Oh I see you're a curious one (^・ω・^).
Thanks for wanting to know more about me.
Cause even I myself does NOT want to know more.

OHKAY, Let's get you what you're after then~
In a nutshell, I'm a big ball of stress 24/7 ᕕ( ᐛ )ᕗ
and a walking meme.
yeh. Thats it. Thanks for coming to my TED Talk.
JUST KIDDING.
What I do (professionally)
nothin
I am actually stu(dying) at the moment hueh.
I'm a uni student, currently studying User Design,
Discrete Mathematics, and Operations Research as my major(s),
and minoring in Computing and Graphic Design.

I was a Design Consultant at Momentium Consulting,
and worked on UI/UX based projects. Sometimes I
might join a tech-based project, but usually I don't do
the hardcore coding there, which is a huge letdown for me,
actually. I won't go into too much deets here,
this is NOT my resume website : ) I made this for fun.
And talking about work is NOT fun : )
More links may (MAY) be put up for each section on my works,
so stay tuned :D
What I do (casually)
douting my existence every single morning as in like why am i not dead yet
I draw. uh. yeh. in case you haven't been to the
homepage,
there's a gallery of mine.
Ofc, my life is a joke, and I have the music to go with it ; )
I play the clarinet in my uni's wind ensemble,
and proudly a TwoSet Violin fan eventhough I don't have my
40 hours/day of practice (´°̥̥̥̥̥̥̥̥ω°̥̥̥̥̥̥̥̥｀) I'M WORKING ON IT.
Though not well, I also play the piano, and a little bit of
guitar. yeh you get the "finger in many pies" thing now do you?
I'm also learning to play the flute at the moment, idk how i cope but yeh.
hmmm. something else about me?
if you're reading this far then i guess the answer is yes?
well if you say no then the close button is always there for you : )
Anyway, I'm also interested in languages and stuff,
it'll be easier to show you in a list:
- 廣东话
- Bahasa Malaysia
- python
- c
- SQL
- English
- JavaScript
- 中文
- MATLAB (controversial i know)
- Tex
What I like
my death
engage in self destructive behaviour
masking my drpression with bad jokes and puns and memes
and my adorable smile
listening to other people telling me there are other people
suffering more than i ever have and what im going thru
is basically nothing to worry about and im having it ezpz
Also listening to other people saying my jokes are insensitive
to ACHTUAL suicidal people AS IF I DONT WANNA KILL MYSEL--
DOGS. i love my dogs
literally the love(s) of my life.
Our eldest is Blacky, she was stray that just
wondered into our house back in 2008 and...stayed. ever since.
Smart and cheeky, she loves chewing on ice (weird i know),
sitting inside the house and looking at the garden for hours,
running away from home,
and of course, belly rubs.
Then we have Double, he was adopted via our local SPCA in 2014,
and likes sleeping in inconspicuous places. He lives in our backyard,
chillin' every single day.
They both despise showers and it is always a big work trying to
catch em for showering (´°̥̥̥̥̥̥̥̥ω°̥̥̥̥̥̥̥̥｀)


Welcome back to Anton Math.
In this video, we're going to be talking about some of our basic set operations, the most common set operations that we use when we're talking about sets.
Let's let S, T, and R be sets.
I'm not sure I'm going to use R, but just in case.
Now, the first operation I want to talk about is called the Union.
It's just called union.
We denote a union, say S union T in this way.
It's kind of this U.
It's not actually a U, it's more like a cup kind of symbol.
You can have a set called U, and it will look a little bit different.
Inside notation, what this is defined as, this is going to be all of the elements X, where X is an element of S or X is an element of T.
Pretty much, we're gluing these two sets together.
We're taking all of the elements of S and all of the elements of T and making a new set that just contains any element that's in one or the other.
Now, remember, this is mathematical or.
Let's just say two was in S and in T, two would still be in here.
It's not an exclusive or.
It includes the case, where X is in both, S and T.
My only requirement is that it's in at least one of them.
We also have an opposite idea in a certain sense, the intersection.
Now, the intersection of sets, let me denote this S intersection T, it's like the union sign, but upside down.
That's going to be defined as all of the elements X, where X is in S and X is in T.
Remember, this is or, this is and.
My requirement here is that it's in both.
If it's in S and it's not in T, then it's not going to be in the intersection.
The intersection is the set of all common elements between the two sets, S and T.
Now, we also have a difference.
The difference can be denoted a couple of different ways.
Sometimes you'll see it S minus T, but this is the same thing as S and then it's kind of forward slash T.
What this means is, this is going to be the set of all of elements that are in S and are not in T.
All of the X, where X is in S, and X is not in T.
