SIP for your health
SIP (Systematic Investment Plan) seems to be the rage nowadays where everyone worth his financial acumen rants about the merits of SIP. That takes care of the dhan (wealth) part, what about the tan (physical health) part? In fact, this requires a more disciplined SIP and has more long term and beneficial effects. Sounds logical? Here we go…
How does a health SIP compare with an Equity SIP
- Both have to be done regularly at a pre-determined frequency. Experts advise a brief vigorous exercise routine of at least half hour for at least 3 days a week.
- There is an initial entry load of pain and discomfort depending upon one’s physical health at the entry point. SEBI has banned entry loads, this cannot be banned!
- The SIP amount (efforts spent on exercise and diet) can be started on a very low key basis and gradually improved – this would then start representing a VIP (Value Investment Plan)
- There is no option of making a lump sum investment and timing the market in the health case. Or am I missing a trick here?
- Asset allocation: As with the stock market equity-debt allocation, one also needs to balance exercise between aerobic, non-aerobic, strength exercises. As a thumb rule one can use age as the major criteria. However, typically one also needs to take into account present health, genes, hereditary history, history of exercise and other factors.
Excuses for not incorporating a daily workout in your daily schedule
I do not have the time
Pay either now or later. You will anyways need to find the time after falling ill or encounters a major disease. Remember – a stitch in time saves nine. A good way to start is to practice small kaizens (improvements) that allow you to find some time.
- Get up earlier
- Delegate work to someone else in the family during exercise time and compensate by helping in the remaining time
- Help your family also understand that investing in your health is also investing for your family for the long term
It’s too late, I’m not fit. I’m too old
Is it? You are wrong if exercising conjures visions of pounding feet, thumping chests and sweating. The daily efforts will need to be small as compared to someone who is young and fitter. However, starting slowly with more focus on frequency rather than intensity, one can slowly increase the efforts following the VIP principle as one gets stronger by the day.
WebMD: It’s Never Too Late to Start Exercise
Researchers tracked 9,500 women for 12 years, starting when they were at least age 66. In that time, they found that those who went from doing little or nothing to walking just a mile a day slashed their risk of death from all causes and from cancer by nearly half. Their risk of heart disease also fell by more than a third. In fact, they enjoyed nearly as much protection as women who were physically active before the study began and remained so.
It’s expensive and only for fitness freaks
Health is for everybody and it does not take expensive equipment or gym subscriptions to get healthy. Walking as much as you can, taking the stairs instead of the lift, stretching during TV breaks etc.. can make a drastic difference. Even if you require a gym to keep you motivated, please remember that you are still investing the money in yourself instead of splurging it on doctor visits and medical tests a few years down the line. A simple cost benefit analysis (the efforts spent vs. the savings in money spent on recovery, irreversible damage to one’s health etc..) is enough to point out the obvious.
I have never exercised earlier
Grab a few good books, read a few online articles to start with. Talk to your doctor, physician a relative who is fitness-minded. Start on a small scale and increase the efforts appropriately. It pays to have a good fitness adviser just like it does to have a good investment adviser.
Time:Why Exercise Won’t Make You Thin
JagoInvestor:Did you start your Health SIP ?
I am starting late and need to play catch up.
Each individual needs to determine his health goal separately. The goal is not to be a la-Samlan Khan (who is reputed to have the most mature bones in the Bollywood film industry) but to be a fit individual. On a side note, it is not entirely impossible to become a Salman Khan if one has the passion and the energy to follow up.
 This would have made the Ambanis of the world the fittest people! The gym subscriptions will pay off only when you sweat it out in the gym everyday. Any serious equity investor knows the fallacies of relying on quick money making tips and advices of the self-declared stock market experts. Just as this investor slowly learns the tricks of the trade, a health investor needs to understand the exercise equipment, plan his/her schedule and the invest systematic efforts regularly.
 As far as health is concerned, the answer is obvious. For a long term investor, one does not need to waste inordinate amount of time on exercise or obsessively watching the scales like the day traders glued to their workstations. The long term investors do their research, find good quality stocks, buy and hold. Similarly, one needs to research the best exercises and follow them.
Tags: health


Warehouse Freightman Cliff:
Why haven't you left? Take the
Infernium Varnish
to the Maestro immediately! We mustn't delay his work!


Qpid Dispatch 1.16.0 Release Notes
Dispatch is a lightweight AMQP 1.0 message router. More about
Qpid
Dispatch.
For more information about this release, including download links and
documentation, see the release overview.
New features and improvements
- DISPATCH-1800 - [dev-adaptors] message_body_data objects never freed
- DISPATCH-1922 - Remove support for Python 2.6
- DISPATCH-1923 - Remove support for Python 3.5
- DISPATCH-1933 - Tests should produce JUnit-compatible XML report about individual tests (not aggregated CTest test targets)
- DISPATCH-1955 - TCP adaptor logs could show total bytes and other statistics
- DISPATCH-1961 - Add Q2 flow control support to HTTP/1.x adaptor
- DISPATCH-2011 - Support hwasan variant of address sanitizer on Aarch64 in CMake
- DISPATCH-2073 - [tcp] Support end-to-end flow control
Bugs fixed
- DISPATCH-1660 - Intermittent failure in system_tests_policy_oversize_basic
- DISPATCH-1679 - leak: qd_connector_t and qd_timer_t
- DISPATCH-1697 - Leak: qd_conn_identifier
- DISPATCH-1698 - leak: qdr_connection_ref_t
- DISPATCH-1723 - alloc.c: Items of type 'qdr_error_t' remain allocated at shutdown: 1
- DISPATCH-1740 - system_tests_policy_oversize_compound fails due to an unsuppressed leak
- DISPATCH-1756 - [macOS] failure in system_tests_http
- DISPATCH-1835 - double free detected with tcp adapter
- DISPATCH-1857 - concurrent tcp connection attempts can result in hangs
- DISPATCH-1878 - Client app not getting a response through tcpListener
- DISPATCH-1917 - Thread race accessing connector->conn_msg buffer (TSAN)
- DISPATCH-1918 - Thread race between I/O and Core over link->undelivered and unsettled lists
- DISPATCH-1921 - Skupper 0.4: malloc corrupted handling back-to-back TCP connections
- DISPATCH-1925 - Thread race in qd_message_extend vs qd_message_stream_data_buffers
- DISPATCH-1941 - Crash in HTTP1 adaptor: member access within null pointer of type 'const struct qd_buffer_t'
- DISPATCH-1947 - TCP adaptor has no receive flow control
- DISPATCH-1948 - ASAN flags alignment errors in alloc_poolc
- DISPATCH-1949 - ASAN flags shift errors on signed conversion
- DISPATCH-1959 - Update PatternFly packages for the 1.16.0 release
- DISPATCH-1964 - TCP adaptor connection object should be a pooled type
- DISPATCH-1965 - Dispatch does not compile with gcc 10 when -Og is used
- DISPATCH-1968 - Crash after running series of 1Mb iperf3 against TCP adaptor
- DISPATCH-1973 - ASan failure in system_tests_http2 in _update_qdr_http_request_info
- DISPATCH-1981 - TCP adaptor Q2 test does not always trigger q2 holdoff
- DISPATCH-1984 - [http1] compilation issue on s390
- DISPATCH-1985 - system_test Logger class optionally also writes logs to a file
- DISPATCH-1988 - Router crash when sending an empty transfer frame followed by an abort
- DISPATCH-1997 - Cannot build on fedora rawhide
- DISPATCH-2001 - streaming messages incorrectly use priority 0 inter-router links
- DISPATCH-2003 - Qdstat memory usage truncated to uint32_t value
- DISPATCH-2009 - Cannot build on fedora F34
- DISPATCH-2012 - [tsan] data race warning in qdr_link_process_initial_delivery_CT
- DISPATCH-2015 - [http1] ThreadSanitizer: data race in system_tests_http1_adaptor
- DISPATCH-2016 - [test] system_test Tester.get_port() returns ports that fail with 'Address already in use' error
- DISPATCH-2030 - core_link_endpoint.c: runtime error: store to misaligned address
- DISPATCH-2038 - [test] AsyncTestReceiver has mutable default argument value
- DISPATCH-2040 - Some details missing on dispositions forwarded by router on transacted sessions
- DISPATCH-2043 - TCP adaptor log messages need attention
- DISPATCH-2045 - qd_hash_internal_remove_item writes to freed (pooled) memory on router shutdown
- DISPATCH-2046 - Panic in handle due to deleted connector.
- DISPATCH-2050 - fields for received delivery state are not relayed
- DISPATCH-2056 - AddressSanitizer: use-after-poison in qdr_connection_set_context during system_tests_tcp_adaptor, system_tests_http2
- DISPATCH-2074 - Unused function in tcp_adaptor.c
- DISPATCH-2075 - TCP adaptor requires 0.34 proton
- DISPATCH-2088 - SEGV in qd_buffer_dec_fanout
- DISPATCH-2089 - [tools] Scraper not html-escaping user transfer data properly
- DISPATCH-2090 - [tools] Scraper mishandling non-terminal dispositions
- DISPATCH-2091 - TCP adaptor does not close listener connection when RX window is full
- DISPATCH-2098 - Crash when ctrl-c on router that has a libwebsockets listener connected to a console (2)
- DISPATCH-2099 - [TCP] crash in qd_message_stream_data_release() on connection close
- DISPATCH-2104 - qdstat --autolinks showing int32(0) in output
Tasks
- DISPATCH-1814 - Apply autofixes to resolve some flake8 code formatting issues
- DISPATCH-1960 - Re-factor Q2 flow logic to allow adaptors to support Q2
Apache Qpid, Messaging built on AMQP; Copyright © 2015
The Apache Software Foundation; Licensed under
the Apache
License, Version 2.0; Apache Qpid, Qpid, Qpid Proton,
Proton, Apache, the Apache feather logo, and the Apache Qpid
project logo are trademarks of The Apache Software
Foundation; All other marks mentioned may be trademarks or
registered trademarks of their respective owners


