K. Bret Staudt Willet, Ph.D.
Assistant Professor, Florida State University
General Information
Professional Preparation
- Ph.D. (2021), Michigan State University. Major: Educational Psychology & Educational Technology. Supervisor: Dr. Matthew Koehler & Dr. Christine Greenhow.
- Staudt Willet, K. B. (2021). “I filled a lot of gaps”: How and why early career teachers expand induction support systems with social media. (Doctoral dissertation, Michigan State University). Retrieved from ProQuest Dissertations & Theses Global, Publication No. 28414983.
- M.A. (2015), Michigan State University. Major: Educational Technology.
- Graduate Certificate (2014), Michigan State University. Major: Serious Game Design and Research.
- B.A. (2003), Bucknell University. Major: Mathematics & Sociology.
Nondegree Education and Training
- Data Science: Foundations Using R. (2017-2020).
- Methods for Analyzing and Modeling Textual Data. (2018).
- Game Design and Facilitation. (2012).
Professional Experience
- Assistant Professor, Instructional Systems & Learning Technologies, Florida State University. (2021-present).
Honors, Awards, and Prizes
- Outstanding Service Award, Association for Educational Communications & Technology (AECT) (2021).
- Dissertation Completion Fellowship, Michigan State University, College of Education (2021). ($7,000).
- MSU AT&T Faculty-Staff Annual Competition in Instructional Technology, Michigan State University (2021). ($500).
- Featured Research at the 2020 AECT International Convention, Association for Educational Communications and Technology (AECT) (2020).
- Outstanding Paper Award at the 2020 AECT International Conference, Society for Information Technology & Teacher Education (SITE) (2020).
- Clifford E. Erickson Memorial Fund Scholarship, Michigan State University, College of Education (2020). ($5,500).
- Research Practicum/Dissertation Development Fellowship, Michigan State University, College of Education (2020). ($1,300).
- Outstanding Paper Award at the 2019 AECT International Conference, Society for Information Technology & Teacher Education (SITE) (2019).
- Disciplinary Leadership Award, Michigan State University, Council of Graduate Students (2019). ($2,000).
- Research Practicum/Dissertation Development Fellowship, Michigan State University, College of Education (2019). ($2,000).
- Professional Development Award, Michigan State University, Council of Graduate Students (2018). ($500).
- Summer Research Renewable Fellowship, Michigan State University, College of Education (2018). ($12,000).
- Outstanding Paper Award at the 2017 AECT International Conference, Society for Information Technology & Teacher Education (SITE) (2017).
Current Membership in Professional Organizations
- American Educational Research Association (AERA)
- Association for Educational Communications & Technology (AECT)
- Society for Information Technology and Teacher Education (SITE)
- Society for Learning Analytics Research (SoLAR)
Teaching
Courses Taught
- Evaluation of Instruction & Training in Human-Performance Technology (EME6357)
- Learning & Web Analytics (EME6356)
Doctoral Committee Chair
- Fairclough, K., doctoral student.
- Pashnyak, T., doctoral candidate.
- Smith, C., doctoral student.
- Wick, J., doctoral student.
Doctoral Committee Member
- He, D., doctoral candidate.
- Johnston, R., doctoral candidate. Characteristics of High-Performing Volunteer Nonprofit Board Members.
Invited Guest Lectures
Staudt Willet, K. B. (2021). Faculty job search [Panel for doctoral students]. Instructional Systems & Learning Technologies program, Florida State University.
Staudt Willet, K. B. (2020). Welcome to the good place?: Teachers’ networked learning on social media [Guest lecture for Master’s course Teaching with Technology]. Manhattanville College, Purchase, NY.
Staudt Willet, K. B. (2020). You are stronger than you think: Insights for academic publishing [Guest lecture for doctoral course CEP 956: Mind, Media and Learning]. Educational Psychology & Educational Technology program, Michigan State University.
Staudt Willet, K. B., & Bork, W. (2019). Electronic assessment [Presentation for Master of Arts in Educational Technology (MAET) instructor huddle]. Educational Psychology & Educational Technology program, Michigan State University.
Staudt Willet, K. B. (2019). Insights for academic publishing [Guest lecture for doctoral course CEP 956: Mind, Media and Learning]. Educational Psychology & Educational Technology program, Michigan State University.
Staudt Willet, K. B. (2018). Experiences from the practicum [Panel for doctoral course CEP 955: Research Design and Methods for Educational Psychology and Educational Technology]. Educational Psychology & Educational Technology program, Michigan State University.
Research and Original Creative Work
Publications
Refereed Journal Articles (15)
Carpenter, J. P., & Staudt Willet, K. B. (2021). The teachers’ lounge and the debate hall: Anonymous self-directed learning in two teaching-related subreddits. Teaching and Teacher Education, 104, 103371. Retrieved from https://doi.org/10.1016/j.tate.2021.103371 doi:10.1016/j.tate.2021.103371
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021). Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID-19. British Journal of Educational Technology, 52(4), 1434-1454. Retrieved from https://doi.org/10.1111/bjet.13097 doi:10.1111/bjet.13097
Staudt Willet, K. B., & Carpenter, J. P. (2021). A tale of two subreddits: Change and continuity in teaching-related online spaces. British Journal of Educational Technology, 52(2), 714-733. Retrieved from https://doi.org/10.1111/bjet.13051 doi:10.1111/bjet.13051
Rosenberg, J. M., & Staudt Willet, K. B. (2021). Balancing privacy and open science in the context of COVID-19: A response to Ifenthaler & Schumacher (2016). Educational Technology Research and Development, 69, 347–351. Retrieved from https://doi.org/10.1007/s11423-020-09860-8 doi:10.1007/s11423-020-09860-8
Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2020). The educational response to Covid-19 across two countries: A critical examination of initial digital pedagogy adoption. Technology, Pedagogy and Education, 30(1), 7-25. Retrieved from https://doi.org/10.1080/1475939X.2020.1866654 doi:10.1080/1475939x.2020.1866654
Carpenter, J. P., Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2020). Spam and educators’ Twitter use: Methodological considerations and challenges. TechTrends, 64, 460-469. Retrieved from https://doi.org/10.1007/s11528-019-00466-3 doi:10.1007/s11528-019-00466-3
Greenhalgh, S. P., Rosenberg, J. M., Staudt Willet, K. B., Koehler, M. J., & Akcaoglu, M. (2020). Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. Computers & Education, 148, 103809. Retrieved from https://doi.org/10.1016/j.compedu.2020.103809 doi:10.1016/j.compedu.2020.103809
Staudt Willet, K. B., & Carpenter, J. P. (2020). Teachers on Reddit? Exploring contributions and interactions in four teaching-related subreddits. Journal of Research on Technology in Education, 52(2), 216-233. Retrieved from https://doi.org/10.1080/15391523.2020.1722978 doi:10.1080⁄15391523.2020.1722978
Greenhalgh, S. P., Staudt Willet, K. B., & Koehler, M. J. (2019). Approaches to Mormon identity and practice in the #ldsconf Twitter hashtag. Journal of Media and Religion, 18(4), 122-133. Retrieved from https://doi.org/10.1080/15348423.2019.1696121 doi:10.1080⁄15348423.2019.1696121
Krutka, D. G., Heath, M. K., & Staudt Willet, K. B. (2019). Foregrounding technoethics: Toward critical perspectives in technology and teacher education. Journal of Technology and Teacher Education, 27(4), 555-574. Retrieved from http://learntechlib.org/p/208235/
Greenhow, C., Galvin, S. M., & Staudt Willet, K. B. (2019). What should be the role of social media in education? Policy Insights from the Behavioral and Brain Sciences, 6(2), 178-185. Retrieved from https://doi.org/10.1177/2372732219865290 doi:10.1177⁄2372732219865290
Staudt Willet, K. B. (2019). Revisiting how and why educators use Twitter: Tweet types and purposes in #Edchat. Journal of Research on Technology in Education, 51(3), 273-289. Retrieved from https://doi.org/10.1080/15391523.2019.1611507 doi:10.1080⁄15391523.2019.1611507
Greenhow, C., Gleason, B., & Staudt Willet, K. B. (2019). Social scholarship revisited: Changing scholarly practices in the age of social media. British Journal of Educational Technology, 50(3), 987-1004. Retrieved from https://doi.org/10.1111/bjet.12772 doi:10.1111/bjet.12772
Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (2018). Tweet, and we shall find: Using digital methods to locate participants in educational hashtags. TechTrends, 62, 501-508. Retrieved from https://doi.org/10.1007/s11528-018-0313-6 doi:10.1007/s11528-018-0313-6
Greenhow, C. M., Gleason, B., Marich, H., & Staudt Willet, K. B. (2017). Educating social scholars: Examining novice researchers’ practices with social media. Qwerty – Open and Interdisciplinary Journal of Technology, Culture and Education, 12(2), 30-45. Retrieved from http://www.ckbg.org/qwerty/index.php/qwerty/article/view/269/
Invited Book Chapters (6)
Greenhow, C., Galvin, S., & Staudt Willet, K. B. (2021). Research methods unique to digital contexts: An introduction to virtual ethnography. In N. K. Duke, & M. H. Mallette (Eds.), Literacy research methodologies (3rd ed.) (pp. 102-120). Guilford.
Staudt Willet, K. B., Greenhow, C., & Lewin, C. (2021). Tweeting across the pond: U.K. and U.S. emergency learning networks in Twitter #Edchat during COVID-19. In D. C. Gibson, & M. N. Ochoa (Eds.), Research highlights in technology and teacher education 2021. Association for the Advancement of Computing in Education (AACE).
Staudt Willet, K. B. (2020). The hashtag-thread mashup: Differences in Twitter #Edchat replies. In D. C. Gibson, & M. N. Ochoa (Eds.), Research highlights in technology and teacher education 2020 (pp. 37-47). Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.com/p/218487/
Staudt Willet, K. B., & Carpenter, J. P. (2019). Educators on the front page of the Internet: Teacher learning in four subreddits. In D. C. Gibson, & M. N. Ochoa (Eds.), Research highlights in technology and teacher education 2019 (pp. 169-178). Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.com/p/210591/
Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2018). A tweet by any other frame: Three approaches to studying educator interactions on Twitter. In T. J. Bastiaens, & G. Marks (Eds.), Education and Information Technology Annual 2018: A Selection of AACE Award Papers (pp. 67-74). Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.com/p/182952/
Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2017). A tweet by any other frame: Comparing three theoretical frameworks for studying educator interactions on Twitter. In L. Liu, & D. Gibson (Eds.), Research highlights in technology and teacher education 2017 (pp. 63-70). Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.learntechlib.com/p/180960/
Refereed Book Chapters (1)
Greenhalgh, S. P., Koehler, M. J., Rosenberg, J. M., & Staudt Willet, K. B. (2021). Considerations for using social media data in learning design and technology research. In Enilda Romero-Hall (Ed.), Research methods in learning design & technology (pp. 64-77). Routledge.
Refereed Proceedings (15)
Rosenberg, J. M., & Staudt Willet, K. B. (2021). Advancing social influence models in learning analytics. In O. Poquet, B. Chen, M. Saqr, & T. Hecking (Eds.), NetSciLA2021 workshop “Using network science in learning Analytics: Building bridges towards a common agenda” (NetSciLA2021), Online (pp. 3-8). CEUR Workshop Proceedings. Retrieved from http://ceur-ws.org/Vol-2868/#article_2
Staudt Willet, K. B., Greenhow, C., & Lewin, C. (2021). Tweeting across the pond: COVID-19 emergency learning networks in the United Kingdom and the United States through Twitter #Edchat. In E. Langran, & L. Archambault (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Online (pp. 1769-1778). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/219343/
Staudt Willet, K. B. (2020). Early-career educators’ experiences with social media during induction. In G. H. Marks, & D. Schmidt-Crawford (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Online (pp. 1256-1262). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/215917/
Staudt Willet, K. B., & Carpenter, J. P. (2020). For the longest time: Continuity and change in one teaching-related subreddit. In G. H. Marks, & D. Schmidt-Crawford (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Online (pp. 1263-1269). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/215918/
Staudt Willet, K. B. (2020). The hashtag-thread mashup: How educators talk to each other in Twitter #Edchat. In G. H. Marks, & D. Schmidt-Crawford (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Online (pp. 1270-1280). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/215919/
Staudt Willet, K. B. (2019). #Edchat is bigger, but better only for some: Revisiting how and why educators use Twitter. In K. Graziano (Ed.), Society for Information Technology & Teacher Education (SITE) International Conference, Las Vegas, NV (pp. 2778-2786). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/208039/
Moudgalya, S. K., & Staudt Willet, K. B. (2019). Communities and clusters: User interactions in an online discussion forum for computer science education. In K. Graziano (Ed.), Society for Information Technology & Teacher Education (SITE) International Conference, Las Vegas, NV (pp. 2291-2298). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/207968/
Staudt Willet, K. B., & Carpenter, J. P. (2019). Educators on the front page of the Internet: Education-related subreddits as learning spaces. In K. Graziano (Ed.), Society for Information Technology & Teacher Education (SITE) International Conference, Las Vegas, NV (pp. 2787-2795). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/208040/
Carpenter, J. P., Koehler, M. J., Staudt Willet, K. B., & Greenhalgh, S. P. (2019). Spam, spam, spam, spam: Methodological considerations and challenges for studying educators’ Twitter use. In K. Graziano (Ed.), Society for Information Technology & Teacher Education (SITE) International Conference, Las Vegas, NV (pp. 2702-2711). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/208033/
Staudt Willet, K. B., & Willet, B. D. (2018). Look who’s talking: Using human coding to establish a machine learning approach to Twitter education chats. In Association of Internet Researchers Annual Conference, Montreal, QC, Canada. Association of Internet Researchers. Retrieved from https://spir.aoir.org/ojs/index.php/spir/article/view/10512
Staudt Willet, K. B., Moudgalya, S. K., Boltz, L. O., Greenhalgh, S. P., & Koehler, M. J. (2018). Back to the gaming board: Understanding games and education through board game reviews. In E. Langran, & J. Borup (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Washington, DC (pp. 495-503). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/182570/
Staudt Willet, K. B., & Reimer, P. N. (2018). The career you save may be your own: Exploring the mathtwitterblogosphere as a community of practice. In E. Langran, & J. Borup (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Washington, DC (pp. 2324-2329). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/182845/
Rosenberg, J. M., Akcaoglu, M., Staudt Willet, K. B., Greenhalgh, S. P., & Koehler, M. J. (2017). A tale of two Twitters: Synchronous and asynchronous use of the same hashtag. In P. Resta, & S. Smith (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Austin, TX (pp. 283-286). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/177856/
Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2017). A tweet by any other frame: Three approaches to studying educator interactions on Twitter. In P. Resta, & S. Smith (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Austin, TX (pp. 1823-1830). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/177469/
Greenhow, C., Marich, H., & Staudt Willet, K. B. (2017). Social scholars: Re-envisioning graduate education in the age of social media. In P. Resta, & S. Smith (Eds.), Society for Information Technology & Teacher Education (SITE) International Conference, Austin, TX (pp. 856-861). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/177363/
Presentations
Refereed Papers at Conferences (21)
Muljana, P., Staudt Willet, K. B., & Luo, T. (presented 2021, November). Asking questions, seeking advice, and supporting one another: Higher education professionals on Reddit. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Chicago, IL. (International)
Staudt Willet, K. B. (presented 2021, November). Build-your-own support systems: Identity-agency and professional learning with social media. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Chicago, IL. (International)
Dennen, V., Mitchell, A., Staudt Willet, K. B., & Kent, H. (presented 2021, November). Using social network analysis to explore interests, collaborations, and needs in an academic community. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Chicago, IL. (International)
Carpenter, J. P., & Staudt Willet, K. B. (presented 2021, April). Self-directed educator learning on Reddit: Comparing and contrasting two teaching-related subreddits. Paper presented at American Educational Research Association (AERA) Annual Meeting, American Educational Research Association (AERA), Online. (International)
Staudt Willet, K. B. (presented 2020, November). Into the edu-verse: New teachers’ challenges, supports, and social media. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Online. (International)
Staudt Willet, K. B., & Carpenter, J. P. (presented 2020, November). Time after time: Continuity and change in teaching-related subreddits. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Online. (International)
Staudt Willet, K. B. (presented 2020, April). Can you hear me now? Teachers’ versus researchers’ measures of the Twitter #Edchat affinity space. Paper presented at American Educational Research Association (AERA) Annual Meeting, American Educational Research Association (AERA), Conference was canceled due to the COVID–19 pandemic. (International)
Krutka, D. G., Heath, M. K., & Staudt Willet, K. B. (presented 2020, April). Foregrounding critical technoethics in technology and teacher education: A workshop for pedagogical action. Paper presented at Society for Information Technology & Teacher Education (SITE) International Conference, Online, Association for the Advancement of Computing in Education (AACE), Online. (International)
Staudt Willet, K. B., & Moudgalya, S. K. (presented 2019, October). Community, network, or space: Conceptualizing inspired professional learning in an online discussion forum. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Las Vegas, NV. (International)
Staudt Willet, K. B., & Bagdy, L. (presented 2019, October). How do you do, fellow kids? “New teachers” in Twitter #ntchat. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Las Vegas, NV. (International)
Greenhalgh, S. P., Staudt Willet, K. B., & Koehler, M. J. (presented 2019, October). Twitter hashtags and religious learning: Mormon identity and participatory practice in #ldsconf. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Las Vegas, NV. (International)
Greenhow, C. M., Staudt Willet, K. B., & Marich, H. (presented 2019, July). Scholarship reconsidered: Examining new scholars’ social media practices. Paper presented at The 10th International Conference on Social Media & Society, Social Media & Society, Toronto, ON, Canada. (International)
Staudt Willet, K. B. (presented 2019, April). Is bigger better? Exploring educators’ uses and gratifications in Twitter #Edchat. Paper presented at American Educational Research Association (AERA) Annual Meeting, American Educational Research Association (AERA), Toronto, ON, Canada. (International)
Greenhalgh, S. P., Koehler, M. J., & Staudt Willet, K. B. (presented 2019, March). Every nation, kindred, tongue, and “tweeple”: International use of the #ldsconf Twitter hashtag. Paper presented at Decentered Mormonism Conference, Religions & Societies program at Bordeaux Montaigne University, Bordeaux, France. (International)
Staudt Willet, K. B. (presented 2018, October). Cyborg methods: The benefits of mixing human and machine coding. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Kansas City, MO. (International)
Staudt Willet, K. B. (presented 2018, October). Self-promoters, bots, and moderators: Exploring educators’ participatory actions, roles, and culture in Twitter #Edchat. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Kansas City, MO. (International)
Staudt Willet, K. B. (presented 2018, October). Teacher participation in digital spaces: What kinds of learning spaces are on Reddit? Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Kansas City, MO. (International)