Basically, we're taking the entire set S and then we're removing any elements from S that happen to be in T.
Then, one last operation we can talk about is called the complement.
Now, this is denoted a couple of different ways.
I could write this with X with a bar.
Sometimes, it'll be S with this tilde on top of it.
Sometimes, it'll be S with this little C.
Depends on what text you're using.
These all mean S complement.
S complement, this is going to be with respect to a particular universe we talked about in the last video.
We talked about universe.
This is defined to be the universe and then I take out everything that's in S.
In other words, this is the set of all X in whatever universe I'm talking about.
Maybe that universe is rational numbers, maybe that universe is real numbers, whatever it is I'm talking about, where X is specifically not in S.
Any other S will do as long as it's within that relative universe.
A couple of notes real quick now that we have terminology.
Of note that I can write this S T, I could write this as S intersected with T complement.
You see that.
Everything in S that's not in T, that's the same thing here, this is everything in S that's also in T complement or that's also part of the set of things that are not in T.
This is an equivalent idea.
We say that if S intersection T is equal to the null set.
In other words, if S and T have nothing in common, S and T are called disjoint.
These are disjoint sets.
For example, the set of all chairs and the set of all bowling balls are disjoint sets.
There's no chair that's a bowling ball unless somebody's made one that I don't know about.
We call those disjoint.
There are two sets that have no commonality, none of their elements are shared.
I've gone over a lot of terminology.
Let's go ahead and do a quick example before I end this video and go onto the properties of these operations.
Let's just say my S is equal to one, two, three and my T is equal to two, four, five.
Given this, we can calculate out some of these things.
My S intersection T, remember that's going to be all of the elements that are in both, S and T.
That's going to be the set containing only the element two.
We see that one and three are not in T, so two is the only element that's in both, S and T.
Now, remember the union is going to be all elements that are in S or T, so one, two, three, four, five.
This is why I keep saying this is like gluing these together.
This is the set of all elements that are just in one of these sets, and we take out any repetition.
Two is in both, but I'm not going to write two twice.
We know that, with sets in general, we don't include any repetition.
The difference S T, that's going to be equal to all of the elements in S that are not in T.
In other words, one and three.
The difference, T-S, that's going to be all the elements in T that are not in S, so four and five because they share that two.
Something you need to know, notice if I had this S T union with T-S, that's going to be the elements one, three, four, five.
That's the same thing as the union of S and T minus the intersection of S and T, isn't it?
It's kind of interesting.
We call this an identity.
This is something that's an identity.
In the next video, I'm going to go over a lot of our set operation rules, a lot of these identities so we can use these tools to simplify the same way that we would use an algebra to simplify an algebraic statement.
We can have these long strings of these set operations and we can use some of these rules in the next video to simplify these strings into something much more compact, much more simple.
Will see you there.


Resize this responsive page to see the effect!
Connecting people with a single chord...
MEAN Stack is one of the most popular Technology Stack. It is used to develop a Full Stack Web Application. Although it is a Stack of different technologies, all of these are based on JavaScript language.
MEAN Stands for:
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{% extends "global/Page.html" %} {% load otree static %} {% block title %} Uncontrollable Shock {% endblock %} {% block content %}
Much like in the real world, sometimes employees’ output could be affected by a “shock” that is out of their control. An example would be changes in local weather and economic conditions. In the study, such uncontrollable shock may cause an increase or decrease in some employees’ output by up to 20 units.
For example, if an employee’s pre-shock output is 60, an uncontrollable shock could result in a final output that is anywhere between 40 and 80 units. Specifically, the final output may be [40, 41, 42,...78, 79, 80] and each number within that range is equally likely.
Employees who are affected by the uncontrollable shock will find out how exactly the shock affects their output. The manager and the other employees will learn whether a shock has occurred and whether the shock positively or negatively affects that employee’s output, but they will NOT find out the exact amount of the effect.
{% next_button %} {% endblock %}


Gopher Tortoises in Athens
Gopher Tortoises live in the southern part of Georgia in its Longleaf Pine Savannas, so you're not likely to see them in the wilds of Athens, GA. However they are a native species of southern Georgia. There are a number of conservation efforts set to help these tortoises thrive. You can learn more than the casual observer by clicking the buttons below...
Taxonomy
| Order |
Testudines |
| Family |
Testudinidae |
| Genus |
Gopherus |
| Species |
polyphemus |
Diet
- In the wild, gopher tortoises eat a variety of vegetation. Mostly wiregrass, but also other grasses, forbs (an herb that is not like a grass), and small herbaceous plants. Cacti are also favored.
- At Bear Hollow, the tortoises eat a mix of prepared tortoise pellets, leafy greens and occasionally some fruit.