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Below are the details for the Macbeth Research Project. You can change your status by checking or unckecking the steps that you are currently on.
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*Scl
- A global variable holding the current fixpoint input scale. See also Numbers and
scl
.
: (str "123.45") # Default value of '*Scl' is 0
-> (123)
: (setq *Scl 3)
-> 3
: (str "123.45")
-> (123450)
: 123.4567
-> 123457
: 12.3456
-> 12346
*Sig1
*Sig2
- Global variables holding (possibly empty)
prg
bodies, which
will be executed when a SIGUSR1 signal (or a SIGUSR2 signal, respectively) is
sent to the current process. See also alarm
, sigio
, *Hup
, and *TStp[12]
.
: (de *Sig1 (msg 'SIGUSR1))
-> *Sig1
*Solo
- A global variable indicating exclusive database access. Its value is
0
initially, set to T
(or NIL
) during
cooperative database locks when lock
is successfully called with a NIL
(or non-NIL
)
argument. See also *Zap
.
: *Solo
-> 0
: (lock *DB)
-> NIL
: *Solo
-> NIL
: (rollback)
-> T
: *Solo
-> 0
: (lock)
-> NIL
: *Solo
-> T
: (rollback)
-> T
: *Solo
-> T
+Sn
- Prefix class for maintaining indexes according to a modified soundex
algorithm, for tolerant name searches, to
+String
relations. Typically used in
combination with the +Idx
prefix
class. See also Database.
(rel nm (+Sn +Idx +String)) # Name
+String
- Class for string (transient symbol) relations, a subclass of
+Symbol
. Accepts an optional argument for
the string length (currently not used). See also Database.
(rel nm (+Sn +Idx +String)) # Name, indexed by soundex and substrings
+Swap
- Prefix class for
+relation
s
where the data are to be stored in the value of a separate external symbol
instead of the relation's object. Typically used for data which are relatively
large and/or rarely accessed. Doesn't work with bidirectional relations
(+Joint
or +index
). See also Database.
(rel pw (+Swap +String)) # Password
(rel nr (+Swap +List +Number)) # List of bignums
+Symbol
- Class for symbolic relations, a subclass of
+relation
. Objects of that class typically
maintain internal symbols, as opposed to the more often-used +String
for transient symbols. See also Database.
(rel perm (+List +Symbol)) # Permission list
same/3
- Pilog predicate that succeeds if the first
argument matches the result of applying the
get
algorithm to the following arguments.
Typically used as filter predicate in select/3
database queries. See also
isa/2
, bool/3
, range/3
, head/3
, fold/3
, part/3
and tolr/3
.
: (?
@Nr 2
@Nm "Spare"
(select (@Item)
((nr +Item @Nr) (nm +Item @Nm))
(same @Nr @Item nr)
(head @Nm @Item nm) ) )
@Nr=2 @Nm="Spare" @Item={3-2}
(scan 'tree ['fun] ['any1] ['any2] ['flg])
- Scans through a database tree by applying
fun
to all key-value
pairs. fun
should be a function accepting two arguments for key and
value. It defaults to println
.
any1
and any2
may specify a range of keys. If
any2
is greater than any1
, the traversal will be in
opposite direction. Note that the keys need not to be atomic, depending on the
application's index structure. If flg
is non-NIL
,
partial keys are skipped. See also tree
, iter
, init
and step
.
: (scan (tree 'nm '+Item))
("ASLRSNSTRSTN" {3-3} . T) {3-3}
("Additive" {3-4}) {3-4}
("Appliance" {3-6}) {3-6}
("Auxiliary Construction" . {3-3}) {3-3}
("Construction" {3-3}) {3-3}
("ENNSNNTTTF" {3-4} . T) {3-4}
("Enhancement Additive" . {3-4}) {3-4}
("Fittings" {3-5}) {3-5}
("GTSTFLNS" {3-6} . T) {3-6}
("Gadget Appliance" . {3-6}) {3-6}
...
: (scan (tree 'nm '+Item) println NIL T T) # 'flg' is non-NIL
("Auxiliary Construction" . {3-3}) {3-3}
("Enhancement Additive" . {3-4}) {3-4}
("Gadget Appliance" . {3-6}) {3-6}
("Main Part" . {3-1}) {3-1}
("Metal Fittings" . {3-5}) {3-5}
("Spare Part" . {3-2}) {3-2}
("Testartikel" . {3-8}) {3-8}
-> {7-6}
(scl 'num [. prg]) -> num
- If
prg
is given, it binds *Scl
dynamically to num
during the
execution of prg
. Otherwise, it sets *Scl
globally to num
. See also Numbers.
: (scl 0)
-> 0
: (str "123.45")
-> (123)
: (scl 1)
-> 1
: (read)
123.45
-> 1235
: (scl 3)
-> 3
: (str "123.45")
-> (123450)
: (scl 1 (str "123.45"))
-> (1235)
: *Scl
-> 3
(script 'any ..) -> any
- The first
any
argument is load
ed, with the remaining arguments pass
ed as variable arguments. They can be
accessed with next
, arg
, args
and rest
. With that, the syntax in the script is
the same as that in the body of a function with variable arguments (see lambda expressions, "when the CAR is the symbol @").
$ cat x
(* (next) (next))
$ pil +
: (script "x" 3 4)
-> 12
(sect 'lst 'lst) -> lst
- Returns the intersection of the
lst
arguments. See also
diff
.
: (sect (1 2 3 4) (3 4 5 6))
-> (3 4)
: (sect (1 2 3) (4 5 6))
-> NIL
(seed 'any) -> cnt
- Initializes the random generator's seed, and returns a pseudo random number
in the range -2147483648 .. +2147483647. See also
rand
and hash
.
: (seed "init string")
-> -417605464
: (rand)
-> -1061886707
: (rand)
-> 822065436
: (seed (time))
-> 128285383
(seek 'fun 'lst ..) -> lst
- Applies
fun
to lst
and all successive CDRs, until
non-NIL
is returned. Returns the tail of lst
starting
with that element (and stores the non-NIL
value in the global
variable @@
), or NIL
if
fun
did not return non-NIL
for any element of
lst
. When additional lst
arguments are given, they are
passed to fun
in the same way. See also find
, pick
.
: (seek '((X) (> (car X) 9)) (1 5 8 12 19 22))
-> (12 19 22)
(select [var ..] cls [hook|T] [var val ..]) -> obj | NIL
- (Debug mode only) Interactive database function, loosely modelled after the
SQL '
SELECT
' command. A (limited) front-end to the Pilog select/3
predicate. When called with only a
cls
argument, select
steps through all objects of that
class, and show
s their complete
contents (this is analog to 'SELECT * from CLS'). If cls
is
followed by attribute/value specifications, the search is limited to these
values (this is analog to 'SELECT * from CLS where VAR = VAL'). If between the
select
function and cls
one or several attribute names
are supplied, only these attribute (instead of the full show
) are
printed. These attribute specifications may also be lists, then the get
algorithm will be used to retrieve related
data. See also update
, Database and Pilog.
: (select +Item) # Show all items
{3-1} (+Item)
nr 1
pr 29900
inv 100
sup {2-1}
nm "Main Part"
{3-2} (+Item)
nr 2
pr 1250
inv 100
sup {2-2}
nm "Spare Part"
. # Stop
-> {3-2}
: (select +Item nr 3) # Show only item 3
{3-3} (+Item)
nr 3
sup {2-1}
pr 15700
nm "Auxiliary Construction"
inv 100
. # Stop
-> {3-3}
# Show selected attributes for items 3 through 3
: (select nr nm pr (sup nm) +Item nr (3 . 5))
3 "Auxiliary Construction" 157.00 "Active Parts Inc." {3-3}
4 "Enhancement Additive" 9.99 "Seven Oaks Ltd." {3-4}
5 "Metal Fittings" 79.80 "Active Parts Inc." {3-5}
-> NIL
select/3
- Pilog database predicate that allows combined
searches over
+index
and other
relations. It takes a list of Pilog variables, a list of generator clauses, and
an arbitrary number of filter clauses. The functionality is described in detail
in The 'select' Predicate. See also db/3
, isa/2
, same/3
, bool/3
, range/3
, head/3
, fold/3
, part/3
, tolr/3
and remote/2
.
: (?
@Nr (2 . 5) # Select all items with numbers between 2 and 5
@Sup "Active" # and suppliers matching "Active"
(select (@Item) # Bind results to '@Item'
((nr +Item @Nr) (nm +CuSu @Sup (sup +Item))) # Generator clauses
(range @Nr @Item nr) # Filter clauses
(part @Sup @Item sup nm) ) )
@Nr=(2 . 5) @Sup="Active" @Item={3-3}
@Nr=(2 . 5) @Sup="Active" @Item={3-5}
-> NIL