Staudt Willet, K. B., Greenhalgh, S. P., Rosenberg, J. M., & Koehler, M. J. (presented 2018, October). Won’t you be my neighbor? How education stakeholders use hyperlinks to build information neighborhoods on Twitter. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Kansas City, MO. (International)
Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., Akcaoglu, M., & Koehler, M. J. (presented 2018, April). Timing is everything: Comparing synchronous and asynchronous modes of Twitter for teacher professional learning. Paper presented at American Educational Research Association (AERA) Annual Meeting, American Educational Research Association (AERA), New York, NY. (International)
Greenhow, C. M., Brandon, D. L., Greenhalgh, S. P., Koehler, M. J., Staudt Willet, K. B., & Li, J. (presented 2018, April). Tweeting toward the PhD: Exploring new scholars’ practices with social media. Paper presented at American Educational Research Association (AERA) Annual Meeting, American Educational Research Association (AERA), New York, NY. (International)
Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (presented 2017, November). No accounting for theory? The case for an affinity space approach to educational hashtag research. Paper presented at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Jacksonville, FL. (International)
Refereed Papers at Symposia (2)
Staudt Willet, K. B., Galvin, S., & Greenhow, C. M. (presented 2021, April). Flexible professional learning networks: Teachers turn to #Edchat during pandemic-disrupted education. In Martin Rehm, Ken Frank, & Kaitlin Torphy (Chair), Social opportunity spaces: How social media can inform / shape educational policy processes. Symposium conducted at the meeting of American Educational Research Association (AERA) Annual Meeting, Online. (International)
Rutherford, T., Rosenberg, J. M., & Staudt Willet, K. B. (presented 2020, April). Which birds fill the branches of the AERA Twitter tree? Twitter networks around #AERA19. In P. N. Beymer, D. K. Benden, & M. L. Bernacki (Chair), Affordances and modeling of intensive data. Symposium conducted at the meeting of American Educational Research Association (AERA) Annual Meeting, Conference was canceled due to the COVID-19 pandemic. (International)
Refereed Presentations at Conferences (10)
Bagdy, L., Arrington, T. L., Bong, J. Y., Moore, A., & Staudt Willet, K. B. (presented 2021, November). Qualifications and duties for IDT faculty: A job posting analysis and panel discussion. Presentation at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Chicago, IL. (International)
Rosenberg, J. M., Galas, E., & Staudt Willet, K. B. (presented 2021, June). Who are the data scientists in education? An investigation of the identities and work of individuals in diverse roles. Poster presentation at Annual Meeting of the International Society of the Learning Sciences (ISLS), International Society of the Learning Sciences (ISLS), Online. (International)
Budhrani, K., Ross, K., Mulajana, P., Dyer, R., Jones, M., & Staudt Willet, K. B. (presented 2020, November). Factors influencing doctoral students’ perseverance in online instructional technology programs. Presentation at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Online. (International)
Romero-Hall, E., Arslan-Ari, I., Gentry, W., Greenhalgh, S. P., Jung, Y. J., Stefaniak, J., Tiwari, S., Koehler, M. J., Rosenberg, J. M., Staudt Willet, K. B., Lockee, B., Zimmerman, H., Pérez-Edgar, K., Grant, M. M., & Ari, F. (presented 2020, November). Let’s talk about research methods: Where are we today? Presentation at Association for Educational Communications and Technology (AECT) International Convention, Association for Educational Communications and Technology (AECT), Online. (International)
Staudt Willet, K. B., Heath, M. K., & Krutka, D. G. (presented 2020, April). The need for technoethics in teacher education: A critical analysis of literature. Poster presentation at American Educational Research Association (AERA) Annual Meeting, American Educational Research Association (AERA), Conference was canceled due to the COVID-19 pandemic. (International)
Staudt Willet, K. B. (presented 2017, August). When a little blue bird flaps its wings: How Twitter is changing the world. Presentation at Passion Talks Conference, Passion Talks International, Google Headquarters, Mountain View, CA. (International)
Staudt Willet, K. B. (presented 2016, August). The strength of the weak ties. Presentation at Passion Talks Conference, Passion Talks International, Google Headquarters, Mountain View, CA. (International)
Staudt Willet, K. B. (presented 2014, October). My journey into user-centered game design. Presentation at North American Simulation and Game Association (NASAGA) International Conference, North American Simulation and Game Association (NASAGA), Baltimore, MD. (International)
Staudt Willet, K. B. (presented 2013, October). Tension: My favorite game mechanic. Presentation at North American Simulation and Game Association (NASAGA) International Conference, North American Simulation and Game Association (NASAGA), Sarasota, FL. (International)
Willet, K. B. (presented 2001, February). The shortest closed path on an arithmetic surface. Presentation at Moravian College Student Mathematics Conference, Moravian College, Bethlehem, PA. (State)
Invited Workshops (2)
Caines, A., Heath, M., Krutka, D., & Staudt Willet, K. B. (2021, May). Black Mirror mad libs: Interrogating technology through dystopian storytelling. Workshop delivered at Equity Unbound, The American University in Cairo, Egypt, Online. (International) Retrieved from https://tinyurl.com/BlackMirrorTech
Staudt Willet, K. B., Rosenberg, J. M., & Greenhalgh, S. P. (2020, March). R u ready 4 R? Introduction to analyzing educational Internet data using R. Workshop delivered at Students, Social Media & Schools research group at Florida State University, Online. (Local) Retrieved from https://bretsw.github.io/fsu-workshop/
Refereed Workshops (2)
Staudt Willet, K. B., Greenhalgh, S. P., & Rosenberg, J. M. (2020, November). Simple collection and powerful analysis of Twitter data using R. Workshop delivered at Association for Educational Communications and Technology (AECT) International Convention, Online. (International) Retrieved from https://bretsw.github.io/aect20-workshop/
Staudt Willet, K. B., Greenhalgh, S. P., & Rosenberg, J. M. (2019, October). Online data and open source tools: Analyzing educational Internet data using R. Workshop delivered at Association for Educational Communications and Technology (AECT) International Convention, Las Vegas, NV. (International) Retrieved from https://bretsw.github.io/aect19-workshop/
Invited Lectures and Readings of Original Work (4)
Rosenberg, J. M., & Staudt Willet, K. B. (2021, April). Programmatically accessing social media (especially Twitter) data [Guest lecture for doctoral course]. CEP 991B: Social Networks II: Application of Analyses and Methods]. Delivered at Educational Psychology & Educational Technology program, Michigan State University, Online. (Local) Retrieved from https://bit.ly/twitter-sna
Staudt Willet, K. B. (2019, November). Content, conversation, & context: How educators talk to each other in Twitter #Edchat [Presentation for Educational Psychology & Educational Technology PhD program brownbag]. Delivered at Educational Psychology & Educational Technology program, Michigan State University, Online. (Local)
Staudt Willet, K. B. (2018, November). Bigger is not always better: Revisiting how and why educators use Twitter #Edchat [Presentation for Educational Psychology & Educational Technology PhD program brownbag]. Delivered at Educational Psychology & Educational Technology program, Michigan State University, Online. (Local)
Staudt Willet, K. B. (2017, November). Once more unto the practicum, dear friends: Research lessons from studying social interactions on social media [Presentation for Educational Psychology & Educational Technology PhD program brownbag]. Delivered at Educational Psychology & Educational Technology program, Michigan State University, Online. (Local)
Information and Communication Technology
Computer Software Development (1)
Staudt Willet, K. B., & Rosenberg, J. M. (2020). tidytags: R package for simple collection and powerful analysis of Twitter data [Computer software]. R Open Science. Retrieved from https://bretsw.github.io/tidytags/
Service
Florida State University
FSU Department Service
- Member, Faculty Evaluation Committee (2021–present).
FSU Program Service
- Member, Faculty Search Committee (2021–present).
- Reviewer, Ph.D. Preliminary Exams Committee (2021).
The Profession
Guest Reviewer for Refereed Journals
- AERA Open (2021–present).
- Computers & Education (2021–present).
- Journal of Applied Instructional Design (2021–present).
- Journal of Computer Assisted Learning (2021–present).
- Journal of Research on Technology in Education (2021–present).
- Teaching & Teacher Education (2021-present).
- TechTrends (2021–present).
- American Journal of Education (2019–present).
- Internet & Higher Education (2019–present).
- Journal of Information Technology & Politics (2020).
- Learning, Media & Technology (2016).
Service to Professional Associations
- Conference Proposal Reviewer, American Educational Research Association (AERA) (2020–present).
- Conference Proposal Reviewer, Association for Educational Communications & Technology (AECT) (2019–present).
- Communications Officer, Research & Theory Division, Association for Educational Communications & Technology (AECT) (2020–2021).
- Co-Chair, Social Media SIG, Society for Information Technology and Teacher Education (SITE) (2019–2021).
- Conference Proposal Reviewer, Society for Information Technology and Teacher Education (SITE) (2020–2021).
- Secretary, Research & Theory Division, Association for Educational Communications & Technology (AECT) (2019–2020).
- Planning Committee Member, SITE Interactive Conference, Society for Information Technology and Teacher Education (SITE) (2020).
Consultation
- Black in Gaming (BIG) Foundation. Performed the role of Executive Coach: - Trained and mentored members of the core leadership team. - Designed and implemented strategy for organizational culture and collaboration through remote and asynchronous work (2020–2021).