Range and Habitat
- Gopher tortoises live in South Carolina, Georgia, Florida, Alabama and into Mississippi.
- In Georgia, the tortoises are found in the southern half of the state, in the coastal plain. They seem to be absent from the Okefenokee Swamp.
- Gophers are a resident in the sandhills, particularly of the longleaf pine-wiregrass ecosystem.
- They need open areas with sandy soil and lots of grasses and other vegetation to forage.
Physical Features
- Usually some shade of grayish brown. Very tough scales covering legs, soft dry skin on neck and inner legs.
- Wide round head. Stump-like back feet; front legs are flat, and shovel-like. Very short, stubby tail. Domed shell is usually between nine and eleven inches long.
- Males tend to be a little larger than females and have a concave plastron.
Life Span
- Adults, particularly females, may not reach reproductive maturity until they are nearly 20 years old. In the wild, they can live from forty - sixty years; in captivity, for seventy years.
Reproduction
- Mating occurs in April through June. Males court females by chasing them around feeding territories.
- Nesting is in June, with the peak being towards the middle of the month.
- An average of six round eggs are laid in the apron of the burrow and will incubate for about 100 days.

Social Behavior
- Gopher tortoises are fairly social animals. They live in colonies and are often found out foraging for food near each other.
- They may create ‘highways’ or well-traveled, easily seen footpaths to favored feeding grounds or between individual burrows.
- Adult males will sometimes skirmish with each other and get into pushing matches, particularly as they get into breeding season.
Conservation
- Gophers used to be rather common turtles. It is estimated that over the last century, their population numbers have been decreased by eighty percent.
- They are now listed as a Threatened species, at both the state of Georgia and federal levels and are completely protected.
- When fire is suppressed in gopher tortoise habitat, small trees, shrubs, and brambles begin to grow making it difficult for the gopher tortoise to move around and eventually shade out the low growing plants that gopher tortoises eat.
- Along with the suppression of natural forest fires and loss of habitat, gophers are being hit hard by another problem: upper respiratory tract disease.
- They graze on vegetation just like cows, and therefore, are important players in spreading seeds.
Interpretive Information
- The sex of baby gophers is determined by temperatures while the eggs are incubating. If the temperature is at 84 degrees, or a little lower, the babies are male. If the temperature is at 86 or a little higher, the babies come out female. Right around 85 degrees produces a mix of males and females.
- The entrance to the burrow is called the apron.
- Burrows can be up to forty feet in length and six to ten feet underground. They are known to house over 350 species of other animals (from foxes to camel crickets!). Because of this, gophers are known as a keystone species of the longleaf pine community.
- Unfortunately, many tortoises in the past were killed by food or by rattlesnake hunters. The introduction of gasoline into the burrows of gopher tortoises (“gassing”) is a technique used by some rattlesnake hunters to force the snakes to the surface. This practice is typically fatal to all burrow inhabitants.
- GA’s State Reptile
- Gopher tortoises are ancient: their ancestors are a species of land tortoise that originated in western North America some 60 million years ago. They are the only tortoise that occurs east of the Mississippi River, in habitats that some refer to as the “southeastern desert.”
Bear Hollow’s Gopher Tortoises
- Female: Faith
- Wild hatched, unknown time. She was found wandering at Faith Evangelized Methodist Church on Barnett Shoals. She was probably collected from south Georgia to be a pet and arrived at Bear Hollow in September 1997.
- Male: Shrek
- He was born at the Parks at Cheehaw in captivity from a captive collection. They are approximately 7 years old now.
- Male: Fiona
- Originally thought to be female, we now know he is male. He was born at the Parks at Cheehaw in captivity from a captive collection. They are approximately 7 years old now.
Credits and References
- Photo © Wade Sheldon
- General research by Sherrie Hines
- http://georgiawildlife.com/sites/default/files/uploads/wildlife/nongame/pdf/accounts/reptiles/gopherus_polyphemus.pdf
- http://myfwc.com/wildlifehabitats/profiles/reptiles-and-amphibians/reptiles/gopher-tortoise/
- Range Map: http://www.gophertortoisecouncil.org/


Introduction¶
What are we doing here?¶
Sampyl provides Markov Chain Monte Carlo (MCMC) samplers for drawing from probability distributions. Typically, this is used to sample from the posterior distribution of a Bayesian model. Other MCMC packages such as PyMC and PyStan, while great and you should check them out, require you to create models using non-Pythonic syntax and semantics. Sampyl allows you to create models completely with Python and Numpy. All that is required is a function that calculates \(\log{P(X)}\) for the sampling distribution. You can create this function however you want.


Search for the ingredients and instructions to make the perfect cocktail.