(send 'msg 'obj ['any ..]) -> any
- Sends the message
msg
to the object obj
,
optionally with arguments any
. If the message cannot be located in
obj
, its classes and superclasses, an error "Bad
message"
is issued. See also OO Concepts,
try
, method
, meth
, super
and extra
.
: (send 'stop> Dlg) # Equivalent to (stop> Dlg)
-> NIL
(seq 'cnt|sym1) -> sym | NIL
- Sequential single step: Returns the first external symbol in the
cnt
'th database file, or the next external symbol following
sym1
in the database, or NIL
when the end of the
database is reached. See also free
.
: (pool "db")
-> T
: (seq *DB)
-> {2}
: (seq @)
-> {3}
(set 'var 'any ..) -> any
- Stores new values
any
in the var
arguments. See
also setq
, val
, swap
, con
and def
.
: (set 'L '(a b c) (cdr L) 999)
-> 999
: L
-> (a 999 c)
(set! 'obj 'any) -> any
- Transaction wrapper function for
set
. Note that for setting the value of entities
typically the set!>
message
is used. See also new!
, request!
, put!
and inc!
.
(set! Obj (* Count Size)) # Setting a non-entity object to a numeric value
(setq var 'any ..) -> any
- Stores new values
any
in the var
arguments. See
also set
, val
and def
.
: (setq A 123 B (list A A)) # Set 'A' to 123, then 'B' to (123 123)
-> (123 123)
(show 'any ['sym|cnt ..]) -> any
- Shows the name, value and property list of a symbol found by applying the
get
algorithm to any
and
the following arguments. See also edit
and view
.
: (setq A 123456)
-> 123456
: (put 'A 'x 1)
-> 1
: (put 'A 'lst (9 8 7))
-> (9 8 7)
: (put 'A 'flg T)
-> T
: (show 'A)
A 123456
flg
lst (9 8 7)
x 1
-> A
: (show 'A 'lst 2)
-> 8
show/1
- Pilog predicate that always succeeds, and shows
the name, value and property list of the argument symbol. See also
show
.
: (? (db nr +Item 2 @Item) (show @Item))
{3-2} (+Item)
nm "Spare Part"
nr 2
pr 1250
inv 100
sup {2-2}
@Item={3-2}
-> NIL
(sigio 'cnt . prg) -> cnt
- Sets a signal handler
prg
for SIGIO on the file descriptor
cnt
. Returns the file descriptor. See also alarm
, *Hup
and *Sig[12]
.
# First session
: (sigio (setq *SigSock (port T 4444)) # Register signal handler at UDP port
(while (udp *SigSock) # Queue all received data
(fifo '*SigQueue @) ) )
-> 3
# Second session
: (for I 7 (udp "localhost" 4444 I)) # Send numbers to first session
# First session
: (fifo '*SigQueue)
-> 1
: (fifo '*SigQueue)
-> 2
(size 'any) -> cnt
- Returns the "size" of
any
. For numbers this is the number of
bytes needed for the value, for external symbols it is the number of bytes it
would occupy in the database, for other symbols it is the number of bytes
occupied by the UTF-8 representation of the name, and for lists it is the total
number of cells in this list and all its sublists. See also length
and bytes
.
: (size "abc")
-> 3
: (size "äbc")
-> 4
: (size 127) # One byte
-> 1
: (size 128) # Two bytes (eight bits plus sign bit!)
-> 2
: (size (1 (2) 3))
-> 4
: (size (1 2 3 .))
-> 3
(skip ['any]) -> sym
- Skips all whitespace (and comments if
any
is given) in the
input stream. Returns the next available character, or NIL
upon end
of file. See also peek
and eof
.
$ cat a
# Comment
abcd
$ pil +
: (in "a" (skip "#"))
-> "a"
(solve 'lst [. prg]) -> lst
- Evaluates a Pilog query and, returns the list
of result sets. If
prg
is given, it is executed for each result
set, with all Pilog variables bound to their matching values, and returns a list
of the results. See also pilog
,
?
, goal
and prove
.
: (solve '((append @X @Y (a b c))))
-> (((@X) (@Y a b c)) ((@X a) (@Y b c)) ((@X a b) (@Y c)) ((@X a b c) (@Y)))
: (solve '((append @X @Y (a b c))) @X)
-> (NIL (a) (a b) (a b c))
(sort 'lst ['fun]) -> lst
- Returns a sorted list by destructively exchanging the elements of
lst
. If fun
is given, it is used as a "less than"
predicate for comparisons. Typically, sort
is used in combination
with by, giving shorter and often more efficient
solutions than with the predicate function. See also Comparing, group
, maxi
, mini
and uniq
.
: (sort '(a 3 1 (1 2 3) d b 4 T NIL (a b c) (x y z) c 2))
-> (NIL 1 2 3 4 a b c d (1 2 3) (a b c) (x y z) T)
: (sort '(a 3 1 (1 2 3) d b 4 T NIL (a b c) (x y z) c 2) >)
-> (T (x y z) (a b c) (1 2 3) d c b a 4 3 2 1 NIL)
: (by cadr sort '((1 4 3) (5 1 3) (1 2 4) (3 8 5) (6 4 5)))
-> ((5 1 3) (1 2 4) (1 4 3) (6 4 5) (3 8 5))
(space ['cnt]) -> cnt
- Prints
cnt
spaces, or a single space when cnt
is
not given. See also beep
, prin
and char
.
: (space)
-> 1
: (space 1)
-> 1
: (space 2)
-> 2
(sp? 'any) -> flg
- Returns
T
when the argument any
is
NIL
, or if it is a string (symbol) that consists only of whitespace
characters.
: (sp? " ")
-> T
: (sp? "ABC")
-> NIL
: (sp? 123)
-> NIL
(split 'lst 'any ..) -> lst
- Splits
lst
at all places containing an element any
and returns the resulting list of sublists. See also stem
.
: (split (1 a 2 b 3 c 4 d 5 e 6) 'e 3 'a)
-> ((1) (2 b) (c 4 d 5) (6))
: (mapcar pack (split (chop "The quick brown fox") " "))
-> ("The" "quick" "brown" "fox")
(sqrt 'num ['flg|num]) -> num
- Returns the square root of the
num
argument. If
flg
is given and non-NIL
, the result will be rounded.
If in addition to that flg
is a number, the first argument will be
multiplied with it before doing the square root calculation. See also */
.
: (sqrt 64)
-> 8
: (sqrt 1000)
-> 31
: (sqrt 1000 T)
-> 32
: (sqrt<PHONE_NUMBER>0000000000000000000000000000000)
-><PHONE_NUMBER>00000000000
: (scl 6)
-> 6
: (sqrt 2.0 1.0)
-> 1414214
(ssl 'host 'path . prg) -> any
- Executes
prg
in an input stream (using in
) from "@bin/ssl" requesting path
from host
.
: (ssl "picolisp.com" "wiki/?home" (line T))
-> "<!DOCTYPE html>"
(stack ['cnt]) -> cnt | (.. sym . cnt)
- (64-bit version only) Maintains the stack segment size for coroutines (the main stack segment is limited -
while at least one coroutine is running - to four times that size). If called
without a
cnt
argument, or if already one or more coroutines are
running, the current size in kilobytes is returned. Otherwise, the stack segment
size is set to the new value (default 64 kB). If there are running coroutines,
their tags will be cons
ed in front of
the size. See also heap
.
$ ulimit -s unlimited && pil + # Guarantee stack space
: (stack) # Current size
-> 64 # 64 kB
: (stack 200) # Set to 200 kB
-> 200
: (co 'inc (let N 0 (loop (yield (inc 'N))))) # Create two coroutines
-> 1
: (co 'dec (let N 0 (loop (yield (dec 'N)))))
-> -1
: (stack)
-> (dec inc . 200)
(stamp ['dat 'tim]|['T]) -> sym
- Returns a date-time string in the form "YYYY-MM-DD HH:MM:SS". If
dat
and tim
is missing, the current date and time is
used. If T
is passed, the current Coordinated Universal Time (UTC)
is used instead. See also date
and
time
.
: (stamp)
-> "2000-09-12 07:48:04"
: (stamp (date) 0)
-> "2000-09-12 00:00:00"
: (stamp (date 2000 1 1) (time 12 0 0))
-> "2000-01-01 12:00:00"
(state 'var (sym|lst exe [. prg]) ..) -> any
- Implements a finite state machine. The variable
var
holds the
current state as a symbolic value. When a clause is found that contains the
current state in its CAR sym|lst
value, and where the
exe
in its CADR evaluates to non-NIL
, the current
state will be set to that value, the body prg
in the CDDR will be
executed, and the result returned. T
is a catch-all for any state.
If no state-condition matches, NIL
is returned. See also case
, cond
and job
.
: (de tst ()
(job '((Cnt . 4))
(state '(start)
(start 'run
(printsp 'start) )
(run (and (gt0 (dec 'Cnt)) 'run)
(printsp 'run) )
(run 'stop
(printsp 'run) )
(stop 'start
(setq Cnt 4)
(println 'stop) ) ) ) )
-> tst
: (do 12 (tst))
start run run run run stop
start run run run run stop
-> stop
