work done by Japanese scientists but also “the theoretical foundations” of their work. In his
view, the whole approach needs to be changed. He said that he would collaborate more with
Japanese researchers if he would not have to be responsible for doing the “basic analysis.”
What are your recommendations for Japan?
He said that Japan must improve its capacity in English, foster exchange, attract more visiting
researchers, and push for collaboration with the rest of the world. He added that more money
is not the solution because his field does not require large input in resources to produce good
work. Rather, the problem lies with Japan’s educational system, which should strengthen its
instruction in statistical analysis in its undergraduate and graduate programs.
On research management, he said, no single system necessarily works better or worse. He
explained that, in France, the system is entirely government-run and that it works relatively
well within budgetary constraints, while the U.S. system also works well but requires very a
large financial input that would be impossible for other countries to match.
He said that more international exchange and exposure are critical. So far, in his view,
most exchanges involve foreigners going to Japan. He said that Japan should push its people to
study abroad, which few do right now. Pushing Japanese researchers to publish outside Japan
would also expand their international exposure. He said that most Japanese research is published
only in Japanese. He commented that the research group at Kyushu University publishes
in Japanese journals and international ones as well. He counseled that, to be successful in publishing
in international journals, Japan needs to identify the “sexy topics” in the discipline and
emphasize research and writing on those topics, and added that the task of identifying topics
and writing in English would become easier as exposure to international peers grows.
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Summary 23
Summary 23
Field and Subfield(s): Environmental science; Environment/ecology (5)
Location: EU
Status: Rising star
Gender: Female
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
The respondent said that she does not consider Japan a leading country in her area of research
on biodiversity and restoration, in which the United States and Britain are the world’s leaders.
She said that she could not name any notable Japanese researchers in the area but said that, in
other subareas, such as zoological ecology, “there are good names and institutions.” In her area,
she said, the United States has “too many places to mention.” Among them are Stanford University,
Princeton University, and the University of California, Davis. Other top institutions
are the University of Edinburgh, St. Peter’s College, the University of York, and the University
of Sheffield in the UK and the Max Planck Institute in Germany.
She noted Germany as one of the countries making progress toward reaching the top in
the past 15 years. She said that Germany embraced internationalization by teaching and publishing
in English. Young researchers, she explained, are also given many more opportunities
in an effort to disrupt the hierarchical structure. Further, there are new lines of support for
female researchers.
Another way to improve, in her view, is to ensure that research stems not only from universities
but also from other institutions, such as research centers, that receive private-sector
funding. Universities are public entities, so their access to funding is restricted by government
rules and bureaucratic procedures. She noted that Australia, a country with some tradition in
her area, is doing well using this type of approach.
Spain, the Netherlands, and the Czech Republic—countries with less tradition in her
area—were also said to have greatly improved recently. She highlighted the Czech Republic as
having “recovered its good, detailed teaching tradition.” In each case, she credited internationalization
as having helped to bring about improvements. “People go out, communicate what
they are doing, ask leading researchers, [and] try to get answers,” she said. Russia, too, was
noted as making gradual improvements.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
The respondent gave no answer to this question.
What are your recommendations for Japan?
In her view, Japan, or almost any other country, can rise to the forefront of the field as long as
it has adequate levels of infrastructure and human capital. She said that it is possible to catch
up to the leaders quickly by identifying role models and leaders to guide the process and invest
the necessary resources.
The leading countries, she said, are doing well because they ask the large, fundamental
questions. They do not waste time on insignificant issues. They also allow researchers—both
young and old—to use their creativity to find answers. This freedom in their work, she emphasized,
exposes the researchers to “all kind of ideas and innovation.” Freedom of expression also
increases faculty and researcher motivation.
She stressed graduate education as one fundamental area that must be addressed. Leaders,
enthusiastic faculty, and students must be identified and recruited from wherever they are.
The United States is a good example of this approach to attract people from all over the world.
Further, as part of their training, she said, researchers need to learn how to interact with peers
and communicate their work. In her opinion, the United States does the best job in doing this.
Beginning at the high-school level, students in the United States learn how to exchange ideas
and continue to do this all through graduate school. Instruction, she said, could be accomplished
using a variety of methods, ranging from email exchanges to attending conferences
and seminars.
Finally, she underscored the importance of collaboration to help expose researchers to
other people’s ideas and other ways of expressing ideas across cultures and languages.
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Summary 24
Summary 24
Field and Subfield(s): Environmental science; Environment/ecology (6)
Location: Switzerland
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
The respondent said that Japan is doing well in his field of evolutionary ecology. However, he
does not consider Japan to be at the forefront and does not regard any Japanese institution
as being among the leaders in his field. In his opinion, the United States, Canada, Finland,
Norway, and Sweden are at the top of this field, as indicated by publications in major scientific
journals. Generally, in his view, the countries that do well in ecology are those that have vast
land areas and have a more “natural” approach (i.e., not trying to control it or make it adapt
to human needs) to understanding ecology. Entomology is one area in which the respondent
believes Japan is doing well and has developed expertise because it needs to control plagues.
While the United States is not the best in all areas, its overall advantages are its size and
approach to graduate education. In his view, the approach to graduate education in the United
States and Canada stands out. In places like Japan, the system produces generalists by trying to
cover all areas in breadth but not in depth. In the UK, too, a large number of universities study
diverse fields, but none was thought to be the best in the world. The respondent explained that
the United States, with its size and a critical mass of universities, could do more specialized
work, which could help to foster innovation and creativity. However, he cautioned that the
U.S. approach might not be good at the undergraduate level, where students need exposure to
a diversity of ideas. Also, he said, U.S. universities are very good at screening and recruiting,
which helps the United States to attract qualified and enthusiastic people from all around the
world. The respondent said that he recently began interacting with Japanese researchers, whom
he hopes will give him more insights into their work and approaches.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
He said that Japan’s approach to ecology, like Germany’s, is too technocratic, trying to control
nature rather than understanding its behavior. For this reason, he has not considered working
in Japan or Germany, his native country.
What are your recommendations for Japan?
In his estimation, he said that it will take more than ten years (using quantity and quality of
Japanese publications in major scientific journals as an indicator) for Japan to catch up to the
leading countries. In addition to money, he said, other changes are needed. First, Japan must
abandon the “control of nature” approach and move toward an “understand nature” approach.
Japan could adopt policies similar to those in the leading countries (e.g., the United States) and
look at the experience of others that are already emulating the leading countries (e.g., France
and Spain). In France, for example, protectionist regulations were removed to make science
more open. Immigrant workers used to have to go through a “slow and bureaucratic process”—
registering, obtaining a work permit, and so on—before they were offered a position at a university.
In many cases, job applications were not even considered because people were unaware
of hidden rules. These barriers have been either removed or bypassed to allow France to bring
in international researchers. This, according to him, is significantly changing the composition
of faculty at French universities and opening up good career opportunities for international
researchers in France. He said that Spain, too, has been implementing similar changes. Italy,
however, has not, and it does not look like Japan has either. He said that culture might have
a role in shaping perspectives—and policies—in Japan and Italy. In the respondent’s opinion,
the scientific world is “a mirror of society.” In other words, Japanese society is relatively closed,
and so is its scientific community. He added that overcoming such cultural constraints might
be particularly difficult for countries of a certain size, such as France, Germany, Italy, and
Japan. For some others, that decision to open up may be more deliberate, and the process of
it happening might be easier (e.g., for Switzerland and Ireland). Smaller countries know they
need to open up to and collaborate with the rest of the world.
He compared Germany and Switzerland, which, 25 years ago, were in similar positions
in his field. He explained that the arrival of one American professor to Basel and his leadership
completely changed things in Switzerland. He said that this professor introduced a more
open, American-style approach to ecology research, shifting Switzerland from the “mechanical”
approach that it had shared with Germany. He also introduced an aggressive policy to
screen and recruit the best people from all over the world when interest in ecology among Swiss
students at the time was low or even nonexistent. This first generation of “foreigner” ecologists
in Switzerland generated sufficient enthusiasm that spilled over into the rest of Swiss academia
and society and stimulated Swiss interest in ecology study, enough to eventually result in a
critical mass of Swiss students.
He said that he has a sense that Japan is attempting to open up. JSPS, for example, has
been doing a great job in the past five to seven years in leading this process by pushing scientists
to publish in English. Internationalization, is his view, is critical to improving the quality
of research in Japan. To begin with, classes must be taught in English at undergraduate and
graduate levels in order to attract people from the rest of the world and to force Japanese students
to become acquainted with the language. Both Switzerland and Germany, he noted, have
moved in this direction over the past ten to 15 years. It is important to attract students internationally
in order to bring in the right people to produce rigorous research. The countries at
the forefront of the field all attract the best people from around the world. He emphasized that
such a strategy could be especially important if there are few people entering the field domestically,
and added that “diversity always helps.”
When recruiting students into graduate programs, he underscored, “enthusiasm is decisive”
because researchers must feel emotionally connected to the field. Nevertheless, “selecting
the right people” can be extremely difficult.
Overall, he said, he has seen more progress in places where private universities play a substantial
role in S&T education. Private U.S. universities can be productive because they enjoy
funds from their large endowments and from alumni giving, the latter of which is very important
to fundraising. In his view, countries that rely solely on public universities in S&T education
can face more problems. For example, in central European countries, the public would
not feel a need to support the research enterprise or science education when they see their role
only as taxpayers and deferring to the state for action. Compare this, he said, with the situation
in the United States, where an alumnus would be motivated to make financial support to his
or her private university alma mater and assist the institution in identifying suitable graduate
students.
The respondent said that separating applied research from the basic research in the educational
system might also be beneficial. For example, in Germany and Switzerland, applied
research is done at the polytechnic universities, while basic research is done at the universities.
The former would produce workers and research that could meet the expectations of the
private sector, while the latter would produce workers and research that could advance fundamental
science.
Finally, he stressed that partnerships with the industrial sector are important and should
be increased. He cited the examples of oil companies hiring paleontologists and farmers working
with researchers to find ways to control plagues. For these partnerships, applied research
was said to have a particular value.
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Summary 25
Summary 25
Field and Subfield(s): Environmental science; Energy engineering (1)
Location: EU
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
The respondent said that his experience with Japanese researchers has been limited to attending
scientific conferences in Japan. He said that he would have liked to conduct research in Japan
but has not found the right opportunity.
Japan, in his assessment, is very advanced and produces a great deal of research in his
areas of research, earthquake engineering and wind engineering. He said that Japan has made
some significant advances, such as in design and applied research. He said that he is not aware
of any major research breakthroughs in his area of research in Japan, adding that other countries,
too, have not produced major research breakthroughs in the past decade.
Given the effects of globalization on research, the respondent did not believe that there is
still a “prevailing” (leading) country but that, if he had to rank them, the top countries would
be the United States followed by Japan. The leading individual institutions would be found in
the United States (e.g., the Massachusetts Institute of Technology and the University of California,
Berkeley), but unfamiliarity with Japanese research institutions did not allow him to
name any in particular. In his field, he said, the largest institutions conduct the best research
because they have the requisite heavy and expensive equipment (e.g., wind tunnels and shaking
tables) and the highest-quality equipment is in the United States and Japan. The respondent
said that Japan might even have the better equipment of the two countries.
In Europe, he said, he has seen some collaboration between individuals in European universities,
but they are ultimately driven by relationships between individual researchers.
He attributed the primacy of the United States and Japan in his field to the availability
of strong research funding support. In his view, funding institutions in these countries understood
earlier than those in other countries the importance of investing in applied research. He
suggested that having superior funding for salary and high-quality facilities might have been
crucial for the United States to attract the best people from across the world.
On the S&T competitiveness of other countries, the respondent reported that few foreign
researchers work in Italy—at least in the technical fields—and that more Italians go
abroad than build their careers in Italy. According to the respondent, Germany possesses more advanced funding mechanisms than other European countries, but they are highly dependent
on the political leadership. As for the United States, he said, a great deal of time is spent on
writing applications and bureaucratic activities rather than doing real research. In Europe, this
“imbalance” between time spent on nonresearch and research activities is even more extreme.
China, in his view, is making tremendous progress in his field and has a large number of
researchers, but whether quantity translates into quality is still to be determined.
As for the Japanese educational system, unfamiliarity with the system did not permit the
respondent to say much about it. In an age of increasing globalization, the respondent said,
hybrid models in educational systems are emerging in Europe and the United States. Specifically,
the U.S. system has moved closer to the European one and vice versa.
Most important, though, he said, is that an ideal education system is one that “adapt[s]
to the students.” The old model of teaching theory followed by practice may be the best if university
students are individually selected and trained. In today’s age of mass education, which
gives superior access to education and is important to building knowledge societies, he asserted
that it would be beneficial to use a “hybrid” model that sandwiches theory between first exposure
and use of practical knowledge and results.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
For Japan to attract foreign collaboration, “it would have to overcome the language barrier, as
English has become the common scientific language.” Another obstacle, the respondent suggested,
might be the Japanese culture and way of life, which are quite different from those in
the West. They might not be problematic for a short research stay but could be for a longer stay
in Japan.
What are your recommendations for Japan?
In his view, it is generally good for research to have “a good mix of everything.” For example,
providing funding for risky projects would encourage creativity, while funding for large collaborative
projects (e.g., the EU Framework Programmes) helps to further develop established
ideas.
His key recommendations were to provide more funding and freedom to young researchers
and allow them to grow rather than keeping them on the sidelines. When “old people”
occupy available positions, he said, younger scientists are deprived of adequate funding and
growth.
He added that anyone who wants to grow his or her career should move around and go
abroad to see how other people work. He noted that top institutions exist all over the world
and that the specific location is less important than obtaining a broader viewpoint of different
ways of conducting research. Also, there should be a mix of theory and laboratory work, with
theoretical studies supported by practical application.
Fostering individual mobility would also improve research collaboration. Ideally, he said,
this would begin at a student level and continue throughout an individual’s research career. To
do so, it is necessary to create opportunities as well as funding and to facilitate frequent moves
and various lengths of stay. In this connection, immigration policies need to be conducive to
such movements into and out of Japan. Finally, Japanese researchers need to improve their
skills in English.
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Summary 26
Summary 26
Field and Subfield(s): Environmental science; Energy engineering (2)
Location: U.S.
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
Japan, the respondent said, will remain at the top of his field for the next five years and “possibly
for centuries.” He does not see Japan’s standing declining in the world, except perhaps relative
to China’s rise in number of publications. But, where the quality of research is concerned,
he would still rate Japan as number one in the world. The top Japanese university in this field
was said to be the University of Tokyo, followed by such institutions as Kyoto University and
the Tokyo Institute of Technology.
However, he stressed that the best work in his field in Japan occurs in industry rather
than universities. He said that while Japan’s industry “kowtows to professors at universities,
they don’t think much of university research.” Japanese companies were said to be very secretive
and to shield their best research from the outside world because “the university system just
doesn’t mesh with industry’s profit motivations.” Thus, outsiders can typically visit industry
laboratories, but it would not be possible for them to work there. Among energy firms in Japan,
he identified Toshiba as one of the best. He added that there are cooperative ventures involving
private firms that are partly funded by government to pool their knowledge and talent (e.g., a
fuel-cell laboratory in Osaka). In other industries, such as automobile manufacturing, audio
and sound equipment, and biotechnology, he also rated Japan as being the best in the world.
The situation in Japan was said to be improving. “They [the Japanese government] say
they want the imperial universities to be more self-supporting; that is, to work more with
industry.” For example, at any top-flight laboratory with a cutting-edge professor, there are
three or four faculty members working for him and as many as 50 people working in the
laboratory. Among them would be several from industry and one non-Japanese researcher. He
said that he sees advantages and disadvantages to such arrangements. On one hand, it brings
together a critical mass for collaboration, something rare in the United States. On the other,
there is little collaboration outside a single company or network, even within groups of companies,
and no information is shared with those outside.
He described the situation in Japan as being very cutthroat. Professors work very long
hours, and the top 15 percent do all the work. Every night, they have business dinners,
although, he said, “they might take time off on the weekend because wives have become a little
more assertive.”
Comparing Japan with the United States, the respondent said, “There’s something about
Japan’s system that is more successful in putting out better work.” Even though U.S. universities’
research is not particularly respected by industry, their research is cooperative. In rating
institutions by the quality of their work, he would put Japanese firms first, followed by Japanese universities, then institutions in the United States. He said that the situation in Britain is