Cosmopolitan
Alcoholic Cocktail
Absolute Vodka
Lime juice
Cointreau
cup Cranberry juice
Add all ingredients into cocktail shaker filled with ice. Shake well and double strain into a large cocktail glass. Garnish with lime wheel.
Serve: Cocktail glass


|
Standard Reference Data Program |
Data Gateway |
Chemistry WebBook |
Go To: Top, Constants of diatomic molecules, References, Notes / Error Report
Data compilation copyright by the U.S. Secretary of Commerce on behalf of the U.S.A. All rights reserved.
Data compiled as indicated in comments:
LBLHLM - S.G. Lias, J.E. Bartmess, J.F. Liebman, J.L. Holmes, R.D. Levin, and W.G. Mallard
LLK - S.G. Lias, R.D. Levin, and S.A. Kafafi
RDSH - H.M. Rosenstock, K. Draxl, B.W. Steiner, and J.T. Herron
| IE (eV) | Method | Reference | Comment |
|---|---|---|---|
| 9.73 ± 0.01 | PE | Dyke, Kirby, et al., 1984 | LBLHLM |
| 9.8 | EVAL | Huber and Herzberg, 1979 | LLK |
| 9.86 ± 0.05 | S | Barrow, Kopp, et al., 1974 | LLK |
| 9. | EI | Uy, Srivastava, et al., 1972 | LLK |
| 9.2 | EI | Hildenbrand and Murad, 1966 | RDSH |
| 8.9 ± 0.6 | EI | Hildenbrand and Theard, 1965 | RDSH |
| Ion | AE (eV) | Other Products | Method | Reference | Comment |
|---|---|---|---|---|---|
| Al+ | 9.2 ± 0.3 | F-? | EI | Ehlert and Margrave, 1964 | RDSH |
Go To: Top, Gas phase ion energetics data, References, Notes / Error Report
Data compilation copyright by the U.S. Secretary of Commerce on behalf of the U.S.A. All rights reserved.
Data compiled by: K.P. Huber and G. Herzberg
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Unclassified V shaded bands in the region 70900 - 74600 cm-1; in absorption. | ||||||||||||
| missing citation | ||||||||||||
| H 1Σ+ | 67320 | 958 H | 7.0 | [0.59214] | [0.00000083] | [1.5980] | H → B V | 13114.57 Z | ||||
| Barrow, Kopp, et al., 1963; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| H → A V | 23447.32 1 Z | |||||||||||
| Barrow, Kopp, et al., 1963; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| H ← X V | 67397.03 Z | |||||||||||
| Rowlinson and Barrow, 1953; missing citation | ||||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| g 3Σ+ | (66910) | [0.59544] | [0.000000951] | [1.5936] | g → b V | 22177.12 Z | ||||||
| Kopp and Barrow, 1970; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| G 1Σ+ | 66334.0 | [931.46] Z | 8.0 H | 0.60490 | 0.00767 2 | [0.000001026] | 1.5811 | G → B V | 12123.34 Z | |||
| Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| G → A V | 22456.09 1 Z | |||||||||||
| missing citation; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| G ← X V | 66405.81 Z | |||||||||||
| Rowlinson and Barrow, 1953; missing citation | ||||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| f 3Π | 65803 | [938.90] Z | (5.9) | 0.59355 3 4 | 0.00480 | [0.000000929] | 1.5961 | f → c V | l0853.84 1 Z | |||
| Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| f → b V | 21072.71 Z | |||||||||||
| Barrow, Kopp, et al., 1963; Kopp and Barrow, 1970; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| f → a V | 38576.1 | |||||||||||
| Dodsworth and Barrow, 1954; Dodsworth and Barrow, 1955 | ||||||||||||
| f → a V | 38623.6 | |||||||||||
| f → a V | 38670.9 | |||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| F 1Π | 65795.6 | 955.33 Z | 5.38 | 0.59281 5 4 | 0.00459 | [0.000000878] | 1.5971 | F → B V | 11589.46 1 Z | |||
| missing citation; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| F → A V | 21922.22 1 Z | |||||||||||
| missing citation; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| F ← X V | 65871.95 1 Z | |||||||||||
| Rowlinson and Barrow, 1953; missing citation | ||||||||||||
| e 3Σ+ | (65010) | [0.59464] | 0 | [0.00000084] | [1.5946] | e → c V | 10064.76 Z | |||||
| Kopp and Barrow, 1970; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| e → b V | 20283.63 Z | |||||||||||
| Barrow, Kopp, et al., 1963; Kopp and Barrow, 1970; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| E 1Π | 63689.4 | 923.02 Z | 5.28 | 0.58709 6 | 0.00464 | [0.000000946] | 1.6049 | E → A V | 19799.95 1 Z | |||
