vec v_0 \,t + \frac{1}{2} \vec a_0 \,t^2 + \frac{1}{6} \vec j_0 \,t^3 + \frac{1}{24} \vec s \,t^4
where
\vec s : constant jounce,
\vec j_0 : initial jerk,
\vec j : final jerk,
\vec a_0 : initial acceleration,
\vec a : final acceleration,
\vec v_0 : initial velocity,
\vec v : final velocity,
\vec r_0 : initial position,
\vec r : final position,
t : time between initial and final states.
The notation \vec s (used in [1]) is not to be confused with the displacement vector commonly denoted similarly. Currently, there are no well-accepted designations for the derivatives of jounce. The fourth, fifth and sixth derivatives of position as a function of time are "sometimes somewhat facetiously"[1][2] referred to as Snap, Crackle and Pop respectively. Because higher-order derivatives are not commonly useful, there has been no consensus among physicists on the proper names for derivatives above jounce.[2] Despite this, physicists have proposed other names such as "Lock", "Drop", "Shot" and "Put" for higher-ordered derivatives.
The dimensions of jounce are distance per (time to the power of 4). In SI units, this is "metres per quartic second", "metres per second per second per second per second", m/s4, m · s−4, or 100 Gal per second squared in CGS units. This pattern continues for higher order derivatives, with the 5th being m/s5.
References[edit]
 1. ^ a b Visser, Matt (2004-07-24). "Jerk, Snap, and the Cosmological Equation of State". Classical and Quantum Gravity 21 (11): 2603–2616. arXiv:gr-qc/_PHONE_. Bibcode:2004CQGra..21.2603V. doi:10.1088/0264-9381/21/11/006.
 2. ^ a b Gragert, Stephanie (November 1998). "What is the term used for the third derivative of position?". Usenet Physics and Relativity FAQ. Math Dept., University of California, Riverside. Retrieved 2008-03-12.
External links[edit]


From Wikipedia, the free encyclopedia
Jump to: navigation, search
Tesem couple.png
A drawing of two Tesems
Other names tsm
Country of origin Egypt
Patronage Egypt
Classification / standards
Dog (Canis lupus familiaris)
Tesem (Dog tsm.png = tsm) was the Ancient Egyptian name for "hunting dog". In popular literature it denotes the prick-eared, leggy dog with a curled tail from the early Egyptian age, but it was also used with reference to the lop-eared "saluki/sloughi" type;,[1] it was one of several types of dogs in Ancient Egypt, particularly the latter type had an appearance most similar to that of a greyhound..
Examples of three different types of dogs shown on Egyptian monuments
Three main types of dogs are shown in Ancient Egypt, these being the pariah dog, the greyhound-like dog and a molosser-type dog.[2] It is assumed that there were two types of greyhound-like breeds, these being the older Tesem [3] and the saluki/sloughi type.[4] The two greyhound-types were clearly distinguished in tomb decorations,[5] with the Tesem thought to be similar to modern pariah dogs.[6] One writer believed that the name Tesem applied to both types of greyhound-like dogs.[1]
The prick-eared Tesem's origins are presumed to be from further south than Egypt, from Nubia and also the Land of Punt,[7] whose location is unclear but thought to be to the south east of Egypt on the Horn of Africa.[8]
A drawing of a Tesem type dog appears in Nagada, dated from the Protodynastic Period of Egypt (dated 3200 BC to 3000 BC). The dogs were drawn with upright ears and a tightly curled tail.[9] One of the earliest known recordings of these dogs is the "Khufu dog" from the tomb of King Khufu,[10] who reigned between 2609–2584 BC.[11] This dog was named Akbaru, and was depicted wearing a collar.[10]
They continued to appear during the Middle Kingdom period (2055 BC and 1650 BC), but by the time of the New Kingdom (1550 BC - 1069 BC), they were replaced by dogs with hanging ears and a straight tail.[9] These dogs were of the saluki/sloughi type.[12]
The Pharaoh Hound of Malta and the Cirneco dell'Etna of Sicily were both popularly and controversially thought to be possible descendants of the Tesem.[13] [14]
Ancient Egyptians gave the name Tesem to the early curly tailed dogs that resembled a sighthound.[15] These dogs were featured on monuments,[15] and in wall paintings that showed their lean body with noticeable prick ears.[7] They had a greyish-yellow coat, with long legs and a broad prominent forehead. Their size exceeded the Pariah dogs of the time. The structure of their skeleton was closer to the modern terrier than that of the modern greyhound.[16]
See also[edit]
 1. ^ a b Brixhe, Jean. 1996 Lévriers, chiens de chasse, de travail et de compagnie dans l'Egypte ancienne. University of Liege
 2. ^ "The manners and customs of the ancient Egyptians". Archive.org. Retrieved 2012-10-24.
 3. ^ "Life in ancient Egypt". Archive.org. Retrieved 2012-10-24.
 5. ^ Goldwasser (2002): p. 106
 6. ^ Goldwasser (2002): p. 93
 7. ^ a b The Origins and Development of African Livestock: Archaeology, Genetics, Linguistics and Ethnography (Blench, Roger; MacDonald, Kevin ed.). Routledge. 1999. p. 317. ISBN 978-1-84142-018-9.
 8. ^ Najovits, Simson (2004). Egypt, the Trunk of the Tree. Algora Publishing. p. 258. ISBN 978-0-87586-256-9.
 9. ^ a b Bard, Kathryn A. (1999). Encyclopedia of the Archaeology of Ancient Egypt. Routledge. p. 359. ISBN 978-0-415-18589-9.
 10. ^ a b Cunliffe, Juliette (1999). The Encyclopedia of Dog Breeds. Bath: Paragon. p. 70. ISBN 0-7525-8018-3.
 11. ^ Hamblin, William J. (2006). Warfare in the Ancient Near East to 1600 BC. Routledge. p. 331. ISBN 978-0-415-25589-9.
 12. ^ Goldwasser, Orly (2002). Prophets, Lovers and Giraffes. Harrassowitz Verlag. p. 93. ISBN 978-3-447-04590-2.
 13. ^ Mormino, Vincenzo. "The Sicilian Hound". Best of Sicily Magazine. Retrieved 11 February 2011.
 14. ^ Petr Fismol. "Pharaoh hound - el Negma kennel". Elnegma.com. Retrieved 2012-10-24.
 15. ^ a b Naville, Edouard (1914). The Cemeteries of Abydos. Part 1. _PHONE_. London: Egypt Exploration Fund. p. 40.
 16. ^ Lydekker, R (1916). Wild Life of the World III. London: Frederick Warne and Co. p. 19.
Goldwasser, Orly (2002). Prophets, Lovers and Giraffes. Harrassowitz Verlag. ISBN 978-3-447-04590-2.