“really terrible—they have no facilities at all. They are really poorly equipped.”
Nevertheless, close ties between industry and universities do not always help with commercializing
research results. He explained that there remains hesitation in Japan to allow
industry into the university system even as things have been changing in the past five years.
Universities, in his opinion, are more able to promote industrial research and use university
students as researchers. In the United States, he does not see such change happening. The
United States, he said, “likes to think there’s a line between basic and industrial research that
should not be crossed, but in Japan that line is being blurred.” The United States, he added, has
research parks, for instance, but there are no instances of industry using campus laboratories.
The respondent said that he would support more usage of universities as locations for industrial
research.
When asked whether he had ever worked in or considered working in Japan, the respondent
replied emphatically, saying, “Never! I would never consider working in Japan.” Although
the respondent is ethnic Japanese, he does not speak Japanese and said that he would not fit
because he would be considered a “second class citizen in Japan,” adding that “there’s a trusting
relationship in Japan; Americans will never get that trust.” He said that there is a rigid social
structure in Japan, and especially in research. He said that he has close friends with whom he
would go out to dinner and spend recreational time but that these friendships would never rise
to a professional level, because “it’s a matter of where you stand [that determines] what kind
of respect you can get.” In some ways, the respondent said, he is well respected in Japan from
when he used to work there, but this is not extended to professional respect in research.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
In his view, the Japanese “educational system is junk”—from kindergarten to university.  It’s almost a joke!” Japan was said to have
people in industry writing Ph.D.’s in absentia and later making large donations to the universities.
This, the respondent said, is “almost like bribery.”
Education in the United States, in his view, is far superior. The respondent pointed out
that the U.S. system might be flawed because education is not politically important enough.
This flawed educational system is tolerated because, about 40 years ago, the United States
decided to have the best universities in the world. It now spends far more on higher education
than any other country. The respondent estimated that the United States contains maybe 15
of the 20 top universities in the world. Furthermore, if one subscribes to the theory that the
top 5 percent of the population does all the work, those top universities produce and host the
majority of the top researchers.
Although Japan’s academic education system is poor, it may not be worth changing
because the best students will go to college and the best of those will run the country. In his
view, Japan would need a complete overhaul of its education system only if it wants to achieve
equality or parity in education.
What are your recommendations for Japan?
The respondent said that money is the best tool Japan’s government can use to encourage international
research collaborations. He felt that Japan should take after the Singaporean model but cautioned that Singapore is worse than Japan in terms of viewing outsiders as second-class
citizens. In the respondent’s view, Singapore is so focused on success that it has lost its human
values. Japan is also focused on success but has not yet lost those values.
In the short term, what Japan is doing right now is fine. Japanese people are proud to have
foreigners there. There are good links for the future and future research opportunities. In the
end, he believes, the “second class citizen problem” is not that important and can be overcome
if the incentives are great enough.
In terms of a long-term strategy, the respondent said, it would be best to encourage foreign
collaborations at the most basic level by bringing in international students—starting from
kindergarten. If foreigners are to feel comfortable in Japan, they must feel as though they are
a part of the cultural system, or at least have some familiarity with it or understand it. This,
clearly, would be a long-term strategy. Japanese researchers themselves also need to develop
more openness, allowing, over time, different researchers to work more with each other.
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Summary 27
Summary 27
Field and Subfield(s): Environmental science; Geoscience (1)
Location: EU
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
The United States, Australia, Germany, and the UK were ranked as the top countries in his
field. Japan and China were said to be among the countries in the “middle.” China, our respondent
noted, is growing rapidly in the field because of large research funding. Given China’s
size and funding, he said, China has “great prospects” to be very competitive in a short time.
Chinese researchers were observed to be more open, more eager to open up, and more willing
to hear other peoples’ opinions than Japanese researchers.
Japan was rated as doing very well in ocean drilling research. The respondent said that
he knows of at least five very good Japanese universities joining the Integrated Ocean Drilling
Program (IOPD) and that a leader in Japan is the Ocean Research Institute of the University
of Tokyo.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
Lack of international exchanges and collaborations were said to limit Japan’s exposure to the
state of the art and how others work in the field. Weakness in infrastructure, in his view, could
also hinder Japan’s advancement in the field.
What are your recommendations for Japan?
First, the respondent said, Japan needs better infrastructure that is competitive with that of the
U.S. National Aeronautics and Space Administration (NASA) or the European Space Agency
(ESA). Much of the future research in geology will require resources from space, so infrastructure
that can obtain these resources is required to remain at the forefront of the field. Japan, in
his view, does not currently have facilities of this type, which demand long periods of investments.
It is also short on human capital.
Japan should also change its approach to education, beginning in high school. Students
should be inculcated with “the willingness to succeed by yourself.” The hierarchical system
in Japanese society must also change. No incentives, we were told, can motivate creativity or
excellence as long as the rigid hierarchy and career path persists (e.g., one cannot advance until
those at the top leave). In Japan, researchers, including senior researchers, have employment for
life unless they do something very wrong.
Changing the lifetime-employment system will take time. To begin with, Japan needs
policies or instruments to offer better career prospects to young researchers. Right now, challenges
in finding good positions in Japan might force students to forgo graduate school or leave
Japan for careers overseas. Finding attractive career opportunities is difficult anywhere in the
world, but the hierarchical research structure in Japan aggravates the situation. The respondent
underscored that “this circle needs to be broken.”
One way to accomplish this is to expose faculty to different ways of teaching. Faculty
members need to travel overseas to see how colleagues in other parts of the world organize
and teach the same topics. Japan should also invest in bringing faculty from advanced countries
in the field, send Japanese graduate students to these leading countries for education and
exchanges, and offer continuing education support (e.g., postdoctoral fellowships).
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Summary 28
Summary 28
Field and Subfield(s): Environmental science; Geoscience (2)
Location: EU
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Moderate
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
In the geosciences, the respondent said, most of the work is done in Europe, the United States,
and Australia, although there are “a lot of very good Japanese researchers.” Those of whom he
knows travel internationally, and he thinks they are very good. He said that Japan does well in
areas that require expensive equipment and that Japanese researchers make very good use of it.
He added that many Japanese laboratories have the best equipment and that this gives Japan
a competitive advantage. For instance, he said, a top institution in Japan is the Earthquake
Research Institute in Tokyo, which has a lot of equipment that almost nobody else has.
Top institutions in Europe include the University of Toulouse; universities in Liverpool,
Tubingen, and Stockholm; and the Swiss Federal Institute of Technology Zurich (or Eidgenossische
Technische Hochschule Zurich). In the United States, the State University of New York
at Stony Brook and Brown University were cited as two of the top institutions. The respondent
said that European programs are doing well and should maintain their position in the
future. They have the necessary educational infrastructure, and European countries work well
together. Also, large research budgets in China and India, in his view, would make them seriously
competitive as well. India, he said, has especially strong potential because it does a good
job in teaching theory.
Research-funding policies in France were described as polar opposites of those in Australia
and the United States. In France, all funding is for collaborative research among multiple
laboratories and targeting specific topics. Funding in Australia and the United States comes
out of national funding bodies (e.g., the NSF in the United States) for individual research and
does not target specific topics. The United States, in his opinion, does a better job in promoting
groundbreaking research, but the more structured approach in France may be better for
training. Recently, he said, he has observed that the United States is moving toward creating
collaborative networks, while France is moving toward funding individual research in addition
to collaborative arrangements.
One advantage of the French system is that all the different research organizations are in
one building, making collaboration more natural. At the same time, this runs the risk of inefficiency,
given that decisionmaking may be more cumbersome with all the different interests
under one roof.
As for the attractiveness of Japan to non-Japanese researchers, the respondent said, Japan
is an attractive place to live, and several researchers in his laboratory have visited Japan. One
was said to want to stay in Japan permanently.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
Lack of funding for collaborative research may be the biggest problem. In Japan, as in other
countries, researchers may have an easier time securing funds for travel than obtaining funds
for collaborative research.
What are your recommendations for Japan?
The respondent said that it is important to have a variety of funding mechanisms to attract different
kinds of projects. Funding structures, such as the EU Framework Programmes, focus on
fostering collaboration, and it would be beneficial to Japan to put in matching funds and join
the program. In contrast, the ERC sponsors more individual projects. Both types of funding
structures, in his view, are necessary.
Not only is funding critical, but money must also go to the appropriate funding mechanisms,
including seed money, to drive different types of research projects. Seed money, he
remarked, is often lacking. Small seed grants, he said, can be more expensive to manage
because they are small sums. So coming up with a system that could efficiently allocate small
seed grants “would be great.”
The ideal university administration is one that has a high degree of flexibility in supporting
researchers. Less centralized systems that focus on building networks would be good.
Research structures should allow individuals to be more creative and innovative. There should
be administrative balance between targeted research on what the government perceives as
priority areas and open research that is driven by researchers’ individual curiosity. Researchers
should not set aside curiosity. Science education can foster this sense of curiosity by giving
students a good theoretical base and freedom to choose between theoretical and applied fields
when developing their research careers.
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Summary 29
Summary 29
Field and Subfield(s): Environmental science; Geoscience (3)
Location: U.S.
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
The respondent said that the best oceanographic and climate-science work from Japan could
be considered respectable in quality. He said that some classical papers came out of Japan in
the 1930s and 1940s, when the field was still very small. Japan recently began investing significant
amounts in physical oceanography, but, considering how much it spent and the country’s
natural resources, he expressed surprise that Japan is not a leader in the field. In his opinion,
Japanese researchers would not be “the go-to people to ask ‘where do we go from here?’”
The best country in physical oceanography is Germany, followed by the United States,
France, and Britain. Russia, he said, is no longer a leader in this area of research. He said that
Japan is competitive with Western European countries in physical-oceanography research but
that it is not as good as Germany in general or the top people in the UK. In his view, the best
Japanese scientists in basic science all work in the United States.
Technology development, the respondent stressed, is different from scientific development,
and, the respondent said, “Japan seems primarily interested in the former, not the latter.”
It was unclear to him Japan’s motivation for pursuing particular technologies when Japan
seems to lack basic scientists who could use these technologies. Scientists, he said, should drive
the demand for particular technologies, and not the other way around.
Japanese academic and basic science structure also do not seem entirely suitable for nurturing
state-of-the-art science leaders. “In order for a collaboration to work, you’d need some
basic science colleagues who are in Japan [who] are capable of the daily interactions and are on
the same wavelength as their American counterparts.”
On the quality of undergraduate education in Japan, the respondent said that it is “good
in a formal sense.” However, Japanese students who come to study in the United States “are not
used to the give and take of scientific argument” or challenging conventional wisdom, probably
because the Japanese system is hierarchical and they are too polite. Thus, he said, if a professor
says to set up an experiment a certain way, the students will do so without questioning or
thinking. This restricts independence and creativity, and most Japanese students have a hard
time unlearning such behavior.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
In his view, the Japanese are very good at engineering, but not basic science. Japan has not
often come up with innovative ideas on which they or others can build. Rather, he said, Japanese
researchers have produced the second or third generation of instruments and ideas.
Collaboration with Japan can be difficult, according to the respondent. In one potential
collaborative effort, he said, he felt that JAMSTEC was doing things backward. Specifically, he
described JAMSTEC as interested in the technology but not the science. He said that he was
frustrated by JAMSTEC’s approach because many interesting potential experiments were left
out of the discussion. “They [the Japanese researchers] were looking for a black box where they
could put instruments out there and the data will be so interesting that everyone will want to
analyze it.”
Another time, the respondent said, his potential colleagues in Japan insisted that he go to
Japan to work with them. He added that the Japanese side insisted that the work could not be
done remotely, when such work is typically done remotely in the United States. He complained
that the Japanese side would expect collaborators to fly all the way to Japan for just a couple
of days of work. Several U.S. colleagues have more recently tried to work with these Japanese
researchers, and all concluded that “it’s a big hassle.” When queried why he could not work
remotely, the Japanese side indicates only that it is their policy, with no additional details.
Finally, the research hierarchy was said to be a problem. Secondhand information from
colleagues, the respondent said, had been that the senior people in Japan control research funding.
He said that, if a senior person is open-minded and progressive, then all is fine. However,
if the senior person is controlling or overly cautious, problems result. In the United States, he
described, funding is more fluid and less centrally controlled.
What are your recommendations for Japan?
In the long term, the respondent said, Japan needs to find a way to render the universitylike
systems more attractive to the younger, more-iconoclastic Japanese and foreigners. The
result should be that the Japanese people who come to the United States are able to engage in
more-dynamic basic science research. This should be the highest priority, even if what Japan
eventually wants is technological development. One problem in pursuing this, he said, is that
“research looks wasteful to bureaucrats..[A] lot of it doesn’t amount to anything and you
have to deal with a certain amount of messiness.” In basic research, even if there are no results,
the idea might have been good and the experiment important to try out.
Japan should also try to attract postdoctoral researchers. These young researchers are at a
point in their career at which they are the easiest to convince to go abroad. There was a time in
the 1920s or 1930s, the respondent recalled, when every “serious scientist” in the United States
had to go to Europe for a postdoctoral fellowship. Japan, he counseled, should strive to make
itself a desirable destination for postdoctoral researchers.
Finally, if Japan really wants to make a difference in the field, he said, climate-change
research would be a good area on which Japan could work, given its centralized structure. Climate
change is a long-term problem, and the world needs countries willing to make a commitment
to making useful measurements in the coming decades and beyond.
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Summary 30
Summary 30
Field and Subfield(s): ICT; Computer science, applied (1)
Location: EU
Status: Established
Gender: Male
Nationality: Non-Japanese
Professional experience in or with Japan: Low
What is the overall competitiveness of Japan in your area(s) of research, in general, and
what are Japan’s strengths in research?
The respondent said that Japan performs a great deal of high-quality applied research. Japan
was said to be strong technically and innovative, but not at the level of Britain or Germany.
He ranked Japan with Switzerland as among a group of leading countries. Top research institutes
in his field in Japan include the Tokyo Institute of Technology, the Nagoya Institute of
Technology, and the JAIST. Private firms, such as NTT and Sony, were also said to conduct
high-quality research.
He said that Japan is gradually improving. ATR, in his view, has done a great job in particular
of internationalizing research under national policy mandates.
Many Chinese were said to be going overseas for Ph.D.’s in his field because good Ph.D.
programs are absent in China. Japan, he said, receives many foreign students, especially from
Asian countries. In his view, China is catching up, making it “only a matter of time” before
China becomes internationally competitive.
What do you think are the weaknesses or hindrances to greater excellence for Japan?
He said that he could not accurately evaluate the quality of Japanese research in his area
because most Japanese experts publish in Japanese only. Thus, he had nothing to say on this
question.
What are your recommendations for Japan?
He said that movements to break hierarchies are good. In his view, hierarchies exist in different
ways in Japan and Europe, and, to break them, he said, Japan could learn from the experience
in the UK and some central European countries. He said he was aware that Japan has introduced
competitive research funding and also implemented a “pay for performance” model.
These efforts, he thought, should be used to fund good ideas regardless of age or gender of the
researcher.
Japanese universities need to attract international, high-quality faculty and students from
overseas. There should also be graduate-level student exchanges. At present, he said, universities
are less open in Japan than in Europe and the United States, and Japanese students do not
usually go overseas to study because there are high-quality Ph.D. programs in Japan. Thus,
Japan must find ways to expand interaction with other cultures and ideas, and the earlier the
better. Japan, in his view, could learn from programs in the EU (e.g., the Marie Curie Fellowships)
that promote international mobility for young researchers. Overall, collaboration could
make Japan less insular.
In this regard, improving proficiency in English would benefit collaboration and get more
Japanese researchers to publish in international journals.
Finally, he recommended strengthening links between academia and the private sector to
encourage more industry funding for research at universities.
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Architecture of Immersive Virtual Reality Rehabilitation System
The structure of the immersive virtual reality rehabilitation system is shown in the left. The patient's healthy side and affected side upper limbs simultaneously control the movement of the Oculus Touch handle. Oculus Sensor sensors track and detect the movement of both upper limbs in real time, and the virtual scene in Oculus Rift glasses follows the patient's head movement and body position changes in real time Update, and provide the patient with corresponding vision and audio feedback, so that the patient can clearly know the rehabilitation training task and the movement status of his own upper limbs.
Oculus Rift glasses, Oculus Touch handles and Oculus Sensor sensors are connected and interacted with data via Oculus software, and the real-time data transmission is carried out with virtual scenes through the VR interface of Unity3D and a series of software development kits.
During the experiment, the movement data of both hands, including the movement position, speed and acceleration, can be obtained in real time through the sensors in the Oculus Touch handle, and the user's hand movement status information can be obtained through the program component designed and written in the Unity3D model, facilitating the recording and analysis of subsequent experimental results.