A prismatic joint permits relative translational movement between two bodies along an axis, but no relative rotational movement. More...
#include <PxPrismaticJoint.h>
Public Member Functions | |
| virtual PxReal | getPosition () const =0 |
| returns the displacement of the joint along its axis. More... | |
| virtual PxReal | getVelocity () const =0 |
| returns the velocity of the joint along its axis More... | |
| virtual void | setLimit (const PxJointLinearLimitPair &)=0 |
| sets the joint limit parameters. More... | |
| virtual PxJointLinearLimitPair | getLimit () const =0 |
| gets the joint limit parameters. More... | |
| virtual void | setPrismaticJointFlags (PxPrismaticJointFlags flags)=0 |
| Set the flags specific to the Prismatic Joint. More... | |
| virtual void | setPrismaticJointFlag (PxPrismaticJointFlag::Enum flag, bool value)=0 |
| Set a single flag specific to a Prismatic Joint to true or false. More... | |
| virtual PxPrismaticJointFlags | getPrismaticJointFlags () const =0 |
| Get the flags specific to the Prismatic Joint. More... | |
| virtual void | setProjectionLinearTolerance (PxReal tolerance)=0 |
| Set the linear tolerance threshold for projection. More... | |
| virtual PxReal | getProjectionLinearTolerance () const =0 |
| Get the linear tolerance threshold for projection. More... | |
| virtual void | setProjectionAngularTolerance (PxReal tolerance)=0 |
| Set the angular tolerance threshold for projection. Projection is enabled if PxConstraintFlag::ePROJECTION is set for the joint. More... | |
| virtual PxReal | getProjectionAngularTolerance () const =0 |
| Get the angular tolerance threshold for projection. More... | |
| virtual const char * | getConcreteTypeName () const |
| Returns string name of PxPrismaticJoint, used for serialization. More... | |
| Public Member Functions inherited from PxJoint | |
| virtual void | setActors (PxRigidActor *actor0, PxRigidActor *actor1)=0 |
| Set the actors for this joint. More... | |
| virtual void | getActors (PxRigidActor *&actor0, PxRigidActor *&actor1) const =0 |
| Get the actors for this joint. More... | |
| virtual void | setLocalPose (PxJointActorIndex::Enum actor, const PxTransform &localPose)=0 |
| Set the joint local pose for an actor. More... | |
| virtual PxTransform | getLocalPose (PxJointActorIndex::Enum actor) const =0 |
| get the joint local pose for an actor. More... | |
| virtual PxTransform | getRelativeTransform () const =0 |
| get the relative pose for this joint More... | |
| virtual PxVec3 | getRelativeLinearVelocity () const =0 |
| get the relative linear velocity of the joint More... | |
| virtual PxVec3 | getRelativeAngularVelocity () const =0 |
| get the relative angular velocity of the joint More... | |
| virtual void | setBreakForce (PxReal force, PxReal torque)=0 |
| set the break force for this joint. More... | |
| virtual void | getBreakForce (PxReal &force, PxReal &torque) const =0 |
| get the break force for this joint. More... | |
| virtual void | setConstraintFlags (PxConstraintFlags flags)=0 |
| set the constraint flags for this joint. More... | |
| virtual void | setConstraintFlag (PxConstraintFlag::Enum flag, bool value)=0 |
| set a constraint flags for this joint to a specified value. More... | |
| virtual PxConstraintFlags | getConstraintFlags () const =0 |
| get the constraint flags for this joint. More... | |
| virtual void | setInvMassScale0 (PxReal invMassScale)=0 |
| set the inverse mass scale for actor0. More... | |
| virtual PxReal | getInvMassScale0 () const =0 |
| get the inverse mass scale for actor0. More... | |
| virtual void | setInvInertiaScale0 (PxReal invInertiaScale)=0 |
| set the inverse inertia scale for actor0. More... | |
| virtual PxReal | getInvInertiaScale0 () const =0 |
| get the inverse inertia scale for actor0. More... | |
| virtual void | setInvMassScale1 (PxReal invMassScale)=0 |
| set the inverse mass scale for actor1. More... | |
| virtual PxReal | getInvMassScale1 () const =0 |
| get the inverse mass scale for actor1. More... | |
| virtual void | setInvInertiaScale1 (PxReal invInertiaScale)=0 |
| set the inverse inertia scale for actor1. More... | |
| virtual PxReal | getInvInertiaScale1 () const =0 |
| get the inverse inertia scale for actor1. More... | |
| virtual PxConstraint * | getConstraint () const =0 |
| Retrieves the PxConstraint corresponding to this joint. More... | |
| virtual void | setName (const char *name)=0 |
| Sets a name string for the object that can be retrieved with getName(). More... | |
| virtual const char * | getName () const =0 |
| Retrieves the name string set with setName(). More... | |
| virtual void | release ()=0 |
| Deletes the joint. More... | |
| virtual PxScene * | getScene () const =0 |
| Retrieves the scene which this joint belongs to. More... | |
| Public Member Functions inherited from PxBase | |
| template<class T > | |
| T * | is () |
| template<class T > | |
| const T * | is () const |
| PX_FORCE_INLINE PxType | getConcreteType () const |
| Returns concrete type of object. More... | |
| PX_FORCE_INLINE void | setBaseFlag (PxBaseFlag::Enum flag, bool value) |
| Set PxBaseFlag. More... | |
| PX_FORCE_INLINE void | setBaseFlags (PxBaseFlags inFlags) |
| Set PxBaseFlags. More... | |
| PX_FORCE_INLINE PxBaseFlags | getBaseFlags () const |
| Returns PxBaseFlags. More... | |
| virtual bool | isReleasable () const |
| Whether the object is subordinate. More... | |
Protected Member Functions | |
| PX_INLINE | PxPrismaticJoint (PxType concreteType, PxBaseFlags baseFlags) |
| Constructor. More... | |
| PX_INLINE | PxPrismaticJoint (PxBaseFlags baseFlags) |
| Deserialization constructor. More... | |
| virtual bool | isKindOf (const char *name) const |
| Returns whether a given type name matches with the type of this instance. More... | |
| Protected Member Functions inherited from PxJoint | |
| virtual | ~PxJoint () |
| PX_INLINE | PxJoint (PxType concreteType, PxBaseFlags baseFlags) |
| Constructor. More... | |
| PX_INLINE | PxJoint (PxBaseFlags baseFlags) |
| Deserialization constructor. More... | |
| Protected Member Functions inherited from PxBase | |
| PX_INLINE | PxBase (PxType concreteType, PxBaseFlags baseFlags) |
| Constructor setting concrete type and base flags. More... | |
| PX_INLINE | PxBase (PxBaseFlags baseFlags) |
| Deserialization constructor setting base flags. More... | |
| virtual | ~PxBase () |
| Destructor. More... | |
| template<class T > | |
| bool | typeMatch () const |
Additional Inherited Members | |
| Static Public Member Functions inherited from PxJoint | |
| static void | getBinaryMetaData (PxOutputStream &stream) |
| Put class meta data in stream, used for serialization. More... | |
| Public Attributes inherited from PxJoint | |
| void * | userData |
| user can assign this to whatever, usually to create a 1:1 relationship with a user object. More... | |
| Protected Attributes inherited from PxBase | |
| PxType | mConcreteType |
| PxBaseFlags | mBaseFlags |
A prismatic joint permits relative translational movement between two bodies along an axis, but no relative rotational movement.
the axis on each body is defined as the line containing the origin of the joint frame and extending along the x-axis of that frame
|
inlineprotected |
Constructor.
|
inlineprotected |
Deserialization constructor.
|
inlinevirtual |
Returns string name of PxPrismaticJoint, used for serialization.
Implements PxBase.
|
pure virtual |
gets the joint limit parameters.
|
pure virtual |
returns the displacement of the joint along its axis.
|
pure virtual |
Get the flags specific to the Prismatic Joint.
|
pure virtual |
Get the angular tolerance threshold for projection.
|
pure virtual |
Get the linear tolerance threshold for projection.
|
pure virtual |
returns the velocity of the joint along its axis
|
inlineprotectedvirtual |
Returns whether a given type name matches with the type of this instance.
Reimplemented from PxJoint.
References PxJoint::isKindOf().
|
pure virtual |
sets the joint limit parameters.
The limit range is [-PX_MAX_F32, PX_MAX_F32], but note that the width of the limit (upper-lower) must also be a valid float.
|
pure virtual |
Set a single flag specific to a Prismatic Joint to true or false.
| [in] | flag | The flag to set or clear. |
| [in] | value | The value to which to set the flag |
|
pure virtual |
Set the flags specific to the Prismatic Joint.
Default PxPrismaticJointFlags(0)
| [in] | flags | The joint flags. |
|
pure virtual |
Set the angular tolerance threshold for projection. Projection is enabled if PxConstraintFlag::ePROJECTION is set for the joint.
If the joint separates by more than this distance along its locked degrees of freedom, the solver will move the bodies to close the distance.
Setting a very small tolerance may result in simulation jitter or other artifacts.
Sometimes it is not possible to project (for example when the joints form a cycle).
Range: [0, PX_MAX_F32)
Default: Pi
| [in] | tolerance | the linear tolerance threshold |
|
pure virtual |
Set the linear tolerance threshold for projection.
If the joint separates by more than this distance along its locked degrees of freedom, the solver will move the bodies to close the distance.
Setting a very small tolerance may result in simulation jitter or other artifacts.
Sometimes it is not possible to project (for example when the joints form a cycle).
This value must be nonnegative.
Range: [0, PX_MAX_F32)
Default: 1e10f
| [in] | tolerance | the linear tolerance threshold |