| Barrow, Kopp, et al., 1963; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| E ← X V | 63749.68 1 Z | |||||||||||
| Rowlinson and Barrow, 1953; Barrow and Rowlinson, 1954 | ||||||||||||
| d 3Δ | (63203) 7 | [930.2] (Z) | d → a V | 36017.6 (Z) | ||||||||
| Dodsworth and Barrow, 1954; Dodsworth and Barrow, 1955 | ||||||||||||
| D 1Δ | 61229.5 7 | 901.05 Z | 6.11 | 0.58297 | 0.00502 | [0.000000987] | 1.6105 | D → A V | 17328.85 1 Z | |||
| Rowlinson and Barrow, 1953, 2; missing citation; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| C 1Σ+ | 57688.0 | 938.22 | 5.09 | -0.017 | 0.58992 | 0.00458 | -0.000011 | 0.000000923 | 1.6010 | C → A V | 13806.16 1 Z | |
| Naude and Hugo, 1953; missing citation; Rowlinson and Barrow, 1953, 2; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| C ↔ X V | 57755.89 Z | |||||||||||
| Rowlinson and Barrow, 1953; Barrow and Rowlinson, 1954; Naude and Hugo, 1955; Naude and Hugo, 1957 | ||||||||||||
| c 3Σ+ | 54957.7 | 933.66 Z | 4.81 | 0.58861 8 | 0.00457 | 0.00000098 | 1.6028 | c → b V | 10218.89 Z | |||
| Kopp and Barrow, 1970; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| c → a V | 27722.2 | |||||||||||
| missing citation; Dodsworth and Barrow, 1955; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| c → a V | 27769.8 | |||||||||||
| c → a V | 27817.1 | |||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| B 1Σ+ | 54251.0 | 866.60 Z | 7.45 | -0.045 | 0.57968 | 0.00560 | [0.000001049] | 1.6151 | B ↔ X V | 54282.46 Z | ||
| Rowlinson and Barrow, 1953; missing citation; Naude and Hugo, 1955; Naude and Hugo, 1957; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| b 3Σ+ | 44813.2 7 9 | 786.37 Z | 7.64 | -0.009 | 0.56280 8 10 | 0.00651 | -0.00002 | 0.00000115 | 1.6391 | b → a VR | 17503.4 | |
| Rowlinson and Barrow, 1953, 2; Kopp and Barrow, 1970; Barrow, Kopp, et al., 1974, 2 | ||||||||||||
| b → a VR | 17550.9 | |||||||||||
| b → a VR | 17598.2 | |||||||||||
| A 1Π | 43949.2 7 | 803.94 Z | 5.99 11 | -0.050 | 0.55640 | 0.00534 | -0.000043 | 0.000001056 12 | 1.6485 | A ↔ X VR | 43949.73 1 Z | |
| missing citation; Naude and Hugo, 1953; Naude and Hugo, 1953, 2; missing citation; Rowlinson and Barrow, 1953; Barrow, Johns, et al., 1956; Liszt and Smith, 1972 | ||||||||||||
| State | Te | ωe | ωexe | ωeye | Be | αe | γe | De | βe | re | Trans. | ν00 |
| a 3Π | 27241 7 13 | 827.8 Z | 3.9 | 0.55703 | 0.00453 | [0.00000982] | 1.6476 | a → X | 27254 | |||
| Rosenwaks, Steele, et al., 1976 | ||||||||||||
| X 1Σ+ | 0 7 | 802.26 Z | 4.77 | 0.5524798 | 0.0049841 14 | 1.0464E-06 | -1.5E-09 | 1.654369 15 | ||||
| Lide, 1963; Hoeft, Lovas, et al., 1970; Wyse and Gordy, 1970 |
| 1 | Band origins as defined in Barrow, Kopp, et al., 1974, 2; add B"Λ"2 - B'Λ'2 to obtain zero lines. |
| 2 | Constants from Barrow, Kopp, et al., 1974, 2. Small discrepancy with the B1 value in the same paper. |
| 3 | Λ-type doubling. Δνfe(v=0)= +0.00338*N(N+1). |
| 4 | Interactions between levels of F 1Π and f 3Π . |
| 5 | Λ-type doubling. Δνfe(v=0)= +0.00559J(J+1) - ... decreasing with increasing v. |
| 6 | Λ-type doubling Δνfe = +0.00025J(J+1). |
| 7 | Compare with ab initio calculations by So and Richards, 1974. |
| 8 | Magnetic hyperfine structure; very small spin splitting. |
| 9 | Relative energies of singlet and triplet states derived from the analysis of spin-forbidden perturbations, see 10. |
| 10 | Interactions between levels of A 1Π and b 3Σ+ Barrow, Kopp, et al., 1974, 2. |
| 11 | This state may have a potential maximum of ~ 0.35 eV; see e.g. Barrow, 1960. |
| 12 | He ~ -2.0E-12. |
| 13 | A = +47 cm-1. |
| 14 | αv= +1.718E-5(v+1/2)2 + 4.7E-8(v+1/2)3 Wyse and Gordy, 1970. From Wyse and Gordy, 1970 slightly different constants in Hoeft, Lovas, et al., 1970. |
| 15 | Microwave sp. 20 |
| 16 | Thermochemical value, see Appendix of ref. Hildenbrand and Murad, 1966, also Murad, Hildenbrand, et al., 1966. |
| 17 | Interpretation of Rydberg states Barrow, Kopp, et al., 1974, 2. Electron impact appearance potentials vary from 9.5 to 10.1 eV Porter, 1960, Ehlert, Blue, et al., 1964, Murad, Hildenbrand, et al., 1966. |
| 18 | He ~-1.1E-12. |
| 19 | Λ-type doubling. Δνfe = +0.00010J(J+1). |