--- layout: archive title: Zulip Chat Archive permalink: /stream/116395-maths/topic/omega.20with.20atoms.3F.html ---
Should I expect omega
to kill this goal:
1 goal n : ℕ, G_C G_L : list ℤ, hG : length G_C + length G_L = n + 1, iv : ℕ, hi : iv < length G_C ⊢ iv + (length G_C - iv - 1) + length G_L = n
It doesn't seem to, I get the clear tactic failed, target type depends on 'G_C'
error. Is this just a bug? If I do this
generalize hc : length G_C = c, rw hc at *, clear hc G_C, generalize hl : length G_L = l, rw hl at *, clear hl G_L, omega,
then it works fine, i.e. I tell Lean that length G_C
is just a constant natural. I also had to do the clear
s or else I get other errors. Is this just the same bug in omega
?
It's omega
being overly sensitive about the context again. You can post it here. https://github.com/leanprover-community/mathlib/issues/1484
These things need @Seul Baek 's attention though. I don't really want to start touching the omega
internals myself.
Sorry for taking a long time to fix with things. I pushed a bugfix which now makes omega
treat any non-constant integer or natural number as a variable. I think it should now work with terms like length l
or fib n
.
Thanks @Seul Baek ! There's no hurry, it's an open source project and I'm sure you have other things to do, but I really appreciate it. I have an MSc student who is extensively using omega
! If I remember correctly, you told me how it worked in Amsterdam :D
Yes, thank you Seul! Just looking at the size of the PR, I'm very glad I didn't try this myself.
{% endraw %}Last updated: Apr 24 2020 at 19:02 UTC