RLNC demo
Settings
Latency:
Packet count:
Losses
Loss:
TCP
Full RLNC
Gen. size:
FEC
Sliding window
Gen. size:
FEC


SMS integration! Twilio lets you use standard web languages to build voice, VoIP and SMS applications via a web API.
Platform as a service, no-backend apps! Firebase is a realtime backend as a service that allows you to create incredible apps.
Interface with APIs! Zapier connects the web apps you use to easily move your data and automate tedious tasks.


--- title: Title keywords: fastai sidebar: home_sidebar nb_path: "14_synchro.nested_stims.ipynb" ---
from nbdev.showdoc import *
%load_ext autoreload
%autoreload 2
synchro.nested_stims
Functions to synchronize data from QDSpy stimuli that consist of presenting a sequence of shorter stimuli. Often those are compiled shortly before their presentation so they need different handling
Always make sure that the alignment is correct using ```find_starting_position.ipynb```


Epic Games
Home
Store
Library
Friends
Unreal Engine
Unreal Engine
Learn
Marketplace
Library
Engine Versions
➕
My Projects
⚙
Vault
↻
Local Assets
➕


--- title: Getting started with the GitHub API keywords: fastai sidebar: home_sidebar nb_path: "tutorial_api.ipynb" ---
To get started, you need a GitHub personal access token, which is a secret code used to access your account. If you don't have one, click here to create one. You'll be asked to enter a name -- choose anything you like, for instance "ghapi". You'll also be asked to choose "scopes"; this limits what you'll be able to do with the API using this token. If you're not sure, click "repo" "gist", "notifications", and "workflow". Then click "Generate Token" at the bottom of the screen, and copy the token (the long string of letters and numbers shown). You can easily do that by clicking the little clipboard icon next to the token.
You'll need to pass that token to GhApi
. Rather than pasting it into every script, it's easiest to save it as an environment variable. If you save it as $GITHUB_TOKEN
then it will be most convenient, so add this to the end of your .bashrc
or .zshrc
file:
export GITHUB_TOKEN=xxx
...replacing the xxx
with the token you just copied. Don't forget to source
that file after you change it.


southwest-airlines
Businessmodel of Southwest Airlines
Customer Segments
The vast majority of Southwest Airlines’s customers are general consumers, professionals and families. The Company operates the largest national low-cost airline in the US, primarily attracting customers that are seeking low budget, no frills air fares. In 2015 Southwest Airlines served enplaned an average of 12 million passengers each month.
Southwest Airlines also serves a range of corporate clients, providing business and group travel services to companies across multiple sectors in the US, often at discounted prices. The Company also serves corporate clients, including importers and exporters of perishables and consumer goods, with a range of cargo and shipping services.
Southwest Airlines serves customers primarily in its native market of the US, but also customers across near-international jurisdictions where the Company operates flights. This includes a number of Central American and Caribbean destinations, such as Mexico, Aruba, the Bahamas, Costa Rica, and Belize.
Value Propositions
Southwest Airlines provides value to its customers in the following ways:
- Its low-cost air fares, providing domestic and international air travel to consumers at prices lower than most major airlines, with additional services available at a small cost;
- Its limited fees, with the Company allowing passengers to check two pieces of luggage, including sports equipment, at no additional cost;
- Its broad network of national and near-international destinations, including 91 destinations across 41 US states and locations in the Caribbean and Central America;
- Its customer service, with the Company providing quality customer care to its passengers, despite its low cost fares; and
- Its rewards and frequent flyer privileges, with the Company operating a Rapid Rewards Program, through which customers can earn points that can be spent on flights and products provided by partner companies. ### Channels
Southwest Airlines makes the majority of its sales through its online channels. It operates a website at www.southwest.com, through which it provides information on its services, destinations, fee structure and schedule.
Its website also hosts the Company’s flight booking portal, through which customers can search flights, make reservations, and manage their bookings. Some of this functionality can be accessed through the Southwest Airlines mobile app. In addition to its consumer travel portal, Southwest Airlines also operates a corporate travel site, through which business customers are able book travel, earn rewards and manage accounts. The Company also operates direct sales and support teams across its network of offices.
Southwest Airlines’s own sales channels are supported and extended by a network of affiliate companies and websites, which assist in driving sales for the Company. The Company notably makes a proportion of its sales through third-party online booking providers BookingBuilder, Sabre, and Apollo.
Customer Relationships
Southwest Airlines makes sales primarily on a self-service basis through its own online channels and its network of affiliate and distribution partners. Customers are able to book flights, car rental and manage their bookings through the Southwest Airlines website and app without interacting with members of the Company’s sales team. The Company makes some sales through its own direct sales teams, which principally handle corporate clients that require a greater degree of personal assistance to fulfil their needs.
Where Southwest Airlines provides a more personal service to consumers is through its in-flight and airport staff that are available to customers at all times to provide assistance and information. The Company also provides customer support to passengers during and after the booking process, with customers able to contact support staff directly with technical issues, questions and concerns over the phone, via email or by post. A range of additional support resources, such as FAQs and guides, can be found on the Southwest Airlines website.
Customers can additionally interact with Southwest Airlines directly through its social media accounts with Twitter, Facebook, Instagram and YouTube.
Key Activities
Southwest Airlines operates a low-cost passenger airline service that provides scheduled air transportation in across the US and near-international markets.
The Company serves approximately 91 destinations, covering more than 40 US states, including the District of Columbia and the Commonwealth of Puerto Rico, and a number of nearby international destinations, including Mexico, The Bahamas, Aruba, Mexico, Costa Rica, and Belize. Southwest Airlines manages and operates a fleet of just over 700 Boeing 737 aircraft. Southwest Airlines operates flights under a point-to-point model combined with a rolling hub system in its larger cities, compared to the hub and spoke model employed by most competing airlines.
In addition to its consumer air travel services, the Company also provides corporate and group travel services, as well as cargo and shipping solutions.
Key Partners
Southwest Airlines collaborates with a broad network of partner companies to extend its own suite of service offerings
- Affiliate Partners, comprising a network of websites and travel agencies that extend the Company’s marketing reach and drive sales to the Company’s booking portal;
- Rewards Partners, that comprising travel, retail, dining and lifestyle companies that provide products and services as part of the Company’s frequent flyer rewards program;
- Service Partners, comprising a range of service providers, such as car rental providers, that serve as the Company’s preferred partner in return for providing discounted prices to Southwest Airline customers; and
- Alliance and Joint Venture Partners, comprising various technology and air service companies with which the Company launches joint-venture projects and shares resources. Southwest Airlines has partnered with ride service Lyft and car rental provider Hertz, and includes NRG, Laithwaite’s Wine, eMiles, and Best Western Hotels and Resorts among its reward program partners.
Historically, Southwest Airlines has also partnered with other airlines to extend its own services, including tie-ups with Volaris, AirTran and Icelandair. None of these partnerships, however, remain current.
Key Resources
Southwest Airlines’s key resources are its fleet of aircraft, its maintenance and service infrastructure, its sales channels and IT infrastructure, its network of partnerships, and its personnel.
Key to the Company’s operations is the operation and maintenance of its fleet of more than 700 Boeing 737 aircraft, and the activities of its supporting infrastructure and flight crew, and ground crew personnel.
Cost Structure
Southwest Airlines incurs costs in relation to the operation and maintenance of its aircraft, the purchase and supply chain management for its consumables – notably fuel, the maintenance of its physical infrastructure, the management of its partnerships, the maintenance of its IT infrastructure, and the retention of its personnel.
The payment of salaries, wages and benefits to its 49,600 active fulltime employees was Southwest Airlines’s largest expense in 2015, representing around 41% of total costs for the year. The cost of jet fuel remains substantial for Southwest Airlines, amounting to $3.62 billion in 2015 and comprising 23% of the Company’s total annual expenses. The Company accrues other operating costs in relation to the operation of its network of offices and facilities in the form of rent and utilities.
Revenue Streams
Southwest Airlines generates revenue through the operation of domestic and international airline services. Its 2015 revenue was divides as follows:
- Passenger Revenue, comprising revenue derived from the sale of domestic and international passenger air fares;
- Freight Revenue, comprising revenue derived from the Company’s provision of shipping and cargo services;
- Special Revenue, relating to a special revenue adjustment for the year; and
- Other Revenue, comprising revenue derived from the sale of and provision of ancillary services, such as early check-in and in-flight sales. Passenger revenue accounts for the vast majority of the Company’s total revenue, amounting to $18.30 billion of the Company’s total $19.82 billion in revenue for the year. Freight revenue amounted to $179 million, special revenue amounted to $172 million and other revenue amounted to $1.17 billion in 2015. More than 98% of the Company’s revenue is derived from its domestic operations.


| 009:034 Khan | : |
O you who believe! Verily, there are many of the (Jewish) rabbis and the (Christian) monks who devour the wealth of mankind in falsehood, and hinder (them) from the Way of Allah (i.e. Allah's Religion of Islamic Monotheism). And those who hoard up gold and silver [Al-Kanz: the money, the Zakat of which has not been paid], and spend it not in the Way of Allah, -announce unto them a painful torment. |
| 009:034 Maulana | : |
O you who believe, surely many of the doctors of law and the monks eat away the property of men falsely, and hinder (them) from Allah's way. And those who hoard up gold an silver and spend it not in Allah's way -- announce to them a painful chastisement, |
| 009:034 Pickthal | : |
O ye who believe! Lo! many of the (Jewish) rabbis and the (Christian) monks devour the wealth of mankind wantonly and debar (men) from the way of Allah. They who hoard up gold and silver and spend it not in the way of Allah, unto them give tidings (O Muhammad) of a painful doom, |
| 009:034 Rashad | : |
O you who believe, many religious leaders and preachers take the people's money illicitly, and repel from the path of GOD. Those who hoard the gold and silver, and do not spend them in the cause of GOD, promise them a painful retribution. |
| 009:034 Sarwar | : |
Believers, many rabbis and monks consume other people's property by false means and create obstacles in the way of God. Those who horde gold and silver and do not spend (anything out of it) for the cause of God, should know that their recompense will be a painful torment |
| 009:034 Shakir | : |
O you who believe! most surely many of the doctors of law and the monks eat away the property of men falsely, and turn (them) from Allah's way; and (as for) those who hoard up gold and silver and do not spend it in Allah's way, announce to them a painful chastisement, |
| 009:034 Sherali | : |
O ye who believe ! surely, many of the priest and the monks devour the wealth of men by false means and turn men away from the way of ALLAH. And those who hoard gold and silver and spend it not in the way of ALLAH - give to them the tidings of a painful punishment. |
| 009:034 Yusufali | : |
O ye who believe! there are indeed many among the priests and anchorites, who in Falsehood devour the substance of men and hinder (them) from the way of Allah. And there are those who bury gold and silver and spend it not in the way of Allah: announce unto them a most grievous penalty- |
Concepts/Themes Covered: الإيمان > الغيب > النار > أصحاب النار Faith> The Unseen World> Hell-Fire>Hell Fellows العمل > العمل الطالح > في المال > أكل الأموال بالباطل Action(Work)> Bad Deeds>In Earning Money> Eating up One another's Property Unjustly العمل > العمل الطالح > في المال > كنز الذهب و الفضة Action(Work)> Bad Deeds>In Earning Money>Hoarding up Gold and Silver الإنسان والعلاقات الأخلاقية > الأخلاق الذميمة > البخل Man and The Moral Relations>The Dispraised Morals>Stinginess تنظيم العلاقات المالية > أكل الأموال بالباطل Organizing Financial Relationships>Eating up One Another's Property Unjustly تنظيم العلاقات المالية > أموال الناس Organizing Financial Relationships>People's Property تنظيم العلاقات المالية > إنفاقها Organizing Financial Relationships>Its Expenditure الديانات > بنو إسرائيل > أحبارهم Religions>Children of Israel>Their Priests الديانات > النصارى > الرهبان Religions>The Christians>The Priests الديانات > النصارى > القسيسون Religions>The Christians>The Priests
This tool uses eight English parallel translations for the Holy Quran imported from Mr. Clay Smith. You can also visit Qurany Concepts for browsing the Quran themes or topics. If you want to search the Holy Quran for keywords, please visit Qurany Keywords.