| 20 | μel =1.53 D Lide, 1963. For eqQ(Al) see Hoeft, Lovas, et al., 1970, Wyse and Gordy, 1970, Honerjager and Tischer, 1974. Additional constants derived from Zeeman effect measurements (gJ, molecular quadrupole moment, etc.) in Honerjager and Tischer, 1974. |
Go To: Top, Gas phase ion energetics data, Constants of diatomic molecules, Notes / Error Report
Data compilation copyright by the U.S. Secretary of Commerce on behalf of the U.S.A. All rights reserved.
Dyke, Kirby, et al., 1984
Dyke, J.M.; Kirby, C.; Morris, A.; Gravenor, B.W.J.; Klein, R.; Rosmus, P.,
A study of aluminium monofluoride and aluminium trifluoride by high-temperature photoelectron spectroscopy,
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Huber and Herzberg, 1979
Huber, K.P.; Herzberg, G.,
Molecular Spectra and Molecular Structure. IV. Constants of Diatomic Molecules,, Van Nostrand Reinhold Co., 1979, ,1. [all data]
Barrow, Kopp, et al., 1974
Barrow, R.F.; Kopp, I.; Malmberg, C.,
The electronic spectrum of gaseous AlF,
Phys. Scr., 1974, 10, 86. [all data]
Uy, Srivastava, et al., 1972
Uy, O.M.; Srivastava, R.D.; Farber, M.,
Mass spectrometric determination of the heats of formation of the gaseous molecules AlOF2 and AlF2,
High Temp. Sci., 1972, 4, 227. [all data]
Hildenbrand and Murad, 1966
Hildenbrand, D.L.; Murad, E.,
Mass-spectrometric determination of the dissociation energy of beryllium monofluoride,
J. Chem. Phys., 1966, 44, 1524. [all data]
Hildenbrand and Theard, 1965
Hildenbrand, D.L.; Theard, L.P.,
Effusion studies, mass spectra, and thermodynamics of beryllium fluoride vapor,
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Ehlert and Margrave, 1964
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The heat of atomization of aluminum difluoride,
J. Am. Chem. Soc., 1964, 86, 3901. [all data]
Barrow, Kopp, et al., 1963
Barrow, R.F.; Kopp, I.; Scullman, R.,
Singlet electronic states of aluminium monofluoride,
Proc. Phys. Soc. London, 1963, 82, 635. [all data]
Barrow, Kopp, et al., 1974, 2
Barrow; Kopp; Malmberg,
University of Stockholm, Institute of Physics, Rpt. Reports 74-15, 1974, 0. [all data]
Rowlinson and Barrow, 1953
Rowlinson, H.C.; Barrow, R.F.,
The absorption spectrum of aluminum monofluoride in the Schumann region,
Proc. Phys. Soc. London Sect. A, 1953, 66, 771. [all data]
Kopp and Barrow, 1970
Kopp, I.; Barrow, R.F.,
Electronic States of Gaseous AlF,
J. Phys. B:, 1970, 3, 118-120. [all data]
Dodsworth and Barrow, 1954
Dodsworth, P.G.; Barrow, R.F.,
Triplet electronic states of aluminium monofluoride,
Proc. Phys. Soc. London Sect. A, 1954, 67, 94. [all data]
Dodsworth and Barrow, 1955
Dodsworth, P.G.; Barrow, R.F.,
The triplet band systems of aluminium monofluoride,
Proc. Phys. Soc. London Sect. A, 1955, 68, 824. [all data]
Barrow and Rowlinson, 1954
Barrow, R.F.; Rowlinson, H.C.,
The absorption spectrum of gaseous aluminium monofluoride in the Schumann region,
Proc. R. Soc. London A, 1954, 224, 134. [all data]
Rowlinson and Barrow, 1953, 2
Rowlinson, H.C.; Barrow, R.F.,
The band-spectrum of aluminum monofluoride,
Proc. Phys. Soc. London Sect. A, 1953, 66, 437. [all data]
Naude and Hugo, 1953
Naude, S.M.; Hugo, T.J.,
The emission spectrum of aluminum monofluoride,
Phys. Rev., 1953, 90, 318. [all data]
Naude and Hugo, 1955
Naude, S.M.; Hugo, T.J.,
The emission spectrum of AlF in the region 1700-2000 Å,
Can. J. Phys., 1955, 33, 573. [all data]
Naude and Hugo, 1957
Naude, S.M.; Hugo, T.J.,
The emission spectrum of AlF in the vacuum ultraviolet,
Can. J. Phys., 1957, 35, 64. [all data]
Naude and Hugo, 1953, 2
Naude, S.M.; Hugo, T.J.,
The emission spectrum of aluminum monofluoride I,
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Barrow, Johns, et al., 1956
Barrow, R.F.; Johns, J.W.C.; Smith, F.J.,
Spectroscopic and thermodynamic properties of gaseous aluminium monofluoride,
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Liszt and Smith, 1972
Liszt, H.S.; Smith, W.H.,
RKR Franck-Condon factors for blue and ultraviolet transitions of some molecules of astrophysical interest and some comments on the interstellar abundance of CH, CH+, and SiH,