3
The default.settings.php file contains the following comment:
For enhanced security, you may set this variable to the contents of a file outside your document root; you should also ensure that this file is not stored with backups of your database.
Example:
$settings['hash_salt'] = file_get_contents('/home/example/salt.txt');
Assuming the attacker was able to create a PHP file inside my Drupal installation, in which way does writing the hash salt in a file increases the security? In any case, the attacker would be able to read the value for $settings['hash_salt']. Eventually, the attacker could change the value for $settings['hash_salt'], but does doing this make any sense for the attackers to do?
1 Answer 1
4
The main reason to do this is to prevent the salt from accidentally being committed to your content versioning system.
Most advanced hosting environments (both Drupal hosts and all-in-one Drupal stacks) provide ways to do this.
Similarly, it is useful to go through the trouble of abstracting DB settings and the like, both for security and to make it easier to move your code from one environment to the next.
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text:
Abstract—This paper designs and implements an augmented reality based game of air hockey. It presents a new approach for playing the game using physical mallets and a virtual puck, with the help of low cost hardware devices. The motivation behind the paper is to provide a similar game experience even after introducing the virtual elements. This is achieved by keeping the mallet in the physical space while tracking it using a real-time camera, providing haptic and auditory feedback, and simulating the dynamics of a real air hockey table. It also provides interesting enhancements like playing the game over a distance and extending the game for more than two players. This also offers a major cost reduction over traditional air hockey.
Index Terms—Games, machine vision, user interfaces, virtual reality.
G. Trivedi is a student at the National Institute of Technology Karnataka, Surathkal, India (e-mail: _EMAIL_).
S. Gupta is a student at the National Institute of Technology Karnataka, Surathkal, India (e-mail: _EMAIL_).
Cite: Gaurav Trivedi and Saket Gupta, "Airhockey on An Interactive Table Top Surface," International Journal of Modeling and Optimization vol. 2, no. 4, pp. 427-431, 2012.


In this guide, we'll set up an Active-Active database, formerly known as CRDB (Conflict-free Replicated DataBase) spanning across two Redis Enterprise Software clusters for test and development environments. Here are the steps:
 - Step 1: Run two Redis Enterprise Software (RS) Docker containers
 - Step 2: Set up each container as a cluster
 - Step 3: Create a new Redis Enterprise Active-Active database
 - Step 4: Test connectivity to the Active-Active database
To run an Active-Active database on installations from the RS download package, set up two RS installations and continue from Step 2.
Note:
This getting started guide is for development or demonstration environments. To set up an Active-Active database in a production environment, use the instructions for creating an Active-Active database.
Step 1: Run two containers
To spin up two RS containers, run these commands:
docker run -d --cap-add sys_resource -h rp1_node1 --name rp1_node1 -p 8443:8443 -p 9443:9443 -p 12000:12000 redislabs/redis
docker run -d --cap-add sys_resource -h rp2_node1 --name rp2_node1 -p 8445:8443 -p 9445:9443 -p 12002:12000 redislabs/redis
The -p options map the admin console port (8443), REST API port (9443), and database access port differently for each container to make sure that all containers can be accessed from the host OS that is running the containers.
Step 2: Setup two clusters
 1. For cluster 1, direct your browser to https://localhost:8443 on the host machine to see the Redis Enterprise Software web console. Simply click the Setup button on the page to get started.
 Note:
 Depending on your browser, you may see a certificate error. Continue to the website.
 getstarted-setup
 2. On the node configuration page, select your default settings and provide a cluster FQDN, for example cluster1.local. Then click Next button.
 getstarted-nodeconfig
 3. If you don't have a license key, click the Next button to try the trial version of the product.
 4. On the next screen, set up a Cluster Administrator account using an email for the login and a password.
 getstarted-admincredentials
 5. Click OK to confirm that you are aware of the replacement of the HTTPS SSL/TLS certificate on the node, and proceed through the browser warning.
Repeat the same operations for cluster 2 with these differences:
 - In your web browser, go to https://localhost:8445 to set up the cluster 2.
 - For the Cluster name (FQDN), enter a different name, such as cluster2.local.
Now we have two Redis Enterprise Software clusters with FQDNs cluster1.local and cluster2.local.
Step 3: Create a Redis Active-Active database
 1. After you login to cluster1.local, select the Redis database and deployment type Geo-Distributed. Then click Next.
 new_geo-distrbuted
 2. In create database, click the show advanced option and:
 1. For the database name, enter: database1
 2. For the endpoint port number, enter: 12000
 3. In the participating clusters list, add the address and admin credentials for:
 - _URL_ - the cluster you are currently connected to
 - _URL_ - the other cluster
 4. In Database clustering, either:
 - Make sure that Database clustering is enabled and select the number of shards that you want to have in the database. When database clustering is enabled, databases are subject to limitations on Multi-key commands. You can increase the number of shards in the database at any time.
 - Clear Database clustering to use only one shard and to avoid Multi-key command limitations.
 Note:
 You cannot enable or disable database clustering after the Active-Active database is created.
 3. Click Activate to create your Active-Active database.
 crdb-activate
 Note:
 If you cannot activate the database because of a memory limitation, make sure that Docker has enough memory allocated in the Docker Settings.
 4. After the Active-Active database is created, access the RS admin console of cluster 1 at https://localhost:8443 and of cluster 2 at https://localhost:8445.
 5. Make sure that each cluster has an Active-Active database member database with the name database1.
 In a real-world deployment, cluster 1 and cluster 2 would most likely be in separate data centers in different regions. However, for local testing we created the scale-minimized deployment using two local clusters running on the same host.
Step 4: Test the connection to your member Redis Active-Active databases
With the Redis database created, you are ready to connect to your database to store data. You can use one of the following ways to test connectivity to your database:
 - Connect with redis-cli, the built-in command-line tool
 - Connect with a Hello World application written in Python
Remember we have two member Active-Active databases that are available for connections and concurrent reads and writes. The member Active-Active databases are using bi-directional replication to for the global Active-Active database.
crdb-diagram
Connecting using redis-cli
redis-cli is a simple command-line tool to interact with redis database.
 1. To switch your context into the RS container of node 1 in cluster 1, run:
 docker exec -it rp1_node1 bash