This site has automatically validated practice problems for APL. These problems are sourced from The APL Problem Solving Competition.
Each problem begins with a task description, some followed by a hint suggesting one or more APL primitives. These may be helpful in solving the problem, but you are under no obligation to use them. Clicking on a primitive in the hint will open the Dyalog documentation page for the suggested primitive.
Each problem text ends with a section of example cases which, among others, are included in the automated tests. Use these as a basis for implementing your solution.
i Note: The validation system runs Dyalog version 17.1 so your solutions must work on this version of Dyalog APL.
Notice something wrong? Report a bug
Have an idea for a feature? Submit a feature request
Have an idea for a new practice problem? Suggest a new Practice Problem
Write an APL function to count the number of vowels (A, E, I, O, U) in an array consisting of uppercase letters (A–Z).
💡 Hint: The membership function X∊Y
could be helpful for this problem.
Examples
(your_function) 'COOLAPL'
3
(your_function) '' ⍝ empty argument
0
(your_function) 'NVWLSHR' ⍝ no vowels here
0
Below are three sample solutions. All three produce the correct answer, but the first twofunctions would be ranked higher by the competition judging committee. This is becausethe first two demonstrate better use of array-oriented programming.
({+/⍵∊'AEIOU'}) 'COOLAPL' ⍝ good dfn
3
(+/∊∘'AEIOU') 'COOLAPL' ⍝ good tacit function
3
⍝ suboptimal dfn: {(+/⍵='A')+(+/⍵='E')+(+/⍵='I')+(+/⍵='O')+(+/⍵='U')} 'COOLAPL'
3
If you were to put any of the above functions above in the input field below and click Submit, you’ll see that they only pass the basic test cases. This is because none of those functions handle arrays with 2 or more dimensions. The system will also give you an example of a multi-dimensional edge case that failed, so you can attempt to improve your solution.
Try entering {+/,⍵∊'AEIOU'}
which handles all test cases.