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Rosenwaks, Steele, et al., 1976
Rosenwaks, S.; Steele, R.E.; Broida, H.P.,
Observation of a3Π-X1Σ intercombination emission in AlF,
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Lide, 1963
Lide, D.R., Jr.,
Communications. Microwave Spectrum of Aluminum Monofluoride,
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Hoeft, Lovas, et al., 1970
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Microwave absorption spectra of AlF, GaF, InF, and TlF,
Z. Naturforsch. A, 1970, 25, 1029. [all data]
Wyse and Gordy, 1970
Wyse, F.C.; Gordy, W.,
Millimeter and submillimeter wave spectrum and molecular constants of aluminium monofluoride,
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So and Richards, 1974
So, S.P.; Richards, W.G.,
A theoretical study of the excited electronic states of AlF,
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Barrow, 1960
Barrow, R.F.,
Dissociation energies of the gaseous monohalides of boron, aluminium, gallium, indium, and thallium,
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Murad, Hildenbrand, et al., 1966
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Dissociation energies of group IIIA monofluorides-the possibility of potential maxima in their excited H states,,
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Porter, 1960
Porter, R.F.,
Mass Spectra of Vapors in the Al-AlF3 and Al-LiF-AlF3 Systems,
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Ehlert, Blue, et al., 1964
Ehlert, T.C.; Blue, G.D.; Green, J.W.; Margrave, J.L.,
Mass spectrometric studies at high temperatures. IV. Dissociation energies of the alkaline earth monofluorides,
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Honerjager and Tischer, 1974
Honerjager, R.; Tischer, R.,
Zeeman-Effekt im Mikrowellenrotationsspektrum der AlF-Molekel,
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Go To: Top, Gas phase ion energetics data, Constants of diatomic molecules, References
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Chapter 8 Summary
Melodic dictation is a cognitively demanding process that requires individuals to be able to hear a melody then write it down. Not only is understanding how this process works worthy of study from a pedagogical perspective, but the ability able to hear, understand, then notate a melody is a fascinating psychological feat. Complex sound waves cause the tympanic membrane to vibrate, these vibrations are transmuted from physical to electrical energy in the brain, then this incoming sensory signal is organized via top-down processing for our inner homunculus to decipher and translate these hierarchically organized sensations into meaningful symbols. Understanding the intricacies of this process is a complex problem, but complexity is what initially attracts many people to music in the first place. By dissecting each part of this listening process, it is possible to gain more and more understanding of music.
In this dissertation, I began by examining the Karpinski model of melodic dictation. While fantastic as a didactic model, the model is not specific enough to be examined with both experimental and computational methodologies. The model is idealized and was originally developed for pedagogical, rather than explanatory purposes. It assumes similar processes for different individuals and extends these assumptions to different melodies.
Using these assumptions as a point of departure, I put forward a taxonomy of features that could be used to fill the voids in the Karpinski model were it to be adopted for research purposes. The taxonomy posits that both individual and musical factors will contribute to an individual’s performance on a musical memory task. Individual factors include cognitive and environmental factors; musical factors include structural and experimental factors. While I used this taxonomy as a guide in my literature review, the taxonomy can also aid in organizing future research on musical memory. The subsequent chapters of this dissertation explored the factors of this taxonomy.