 2. To use redis-cli on port 12000, run:
 redis-cli -p 12000

 3. Store and retrieve a key in the database to test the connection with these commands:
 - set key1 123
 - get key1
 The output of the command looks like this:
 127.0.0.1:12000> set key1 123
 OK
 127.0.0.1:12000> get key1
 "123"

 4. Enter exit to exit the redis-cli context and enter exit again to exit the RS container of node 1 in cluster 1.
 5. To see that the key replicated to cluster 2, repeat the steps to switch your context into the RS container of node 1 in cluster 2, run the redis-cli and retrieve key1.
 The output of the commands looks like this:
 $ docker exec -it rp2_node1 bash
 $ redis-cli -p 12000
 127.0.0.1:12000> get key1
 "123"

Connecting using Hello World application in Python
A simple python application running on the host machine can also connect to the database.
Note:
Before you continue, you must have python and redis-py (python library for connecting to Redis) configured on the host machine running the container.
 1. In the command-line terminal, create a new file called redis_test.py.
 vi redis_test.py

 2. Paste this code into the redis_test.py file.
 This application stores a value in key1 in cluster 1, gets that value from key1 in cluster 1, and gets the value from key1 in cluster 2.
 import redis

 rp1 = redis.StrictRedis(host='localhost', port=12000, db=0)
 rp2 = redis.StrictRedis(host='localhost', port=12002, db=0)

 print ("set key1 123 in cluster 1")
 print (rp1.set('key1', '123'))
 print ("get key1 cluster 1")
 print (rp1.get('key1'))

 print ("get key1 from cluster 2")
 print (rp2.get('key1'))

 3. To run the "redis_test.py" application, run:
 python redis_test.py

 If the connection is successful, the output of the application looks like:
 set key1 123 in cluster 1
 True
 get key1 cluster 1
 "123"
 get key1 from cluster 2
 "123"


text:
I have a postgresql database that will hold about 50 tables, each of them having about 15 fields, it would have at least 300.000 rows on each table.
In order to track the changes done on each field I am thinking on create a table defined by:
CREATE TABLE fieldhistory(tableid int, fieldid int, id bigint,value hstore); CREATE INDEX fieldhistory_index ON fieldhistory(tableid, fieldid, id);
I would expect the table to grow and grow, and retrieve from
fieldhistory data only by
When the tables are modified I would add a new record with something like:
SELECT upserthistory(1,1,1,'first update','115435','3'); SELECT upserthistory(1,1,1,'second update','115435','3');
upserthistory is defined by :
CREATE OR REPLACE FUNCTION upserthistory(key1 INT, key2 INT, key3 BIGINT, data TEXT, theuser TEXT, whend TEXT) RETURNS VOID AS $$ BEGIN LOOP -- first try to update the key UPDATE fieldhistory SET value = value || ((whend||'.'||theuser) => data) WHERE tableid = key1 AND fieldid = key2 AND id = key3; IF found THEN RETURN; END IF; -- not there, so try to insert the key -- if someone else inserts the same key concurrently, -- we could get a unique-key failure BEGIN INSERT INTO fieldhistory(tableid,fieldid,id,value) VALUES (key1, key2, key3, hstore(array[whend||'.'||theuser,data]) ); RETURN; EXCEPTION WHEN unique_violation THEN -- Do nothing, and loop to try the UPDATE again. END; END LOOP; END; $$ LANGUAGE plpgsql;
Are there better approaches to accomplish this? the table would grow max to 225 millions of rows, or would it be better to have 50 tables of 4.5 millions of rows at max each? noting that the actual trace of each field will go to the hstore.