Title
This is a
Paragraph
This is a
paragraph
tHiS iS a
PaRaGrApH
Team Visionary!
Press for fun and games and maybe more you never know:)


Suppose you would like your own content to be OEmbed-able. Making your own site a provider also allows you to consume your own content in a uniform fashion. Say you have a blog app and occasionally link to your own articles. By defining a provider for your blog entries, you can consume them transparently!
django-oembed comes with base classes you can extend to write your own providers depending on what you want to embed.
Taking a look at BaseProvider, we see that it defines two attributes and one method:
class BaseProvider(object):
"""
Base class for OEmbed resources.
"""
regex = r''
provides = True # allow this provider to be accessed by third parties
def request_resource(self, url, **kwargs):
"""
Get an OEmbedResource from one of the providers configured in this
provider according to the resource url.
Args:
url: The url of the resource to get.
**kwargs: Optional parameters to pass in to the provider.
Returns:
OEmbedResource object.
If no object returned, raises OEmbedException
"""
raise NotImplementedError
When the consumer processes a URL, it checks to see if it’s URL matches any of the regexes provided by registered OEmbedProviders. When a match is found, that provider’s endpoint() method is called, with the URL and any arguments passed in, such as ‘format’, ‘maxwidth’, or ‘maxheight’. The endpoint() method returns a valid OEmbedResource or raises an OEmbedException.
Many popular content sites already provide OEmbed endpoints. The HTTPProvider acts as a proxy layer that handles fetching resources and validating them.
Looking in oembed_providers.py, there are numerous providers already set-up for you. Here is what the Flickr provider looks like:
class FlickrProvider(HTTPProvider):
endpoint_url = 'http://www.flickr.com/services/oembed/'
regex = 'http://(?:www\.)?flickr\.com/photos/\S+?/(?:sets/)?\d+/?'
The DjangoProvider class is intended to make writing providers for your Django models super easy. It knows how to introspect your models for ImageFields, it can intelligently resize your objects based on user-specified dimensions, and it allows you to return HTML rendered through your own templates for rich content like videos.
Let’s look at a basic example you might use for a Blog:
# assume the following is our Blog model
from django.db import models
from django.core.urlresolvers import reverse
class Entry(models.Model):
title = models.CharField(max_length=255)
slug = models.SlugField()
body = models.TextField()
author = models.ForeignKey(User)
published = models.BooleanField()
pub_date = models.DateTimeField(auto_now_add=True)
def get_absolute_url(self):
return reverse('blog_detail', args=[self.slug])
The urls.py defines a list and detail view:
from django.conf.urls.defaults import *
urlpatterns = patterns('blog.views',
url(r'^(?P<entry_slug>[-a-z0-9]+)/$',
view='blog_detail',
name='blog_detail'),
url(r'^$',
view='blog_list',
name='blog_index'),
)
Now let’s write a provider for it. This lives in an oembed_providers.py file in your blog app’s directory:
import oembed
from blog.models import Entry
from oembed.providers import DjangoProvider
class EntryProvider(DjangoProvider):
resource_type = 'link' # this is required
class Meta:
queryset = Entry.objects.filter(published=True)
named_view = 'blog_detail'
fields_to_match = {'entry_slug': 'slug'} # map url field to model field
def author_name(self, obj):
return obj.author.username
def author_url(self, obj):
return obj.author.get_absolute_url()
def title(self, obj):
return obj.title
# don't forget to register your provider
oembed.site.register(EntryProvider)
You should now be able to hit your API endpoint (by default /oembed/json/) with a published entry URL and get a JSON response!
One caveat: django provider URLs build their regexes using site domains from the sites app.  Writing providers for these models is simplified by using the DjangoDateBasedProvider class. Returning to the Blog example from above, let’s assume the detail view looks like this:
url(r'^(?P<year>\d{4})/(?P<month>\w{3})/(?P<day>\d{1,2})/(?P<entry_slug>[\w-]+)/$',
view='blog_detail',
name='blog_detail'),
The only modification we will make to our EntryProvider will be to subclass the date-based provider class:
from oembed.providers import DjangoDateBasedProvider
class EntryProvider(DjangoDateBasedProvider):
...
The date-based provider introspects your model and uses the first DateField or DateTimeField. If you have multiple fields of this type, you can explicitly define a date field:
from oembed.providers import DjangoDateBasedProvider
class EntryProvider(DjangoDateBasedProvider):
...
class Meta:
...
date_field = 'pub_date'
By default djangoembed uses PIL to resize images within the dimensional constraints requested. The built-in DjangoProvider has a resize_photo() method and a thumbnail() method that take as their parameters an object and some dimensions. These methods call a general-purpose resize() method which hooks into the image processing backend (by default PIL, but you can write your own!) and resizes the photo, returning the url of the resized image and the new dimensions.


Time Management
Home
Add work
Settings
Manage users
Register
Login
Logout
Current user: {{userName()}}


Sheetname- string
sheetname: 'super-worksheet'
... OR any string
besides "id"
| Name | Position | Age | Salary |
|---|---|---|---|
| Thor Walton | Regional Director | 45 | $98,540 |
| Travis Clarke | Software Engineer | 30 | $275,000 |
| Suki Burks | Office Manager | 22 | $67,670 |
| $441,210 |
export the table to .xlsx
and look at the sheetname of the downloaded file. Compared to the export from the defaults table above, you will notice that, sheetname: 'super-worksheet'
creates a worksheet with the same name as the provided string (super-worksheet) instead of the table element's id
.


Animation
Home
Shape Reuse
Text
View Box
Animation
Maps
Car
View Box
Update
Try: 2500 2500 1000 1000


Getting a COVID-19 vaccine is a safer, more reliable way to build protection than getting
sick with COVID-19. COVID-19 vaccination helps protect you by creating an antibody response
without you having to experience potentially severe illness or post-COVID conditions.