: (pp 'tst)
(de tst NIL
(job '((Cnt . 4))
(state '(start)
...
-> tst
: (do 3 (tst))
start run run -> run
: (pp 'tst)
(de tst NIL
(job '((Cnt . 2))
(state '(run)
...
-> tst
(stem 'lst 'any ..) -> lst
- Returns the tail of
lst
that does not contain any of the
any
arguments. (stem 'lst 'any ..)
is equivalent to
(last (split 'lst 'any ..))
. See also tail
and split
.
: (stem (chop "abc/def\\ghi") "/" "\\")
-> ("g" "h" "i")
(step 'lst ['flg]) -> any
- Single-steps iteratively through a database tree.
lst
is a
structure as received from init
. If
flg
is non-NIL
, partial keys are skipped. The key for
each returned value is stored in the global variable @@
. See also tree
, scan
, iter
, leaf
and fetch
.
: (setq Q (init (tree 'nr '+Item) 3 5))
-> (((3 . 5) ((3 NIL . {3-3}) (4 NIL . {3-4}) (5 NIL . {3-5}) (6 NIL . {3-6}) (7 NIL . {3-8}))))
: (get (step Q) 'nr)
-> 3
: (get (step Q) 'nr)
-> 4
: (get (step Q) 'nr)
-> 5
: (get (step Q) 'nr)
-> NIL
(store 'tree 'any1 'any2 ['(num1 . num2)])
- Stores a value
any2
for the key any1
in a database
tree. num1
is a database file number, as used in new
(defaulting to 1), and num2
a
database block size (defaulting to 256). When any2
is
NIL
, the corresponding entry is deleted from the tree. See also
tree
and fetch
.
: (store (tree 'nr '+Item) 2 '{3-2})
(str 'sym ['sym1]) -> lst
(str 'lst) -> sym
- In the first form, the string
sym
is parsed into a list. This
mechanism is also used by load
. If
sym1
is given, it should specify a set of characters, and
str
will then return a list of tokens analog to read
. The second form does the reverse
operation by building a string from a list. See also any
, name
and sym
.
: (str "a (1 2) b")
-> (a (1 2) b)
: (str '(a "Hello" DEF))
-> "a \"Hello\" DEF"
: (str "a*3+b*4" "_")
-> (a "*" 3 "+" b "*" 4)
(str? 'any) -> sym | NIL
- Returns the argument
any
when it is a transient symbol
(string), otherwise NIL
. See also sym?
, box?
and ext?
.
: (str? 123)
-> NIL
: (str? '{ABC})
-> NIL
: (str? 'abc)
-> NIL
: (str? "abc")
-> "abc"
(strDat 'sym) -> dat
- Converts a string
sym
in the date format of the current
locale
to a date
. See also expDat
, $dat
and datStr
.
: (strDat "2007-06-01")
-> 733134
: (strDat "01.06.2007")
-> NIL
: (locale "DE" "de")
-> NIL
: (strDat "01.06.2007")
-> 733134
: (strDat "1.6.2007")
-> 733134
(strip 'any) -> any
- Strips all leading
quote
calls from any
. See also
lit
.
: (strip 123)
-> 123
: (strip '''(a))
-> (a)
: (strip (quote quote a b c))
-> (a b c)
(struct 'num 'any 'any ..) -> any
- (64-bit version only) Creates or extracts data structures, suitable to be
passed to or returned from
native
C
functions. The first num
argument should be a native value, either
a scalar, or a pointer obtained by calling functions like malloc()
.
The second argument any
is a result
specification, while all following initialization items are stored in the structure
pointed to by the first argument. See also Native C
Calls.
: (scl 2)
-> 2
## /* We assume the following C structure */
## typedef struct value {
## int x, y;
## double a, b, c;
## long z;
## char nm[4];
## } value;
# Allocate structure
: (setq P (native "@" "malloc" 'N 56))
-> 9204032
# Store two integers, three doubles, one long, and four characters
: (struct P 'N -7 -4 (1.0 0.11 0.22 0.33) (7 . 8) 65 66 67 0)
-> 9204032
# Extract the structure
: (struct P '((I . 2) (1.0 . 3) N (C . 4)))
-> ((7 4) (11 22 33) 7 ("A" "B" "C"))
# Do both in a single call (allowing conversions of data types)
: (struct P
'((I . 2) (1.0 . 3) N (C . 4))
-7 -4 (1.0 0.11 0.22 0.33) (7 . 8) 65 66 67 0 )
-> ((7 4) (11 22 33) 7 ("A" "B" "C"))
# De-allocate structure
: (native "@" "free" NIL P)
-> NIL
(sub? 'any1 'any2) -> any2 | NIL
- Returns
any2
when the string representation of
any1
is a substring of the string representation of
any2
. See also pre?
,
offset
and index
.
: (sub? "def" "abcdefg")
-> "abcdefg"
: (sub? "abb" "abcdefg")
-> NIL
: (sub? NIL "abcdefg")
-> "abcdefg"
: (sub? "def" '(a b c d e f g))
-> "abcdefg"
: (sub? '(d e f) "abcdefg")
-> "abcdefg"
(subr 'sym) -> num
- Converts a Lisp-function that was previously converted with
expr
back to a SUBR function.
: car
-> 67313448
: (expr 'car)
-> (@ (pass $385260187))
: (subr 'car)
-> 67313448
: car
-> 67313448
(sum 'fun 'lst ..) -> num
- Applies
fun
to each element of lst
. When
additional lst
arguments are given, their elements are also passed
to fun
. Returns the sum of all numeric values returned from
fun
.
: (setq A 1 B 2 C 3)
-> 3
: (sum val '(A B C))
-> 6
: (sum * (3 4 5) (5 6 7)) # Vector dot product
-> 74
: (sum # Total size of symbol list values
'((X)
(and (pair (val X)) (size @)) )
(what) )
-> 32021
(super ['any ..]) -> any
- Can only be used inside methods. Sends the current message to the current
object
This
, this time starting the search for a method at the
superclass(es) of the class where the current method was found. See also OO Concepts, extra
, method
, meth
, send
and try
.
(dm stop> () # 'stop>' method of current class
(super) # Call the 'stop>' method of the superclass
... ) # other things
(swap 'var 'any) -> any
- Set the value of
var
to any
, and return the
previous value. See also xchg
and
set
.
: (setq A 7 L (1 2 3))
-> (1 2 3)
: (swap (cdr L) (swap 'A 'xyz))
-> 2
: A
-> xyz
: L
-> (1 7 3)
(sym 'any) -> sym
- Generate the printed representation of
any
into the name of a
new symbol sym
. This is the reverse operation of any
. See also name
and str
.
: (sym '(abc "Hello" 123))
-> "(abc \"Hello\" 123)"
(sym? 'any) -> flg
- Returns
T
when the argument any
is a symbol. See
also num?
, atom
, pair
, str?
, box?
and ext?
.
: (sym? 'a)
-> T
: (sym? NIL)
-> T
: (sym? 123)
-> NIL
: (sym? '(a b))
-> NIL
(symbols) -> lst
(symbols 'lst) -> lst
(symbols 'lst . prg) -> any
(symbols 'sym1 'sym2 ..) -> lst
- (64-bit version only) Creates and manages namespaces of internal symbols: In
the first form, the current list of namespaces is returned. In the second form,
the current namespace list is set to
lst
, and the previous
namespace list is returned. In the third form, the current namespace list is set
to lst
during the execution of prg
, and the result is
returned. In the fourth form, sym1
is initialized to a new
namespace if its value is NIL
and not modified otherwise, and
sym1
, sym2
and all following arguments are set as the
current namespace list. See also pico
,
nsp
, private
, local
, export
, import
, intern
and load
.
: (symbols 'myLib 'pico)
-> (pico)
myLib: (de foo (X)
(bar (inc X)) )
-> foo
myLib: (symbols 'pico)
-> (myLib pico)
: (pp 'foo)
(de foo . NIL)
-> foo
: (pp 'myLib~foo)
(de "foo" (X)
("bar" (inc X)) )
-> "foo"
: (symbols '(myLib pico))
-> (pico)
myLib: (pp 'foo)
(de foo (X)
(bar (inc X)) )
-> foo
myLib:
(sync) -> flg
- Waits for pending data from all family processes. While other processes are
still sending data (via the
tell
mechanism), a select
system call is executed for all file
descriptors and timers in the VAL
of the global variable *Run
. When used in a non-database context,
(tell)
should be called in the end to inform the parent process
that it may grant synchronization to other processes waiting for
sync
. In a database context, where sync
is usually
called by dbSync
, this is not
necessary because it is done internally by commit
or rollback
.
See also key
and wait
.
: (or (lock) (sync)) # Ensure database consistency
-> T # (numeric process-id if lock failed)
(sys 'any ['any]) -> sym
- Returns or sets a system environment variable.
: (sys "TERM") # Get current value
-> "xterm"
: (sys "TERM" "vt100") # Set new value
-> "vt100"
: (sys "TERM")
-> "vt100"