text:
Searching for how to repair a bow in Minecraft?
Well, you end up in the right place!
Minecraft is a trendy and addictive game with lots of adventures and happenings. When you start playing Minecraft, you may think that the weapons and armors are of no use, but you will realize their importance as you go ahead.
The Bow is one of the crucial weapons that can break a lot of time, and people usually think, why does this happen and how to fix this? We will give the answers to all of your questions in this article.
Why the Bow Breaks?
Many people find it frustrating and start wondering why the Bow breaks in the middle of the game? The reason is that each item in the Minecraft game has a specific HitPoint, and when you keep using that weapon, it keeps on going down and losing its health. This is the reason why the bow breaks. You need to craft a new one or repair it to make it work.
If you've been playing the game for a while, you must be aware that Minecraft has two types of bows. The first one is a Normal Bow with regular abilities, and the other is called Enchanted Bow, which comes with more extraordinary powers and capabilities. You can break both of these bows with excessive use, so you need to know how to repair these.
Now, we will explain how to repair a bow in Minecraft.
How to Repair a Bow in Minecraft Using Anvil
To use this trick, you will need an Anvil in your Inventory. If you don't have an anvil, you can also craft your Anvil by following some simple steps given below:
How to Craft an Anvil:
- You will need at least 4 Iron Ingots and 3 Iron Squares from your Stock Box to create your Anvil.
- By using these items, you can craft a decent anvil that will help you in many other things as well.
After Arranging an Anvil:
To repair your Bow using an anvil, follow these simple steps
- From your Minecraft inventory, open the Anvil.
- Put the Bow in the first slot and the Bow repairing material in the second slot.
- Wait for a while now, and get your fixed Bow from the Anvil.
How to Repair a Bow in Minecraft Using Crafting Table
If you don't want to use an anvil for your bow repair, you can use this method to help you repair your Minecraft bow.
You can get the job done by using a crafting table better and more efficiently. But, first of all, you should know how to create a crafting table.
How to Create a Crafting Table:
- Press E to open your Inventory Screen.
- You must have at least four woodblocks for this purpose.
- In the crafting section, place the woodblocks 2×2. You will see the crafting table on the right side; save it.
After Creating the Crafting Table:
If you want to follow the above method, here are some simple and easy steps:
- Open your Crafting Table.
- On the table, place two bows side by side.
- Wait for these bows to make a third bow.
- That's it! Now you have your Bow.
Some Restrictions of Using the Crafting Table Method to Repair Bow
The crafting table will require two objects of the same type. Here you are giving two bows to get a strengthened bow that has full stats or health.
The crafting table method does not work for Enchanted bows. If you place two enchanted bows on that table, it will still make an ordinary resultant bow and not an enchanted one.
It is important to note that the crafting table is not primarily used for repairing items. However, there is another method that you can use to repair your Bow. We just used a trick here, so make sure you use this method as a last resort.
How to Repair a Bow in Minecraft Using Grindstone
Grindstone is also an essential element in Minecraft. Like an anvil and crafting table, a grindstone can also be used to repair a bow.
First of all, you should know how to craft a grindstone.
How to Craft a Grindstone:
To craft a grindstone in Minecraft, the ingredients you will need are two oak plants, two sticks, and a stone slab. You can continue with the following steps to craft a grindstone once you have all the material.
- Open a 3×3 grid crafting table.
- Put the materials on a table.
- You can see the grindstone on the right side of the table.
- Now that you have the grindstone take and drag that into your Inventory.
After Crafting the Grindstone:
Once you have crafted the grindstone, you can use the following steps to repair your Bow:
- Through the Inventory, open your grindstone.
- Put one Bow in the top slot and another bow in the bottom slot.
- You'll see the Bow on the right.
Minecraft is a very addictive and never-ending adventurous game, but it can be confusing and tricky. We have written this article to answer your questions and help you explore more of this game. We hope this article was helpful for you in finding out how to repair a bow in Minecraft. The best method is using the Anvil, which also helps with enchanted bows. The other two ways are relatively less effective as they do not repair magical bows but can be used as a last option.
Control the truth, Control the people The power of the in the anvil of power under the rug. The principal in the dark


text:
|Press Releases | Search DNR | DNR Home|
DNR Educator Wins National Award
DNR educator Cynthia P. Etgen of Harford County recently the first place 2005 Interpretive Media Award for Interpretive Program Curriculum from the National Association for Interpretation for developing curriculum for the "Green Eggs and Sand" program. "Green Eggs and Sand" is a joint initiative of teachers, scientists, natural resources agencies, aquatic specialists, and other horseshoe crab resource stakeholders from Maryland, Delaware, and New Jersey. Etgen, an Aquatic Resource Education Coordinator, and her team competed against 135 national and international entries in eleven categories.
November 17, 2005
The Maryland Department of Natural Resources (DNR) is the state agency responsible for providing natural and living resource-related services to citizens and visitors. DNR manages more than 446,000 acres of public lands and 18,000 miles of waterways, along with Maryland's forests, fisheries and wildlife for maximum environmental, economic and quality of life benefits. A national leader in land conservation, DNR-managed parks and natural, historic and cultural resources attract 11 million visitors annually. DNR is the lead agency in Maryland's effort to restore the Chesapeake Bay, the state's number one environmental priority. Learn more at _URL_


MPGe explained
EPA electric label
Unlike the NEDC (New European Driving Cycle), EPA's fuel economy data is considered reliable and feasible in the real world. Unfortunately EPA uses MPGe for plug-in cars instead of kWh per 100 miles, or Wh per mile.
Since in Europe we are accustomed to use L/100 km in gas cars, let's use kWh/100 km for the conversion.
We need to convert gallon to kWh and miles to kilometers.
EPA considers that one gallon of gas contains 33,7 kWh worth of energy. For the miles to kilometers conversion we can use the online calculator in the links at the bottom.
Taking the 2016 BMW i3 BEV as an example we have:
124 MPGe combined (city and highway driving).
This means that with 33,7 kWh of electricity we can drive for 199,56 km.
To get kWh per 100 km:
33,7 kWh / 199,56 km x 100 km = 16,89 kWh/100 km
Using the Nissan Leaf 30 kWh as example:
33,7 kWh / 180,24 km x 100 km = 18,7 kWh/100 km
If you want to buy an electric car and don't know what range in one charge can you expect, it's a good idea to check the fuel economy data in the links below.
More info:
Pedro Lima
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You are viewing this Species as classified by:
IUCN threat status:
Least Concern (LC)
Brief Summary
Read full entry
Juncus effusus is a cosmopolitan rush species that occurs in most temperate world regions, including North America, Europe and Asia; moreover, the plant also can be found in many montane-tropical regions. Also Known as Soft rush, the clumping plant manifests stout but supple stems that may reach 1.5 meters in height. Habitats are diverse, but often feature moist areas at forest margins, wet grasslands, wetland margins, lake shores, river banks, and in fen-meadows.
Supplier: C. Michael Hogan


text:
Deploying Riva On-Premise requires planning and following specific step-by-step deployment checklists to ensure that the Riva sync environment is properly configured to meet sync requirements for users.
Review the following articles to learn more about how Riva On-Premise will sync data between the email platform and the CRM system.
How does Riva sync your CRM and
Each of those articles contain videos, summary explanations, and a list of typical questions to assist evaluations teams with deciding how to configure Riva sync policy settings.
There are two choices to getting started with a Riva On-Premise server:
A typical Riva On-Premise server deployment includes the following steps:
Preparation tasks are included as the first major step in the Riva On-Premise deployment model, and links for each major task are available in each deployment checklist.
For each supported email system, there is one deployment checklist that applies to all the supported CRMs. Each checklist includes all of the major steps and tasks in the Riva deployment model. Select the deployment checklist that matches your email platform:


Take the 2-minute tour ×
I'm attempting to create a simple line chart with d3, however for some reason it's filling between the line and some midpoint. Here's the output:
Line Chart
My javascript is the following:
 var width = 500,
 height = 500,
 padding = 10;
 var extentVisits = d3.extent(visits, function(obj){
 return obj['visits'];
 var extentDates = d3.extent(visits, function(obj){
 return obj['datestamp'];
 var yScale = d3.scale.linear()
 .range([height - padding, padding]);
 var xScale = d3.time.scale()
 .range([0, width]);
 var line = d3.svg.line()
 .x(function(d) {
 return xScale(d['datestamp']);
 .y(function(d) {
 return yScale(d['visits']);
 .attr('width', width)
 .attr('height', height)
 .attr("transform", "translate(5,5)")
 .attr("class", "line")
 .attr('d', line);
Where visits is of the form:
 visits = [{'datestamp': timestampA, 'visits': 1000},
 {'datestamp': timestampB, 'visits': 1500}]
I'm pretty new at d3 so I'm sure it's something simple, but it's driving me crazy.
Thanks in advance.
share|improve this question
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1 Answer
up vote 10 down vote accepted
The midpoint you're seeing is just the connection of the first and last point. This is because the path you've created has (by default) a black fill. Even though it's an open path (i.e., the first and last point are not actually connected), if filled, it will appear closed:
The fill operation fills open subpaths by performing the fill operation as if an additional "closepath" command were added to the path to connect the last point of the subpath with the first point of the subpath.
Source: SVG specification via this SO answer
The solution here is to eliminate the fill and instead set a stroke. You can do this directly in JS with d3 or through CSS.
 fill: none;
 stroke: #000;
Demo showing both the CSS and JS method (commented out) on jsFiddle
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Your Answer


text:
A modern dictionary of Catholic terms, both common and obscure. Find accurate definitions of words and phrases.
LORD'S PRAYER (Mass)
The liturgical recitation of the Pater Noster at Mass. Returning to an ancient practice, the Lord's Prayer now includes five parts: an invitation by the priest; the Pater Noster, sung or said together with the people; the embolism, which amplifies the last petition of the Lord's Prayer; the doxology; and concluding acclamation by the faithful.
All items in this dictionary are from Fr. John Hardon's Modern Catholic Dictionary, © Eternal Life. Used with permission.


text:
The total population of Jiuzhai Valley National Park is just over 1,000, comprising of over 110 families. The nine Tibetan Villages of Jiuzhai Valley are He Ye, Jian Pan, Ya Na, Pan Ya, Guo Du, Ze Cha Wa, Hei Jiao, Shu Zheng and Re Xi. Although not officially discovered by the government until 1972, the earliest human activities have been recorded as dating back as early as to the Yin-Shang Period (16th - 11th Century B. C.)
The main villages that are readily accessible to tourists are He Ye, Shu Zheng and Ze Cha Wa along the main routes that cater to tourists, selling various handi-crafts, souvenirs and snacks. There is also Re Xi in the smaller Zha Ru Valley and behind He Ye village are Jian Pan, Pan Ya and Ya Na villages. The Valley's no longer populated villages are Guo Du and Hei Jiao.


text: In order to measure the resonance wavelength of plasma grating, the sensitivity of grating parameters to stress is studied, a new type of stress-sensitive polydimethylsiloxane (PDMS) thin film plasma grating is proposed. Based on the principle of finite difference time domain (FDTD), a simulation model of periodic plasma grating structure is established. With the help of periodic boundary conditions, by applying stress to the grating and changing the parameters of the plasma grating (i.e. period, duty cycle and Au film thickness) to achieve the measurement of the resonance wavelength, the sensitivity of the grating parameters to the force is studied; and compare the simulation result with the theoretical value to get the relative error. The relative error is calculated by comparing the simulation result with the theoretical value. The results show that when the grating period is 0.7 μm, the duty cycle is 55%, and the gold film thickness is 0.02 μm, the response to force is most sensitive at this time; Secondly, comparing the resonance peak wavelength at different periods obtained by simulation with the theoretical calculation value, the results of the two are consistent; When the period is 0.7 μm, the wavelength of the resonance peak is 1.251 μm, and the relative error obtained by theory and simulation is less than 2%, and the result is more accurate. This method plays an important role in the fields of monochromator, spectrometer and sensor.


text:
|نسخه تمام متن
|11 صفحه PDF
Underground concrete structures composed of flat slab-column connections are sensitive to punching failure at ambient temperatures. During fire, however, due to the restraint of thermal curvatures an increase of the punching load can occur, possibly leading to premature collapse. In this paper, this problem is studied numerically by the combination of CFD and mechanical finite element analysis, whereas further considerations are developed by the use of plasticity theory. The basis for the fire scenario used in the analysis is found in the literature as a real fire. The Belgium standard NBN S 21-208-2 for the design of the ventilation system in underground car parks with respect to car fires is used as well. The dimensions of the underground car park are based on a real fire accident that occurred in Gretzenbach, where the structure actually failed due to punching following a rather small fire. In the analysis, special attention is given to the increase of the axial load on the slab-column connection with temperature. For the mechanical properties and boundary conditions assumed, it is found that during fire the axial load may increase with a factor which, at least in the worst cases, can be close to the safety factor found from large scale fire tests.
► The structural stability of a car park is studied with combined CFD-FE analysis.
► Due to restraint forces, the column load increases to punching failure values.
► The load increase is highest for the fire sequence started in the middle car.
Journal: Fire Safety Journal - Volume 57, April 2013, Pages 96–106