Brian Clymer
| 7409 Elk Creek Dr. | bclymer.com |<EMAIL_ADDRESS>|
| Lincoln, NE 68516 | github.com/bclymer |<PHONE_NUMBER> |
Click Here to view or download a .PDF version.
- Microsoft - Intern Dev, May 2013 - August 2013
- Worked on Dynamics AX on the budget planning team building a tool that integrated with Office Addins for Office 2013. This was X++ and C#.
- Agile Sports - Hudl - Intern Dev, February 2012 - Present
- Worked with Objective-C on Hudl's iOS App.
- Worked with JavaScript (jQuery, Underscore, Backbone), .NET (C#), ASP, MS SQL, and MongoDB on Hudl's Web App.
- Was the developer of Hudl's Android App for 6 months before I left in the summer of 2013.
- Worked on an internal deploy tool using node.js, Mongo, Redis, .NET, and the APIs of Jira, Github, and Basecamp.
- LPStudentServe, May 2011 - October 2011
- Developed a fully functional website for Lincoln Public Schools using PHP, MySQL, HTML, CSS, Javascript, and AJAX.
- Cooperated with IT team of a large scale company, worked with their server setup and followed their development/test/production cycle.
Going to my github page would be the place to go for this stuff - bclymer
- Golang
- Real-time game using websockets - Source
- Potentially running right now - Game Itself
- Mobile Development
- Databases
- Mongo
- MySQL
- MS SQL
- X++ Tables (though I don't want to do Dynamics AX dev again, so I won't do this for you
- Redis - Not really a database, but I've used it for personal projects
- PHP (I mean...I know it, but I'm not proud)
- University of Nebraska - Lincoln (Class of 2015)
- Major: Business Management, Minor: Math
- ACT Score: 33 (English: 31, Math: 35, Reading: 31, Science: 35)


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| 1 | /* | |
| 2 | * Copyright 2009-present, Stephen Colebourne | |
| 3 | * | |
| 4 | * Licensed under the Apache License, Version 2.0 (the "License"); | |
| 5 | * you may not use this file except in compliance with the License. | |
| 6 | * You may obtain a copy of the License at | |
| 7 | * | |
| 8 | * http://www.apache.org/licenses/LICENSE-2.0 | |
| 9 | * | |
| 10 | * Unless required by applicable law or agreed to in writing, software | |
| 11 | * distributed under the License is distributed on an "AS IS" BASIS, | |
| 12 | * WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. | |
| 13 | * See the License for the specific language governing permissions and | |
| 14 | * limitations under the License. | |
| 15 | */ | |
| 16 | package org.joda.money.format; | |
| 17 | ||
| 18 | import java.io.IOException; | |
| 19 | ||
| 20 | /** | |
| 21 | * Exception thrown during monetary formatting. | |
| 22 | * <p> | |
| 23 | * This exception makes no guarantees about immutability or thread-safety. | |
| 24 | */ | |
| 25 | public class MoneyFormatException extends RuntimeException { | |
| 26 | ||
| 27 | /** Serialization lock. */ | |
| 28 | private static final long serialVersionUID = 87533576L; | |
| 29 | ||
| 30 | /** | |
| 31 | * Constructor taking a message. | |
| 32 | * | |
| 33 | * @param message the message | |
| 34 | */ | |
| 35 | public MoneyFormatException(String message) { | |
| 36 | super(message); | |
| 37 | } | |
| 38 | ||
| 39 | /** | |
| 40 | * Constructor taking a message and cause. | |
| 41 | * | |
| 42 | * @param message the message | |
| 43 | * @param cause the exception cause | |
| 44 | */ | |
| 45 | public MoneyFormatException(String message, Throwable cause) { | |
| 46 | super(message, cause); | |
| 47 | } | |
| 48 | ||
| 49 | //----------------------------------------------------------------------- | |
| 50 | /** | |
| 51 | * Checks if the cause of this exception was an IOException, and if so re-throws it | |
| 52 | * <p> | |
| 53 | * This method is useful if you call a printer with an open stream or | |
| 54 | * writer and want to ensure that IOExceptions are not lost. | |
| 55 | * <pre> | |
| 56 | * try { | |
| 57 | * printer.print(writer, money); | |
| 58 | * } catch (CalendricalFormatException ex) { | |
| 59 | * ex.rethrowIOException(); | |
| 60 | * // if code reaches here exception was caused by issues other than IO | |
| 61 | * } | |
| 62 | * </pre> | |
| 63 | * Note that calling this method will re-throw the original IOException, | |
| 64 | * causing this MoneyFormatException to be lost. | |
| 65 | * | |
| 66 | * @throws IOException if the cause of this exception is an IOException | |
| 67 | */ | |
| 68 | public void rethrowIOException() throws IOException { | |
| 69 |
1
1. rethrowIOException : negated conditional → KILLED |
if (getCause() instanceof IOException) { |
| 70 | throw (IOException) getCause(); | |
| 71 | } | |
| 72 | } | |
| 73 | ||
| 74 | } | |
Mutations | ||
| 69 |
1.1 |


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The motto of Club Gamma Code of Conduct is
to protect that all participants in the community have the supreme viable
experience. We are all here to support each other and gain an understanding, grow our
expertise and have a good time.
We are committed to providing a welcoming and
inspiring community for all and expect our code of conduct to be honoured.
Community
Intent
Our community
students aspire to be gentle. This is the leading concept
for supervising oneself within community.
Anticipated
Behaviour The
following ways
of acting are expected and appealed of all community
members:
-
Be friendly
and patient
-
Your work
will be utilized by other people and you in turn will
depend on the work of others.
-
Any
resolution you take will affect users and co-associate.
So be considerate.
-
Since our
code often rely on the work and help of others, we will
be sure to furnish proper attribution. As members of the
community, we agree to represent ourselves truthfully,
claim only work that is our own, captivate honestly in
all deeds.
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Our community
welcomes and assists people of all culture, background
and identities. Be amicable.
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We possibly
all experience some annoyance now and then, but we
cannot allow that annoyance to turn into a personal
assault. Not all of us will agree all of the time, but
the dispute is no excuse for deprived behaviour and
deprived manners. Be respectful. Treat people the way
you want to be treated.
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We don't all
speak the same speech at the same flair level.
Understandable communication can help to avoid
misinterpretation. Disagreements, social and technical,
are usual, but we expect participants in the community
to settle disagreements positively by avoiding: trolling
personal attacks monotonous arguments.
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Nobody is
expected to be ideal in this community. Questions are
uplifted, interrogate questions early evade many
problems later. Help each other and be responsive and
understanding.
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We are a
community of learning executive and we deport ourselves
professionally. Be kind to others both within the
community and beyond the community. Do not marginalize,
insult, minimize, or put down other participants,
cultures, or subcultures. Contribute constructively to
the learning zone.
-
Divergent
people have different perspectives on issues. Being
incompetent to understand why someone holds a standpoint
doesn’t mean that they’re erroneous or wrong. Point of
convergence is be helpful and resolve issues and learn
from blunder.
Intolerable
Behaviour The
following
behaviours are considered harassment, bothering and
exclusionary behaviour and are unacceptable within our
community:
-
Confronting
during or outside our activities.
-
Violence,
threats of violence or violent language directed against
another person.
-
Posting or
displaying sexually explicit or violent material in our
conversation channels.
-
Personal
insults, particularly those related to gender, sexual
orientation, race, religion, or disability.
-
Inappropriate
harassing photography or recording, including logging
online activity for harassment purposes.
-
Inappropriate
physical contact. You should have someone's consent
before touching them.
-
Deliberate
intimidation, stalking or following (online or in
person).
-
Sustained
disruption of community events, including talks,
presentations and hackathons.