| 758 | (A) | If ȝe were gyauntes Ilkone agayne solde ȝe tourne |
| 760 | (C) | Thogħ ȝe were deuelles echon . aȝeyn turne ȝe shułł |
| 752 | (D) | þogħ ȝe were ethnes eche on yn shal ȝe turne |
| 732 | (E) | for thow ȝe were etones echone . out schul ȝe neuere |
| (Ex) | ---- no text ---- | |
| 776 | (L) | þoȝ ȝe were etnes echon in scholde we wende |
| 711 | (P) | þ of ȝe wer ȝotyns ich one aȝayne s?l?? ȝe ????? |
| 740 | (U) | Thei ye were etons ichone / in shul ye turne |
| (V) | ---- no text ---- |


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Home
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Feel
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Poesis Theoria
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Lexia on Elegance; Secondary and Tertiary Responses
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Storyboard
Evil Media
Final Presentation Outline


The most popular industrial group ever, and largely responsible for bringing the music to a mass audience.


I am a second year Ph.D student in UC Berkeley. Prior to that I was pursuing my undergraduate Math degree in The University of Hong Kong.
My primary research interests lie in numerical linear algebra and its possible applications. Currently I am studying machine learning and trying to explore opportunities in that.
Besides Math I also play classical guitar and I believe that Math and Music have some things in common :)
Since I have accidentally deleted the my website folder on the server, I have lost all my past teaching materials and sigh....
Here's the email that went virus I mentioned to you guys in section, try reading it.
Here's a decision tree I make for testing convergence of a series.
Spring 2017


CSPICE_EDLIMB calculates the limb of a triaxial ellipsoid
as viewed from a specified location.
Given:
a
b
c [1,1] = size(a); double = class(a)
[1,1] = size(b); double = class(b)
[1,1] = size(c); double = class(c)
are the lengths of the semi-axes of a triaxial ellipsoid.
The ellipsoid is centered at the origin and oriented so that
its axes lie on the x, y and z axes. 'a', 'b', and 'c' are
the lengths of the semi-axes that respectively point in the
x, y, and z directions.
viewpt a point from which the ellipsoid is viewed. 'viewpt' must be
outside of the ellipsoid.
[3,1] = size(viewpt); double = class(viewpt)
the call:
limb = cspice_edlimb( a, b, c, viewpt )
returns:
limb the SPICE ellipse that represents the limb of the ellipsoid
observed from 'viewpt'.
[1,1] = size(limb); struct = class(limb)
The structure has the fields:
center: [3x1 double]
semiMajor: [3x1 double]
semiMinor: [3x1 double]
Any numerical results shown for this example may differ between
platforms as the results depend on the SPICE kernels used as input
and the machine specific arithmetic implementation.
%
% Define an ellipsoid
%
a = sqrt(2.);
b = 2.*sqrt(2.);
c = sqrt(2.);
%
% Locate a viewpoint exterior to the ellipsoid.
%
viewpt = [ 2., 0., 0. ]';
%
% Calculate the limb ellipse as seen by from the viewpoint.
%
limb = cspice_edlimb( a, b, c, viewpt );
%
% Output the structure components.
%
smin = limb.semiMinor
smaj = limb.semiMajor
center = limb.center
%
% Check against expected values:
%
% Semiminor: 0., 0., -1.
% Semimajor: 0., 2., 0.
% Center : 1., 0., 0.
%
MATLAB outputs:
smin =
0
0
-1
smaj =
0
2
0
center =
1.000000000000000e+00
0
0
The limb of a body, as seen from a viewing point, is the boundary
of the portion of the body's surface that is visible from that
viewing point. In this definition, we consider a surface point
to be `visible' if it can be connected to the viewing point by a
line segment that doesn't pass through the body. This is a purely
geometrical definition that ignores the matter of which portions
of the surface are illuminated, or whether the view is obscured by
any additional objects.
If a body is modeled as a triaxial ellipsoid, the limb is always
an ellipse. The limb is determined by its center, a semi-major
axis vector, and a semi-minor axis vector.
We note that the problem of finding the limb of a triaxial
ellipsoid is mathematically identical to that of finding its
terminator, if one makes the simplifying assumption that the
terminator is the limb of the body as seen from the vertex of the
umbra. So, this routine can be used to solve this simplified
version of the problem of finding the terminator.
For important details concerning this module's function, please refer to
the CSPICE routine edlimb_c.
MICE.REQ
ELLIPSES.REQ
-Mice Version 1.0.0, 09-NOV-2012, EDW (JPL), SCK (JPL)
ellipsoid limb
|