How to split a string while ignoring the case of the delimiter?
I need to split a string let's say "asdf aA asdfget aa uoiu AA" split using "aa" ignoring the case. to
"asdf "
"asdfget "
"uoiu "
Answers
There's no easy way to accomplish this using string.Split. (Well, except for specifying all the permutations of the split string for each char lower/upper case in an array - not very elegant I think you'll agree.)
However, Regex.Split should do the job quite nicely.
Example:
var parts = Regex.Split(input, "aa", RegexOptions.IgnoreCase);
If you don't care about case, then the simplest thing to do is force the string to all uppercase or lowercase before using split.
stringbits = datastring.ToLower().Split("aa")
If you care about case for the interesting bits of the string but not the separators then I would use String.Replace to force all the separators to a specific case (upper or lower, doesn't matter) and then call String.Split using the matching case for the separator.
strinbits = datastring.Replace("aA", "aa").Replace("AA", "aa").Split("aa")
In your algorithm, you can use the String.IndexOf method and pass in OrdinalIgnoreCase as the StringComparison parameter.
My answer isn't as good as Noldorin's, but I'll leave it so people can see the alternative method. This isn't as good for simple splits, but it is more flexible if you need to do more complex parsing.
using System.Text.RegularExpressions;
string data = "asdf aA asdfget aa uoiu AA";
string aaRegex = "(.+?)[aA]{2}";
MatchCollection mc = Regex.Matches(data, aaRegex);
foreach(Match m in mc)
{
 Console.WriteLine(m.Value);
}
It's not the pretties version but also works:
"asdf aA asdfget aa uoiu AA".Split(new[] { "aa", "AA", "aA", "Aa" }, StringSplitOptions.RemoveEmptyEntries);
 public static List<string> _Split(this string input,string[] splt)
 {
 List<string> _Result=new List<string>();
 foreach(string _splt in splt)
 {
 if (splt.Count() == 1)
 {
 _Result.AddRange(Regex.Split(input, _splt, RegexOptions.IgnoreCase).ToList());
 }
 else
 {
 List<string> NewStr = Regex.Split(input, _splt, RegexOptions.IgnoreCase).ToList();
 foreach(string _NewStr in NewStr)
 {
 List<string> NewSplt = splt.ToList();
 NewSplt.Remove(_splt);
 return _Split(_NewStr, NewSplt.ToArray());
 }
 }
 }
 return _Result;
 }
then use this function as bellow
public frmThematicConversation()
{
 InitializeComponent();
 string str = "a b c d e f g h a b c f a d c b f";
 string[] splt = { "a", "b" };
 List<string> _result = str._Split(splt);
}
Dim arr As String() = Strings.Split("asdf aA asdfget aa uoiu AA",
 "aa" ,, CompareMethod.Text)
CompareMethod.Text ignores case.
Need Your Help
Forecasting time series data
r time-series xts
I've done some research and I am stuck in finding the solution. I have a time series data, very basic data frame, let's call it x:
Why does 2>&1 need to come before a | (pipe) but after a "> myfile" (redirect to file)?
bash shell pipe stdout pipeline
When combining stderr with stdout, why does 2>&1 need to come before a | (pipe) but after a > myfile (redirect to file)?


Return Number in Words Using JavaScript
One of the answers I've submitted on CodeWars that gets a lot of comments is in response to this prompt:
When provided with a number between 0-9, return it in words.
Input :: 1
Output :: "One".
If your language supports it, try using a switch statement.
The solution I've posted (which is very similar to the solution others have posted) is as follows:
switchItUp=n=>["Zero","One","Two","Three","Four","Five","Six","Seven","Eight","Nine"][n]
Since Arrays are indexed starting at zero and we can access any item in the array by its index, the way this works is by putting the equivalent word at each index, i.e.:
0 => Zero
1 => One
2 => Two
3 => Three
4 => Four
5 => Five
And the beauty of JavaScript is that we can pass a number to the switchItUp arrow function via the n parameter and it will pull out the equivalent item from the array at index n!
To break this out further, we can put this into a regular function:
function switchItUp (n) {
 const numbersAsWords = ['Zero', 'One', 'Two', 'Three', 'Four', 'Five', 'Six', 'Seven', 'Eight', 'Nine', 'Ten'];
 return numbersAsWords[n];
}
So if we pass in 5, for example, we look up index 5 in the array, which happens to correspond to 'Five' and so the function returns the string.
Of course, the variable is useless since it's only used one time, so we can remove it:
function switchItUp (n) {
 return ['Zero', 'One', 'Two', 'Three', 'Four', 'Five', 'Six', 'Seven', 'Eight', 'Nine', 'Ten'][n];
}
And this, besides not being an arrow function for the sake of brevity, is exactly the function above.
If I were going to bring something like this into everyday use, I'd add a Number.isInteger(n) check and I'd probably make sure the array contains the index being passed so there's no question that we'll get the number we want.
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text:
Scrambled Eggs Beef and Cheese.
You can cook Scrambled Eggs Beef and Cheese using 8 ingredients and 4 steps. Here is how you cook it.
Ingredients of Scrambled Eggs Beef and Cheese
- It's 1/2 cup of dried beef.
- Prepare 1 cup of tomatoes.
- Prepare 1/4 cup of grated cheese.
- Prepare 2 tablespoons of butter.
- Prepare of Paprika.
- It's 3 of eggs.
- It's of Black pepper.
- You need of Few grains red pepper.
Scrambled Eggs Beef and Cheese step by step
- Chop beef heat over hot water.
- Heat tomatoes add cheese butter seasoning well beaten eggs and later beef.
- Cook until eggs are creamy but not dry.
- Serve on hot buttered toast.