-
You must
speak to people by the name they give you when not
addressing them by their username or
handle.
-
Threats of
violence, both physical and psychological.
-
Inducement of
violence towards any individual, including encouraging a
person to engage in self-harm.
-
Pattern of
inappropriate social contact, such as
requesting/assuming inappropriate levels of intimacy
with others
-
Publication
of non-harassing private communication.
-
Plagiarism is
the re-use of someone else's code, without the
permission or license of the author. Claiming someone
else's work as your own is disrespectful to the author
and to your learning process.
-
Advocating
for, or encouraging, any of the above
behaviour.
Penalties
for the violation of Code of
Conduct In case of a
Code
of Conduct violation, actions community may take are:
-
Requiring
that a public apology is made.
-
Requiring
that a violator stops their behaviour.
-
Removing a
violator from the conference, meetup or online space,
without refund.
Guidelines
for reporting incidents In case of a Code
of Conduct violation, actions community may take are:
Instances of abusive, harassing, or otherwise
unacceptable behavior may be reported by contacting the community lead at
<EMAIL_ADDRESS>The community lead and core team will review and investigate all
complaints, and will respond
in a way that it deems appropriate to the circumstances. The core team is obligated to
maintain confidentiality with
regard to the reporter of an incident.
Core Team who do not follow or enforce
the
Code of Conduct in good faith may face temporary or permanent repercussions
as determined by other members of the management team of the community.
Scope We incite everyone
to participate and devote themselves to build a community
for all. Even though we will fail at times, we look forward
to treat everyone as fairly and indistinguishably as
possible. Whenever a member has made a mistake, we expect
them to take guilt for it. If someone has been harmed or
offended, it is our responsibility to listen carefully and
respectfully, and to do our best to just the unjust.
Last
Updated Code Of
Conduct was lastly updated on 08-09-2020.
|


Vaultron is an open source, JavaScript based password manager. It utilizes a secure password derivation function (PBKDFv2) to encrypt the user's password. A large, randomly generated master key is used to encrypt the contents of the user's Vault. Vaultron requires users to memorize only one strong password while the program stores passwords that are either created by Vaultron's built in password generator or by the user. The reason that we decided to create Vaultron is because although there are a plethora of password managers on the market, there was not one that met all of our expectations. Our goal for Vaultron is to create a desktop application that is customizable, easy to use, as secure as possible and a product that we want to use.
Using a password manager is one of the most convenient ways to prevent becoming a victim of cyber crime. Millions of people are affected by online security breaches everyday and according to an article presented on Revision Legal's website, it is only getting worse. Most of security breaches online are due to the fact that people often choose passwords that can be easily cracked with either a brute-force attack or become obtained through clever social engineering. Only having to remember one master password allows people the option to create unique passwords for each program and website account they have.


Spring is a beautiful time. Snow is melting, flowers are blooming, and baby animals are being born. Spring is a time of rebirth after a cold winter season. It also tends to bring allergy season, really the only downer about it.
Enjoy this gif of a Spring Corgi!


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Get startedYour local environment running just like production, fast. With hot reloading in your favourite IDE, even in Java.
Build once, deploy anywhere. Get started with best practices and performing Continuous Integration and Deployment (CI/CD) in days rather than months.
Management of everything running on Kubernetes resources. A clear picture, and repeatable patterns to deploy services into environments.
Infrastructure environments for any cloud provider, using infrastrcture as code principles.


Answer the following JavaScript questions before the timer runs out.
Incorrect answers will take 10 seconds off the clock!
Your final score is 0


Developed by Zuguang Gu.
Analysis was done with pkgndep <%=packageDescription('pkgndep', fields = "Version")%>.


Iran rejects US order to pay $180m over reporter’s jailing
by AFPTEHRAN: Iran on Monday rejected a US court order for Tehran to pay $180 million in damages to a Washington Post reporter for jailing him on espionage charges.
Jason Rezaian spent 544 days in an Iranian prison before he was released in January 2016 in exchange for seven Iranians held in the United States.
On Friday, a US district court judge ordered damages be paid to Rezaian and his family in compensation for pain and suffering as well as economic losses.
The Iranian foreign ministry’s spokesman described the journalist’s decision to seek damages as “strange”.
“Mr Jason Rezaian… was a security convict and the Islamic Republic of Iran commuted his (sentence of maximum punishment) to imprisonment,” said spokesman Abbas Mousavi.
“He was pardoned and despite having an open case… he was released,” Mousavi told a news conference in Tehran.
“For him to go there and lodge a complaint and for American courts to lavishly determine such figures” was a course of action that Iran “rejects”, said Mousavi.
“This was a favour that the Islamic Republic of Iran did for him,” he said, adding that he could have been kept behind bars and punished more severely.
Mousavi said Iran could itself take similar legal action against the United States, without elaborating.
Relations between arch-foes Tehran and Washington plunged to a new low in May last year when the US withdrew from an international accord that gave Iran relief from sanctions in return for curbs on its nuclear programme.
Rezaian and three other Americans were released on January 16, 2016, the day the nuclear agreement entered into force.


The Red Badge of Courage
by Stephen Crane
Chapter 18
Additional Information
- Year Published: 1895
- Language: English
- Country of Origin: United States of America
- Source: Crane, S. (1895) The Red Badge of Courage New York: Charles Scribner’s Sons
-
Readability:
- Flesch–Kincaid Level: 5.9
- Word Count: 1,639
- Genre: Realism
- Keywords: 19th century literature, american literature
- ✎ Cite This
Downloads
The ragged line had respite for some minutes, but during its pause the struggle in the forest became magnified until the trees seemed to quiver from the firing and the ground to shake from the rushing of men. The voices of the cannon were mingled in a long and interminable row. It seemed difficult to live in such an atmosphere. The chests of the men strained for a bit of freshness, and their throats craved water.
There was one shot through the body, who raised a cry of bitter lamentation when came this lull. Perhaps he had been calling out during the fighting also, but at that time no one had heard him. But now the men turned at the woeful complaints of him upon the ground.
“Who is it? Who is it?”
“Its Jimmie Rogers. Jimmie Rogers.”
When their eyes first encountered him there was a sudden halt, as if they feared to go near. He was thrashing about in the grass, twisting his shuddering body into many strange postures. He was screaming loudly. This instant’s hesitation seemed to fill him with a tremendous, fantastic contempt, and he damned them in shrieked sentences.
The youth’s friend had a geographical illusion concerning a stream, and he obtained permission to go for some water. Immediately canteens were showered upon him. “Fill mine, will yeh?”
“Bring me some, too.”
“And me, too.” He departed, ladened. The youth went with his friend, feeling a desire to throw his heated body into the stream and, soaking there, drink quarts.
They made a hurried search for the supposed stream, but did not find it. “No water here,” said the youth. They turned without delay and began to retrace their steps.
From their position as they again faced toward the place of the fighting, they could of comprehend a greater amount of the battle than when their visions had been blurred by the hurling smoke of the line. They could see dark stretches winding along the land, and on one cleared space there was a row of guns making gray clouds, which were filled with large flashes of orange-colored flame. Over some foliage they could see the roof of a house. One window, glowing a deep murder red, shone squarely through the leaves. From the edifice a tall leaning tower of smoke went far into the sky.
Looking over their own troops, they saw mixed masses slowly getting into regular form. The sunlight made twinkling points of the bright steel. To the rear there was a glimpse of a distant roadway as it curved over a slope. It was crowded with retreating infantry. From all the interwoven forest arose the smoke and bluster of the battle. The air was always occupied by a blaring.
Near where they stood shells were flip-flapping and hooting. Occasional bullets buzzed in the air and spanged into tree trunks. Wounded men and other stragglers were slinking through the woods.
Looking down an aisle of the grove, the youth and his companion saw a jangling general and his staff almost ride upon a wounded man, who was crawling on his hands and knees. The general reined strongly at his charger’s opened and foamy mouth and guided it with dexterous horsemanship past the man. The latter scrambled in wild and torturing haste. His strength evidently failed him as he reached a place of safety. One of his arms suddenly weakened, and he fell, sliding over upon his back. He lay stretched out, breathing gently.
A moment later the small, creaking cavalcade was directly in front of the two soldiers. Another officer, riding with the skillful abandon of a cowboy, galloped his horse to a position directly before the general. The two unnoticed foot soldiers made a little show of going on, but they lingered near in the desire to overhear the conversation. Perhaps, they thought, some great inner historical things would be said.
The general, whom the boys knew as the commander of their division, looked at the other officer and spoke coolly, as if he were criticising his clothes. “Th’ enemy’s formin’ over there for another charge,” he said. “It’ll be directed against Whiterside, an’ I fear they’ll break through unless we work like thunder t’ stop them.”
The other swore at his restive horse, and then cleared his throat. He made a gesture toward his cap.
“I presume so,” remarked the general. Then he began to talk rapidly and in a lower tone. He frequently illustrated his words with a pointing finger. The two infantrymen could hear nothing until finally he asked: “What troops can you spare?”
The officer who rode like a cowboy reflected for an instant. “Well,” he said, “I had to order in th’ 12th to help th’ 76th, an’ I haven’t really got any. But there’s th’ 304th. They fight like a lot ‘a mule drivers. I can spare them best of any.”
The youth and his friend exchanged glances of astonishment.
The general spoke sharply. “Get ‘em ready, then. I’ll watch developments from here, an’ send you word when t’ start them. It’ll happen in five minutes.”
As the other officer tossed his fingers toward his cap and wheeling his horse, started away, the general called out to him in a sober voice: “I don’t believe many of your mule drivers will get back.”
The other shouted something in reply. He smiled.
With scared faces, the youth and his companion hurried back to the line.
These happenings had occupied an incredibly short time, yet the youth felt that in them he had been made aged. New eyes were given to him. And the most startling thing was to learn suddenly that he was very insignificant. The officer spoke of the regiment as if he referred to a broom. Some part of the woods needed sweeping, perhaps, and he merely indicated a broom in a tone properly indifferent to its fate. It was war, no doubt, but it appeared strange.
As the two boys approached the line, the lieutenant perceived them and swelled with wrath. “Fleming—Wilson—how long does it take yeh to git water, anyhow—where yeh been to.”
But his oration ceased as he saw their eyes, which were large with great tales. “We’re goin’ t’ charge—we’re goin’ t’ charge!” cried the youth’s friend, hastening with his news.
“Charge?” said the lieutenant. “Charge? Well, b’Gawd! Now, this is real fightin’.” Over his soiled countenance there went a boastful smile. “Charge? Well, b’Gawd!”
A little group of soldiers surrounded the two youths. “Are we, sure ‘nough? Well, I’ll be derned! Charge? What fer? What at? Wilson, you’re lyin’.”
“I hope to die,” said the youth, pitching his tones to the key of angry remonstrance. “Sure as shooting, I tell you.”
And his friend spoke in re-enforcement. “Not by a blame sight, he ain’t lyin’. We heard ‘em talkin’.”
They caught sight of two mounted figures a short distance from them. One was the colonel of the regiment and the other was the officer who had received orders from the commander of the division. They were gesticulating at each other. The soldier, pointing at them, interpreted the scene.
One man had a final objection: “How could yeh hear ‘em talkin’?” But the men, for a large part, nodded, admitting that previously the two friends had spoken truth.
They settled back into reposeful attitudes with airs of having accepted the matter. And they mused upon it, with a hundred varieties of expression. It was an engrossing thing to think about. Many tightened their belts carefully and hitched at their trousers.
A moment later the officers began to bustle among the men, pushing them into a more compact mass and into a better alignment. They chased those that straggled and fumed at a few men who seemed to show by their attitudes that they had decided to remain at that spot. They were like critical shepherds, struggling with sheep.
Presently, the regiment seemed to draw itself up and heave a deep breath. None of the men’s faces were mirrors of large thoughts. The soldiers were bended and stooped like sprinters before a signal. Many pairs of glinting eyes peered from the grimy faces toward the curtains of the deeper woods. They seemed to be engaged in deep calculations of time and distance.
They were surrounded by the noises of the monstrous altercation between the two armies. The world was fully interested in other matters. Apparently, the regiment had its small affair to itself.
The youth, turning, shot a quick, inquiring glance at his friend. The latter returned to him the same manner of look. They were the only ones who possessed an inner knowledge.  It was an ironical secret. Still, they saw no hesitation in each other’s faces, and they nodded a mute and unprotesting assent when a shaggy man near them said in a meek voice: “We’ll git swallowed.”