Just putting it out there
Contact Infomation:
Caspar Qian<EMAIL_ADDRESS>Rowen Chin<EMAIL_ADDRESS>SummerRay Morrow: morros@rpi.edu


Call on us Today: +2347038330785
Home
About us
Our Products
Make Order
Contact us
EUREKA
FOODS
Fresh tigernut juice just for you
Order Today!
Health Benefits of Tigernut
Tigernut is rich in fibre.
Serves a good source of potassium
Protects against cardiovascular diseases
Increases libido in men
Serves a good source of magnesuim
Corrects erectile dysfunction
HOME
COMPANY
PRODUCTS
BLOG
CONTACT US
BENEFITS OF TIGERNUT
FRESH SMOOTHIES
PRICES
WHO WE ARE
4 Adebola street Surulere
Lagos-Nigeria.
Phone: +234<PHONE_NUMBER>
info@eureka.com


Introduction to Neo4j
Bert Radke
bbv Software Services
Senior Consultant
Growth of Data
Panama Papers
Property Graph
Properties
Schema
Indexes
- single-property
- composite
- full-text
Constrains
- Unique property constraints
- Property existence constraints
- Node Keys
History repeating?
Cypher
match (p:Person)-[r:DIRECTED]->(m:Movie) return p,r,n
Pattern Matching
match p=shortestPath((atlas:Movie)-[*1..4]-(good:Movie))
where good.title = 'A Few Good Men'
and atlas.title = 'Cloud Atlas'
return p
shortest path - Result
match p=shortestPath((atlas:Movie)<-[*1..4]->(good:Movie))
where good.title = 'A Few Good Men'
and atlas.title = 'Cloud Atlas'
return p
all path - Result
match p=(atlas:Movie)<-[*1..4]->(good:Movie)
where good.title = 'A Few Good Men'
and atlas.title = 'Cloud Atlas'
return p
Cypher
- match:
- query for notes and relationships
- create / merge:
- create notes and / or relationships
- delete:
- delete of notes and relationships
- set:
- setting of attributes
- remove:
- removing of attributes
- with:
- chaining of queries
and more
- A
- tomicity
- C
- onsistency
- I
- solation
- D
- urability
DB - Plugins
- reside inside database
- low-level API
- Graph Algorithm
- GraphQL
APOC
Apoc
- 499 Functions and Procedures
- Import / Export
- Text, Phonetic
- Refactorings
- Jobs, Transactions, virtual Nodes ..
CALL apoc.load.csv('/tmp/test.csv') yield lineNo, map,
list RETURN *;
Running Neo4j
Protocol
Drivers
Official
- Java
- .Net
- Python
- Go
- JavaScript
Community
- Erlang / Elixir
- C/C++
- Ruby
- Clojure
- PHP
- Perl
- R
- Haskell
Community Edition
Or
Enterprise Edition
Graph Algorithm
Get the free book
Identity Management
Fraud Detection
Fraud Detection
jQAssistant
Service Monitoring
Social Graphs
Online transactional processing
Sandbox
Others
- recommendation
- natural language processing
- medical science
- machine learning
- see Neo4j website
(graphs)-[:ARE]->(everywhere)
DEMO!
Vielen Dank
Q and A
Welcome Neo4j
from Munich / Germany
#GlobalGraphCelebrationDay


XML stands for Extensible Markup Language. It is an open source, language independent,
human readable, data-interchange format. It was designed to store and transport data.
It is most commonly used for communication between two application running on different servers.
These application can be written on same technology or can be written on different technology.
It is comprise of tags ( start tag and end tag ) and data is stored inside those tags.
XML Editor :-
XML editor ( XML Viewer ) is an online web-based tool, designed to create, view, format, edit, save and share xml file.
This tool provides multiple features which will help you, to create simple and complex xml easily.
A list of all its features and functionality are as follows :-
Add Element :-
To add new element, first select the element node under which you like to add new element,
then click the Add Element icon on a right side of the bar,
once you click this icon, new element will be added to the selected node.
Add Text :-
To add new text, first select the element node under which you like to add new text,
then click the Add Text icon on the right side of the bar,
once you click this icon, new text will be added to the selected node.
Tree View :-
Tree view will show your working xml in a hierarchical model, you can select any node in the model to view or edit it's value.
It can be expanded by clicking expand image button on a right hand side of bar.
Text View :-
Text view is like a code editor, this will show your working xml in the text format.
You can edit your work in the code editor and can also load this to xml editor ( xml viewer ) by clicking load image button.
It can be expanded by clicking expand image button on a right hand side of the bar.
Download :-
You can download your existing work, which you have created using xml editor ( xml viewer ) tool.
To use this functionality, click download button on a navigation bar, this will download a file onto your system.
Load :-
To load any of your xml file into the tool, first copy and paste your existing work into the text view and then
click load image button on the bar.
New :-
Click the new button on the navigation bar to remove your existing work from the xml editor ( xml viewer ) tool,
So that you can start you development from the scratch.
Copy & Paste :-
You can copy and paste any node into another based on following two rules :-
- Text cannot have a child node.
- Element can have Text or Element as a child.
To use Copy & Paste functionality, first select the node which you like to copy,
then click the copy and paste icon on its bar and finally select the node inside
which you want to copy your previous selection. This will copy your previously selected
node inside new one. This Copy & Paste functionality is very useful, when you want add a new node,
which is similar to one of the existing node.
Delete :-
You can delete any node ( element or text ) from xml viewer.
To use this delete functionality, first select the node which you want to delete,
then click the delete icon on the right side of the bar,
once you click a delete icon an confirm dialog will be displayed, asking your confirmation for delete.
Confirm dialog will contain two buttons
Ok and
Cancel,
click
OK to delete or click
Cancel to leave it.
Save Online :-
You can use save online functionality to save and share your work.
To use this save functionality, click a save online button on the navigation bar.
This will save your work on a server and provide you a url with unique id,
this url can be used to view, edit and share your saved work with your colleagues.
Minify :-
Minify feature is used to minify your existing work present in the text view.
This feature can be used as a standalone, when your requirement is just to minify your work.
To use this feature, copy and paste your work in the code editor and click a minify image button on the bar.
Pretty Print :-
Pretty Print feature is used to pretty print your existing work in text view.
This feature can be used as a standalone, when your requirement is just to pretty print your work.
To use this feature, copy and paste your work in the code editor and click the pretty print image button on the bar.


--- layout: post date: 2012-05-16 time: "09:00:00" authors: ["Greg Wilson"] title: "And One More: Johns Hopkins in June" tags: ["Johns Hopkins University"] ---
We're pleased to announce that we will be running a two-day bootcamp at Johns Hopkins University in Baltimore on June 18-19, 2012. We only have space for 20 participants, so please register early.


Inspired Software Developer skilled in all aspects of the SDLC, team leadership, customer interaction, and system deployment. Works best when faced with ambiguous requirements and tasked to develop a solution through iteratively working with clients and end-users. Extensive hands-on experience in database development, data loading, architecture and design, Python, Java, Windows, and Linux.
Working knowledge of electronic healthcare record parsing, transport, and storage. Created utilities for synthetic record generation used in testing and training of Web-based EHR systems.
I've spent a good deal of my free time the last year studying HTML/CSS/JS, the MERN stack and the technologies that support development of modern applications and architectures. My objective isn't simply to learn about the technologies; it's to expand my skill set and follow my passion for developing useful products for end users.
There is a great deal of satisfaction to creating tools people use to address critical problems. The satisfaction is greater when the tool is up front and not hidden in the background. Creating the UI also provides opportunities to work collaboratively with the end users. My ultimate goal is to land another position leading a team in developing or growing a Web-based tool that benefits the public.


HAdV- (.) adenovirus infection respiratory cells human compared virus higher viral severe type {border-style cell complement []. px;} #ffffff;} (Fig. group infected patients children clinical infection. inflammatory BALF HAdV-, HAdV--infected associated data results acute significantly infection, infections significant days . ± . Medical P < ., inflammation pneumonia study Chongqing activation described differences different disease immune lung mice total [], airway analysis levels number px; studies tract used {font-family HAdV HAdV-. Viral blood culture encephalopathy fitness font-size however, manuscript. performed post-infection. reported response samples showed shown time toxic using viability Children’s Hospital Med adenoviral caused cytokine day days difference diseases double; findings high including induced innate load lower observed post-infection pulmonary type-specific vitro Clin Human IL-β, Respiratory University activated assay border-color border-width central copies cytokines epithelial failure growth important incubated indicated lines loads model pathway post result role serotypes serum severity solid; study, treatment viruses, {font-style {font-weight (HAdV-) (P < .) (n = ) (–) -well Chongqing, Fig. HAdV-positive IL- MOI PCR Virol./JVI.- adenoviruses bold cause causing collected common concentration contributed courier; distress early effusion em; exhibited groups hexon hospitalized increase indicate isolated level macrophages mechanisms nervous neutrophils novel n = , plates pleural positive provided pt;} reaction replication sequences sequencing species standard statistically subsequent test tissue types virus, viruses white min °C μl


Reported defects may be assigned for corrective action and controlled throughout the correction process in accordance with local defect correction policies. Several predefined policies are included for defect states and valid state transitions, for defect severity assignments, and for defect classification.
If required by local policy, authorization for changes in defect state may be controlled.
The defect database may be searched using ad-hoc or user-defined queries, and matching records output according to user-defined formats, such as HTML for online viewing or comma-separated-value for importing into other programs.