text:
TRAINING FOR SCHOOLSFREE half day training for schools!
TESSA training was excellent. Aim to ensure all schools and teacher training colleges in N. Ireland access this training! – Co. Down teacher.
Children with a history of trauma and attachment difficulties often struggle to learn and are challenging to teach. Understanding the importance of attachment in child development can help teachers, classroom assistants and other school staff support a child's emotional regulation, behaviour and learning, resulting in fewer meltdowns, better outcomes, and a calmer school environment.
TESSA offers a FREE half day's training to schools in attachment and developmental trauma and, if required, strategies and services to support individual children with specific issues. To qualify for the service, schools need to have at least one adopted child on their register, age 12 years or younger. All of the feedback we have received so far from schools indicates that the content of the course applies to many other non-adopted children with emotional and behavioural difficulties.
This outcome agrees with the findings of Baby Bonds, a review of international research into attachment by the Sutton Trust. Baby Bonds found that 40 per cent of young children are insecurely attached. In one US study research concluded that the quality of attachment alone was a stronger predictor of graduating from high school than either IQ or test score.
Attachment security is critical in school success. The good news is that if the adults (parents and teachers) are willing to work together and able to think differently about how we teach and discipline our children we can make school a safe base for learning.
The TESSA training aims to help schools:
- accept that some children have specific educational needs related to attachment and trauma.
- recognise the effects of developmental trauma in school.
- explore practical support strategies.


text:
Analysis on Level of Safety Performance and Occupants' Satisfaction in Low Cost Housing
The general building conditions in low cost housing are part of human's quality indicator. However, there are rising issues on the safety performance of the housing since the occupants are inclined to perceive safety hazards. Therefore, this paper explores the concept of Post Occupancy Evaluation (POE) as safety performance tool. This research conducted a survey on safety performance and occupants' satisfaction to 24 numbers of low cost housing at Kuala Lumpur, Malaysia. The correlation result shows that safety performance has a significant relationship with occupants' satisfaction. The findings supported the application of POE as the tool for safety performance.
Keywords: Post Occupancy Evaluation; Low Cost Housing; Safety Performance;Occupants' Satisfaction;
eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (_URL_ Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.


text:
UC San Diego researchers have
developed a novel technique to perform
information mediation across
heterogeneous sources, even when the sources
to integrate. This is accomplished by a novel
architecture that allows information sources
to be converted
into "knowledge sources." Such a knowledge
source not only exports its logical structure
capabilities to the mediator, but exports its
domain constraints, and any relationships not
obvious from the data.
The mediator also allows a domain expert to provide additional domain knowledge in a declarative manner—this domain knowledge serves as the "glue" that the mediator uses to logically compute how two seemingly unconnected information sources are related. The "glue knowledge" is represented as a graph called the domain map. When a mediator answers a query against an integrated view, it places the results in the context of the domain map—thus the partial results searched out from different data sources are all represented in the domain map and connected through a commonly accepted domain knowledge framework. This architecture has been successfully applied to different application areas, including neuroscience.
See patent 7,533,107.
|United States Of America||Issued Patent||7,533,107||05/12/2009||2001-037|
Additional Patent Pending


5 Digital Product Examples That Are Created And Sold Most
by Alex Mansour
2 months ago · 3 min read
The huge spread of digital technologies and e-commerce has made us see what are known as digital products. Unlike physical products that have been known for years, digital products don't have a physical existence. But they still make huge sales, with many digital product examples that may use or consume every day.
digital products
Having digital products, as a business or individual, can have many advantages. You can sell these digital products more easily. Without having to make huge investments or build warehouses or factories.
If you are considering making a digital product, here are examples of some of the most widely sold and created digital products that you can create and sell as a person or a business.
Software or application
One of the most widely created and sold digital products is software products. Many of the software that you use daily is digital products by businesses or individuals. They can be in the form of PC software, a mobile application, or a web app.
Whether it is software for editing photos or a mobile application for listening to music. It is a digital product that makes money for the business behind it. The software industry is growing rapidly around the world. Many software products are becoming more and more important.
While businesses can create their software themselves, they can also outsource their software to a software development company.
The transition from physical book copies to digital book copies was just a matter of time. Right now the transition is happening at high rates. As more and more people are reading books digitally instead of physical books.
With many choices of laptops, tablets, mobile phones with large screens, and ebook readers like Amazon Kindle, fewer people are in need of physical book copies.
Ebooks are emerging widely since then and became something on their own. Becoming a new publication that businesses and individuals can use to deliver information to audiences. That is without the hassle of traditional publishing.
Ebooks are often in an informal language just like any web content. They have no limitations for page numbers or any other aspect. Any business or individual can create an Ebook to let people learn something, conclude or explain it with infographics or checklists.
Audio and video
One of the biggest examples of digital products currently is audio and video products. Whether they are audiobooks, audio files that you can use as resources, or videos published in one of many ways. They are all digital products that people and businesses sell.
With cheaper equipment and platforms for anyone to sell or publish audio and video. Anyone and any business can create high-quality audio and video. In addition, they can sell them or publish them to help them share knowledge or achieve business goals.
Video games
The video games industry is one of the biggest industries when it comes to digital products. Therefore, for people to buy and enjoy video games, whether, for PCs, game consoles, or mobile phones, you can buy them digitally.
Not all video games are big and created by huge companies. Either one person or a small team creates them, they are still making big amounts of money. Which is the greatest thing about digital game platforms like Steam. One of the best things about digital products, as an individual or business, can benefit no matter how small it is.
Online courses
Online courses are among the biggest examples of digital products, considering how widely spread and popular they are. Most of us have enrolled in an online course or more. They are a great solution for learning that the digital world is offering us.
Anyone can create an online course and sell it online. Even without needing to create a platform from scratch to sell it, platforms like Udemy and Teachable make it much easier.
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text:
Johan Svendsens lost or unfinished symphony. Elaborating sketches for performance
- Side: 33-73
- Publisert på Idunn: 2011-11-03
Johan Svendsen (1840–1911) was probably the most important contributor to a symphonic tradition in Norway in the second half of the 19th century. His works, including two notable symphonies, were performed regularly during his lifetime. Several sources have claimed that Svendsen worked on a third symphony, but it may seem that he was un-able to complete the work as his compositional activity waned in the 1880s. However, a famous anecdote would have it that his wife, in a fit of jealousy, burned the completed manuscript.
In 2007, conductor Bjarte Engeset identified sketches for a cyclic symphonic work by Svendsen. I have elaborated and arranged parts of the material for a celebratory concert marking the centenary of Svendsens death.
A performable version, so to speak, of the sketches, to my mind throws new light not only on an unfinished or lost symphony but may also be a valuable contribution to understanding Svendsens artistic development, as this material demonstrates a more dramatic musical language than most of his earlier works.Keywords: Johan Svendsen, Third Symphony, reconstruction