I hereby declare that all the information given by me in this application is true and correct to the best of my knowledge and belief. I also note that if any of the above statements are found to be incorrect or false or any information or particulars have been suppressed or omitted there from, I am liable to be disqualified and my admission may be cancelled. I have read and understood the contents of the Admission Announcement for the various Programmes. I hereby permit the institute to use, display or transfer any of the details furnished by me in this form for complying with the admission formalities.


--- layout: post title: Episode 044 | Carl Quinn - Automation Machine link: http://traffic.libsyn.com/developeronfire/DeveloperOnFire-44-CarlQuinn.mp3 length: 34603008 speaker: Dave Rael duration: '36:14' subtitle: 'Developer On Fire: Carl Quinn' guest_name: Carl Quinn image: /assets/images/CarlQuinn.jpg guest_blog: https://twitter.com/cquinn guest_twitter: cquinn disqus_url: http://developeronfire.com/Podcast/Episodes/carl-quinn-automation-machine episode_number: 44 redirect_from: - "/44/" - "/044/" - "/0044/" - "/carl-quinn-automation-machine/" - "/Carl-Quinn/" - "/CarlQuinn/" - "/Podcast/Episodes/44/" - "/Podcast/Episodes/044/" - "/Podcast/Episodes/0044/" - "/Podcast/Episodes/carl-quinn-automation-machine/" - "/Podcast/Episodes/Carl-Quinn/" - "/Podcast/Episodes/CarlQuinn/" guid: http://developeronfire.com:80/Podcast/Episodes/carl-quinn-automation-machine ---
Carl Quinn has been developing software professionally for 35 years, starting with BASIC on an Apple II, slogging through C/C++ on DOS, Windows and embedded, and finally landing in the Java-on-Linux world. The one thread through his career has been an inexplicable attraction to developer tools, spending time building them at Borland (C++ & Java IDEs), Sun (Java RAD), Google (Java & C++ build system), Netflix (Java build and cloud deployment automation) and currently Riot Games (cloud platform), focused on Go and Docker automation. Carl also co-hosted the Java Posse podcast, the #1 ranked Java technology podcast.
1. Really listen to the customer
2. Choose the right tool or technology for the job
3. Communicate with your stakeholders


Tokens parsel.tokenize(selector);
parsel.specificity(selector);
parsel.tokenize(selector);
parsel.parse(selector);
Parsel is an ES module. You import it like so:
import * as parsel from "https://parsel.verou.me/dist/parsel.js"
Note that to use that your script needs to use type="module"
or be imported from a script that does.
If you can't or don't want to use ES modules you can use parsel_nomodule.js
in a regular <script>
tag:
<script src="https://parsel.verou.me/dist/nomodule/parsel.js"></script>
After that, you can use parsel
as a global.
Fun fact: You could also use the module version of Parsel and convert it to a global this way:
<script type="module">
import * as parsel from "https://parsel.verou.me/dist/parsel.js";
window.parsel = parsel;
</script>
Then, assuming your code runs after the DOMContentLoaded
event, you can use the global normally.
In fact, we are assigning parsel
to a global in this very page this way, so you can open your console and play with it!
You can also install via npm: npm install parsel-js
Get list of tokens as a flat array:
parsel.tokenize(selector)
Get AST:
parsel.parse(selector)
You can also provide options:
parsel.parse(selector, {recursive: false, list: false})
The recursive
option parses the arguments of pseudo-classes whose argument is a selector like :not()
, :is()
, :where()
etc into a subtree
property.
The list
option parses selector lists (A, B, C
). The only reason to turn it off is as a performance optimization when you are processing a large volume of selectors that are not lists (e.g. the output of certain CSS parsers like Rework)
Traverse all tokens of a (sub)tree:
parsel.walk(node, callback)
callback
is called with each node as the only argument.
Generate all tokens of a (sub)tree:
parsel.flatten(node)
This can be looped through with for ... of
. Uses the same order as walk
Convert a list of tokens or a (sub)tree to a string:
parsel.stringify(listOrNode)
Calculate specificity (returns an array of 3 numbers):
parsel.specificity(selectorOrNode)
To convert the specificity array to a number, you can use parsel.specificityToNumber(specificity [, base])
.
If a base is not provided, it will be the max specificity component + 1.
Try it out! In this page, parsel
is assigned to a global so you can experiment with the API in the console!
You can import TOKENS
and add new types.
All values need to be regular expression objects with the global flag on.
For example, to add the nesting selector:
parsel.TOKENS.nesting = /&/g;
Do note that this way, new tokens are added to the end of the object literal.
You may want to add tokens before other tokens, e.g. to add support for @nest
.
This is a little tricky, because you cannot just replace the object literal with another,
so the only way to add a property after another property is to delete all properties after that property, add your new property, then re-add them.
So, to add support for @nest
, we need to add it before the type
token, since @nest
tokens are currently incorrectly parsed as type
tokens.
Since type
is the very last token, we only need to delete and re-add that:
// Delete property type
let temp = {};
temp.type = parsel.TOKENS.type;
delete parsel.TOKENS.type;
// Add new token
parsel.TOKENS.nest = /@nest\b/g;
// Re-add type
parsel.TOKENS.type = temp.type;
This can get tedious, so you can use a helper function for that:
function insert(obj, {before, property, value}) {
let found, temp = {};
for (let p in obj) {
if (p === before) {
found = true;
}
if (found) {
temp[p] = obj[p];
delete obj[p];
}
}
Object.assign(obj, {property: value, ...temp});
}
Then you can do:
insert(parsel.TOKENS, {before: "type", property: "nest", value: /@nest\b/g});
For convenience, you can also find this helper function in insert.js
, and you can just import it:
import insert from "./parsel/insert.js";
insert(parsel.TOKENS, {before: "type", property: "nest", value: /@nest\b/g});
There are also some alternative implementations of this helper available.