BOSSBOSS
How May I .. at You Bro?


|
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| Packages that use org.apache.xml.serializer | |
|---|---|
| org.apache.xml.dtm.ref.sax2dtm | |
| org.apache.xml.serializer | Processes SAX events into streams. |
| org.apache.xml.serializer.dom3 |
| Classes in org.apache.xml.serializer used by org.apache.xml.dtm.ref.sax2dtm | |
|---|---|
| SerializationHandler
This interface is the one that a serializer implements. |
| Classes in org.apache.xml.serializer used by org.apache.xml.serializer | |
|---|---|
| AttributesImplSerializer
This class extends org.xml.sax.helpers.AttributesImpl which implements org. |
|
| CharInfo
This class provides services that tell if a character should have special treatement, such as entity reference substitution or normalization of a newline character. |
|
| CharInfo.CharKey
Simple class for fast lookup of char values, when used with hashtables. |
|
| DOMSerializer
Interface for a DOM serializer implementation. |
|
| ElemContext
This class is a stack frame that consists of information about the element currently being processed by a serializer. |
|
| ElemDesc
This class has a series of flags (bit values) that describe an HTML element |
|
| EncodingInfo
Holds information about a given encoding, which is the Java name for the encoding, the equivalent ISO name. |
|
| EncodingInfo.InEncoding
A simple interface to isolate the implementation. |
|
| ExtendedContentHandler
This interface describes extensions to the SAX ContentHandler interface. |
|
| ExtendedLexicalHandler
This interface has extensions to the standard SAX LexicalHandler interface. |
|
| NamespaceMappings
This class keeps track of the currently defined namespaces. |
|
| NamespaceMappings.MappingRecord
Just a little class that ties the 3 fields together into one object, and this simplifies the pushing and popping of namespaces to one push or one pop on one stack rather than on 3 separate stacks. |
|
| NamespaceMappings.Stack
Rather than using java.util.Stack, this private class provides a minimal subset of methods and is faster because it is not thread-safe. |
|
| ObjectFactory.ConfigurationError
A configuration error. |
|
| SerializationHandler
This interface is the one that a serializer implements. |
|
| Serializer
The Serializer interface is implemented by a serializer to enable users to: get and set streams or writers configure the serializer with key/value properties get an org.xml.sax.ContentHandler or a DOMSerializer to provide input to |
|
| SerializerBase
This class acts as a base class for the XML "serializers" and the stream serializers. |
|
| SerializerConstants
Constants used in serialization, such as the string "xmlns" |
|
| SerializerTrace
This interface defines a set of integer constants that identify trace event types. |
|
| ToHTMLStream.Trie
|
|
| ToHTMLStream.Trie.Node
The node representation for the trie. |
|
| ToSAXHandler
This class is used to provide a base behavior to be inherited by other To...SAXHandler serializers. |
|
| ToStream
This abstract class is a base class for other stream serializers (xml, html, text ...) that write output to a stream. |
|
| ToStream.BoolStack
Simple stack for boolean values. |
|
| ToXMLStream
This class converts SAX or SAX-like calls to a serialized xml document. |
|
| TransformStateSetter
This interface is meant to be used by a base interface to TransformState, but which as only the setters which have non Xalan specific types in their signature, so that there are no dependancies of the serializer on Xalan. |
|
| WriterChain
It is unfortunate that java.io.Writer is a class rather than an interface. |
|
| XSLOutputAttributes
This interface has methods associated with the XSLT xsl:output attribues specified in the stylesheet that effect the format of the document output. |
| Classes in org.apache.xml.serializer used by org.apache.xml.serializer.dom3 | |
|---|---|
| DOM3Serializer
This interface is not intended to be used by an end user, but rather by an XML parser that is implementing the DOM Level 3 Load and Save APIs. |
|
| SerializationHandler
This interface is the one that a serializer implements. |
|
| Serializer
The Serializer interface is implemented by a serializer to enable users to: get and set streams or writers configure the serializer with key/value properties get an org.xml.sax.ContentHandler or a DOMSerializer to provide input to |
|
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Some short information


CamCOPS includes the following patient identification fields. Not all need be used.
forename surname dob -- date of birth sex -- one of: M, F, X idnum1 idnum2 idnum3 idnum4 idnum5 idnum6 idnum7 idnum8 address -- (*) (free text) gp -- (*) general practitioner’s details (free text) other -- (*) any other details required (free text)
All except those marked (*) may be selected as part of the minimum patient identification details. What counts as the minimum is configurable. Furthermore, the meaning of the ID numbers is entirely configurable.
Your institution will use one or more ID number fields. For example, in the UK NHS, every patient should have a unique nationwide NHS number. Most NHS institutions use their own ID as well, and some specialities (such as liaison psychiatry) operate in multiple hospitals. Research studies may use a local, idiosyncratic numbering system. Configure the meanings of up to 8 numbering systems (see server configuration.)
The first ID number is special in only one way: the web viewer’s drop-down ID selector will default to it. So, pick your institution’s main ID number for this slot; that will save your users some effort.
The server supports two ID policies: an upload policy – the minimum set of identifying information required to upload information to the server – and a finalizing policy – the minimum set of identifying information required for a tablet to “sign off” and transfer all its information to the server (after which the tablet app can’t edit that information).
The policies you require depend on your institution. Some examples are given below.
You can configure the policies using brackets ( ), AND, OR, and any of the fields listed above (except those marked *). Some examples are shown below.
Configure the policies by entering the command camcops
on
your server, and follow the prompts.
Suppose we have a mental health NHS Trust – call it CPFT – with its own hospitals that provides liaison psychiatry services in four other hospitals. We might use the following IDs:
| ID number | Description | Short description |
|---|---|---|
| 1 | CPFT RiO number | CPFT RiO |
| 2 | NHS number | NHS |
| 3 | CPFT M number | CPFT M |
| 4 | Addenbrooke’s number | Add |
| 5 | Papworth number | Pap |
| 6 | Hinchingbrooke number | Hinch |
| 7 | Peterborough City Hosp number | PCH |
| 8 | Spare_8_idnum | Spare8 |
and these policies:
UPLOAD POLICY: forename AND surname AND dob AND sex AND (idnum1 OR idnum2 OR idnum3 OR idnum4 OR idnum5 OR idnum6 OR idnum7) FINALIZE POLICY: forename AND surname AND dob AND sex AND idnum1
Suppose we’re operating in a very simple research context. We don’t want patient-identifiable data on our computers; we’ll operate with pseudonyms (codes for each subject). We might have a separate secure database to look up individuals from our pseudonyms, but that is outside CamCOPS. We might have the following identifiers:
| ID number | Description | Short description |
|---|---|---|
| 1 | Research ID number | RID |
| 2 | Spare_2_idnum | Spare2 |
| 3 | Spare_3_idnum | Spare3 |
| 4 | Spare_4_idnum | Spare4 |
| 5 | Spare_5_idnum | Spare5 |
| 6 | Spare_6_idnum | Spare6 |
| 7 | Spare_7_idnum | Spare7 |
| 8 | Spare_8_idnum | Spare8 |
and these policies:
UPLOAD POLICY: sex AND idnum1 FINALIZE POLICY: sex AND idnum1
Suppose you’re a research group operating within a clinical institution, but collecting data (under appropriate ethics approval) for research purposes. You may want to use patient-identifiable data or pseudonyms. You will want full read access to your database (likely at the SQL level), but you shouldn’t have full read access to all patients at that institution.
There are at least two possible approaches. You could set up a new server, or you could add a second CamCOPS database to your existing server (which may well be cheaper). This is easy; see server configuration. If you add a second instance, your URLs might look like:
https://yourhost/camcops/webview -- Main clinical viewer https://yourhost/camcops/database -- Main clinical tablet upload URL https://yourhost/camcops_depression_project_17/webview -- Research project viewer https://yourhost/camcops_depression_project_17/database -- Research project tablet upload URL
The tablet’s internal minimum identification policy, which is fixed, is:
sex AND ( (forename AND surname AND dob) OR (idnum1 OR idnum2 OR idnum3 OR idnum4 OR idnum5 OR idnum6 OR idnum7 OR idnum8) )
This allows either a named (forename, surname, DOB, sex) or an anonymous/pseudonym-based system for research (sex plus one ID number), or any other sensible mixture as above.
Tablets must register with a server. This serves four purposes:


--- title: Skittles image: /images/sweets/skittles.jpg ---
Skittles were first made commercially in 1974 by a British company. The name of the candy, Skittles, comes from the sports game of the same name, named as such for the resemblance of the sweet to items used in the game. They were first introduced in North America in 1979 as an import confectionery. In 1982, domestic production of Skittles began in the United States.


Frequently asked questions
- Where does your data come from?
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We use a number of different data sources to find open versions of articles
(or in many cases, to determine that the articles are open already):
- The Directory of Open Access Journals to see if it’s in their index of OA journals.
- CrossRef’s license metadata field, to see if the publisher has reported an open license.
- Our own custom list DOI prefixes, to see if it's in a known preprint repository.
- DataCite, to see if it’s an open dataset.
- The wonderful BASE OA search engine to see if there’s a Green OA copy of the article.
BASE indexes 90mil+ open documents in 4000+ repositories by harvesting OAI-PMH metadata.
- Repository pages directly, in cases where BASE was unable to determine openness.
- Journal article pages directly, to see if there’s a free PDF link (this is great for detecting hybrid OA)
- Who is behind oaDOI?
-
We're Impactstory,
a nonprofit working to make science more open and reusable online.
- How is oaDOI funded?
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Impactstory is supported by grants from
the National Science Foundation and the Alfred P. Sloan Foundation. We'll be supporting
oaDOI as spinoff of existing projects for the next year, but we're looking for additional funding to expand the
service even further. Possible models include grants and Service-Level Agreements with
data users. No matter what funding models we end up with, the API will always remain free and open.
- Why does the Unpaywall extension sometimes give different results from oaDOI?
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Our Unpaywall browser extension uses oaDOI to find fulltext whenever you run into paywalled articles.
It supplements oaDOI with other data sources, too; for instance,
Unpaywall tries to parse and understand scholarly article pages
as you view them. Consequently,
Unpaywall's results are a bit more comprehensive than what you'd get by calling oaDOI directly.
- I found a bug
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Sorry about that! The problem may be that a given repository is not yet
indexed by BASE
(which is where most of our Green OA information comes from). Then there's also typos,
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The good news is, we're getting better all the
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From there it'll go in our bug
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- Why did you make oaDOI?
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Thermo
Cat
80
o
F
78
84
set thermostat away
switch on fan
outside weather
85 F
alerts
0
next schedule
Sleep
est. savings
$50
Savings
Thermostat
Schedule
Alerts
TIMER
ON


In The Shadow Of Tesla Supercharger Behemoth, EVgo Races To Add Fast Chargers
by Brooke CrothersEVgo isn’t Tesla but it’s trying. First, a quick refresher.
Slow charging (AC): To be clear, most charging takes place at home. You either plug into an existing 120-volt home socket or add a faster 24o-volt charger.
The problem is, slow charging is also what you find today at most stores and public charging stations. That’s a problem* because a 240-volt charger will boost the battery range only modestly (at best) after 30 minutes of shopping. Typically, the rate is 25 miles added per hour. If you don’t have access to charging at home, like apartment dwellers, it’s a bad solution for getting a full charge.
Fast Charging (DC): referred to as DC Fast Charging to differentiate it from slower AC charging, it is a very different animal. Fast charging delivers a lot of range (compared to 220- or 240-volt) in a short amount of time. After 30 to 60 minutes, you can add 50 to 100 miles, or more, of range.
Tesla Supercharger: Tesla is even faster, typically adding several hundred miles in an hour or so.
And Tesla is way ahead of everyone else because it has been adding Superchargers at a furious rate since 2012. At last count Tesla had close to 15,000 chargers worldwide with the bulk of those in North America.
EVgo, with more than 750 fast charging locations in the U.S., is the largest fast charging network outside of Tesla’s.
And it’s in a hurry to add capacity.
I talked to Jonathan Levy, EVgo’s Vice President of Strategic Initiatives, who leads its work developing charging infrastructure across the nation.
As a backdrop to the discussion with Mr. Levy, I told him that the problem I face as a consumer is, when I need to fast charge (which is more than occasionally) I have to drive 10 miles to find just a couple of EVgo fast chargers. And they’re often occupied. That’s despite living in an EV-dense area in northwest Los Angeles. And I do mean dense, even for EV-friendly Los Angeles. Many if not most of the new cars in my community are EVs.
How soon can we get past slow public charging?
Levy: While level 2 (240 volt) is important especially for workplace and home....it makes sense to have a fast charger where somebody’s going to spend 20 minutes or so.
We’re constantly opening new stations. EVgo now has 300 fast charging stations representing about 700 fast chargers across California. So, when we’re looking to site we’re trying to be where they work, where they live, where they shop.
Fast charging while you shop is still rare, what is EVgo doing?
Levy: That’s what we’re doing today [adding fast chargers]. We have more than 1,200 [fast chargers] around the country. A high amount of them are in retail applications. We have 70 stations at Whole Foods across the country. We have new stations that opened at various Lucky’s [Market], we’ve opened at Trader Joe’s. We’ve opened stations [at traditional gas stations] like Chevron.
The grocery store application is perfect because it aligns so well. Not just [for people] that have access to home charging but those who live in apartments that have no access to home charging. So, that’s [more fast chargers] is where we’re already going as a company.
How long does it take to install a fast charger?
A very heavy, ‘it depends.’ If we’re doing a transformer upgrade that takes longer than adding existing capacity at a site. If we need to trench or bore, it’s a huge difference in time. A general rule of thumb is you’re talking about six to nine months …that’s a reasonable time frame from a site contract through to interconnection.
We’re trying to shrink that time and be quicker [and working closer] with both permitting authorities and the utilities is really important.
(Levy added that the time it takes to install charging capacity in California can differ dramatically depending on which power utility EVgo is working with, with some taking twice as long as others.)
My take:
EVgo can’t add fast chargers fast enough. Yes, home is where most charging takes place. But I can’t count the times I’ve desperately needed a fast charge outside of home. And with a Chevy Bolt, I don’t have access to Tesla’s Supercharger network.
More importantly, think about all of the people in the city (not necessarily having the disposable income to buy a $60,000 Model 3), who don’t have access to home charging. That’s a big roadblock to EV acceptance.
––
NOTES:
*I drive a Chevy Bolt and never take advantage of the Level 2 (240-volt) charging at my local Whole Foods. The battery charge pay off just isn’t worth it, especially if you have to wait to get access to the charger, which is often.