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 1. you can also try putting the formulae in a formula filed so it can be also saved on your table
 2. Is there a limit on how many records are allowed on a certain table?
 3. I want to do this on the table level. I tried Ataybalunbalunan's solution but im not able to leave Find What as blank
 4. how can i find and replace empty values in a table?
 5. Is it possible to change the background color or the text color of a field whenever a certain condition is met? How to do this in Caspio?
 6. Is there a limit on the charactees per field?
 7. JckDY
 API
 How is API calls measured?
 8. Is there a limit in Calculated Fields?
 9. Can you give me some tips on how can I customize my app? I know that I can use JS but I'm not that good in coding. Can you give me tips on how can I easily use that with Caspio?
 10. how can i customize the look of my datapages?
 11. For example I have a Name Column, and I have entries such as: John, Jill, Jack. I want to count How may John, Jill, and jack was there. How to do that?
 12. Thank you for your response! Another question: How do I put a Forgot Password Link on my login screen?
 13. hi, I'm a bit confused. I am putting a logout button on my website. Which url should I put on my logout button? The destination that I want to go after logout or the logout link that is generated by Caspio?
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text:
Rh-Negative Blood Type Traits: Large Head, Low Blood Pressure--and Alien Ancestors? The majority of people in any region are Rh positive. Caucasians are the most likely to be Rh negative, with approximately 17% of blood donors demonstrating a lack of this protein and highest in Basques. Native Americans are the next highest proportion of the population to test as Rh negative: approximately 10% of donors from this population lack this protein.
Rh-Negative Blood Type Traits and Characteristics: Large Head, Low Blood Pressure--and Possible Alien Ancestors?


25.15 SELECT_LIST_FROM_LOV_XL Function
This function dynamically generates very large select lists (greater than 32K) from a shared list of values (LOV). Similar to other functions available in the APEX_ITEM package, these select list functions are designed to generate forms with F01 to F50 form array elements. This function is the same as SELECT_LIST_FROM_LOV, but its return value is CLOB. Returned values will be limited to 32k.
Syntax
APEX_ITEM.SELECT_LIST_FROM_LOV_XL(
 p_idx IN NUMBER,
 p_value IN VARCHAR2 DEFAULT NULL,
 p_lov IN VARCHAR2,
 p_attributes IN VARCHAR2 DEFAULT NULL,
 p_show_null IN VARCHAR2 DEFAULT 'YES',
 p_null_value IN VARCHAR2 DEFAULT '%NULL%',
 p_null_text IN VARCHAR2 DEFAULT '%',
 p_item_id IN VARCHAR2 DEFAULT NULL,
 p_item_label IN VARCHAR2 DEFAULT NULL,
 p_show_extra IN VARCHAR2 DEFAULT 'YES')
 RETURN CLOB;
Parameters
Table 25-15 SELECT_LIST_FROM_LOV_XL Parameters
Parameter Description
p_idx
Form element name. For example, 1 equals F01 and 2 equals F02. Typically, the p_idx parameter is constant for a given column.
p_value
Current value. This value should be a value in the p_lov parameter.
p_lov
Text name of a list of values. This list of values must be defined in your application. This parameter is used only by the select_list_from_lov function.
p_attributes
Extra HTML parameters you want to add.
p_show_null
Extra select option to enable the NULL selection. Range of values is YES and NO.
p_null_value
Value to be returned when a user selects the NULL option. Only relevant when p_show_null equals YES.
p_null_text
Value to be displayed when a user selects the NULL option. Only relevant when p_show_null equals YES.
p_item_id
HTML attribute ID for the <select> tag.
p_item_label
Invisible label created for the item.
p_show_extra
Shows the current value even if the value of p_value is not located in the select list.
Example
The following example demonstrates how to create a select list based on an LOV defined in the application.
SELECT APEX_ITEM.SELECT_LIST_FROM_LOV_XL(2,job,'JOB_FLOW_LOV')job
FROM emp


text:
Categories: Chris Shing, [Lessons]
Tags: activity, chris shing, field trip, North Albany Academy, rpi
Twenty-four eighth grade students from North Albany Academy, a K-8 school in the Albany school district, visited Rensselaer Polytechnic Institute. They participated in four major themes, "What is college?", "Smart Lighting", "Turning Ideas into Reality," and "Tour of campus." 3Helix fellow, Chris Shing with help from teacher pair Kerry Welcome organized the outing. The goal of the day was to enhance student's awareness about higher education opportunities through demonstrating examples of cutting-edge research impact and by identifying associated career paths. A student life panel consisting of four current RPI students spoke about their college experience and answered questions.
At the end of the visit students were asked to fill out an exit survey (included in Appendix A). Of the 24 students who came, 15 students responded to the survey. Survey Responses from NAA visit.