JSON request
Trigger your workflows by submiting a JSON object.
Open JSON request
Barcode Scanner
Opens a camera view and automatically scans a barcode, sending the data
to your workflow. The application is compatible with QR, UPC A/E, EAN 8/13,
CODE 39/93/128, etc.
Open Barcode Scanner
Camera Photo
Take a picture and use it to trigger your workflow.
Open Camera
Document scan
Scan a document and use it to trigger your workflow.
Scan a document
Settings
Customise the application and authentication settings.
Open Settings


--- layout: sponsors title: Sponsors ---
Please support our sponsors - without their help there would be no Vogel Street Party!


Hi, am Agnes Muturi.
A software developer in the making.
Projects:
-
iBiz-Foods
This was my very first attempt at making a website which was about a fast food joint that I had envisioned. In this project, I used HTML and CSS to design them.
iBiz-Foods -
Island-Resort
This was a design proposal for a private island resort. like the other one, I used HTML and CSS.
Island-Resort -
Find Our Missing
This project was about creating a platform where pople could report and post lost and missing persons at no cost and reach a bigger audince. In this project I/we used HTML, CSS and a touch of javascript.
Find Our Missing
About me:
-
Education
I don't have a college degree or any certificate of a higher institution except highschool and driving school.
-
Job Experience
-
Site Clerk at Banda Homes
Feb 2018- Nov 2019
Duties: - Assisting the foreperson and site manager with day to day activities.
- Organaising and maintaining documents.
- Working with purchasing to order materials and with logistics to deliver them.
- Assisiting in upholding the corporate structures of the company withing the site.
-
-
Safaricom Customer Care
Feb 2017- Oct 2017
Duties: - Promoting new Safaricom products and services.
- Assisting clients on Safaricom based issues.
- Regestering new clients and Mpesa services.
-
Front office at Fahari Developers
Feb 2015- Dec 2015
-
Programming Interest
I decided to take this programming course because tech has always been an interest of mine. Ever since I was a little girl, I was always curious to know what drives thing to function how they do and later when I became an adult I discovered that most of it was in programming. I would also like to increase my chances of getting a better job in future and be a productive member of the society and a fulfilled citizen. The idea of solving problems we didn't know we had and making the world a better place also contributed to my interest in programming and it also works as a motivation to become better everyday.
-
Interests/Skills
- Reading novels.
- Travelling.
- Sports.
- Excellent driving skills in both cars and trucks.
- Perfect in constuction work.


Compile backport175 annotations. (test-source)
| Parameter |
Type |
Expression |
Default Value |
Description |
ignoreUnknown (Optional) |
boolean
|
-
|
-
|
flag marking if the task should ignore unknown annotations (like f.e. @author if not associated to an annotation interface) |
properties (Optional) |
List
|
-
|
-
|
path to a properties file when user-defined annoations are to be used. |
testClasspathElements
|
List
|
${project.testClasspathElements}
|
-
|
Project test classpath. |
testCompileSourceRoots
|
List
|
${project.testCompileSourceRoots}
|
-
|
The source directories containing the test-source to be compiled. |
testOutputDirectory
|
File
|
${project.build.testOutputDirectory}
|
-
|
The directory where compiled test classes go. |
testSkip (Optional) |
boolean
|
${maven.test.skip}
|
-
|
Set this to 'true' to bypass unit tests entirely. Its use is NOT RECOMMENDED, but quite convenient on occasion. |
verbose (Optional) |
boolean
|
-
|
-
|
flag marking the task verbosity. |


@import domain.Sitting @import java.time.OffsetDateTime @(assessment: Sitting, lastAllowedStartTime: OffsetDateTime)(implicit context: RequestContext) @frontend(assessment.assessment.title) {
You can no longer start this assessment. The latest allowed start time for this assessment was @tags.bareLocalisedDateTime(lastAllowedStartTime).
}


Add a new store to the table
I made a text box!
Details
How did you hear about us? Google Friend Advert Other
Would you visit us again? Yes No Maybe


Lanes - are the main paths that minions follow toward the Nexus. Due to this, they are defended by turrets planted along the path that must be destroyed in order to push into the enemy base. Each successive turret in a lane must be destroyed before damage can be dealt to the next structure. Along each lane are located areas of brush for tactical maneuvering, such as juking and ganking. Controlling a lane is a key tactical component of gameplay; early lane control in a game can put your opponents at a disadvantage by keeping them away from your turrets and denying last hits on minions for much-needed gold. Summoner's Rift has 3 lanes (Top, Bottom and Middle) which are defended by 3 turrets (Outer, Inner, Inhibitor). Each adjacent lane is connected from different passages through the Jungle or by the river that runs diagonally through the map.


Dotnav
Create a dot navigation with a horizontal or vertical layout to navigate through slideshows or to scroll to different page sections.
Usage
To create a navigation with dots, just add the .uk-dotnav
class to an

element and nest
elements within the list. This is perfect to create a typical slideshow navigation. This component is built with Flexbox. So to align a dotnav, you can use Flex component.
Example
Markup

...

...

Dotnav and images
For better visibility on images, for example when using the Dotnav as a slideshow navigation, just add the .uk-dotnav-contrast
class.
Example
NOTE In this example we also applied the .uk-flex-center
class from the Flex component to center the dotnav.
Markup

...

...

Vertical dotnav
The Dotnav can also be aligned vertically. Just add the .uk-flex-column
class. This is great for page scroll navigation using the Scrollspy component.
Example
Markup

...

...


Hey there, thanks for your interest in Fnplus
We need you to do a couple of things to
get you in as an actual member :)
Step 1:
Your details would
really help us to connect and talk to you in future. They're safe with us tho 🤐
Step 2:
Great!
Thanks for going through this with us. Now, we'd like to invite you to our Github organization.
 You can expect an invitation soon! 😃


{% extends 'base.html' %} {% block title%}Browse Reports{% endblock %} {% block register %}
Just a few (0-10)
Newest
Oldest
{{report.short_description}}
{{report.owner_name}}


Thank you for taking the time to help us improve the platform
which option bests describe your current role?
Would you recommend freeCodeCamp to a friend?
What is your favourite feature in freeCodeCamp?
What would you like to see improved? (check all that apply)
Any comments or suggestions?


Leviticus 2:12
As for the oblation of the firstfruits, ye shall offer them unto the LORD: but they shall not be burnt on the altar for a sweet savor.


Chapter 11. Mail functions
Prev
Next
Chapter 11. Mail functions
Table of Contents
check_email_addr ()
Sending emails with attachments
rfc2110_attachment ()
rfc2110_header ()
rfc2110_file ()
rfc2110_tail ()
rfc2110_boundary ()
check_email_addr ()
boolean check_email_addr ($email_addr);


{% if missingOverview or missingSummary or missingAuthor or missingSource %}
Help needed for "{{page.title}}" Design Principles!
The following is missing from this set of principles:
{% if missingOverview %}Overview: e.g.
This set of principles is designed to promote inclusivity and accessibility…{% endif %} {% if missingAuthor %}
Author: e.g.
author: Margaret Attwood{% endif %} {% if missingSource %}
Source: e.g.
source: http://example.com{% endif %} {% if missingSummary %}
Summary: Each design principle can have a brief summary, e.g.
- principle: A poster has to be joyous, unless it has to arouse compassion. summary: Something something{% endif %}
It would be great if you could contribute and update this set of principles with anything that's missing!


Tic-Tac-Toe
Begin Game
Wins!
Start Again?>
A tie!
No one wins
Start Again?
X Has:
4
Wins
Current Player:
O Has:
4
Wins


I'm hosted with GitHub Pages.
Soon to be on this spot a spiffy webpage until then ... see my projects on github such as:| MacOSX | Projects for OS X |
|---|---|
| ackermann | Some implementations of Ackermann function. |
| He3 | A floating, multi-window browser for OS X |
| Helium | A floating, multi-window browser for OS X; superseded by He3 |
| Rules | Formula rule execution methods using the sqlite3 database via the FMDatabase framework |
| swift-compiler | A compiler for a small turing complete language, written in Swift. |
| SimpleViewer | Simple WebBrowser / Viewer Using WkWebView Framework |
| TravelingSalesman | macOS App in Swift for the Traveling Salesman - Pathfinding based on a bidirectional and weighted graph. |
| Weather | Simplified weather collection |
or bio at LinkedIn
--/los "I was a teenage net-random"
Opinions expressed here are mine and not necessarily those of my employer!