In the third chapter, I demonstrated how differences in individual ability can be accounted for in melodic dictation in both musically trained and untrained individuals. I put forward evidence to corroborate claims by Berz (1995) and stressed the importance of including cognitive ability as a measure of interest when considering musical memory. Understanding these factors is important because we as aural skills practitioners and pedagogues need to be able to know if the degree of a student’s ability to complete a task is within their ability to change it. If this skill is malleable, we need to understand how to best cultivate it. If a skill is not malleable, we need to take caution not to design assessments that measure something beyond the student’s control.
In the fourth chapter, I posited that tools from computational musicology can help better understand the musical side of the taxonomy. I used a survey of 40 aural skills pedagogues to demonstrate the degree of agreement between what makes melodies difficult to dictate. Using this survey data as a ground truth, I then showed how various computational measures can then be mapped to human judgments of difficulty. Surveying the application of these computational methods to expert data allowed me to highlight the benefits and pitfalls of using various types of computations. Measures inspired by information content captured large amounts of the variance of the expert data. This lead to an assertion of how tools from computational musicology can act as a bridge to formalize ideas put forward by cognitive psychology. Considering this, I put forward a novel theory of musical memory: the Frequency Facilitation Hypothesis. I showed how combining both computational measures with theories from cognitive psychology can help better understand the difficulty of the tasks we ask of students. The chapter concluded by putting forward meaningful ways in which these ideas might be used to create a more linear path to success in the aural skills classroom.
In the fifth chapter, I presented the MeloSol corpus. This corpus is a collection of 783 monophonic vocal melodies taken from a standard sight singing textbook (Berkowitz 2011). The MeloSol corpus is not only a contribution for future research in music perception, music pedagogy, and computational musicology, but in introducing the corpus via a corpus analysis, I was able to highlight many addressed assumptions in computational musicology.
In the sixth chapter, I modeled how melodic dictation could be operationalized using an experiment that takes full advantage of robust statistical modeling techniques. When cast as an experiment, the amount of variables at play in melodic dictation is cumbersome from both an individual and musical point of view. By utilizing methods from computational linguistics that have already been developed to ameliorate these problems, I put forward a more stable and robust framework that future experiments investigating melodic dictation can implement. Using a more consistent, flexible framework will allow for more interpretability across studies and bring more cohesion to future literature examining melodic dictation.
Lastly, I introduced a cognitive, computational model of melodic dictation. This model allowed me to formalize all the theoretical factors deemed relevant to melodic dictation and incorporate them into a computational model. Not only does creating a computational model declare all ontological assumptions, but introducing this closed system allows for future systematic investigations to the model’s verisimilitude. The model makes several falsifiable predictions that can be investigated in future research.
There is still plenty of research to be done in terms of bridging the gap between the world of aural skills pedagogy and music psychology, but within this chasm is a large potential for knowledge. Research at this intersection is important for aural skills pedagogues, as it helps hone our understanding of how to be effective classroom teachers. Research at this intersection is important for music psychologists, as questions of music perception are able to provide novel insights into cognition that might only be accessible through the complex phenomena which is music. Understanding the building blocks of aural skills is understanding the building blocks of musical perception. The two go hand in hand.
References
Berz, William L. 1995. “Working Memory in Music: A Theoretical Model.” Music Perception: An Interdisciplinary Journal 12 (3): 353–64. https://doi.org/10.2307/40286188.
Berkowitz, Sol, ed. 2011. A New Approach to Sight Singing. 5th ed. New York: W.W. Norton.


About me
Nicolás Escarpentier is a non-binary immersive media artist/technologist from Santiago, Chile. Specialized in VR/AR and large-scale interactive installations, they focus on identifying opportunities across emerging technologies to project-specific solutions. Their projects aim to augment and create non-conventional forms of expression with far-reaching impact, pushing the state of the art on experiential storytelling.
Nicolás has a M.P.S. degree from NYU’s Interactive Telecommunications Program, and is part of the Positive Null collective and the activist co-op, Unglitch.
exhibitions
- Ace Hotel, 2019 - Live visual show, with Collabarét
- Made in NY Media Center, 2019 - Curation & project showcase
- Warehouse 623, 2019 - Curation & installation showcase
- Pioneer Works, 2018 - Installation showcase
- IAC Building 2018 - Audiovisual short showcase
- ISSUE Project Room, 2018 - Performance showcase
- NYC Media Lab, 2018 - Installation showcase
- World Maker Faire NY, 2018 - Project showcase