On "Lorem factorial" by space_bob88
"You definitely could improve the happiness of this piece by adding
some text relating to..."
Commented 2 days ago
On "Epsum ipsum" by RachelTheHero
"Nice work here!
Commented 1 week ago


Hard Fork
MOST POPULAR
Tesla short sellers have lost $27B betting against Elon Musk this year
David Canellis · 5 days ago
- Elon ‘own no home’ Musk sells Gene Wilder’s old pad — 5 properties to go
- Bitcoin rally sends world's top cryptocurrency ahead of gold and silver
- PayPal to support Bitcoin and other crypto — but merchants must use fiat
- NY watchdog attacks Twitter over 'jarringly easy' Bitcoin scam hack
- Disney wants Netflix's throne, and the Wall Street crowd is into it


Check an R package on R-hub
check(path = ".", platform = NULL, email = NULL, valgrind = FALSE, check_args = character(), env_vars = character(), show_status = interactive())
| path | Path to a directory containing an R package, or path to
source R package tarball built with |
|---|---|
| platform | Platform to build/check the package on. See
|
Email address to send notification to about the build.
It must be a validated email address, see |
|
| valgrind | Whether to run the check in valgrind. Only supported on Linux currently, and ignored on other platforms. |
| check_args | Extra arguments for the |
| env_vars | Environment variables to set on the builder machine before the check. A named character vector. |
| show_status | Whether to show the status of the build as it is happening. |
An rhub_check object.
# NOT RUN { check(".") check("mypackage_1.0.0.tar.gz", platform = "fedora-clang-devel") # }


[gecode-users] Improvement....
Rafael Meneses
rafaparafernalia at gmail.com
Wed Aug 9 06:55:34 CEST 2006
Hi,
I think that will be good, that I can define a subclass of the
Statistics class, then I can pass this to the engine and the same
class will be send to the branchs and propagators.
I make a custom branch and I like make some statistics, with the
actually infrastructure of gecode, I don't can make this statistics
without make a custom search engine, and I think that don't must
necesary make a custom search engine to make statistics from my custom
branch.
I don't write english very well.... sorry.
saludos,
--
Rafael Meneses
http://www.zeke.cl
http://www.labsd.inf.utfsm.cl/~rmeneses
More information about the gecode-users
mailing list


Discove
read
.
Sign In
Sign Out
New Book
I have finished reading this book
Submit
Welcome
.
Before proceeding, where do you want your books to be saved?
Local Storage
Cloud Storage
Loading...
×


types
types: object
breaking
breaking: string = "Breaking Changes"
build
build: string = "Build System / Dependencies"
chore
chore: string = "Chores"
ci
ci: string = "Continuous Integration"
docs
docs: string = "Documentation Changes"
feat
feat: string = "New Features"
fix
fix: string = "Bug Fixes"
other
other: string = "Other Changes"
perf
perf: string = "Performance Improvements"
refactor
refactor: string = "Refactors"
revert
revert: string = "Reverts"
style
style: string = "Code Style Changes"
test
test: string = "Tests"
Default configuration


Five great features of the 16-inch MacBook Pro
by Peter CoheniDB’s video editor Harris Craycraft has been using the 16-inch MacBook Pro for a little while – long enough to compile a list of what he really likes about it. In this YouTube video, Harris talks about his five favorite features of the new MacBook Pro.
The new 16-inch MacBook Pro is the very first Apple laptop to come in 16-inch form factor. They’ve been doing 15-inch models since the PowerBook days, and Apple offered 17-inch for a while before the Retina display era took over. But 16-inch is new – not only is the screen bigger, but there are a lot more pixels, too. That’s not the only change under the hood, either.
Subscribe to iDB’s YouTube channel
Harris loves the new keyboard. That’s definitely been one of the standout features of the new MacBook Pro – it includes a mechanism that’s very different than the last few MacBook Pro models. In fact, Apple calls it a Magic Keyboard – the same nomenclature it uses to describe the keyboard that comes with the iMac (and which Apple sells as an accessory for other Macs).
Apple generally equips its larger laptop model with premium features that benefit pro users demanding absolute peak performance from their Mac laptop. The 16-inch MacBook Pro is no exception, and its price tag comes in the same as the model it replaced, making it a better value than before. Under the hood you’ll find a ninth-generation Intel Core processor and speedy Radeon Pro graphics from AMD.
We won’t spoil the rest of what Harris has to say – just click on the video and stream it to see for yourself.
Are you interested in getting a 16-inch MacBook Pro? Or do you already have one? What features are you most interested in, or what do you like the most about the one you’re using? Let us know in the comments.


Try out our Premium Member services: Virtual Legal Assistant, Query Alert Service and an ad-free experience. Free for one month and pay only if you like it.
IN THE HIGH COURT OF JHARKHAND AT RANCHI A.B.A. No. 3892 of 2015 1. Santu Gupta @ Santu Kumar 2. Uttam Choudhary @ Uttam Kumar Choudhary ...Petitioner(s) -V e r s u s- The State of Jharkhand .....Opposite Party CORAM: - HON'BLE MR. JUSTICE RAVI NATH VERMA For the Petitioner(s) : - Mr. Rajeeva Sharma, Sr. Advocate For the State : - Addl. P.P. 05/17.03.2016
Apprehending their arrest in connection with Borio (M) P.S. Case no. 217 of 2015 instituted under Sections 379 of the Indian Penal Code, under Rule 54 of the Jharkhand Minor Mineral Concession Rule, 2004 and under Section 15 of the Pollution Control Act, 1986, the two petitioners namely Santu Gupta @ Santu Kumar and Uttam Choudhary @ Uttam Kumar Choudhary have moved this court for grant of privileges of anticipatory bail.
Earlier, up-to-date case diary was called for from the court concerned but from the case diary forwarded by the concerned police station, it appears that no investigation has been done after 28.06.2015.
Heard learned senior counsel appearing for the petitioners and also the learned counsel representing the State.
Learned senior counsel appearing for the petitioners submitted that the entire allegation is false and concocted one and petitioners are not the owners of the alleged crusher machine and even the petitioners have nothing to do either with the said crusher machine or the stones kept near the crusher machine. It was also submitted that the petitioners have been dragged into the case due to village rivalry.
Learned counsel representing the State opposed the prayer. Considering the submissions of the counsels and the discussions made above, I am inclined to grant the privileges of anticipatory bail to the petitioners.
Accordingly, both the petitioners named above are directed to surrender in the court below within three weeks from today and in the event of their arrest/surrender, the court below is directed to enlarge them on bail on furnishing bail bond of Rs.10,000/- (Ten Thousand) with two sureties of the like amount each to the satisfaction of learned Sub-Divisional Judicial Magistrate, Sahibganj in connection with Borio (M) P.S. Case no. 217 of 2015 corresponding to G.R. Case No. 505 of 2015, subject to the conditions as laid down under Section 438(2) of the Code of Criminal Procedure.
Office is directed to communicate this order at once.
(R. N. Verma, J.) Ritesh


Treehouse Style List Cells!
Treehouse is Awesome!!
Dashboards For Dummies
Level:
Beginner
Project
New
Dashboard
Blogging For Bloggers!
Level:
Beginner
Bonus
New
Blogging


This is a story about a company called Snyk (pronounced “sneak”), their founder Guy Podjarny, my decision to become one of their advisors, and how they are going to help save you from malevolent agents trying to steal your digital stuff.
If you’re anything like me, you’re simultaneously terrified and in awe of the increasing commonality of large corporate security breaches. Even big names like Ebay, Home Depot, Anthem, JP Morgan Chase, Target, LinkedIn, Dropbox, and Yahoo are falling victim to sophisticated attacks. If you spend even a few minutes looking into it, you’ll be shocked at how frequently these breaches are happening now. The fine folks at Information is Beautiful have an excellent interactive visualization of the World’s Biggest Data Breaches over the last twelve years, in case you want to read all the gory details and never get a restful night of sleep ever again:
I’ve used a fair number of emotionally charged words above that might be triggering your FUD detectors right about now. But be advised: it’s not paranoia when they really are out to get you. If recent, extremely high profile (and subsequently weaponized) breaches like those of the Clinton Campaign and the DNC aren’t enough to make you want to air gap your entire life, then I envy your steely-eyed mettle and implore you to teach me your meditation techniques.
The fact is, security is hard. And it’s getting harder every day. To win, you have to get it right every single time. To lose (and lose big), you only have to screw it up once.
During my years at GitHub, I spent a lot of time assembling a dedicated security team, managing security audits and penetration tests, and working to establish a culture of security awareness amongst our development team. All of this is challenging and expensive, especially for a young company. Even worse, it’s the kind of investment that’s totally invisible when it’s working, making it hard to sustain until that crucial and terrible moment you end up on the front page of Hacker News as the latest victim.
A year ago I was contemplating this, especially the difficult proposition of having developers, furious at work on new features, constantly maintain awareness of security vulnerabilities they might be inadvertently weaving into the product. Web application developers are generally not security experts, and though I would love to live in a world where that wasn’t true, it’s just not a realistic expectation. Meanwhile, modern development means an increasing reliance on 3rd party code. Even a small Rails app will probably have 300 or more gem dependencies after a few months of development. It’s even more in the nodejs world. This level of modularization and code reuse, driven by the explosion of high quality open source over the last decade, is amazing and I absolutely love it, but it comes at a security expense.
Open source projects are not known for their excellent security records. Vulnerabilities like Heartbleed and Shellshock painfully demonstrate the idea that “given enough eyeballs, all bugs are shallow” is completely false. In fact, due to a flaw in YAML, Rails had a pretty extreme remote code execution vulnerability for years. If you were running any version of Rails prior to the fix, you were vulnerable. This stuff is real, and as responsible developers, we need to be more proactive about it.
Luckily, at the time I was pondering these matters, I ran into Guy Podjarny. As a former cofounder of Blaze.io and then CTO of Web Experience at Akamai (which acquired Blaze.io), Guy intimately understands the impact of security on today’s web developers. He was working on an automated tool to scan and fix security vulnerabilities in 3rd party dependencies. I was intrigued. They already had a way to scan nodejs projects and look for known security vulnerabilities in the dependency tree and automatically upgrade or patch affected libraries. I thought this was pretty cool, but it was his vision for what automated security tooling could be that sold me on him and his company. I can’t talk much about that now, but just know that what Snyk is today is just the tip of what will become an intelligent and proactive bodyguard for your entire codebase.
A few months ago, Snyk released GitHub integration to make it fantastically simple to hook up your repos to Snyk and, my favorite feature: the ability to monitor your repo for future vulnerabilities and then automatically submit a pull request with the suggested package upgrade or hotfix patch (nodejs only for now).
Today, Snyk announced support for Ruby. Take a look at that blog post, it does an awesome job of explaining how simple it is to set up and what the generated pull requests look like. It’s totally free for open source projects, and extremely cheap insurance for your important projects.
Make no mistake, 3rd party code is a clear and present danger to your business. If you don’t know if you’re vulnerable, then you must assume that you are and take steps to protect yourself. Snyk makes it easy.