Gatekeeper Valentina:
Why, hello. I am Gatekeeper Valentina, dispatched from the Ivory Tower north of town. Some people think that the Ivory Tower is planning to conquer the world, or that it's full of crazy people. Of course there are also those who think that the Ivory Tower will save the world.
So then, I have one question. Who do you think is the gatekeeper helping people's traveling among the three? Haha...
Катакомбы
Некрополисы
Teleport
Exchange with the Dimension Diamond
[Noblesse Only] teleport
Move to the Monster Race Track. (Free of Charge)
Quest


A B C D E F G H I K M N O P Q R S T U V W Y
All Classes All Packages
All Classes All Packages
All Classes All Packages
C
- CAKE_DONUT - Static variable in class Project4.DonutController
- CakeDonut - Class in Project4
-
Each instance of this class is a representation of cake donut.
- CakeDonut(int, String) - Constructor for class Project4.CakeDonut
-
The constructor that takes the quantity of cake donut and the flavor.
- CARAMEL - Static variable in class Project4.Coffee
- CartController - Class in Project4
-
The controller class that control all reaction from Cart GUI.
- CartController() - Constructor for class Project4.CartController
- CHOCOLATE_FLAVOR - Static variable in class Project4.DonutController
- close() - Method in class Project4.Controller
-
Closing current window
- close(ActionEvent) - Method in class Project4.CartController
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Closing the window
- close(ActionEvent) - Method in class Project4.CoffeeController
-
Merging the suborder to current order, and closing the window
- close(ActionEvent) - Method in class Project4.DonutController
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Merging the suborder to current order, and closing the window
- close(ActionEvent) - Method in class Project4.HistoryController
-
Closing the window
- Coffee - Class in Project4
-
Each instance of this class is a representation of coffee with specific information for coffee.
- Coffee(int, int) - Constructor for class Project4.Coffee
-
The constructor that takes the quantity of coffee and the size of coffee.
- CoffeeController - Class in Project4
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The controller class that control all reaction from Coffee ordering GUI.
- CoffeeController() - Constructor for class Project4.CoffeeController
- CoffeeMenu(MouseEvent) - Method in class Project4.MainController
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Opening coffee menu GUI
- contents - Variable in class Project4.Order
- Controller - Class in Project4
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The parent controller for all sub-menu GUI.
- Controller() - Constructor for class Project4.Controller
- CrarmelNum - Variable in class Project4.CoffeeController
- CREAM - Static variable in class Project4.Coffee
- CreamNum - Variable in class Project4.CoffeeController
- current - Variable in class Project4.Controller
- currentOrder - Variable in class Project4.MainController
- CurrentOrder(MouseEvent) - Method in class Project4.MainController
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Opening cart GUI
- Customizable - Interface in Project4
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The interface for customizable objects that has add and remove function
All Classes All Packages


A Parade Of Penguins
An MST Unit/ELA Unit for Primary Grades
Beth Tellefsen, Grade 2 Teacher
Cornwall-on-Hudson Elementary School
Cornwall Central School District
914-534-9110
Unit Directory: click on title to go to that section
Introduction
Learning Experiences:
1. How Do Penguins Measure Up?
2. How Cold Is It?
3. Solving Penguin Problems
4. Antarctic Adaptable Animals
5. The Blubber Glove
Resources
IntroductionTopic: Penguins
What can we learn about penguins through research, experimentation, observation, design projects and problem solving?
The following unit provides 5 detailed learning experiences and a list of additional activities that explore the life cycle and habitat of a variety of penguins. This unit was designed for second grade but can be easily modified for any elementary level class. The unit took approximately 5 to 6 weeks to cover. Although all areas of the curriculum were involved, the focus was on math, science and technology. The culmination of this unit was a special "Penguin Program". Parents and special guests were invited to see a production, which involved songs, poems, a readerís theater and a geography presentation involving Beanie Babies. I then presented a Power Point Program which allowed the guests to see an outline of the unit and pictures of the various activities and experiments that the students had taken part in.
Back to Unit Directory
Learning Experience #1
Title: "How Do Penguins Measure Up?"
Learning Context:
NYS Standards:
Objectives:MST Standard #2- Information Systems MST Standard #3- Mathematics ELA Standard #1- Language for Information and Understanding Social Studies Standard #3- Geography In order for the students to succeed with this learning experience they must enter into it with some prior knowledge. The students should show some competency with the following skills:The students will research a particular penguin species to find out its average height as well as three other facts about that penguin. The students will use a variety of tools to measure the height of their penguin on paper and then draw and color a picture of that penguin showing its characteristics. The students will then use the information that they have gathered to create a graph that shows the height of the penguin species. They will also answer questions based on that graph. Differentiating between a fact and an opinion Measuring, using an inch or centimeter ruler, yardstick or tape measure Interpreting information using a bar graph or pictograph
Procedure:Match students up with a partner. Assign a specific species to each pair, or let them draw a name of the species from a hat. Distribute books or photocopies to each pair so that they can research their penguin (see appendix for references). If you have a computer lab, and appropriate software is available, try researching the species through the use of technology. Supply each pair with a long sheet of butcher block, or similar paper. Give each pair of students a checklist (see attached), so that they know exactly what criteria must be met in order to have an acceptable project. Poll the students to find out the height of their species. List this information on chart paper. Then, supply the students with graph paper so that they can transfer this information into graph form. The students then create questions that can be answered by using the graph.
Instructional/Environmental Modifications:In order to meet the needs of a hearing impaired student in my class, I always wear a Phonic Ear Device. This helps the student filter out background noise and concentrate more on my voice. When the students broke up into their groups I then attached the Phonic Ear Device to the childís partner so that they could communicate better. For a visually impaired student other modifications should be considered. The writing paper the students use to record their facts may need to be enlarged and the middle, dotted line can be highlighted in yellow.Time Required:I also found that it was necessary to alter the physical setting of my classroom. We pushed back the students' desks to make a large, open floor space. This allowed the students to spread out their papers and measure and draw more comfortably. I also allowed a different group to work out in the hall each day.
Prior to beginning this learning experience, I spent about an hour in the school and local public library collecting appropriate childrenís books and magazines on penguins. I allotted a 45-minute period each day for one week for the children to complete and report on this experience. I was able to assess the students' work each day by making observations and keeping notes. I also assessed their final project when they made their presentations on the fifth day.Resources:Various reference books on penguins, crayons or markersAssessment Plan:Software for referencing, writing paper, pencils
Butcher block paper
Various measuring tools (inch and centimeter rulers, yardsticks, or measuring tapes)
At the beginning of this experience the students were given a checklist (please see attached) to use as a guide. The list helped them to keep track of all the steps they had to complete to have an acceptable project. The students were also given the opportunity to critique each otherís work. After each group presented their final project the other students described what they liked best about the project and/or made suggestions on how to make the project "even better". Some groups opted to put these suggestions to use while others did not.Student Work: (Please See Attached)While the students worked in their groups each day, I went around and made observations and kept notes on how the students interacted with one another. I also made assessments when the groups made their final presentations.
Reflection:
I chose to develop this learning experience because it integrated many curriculum areas and provided the students with the opportunity to work together, cooperatively, in small groups. The students really enjoyed this experience and looked forward to working on it everyday. I found the use of a checklist to be beneficial and will incorporate it into more lessons in the future.
Back to Unit Directory
Learning Experience #2
Title: "How Cold Is It?"
Learning Context:
NYS Standards:
Objectives:MST Standard #2- Information Systems MST Standard #3- Mathematics MST Standard #4- Science MST Standard #6- Interconnectedness: Common Themes In order for the students to succeed in this learning experience they must have some prior knowledge. They must show some competency with the following skills:The students will use the Internet to look up various weather sites and choose the most appropriate one. The students will successfully navigate through a web site using links to obtain specific information. The students will learn how to bookmark and retrieve a particular site. The students will locate and record the temperature of a given area and then compare that temperature with the temperature of another area to determine which is warmer or colder. The students will color a thermometer to match the recorded temperature. Telling temperature to the nearest degree (Celsius or Fahrenheit) Understanding of negative temperature readings Locating different regions on a map and understanding that these regions have different climates
Procedure:Present the class with a whole group lesson on how to use the Internet to locate a specific web site and then determine if it provides the necessary information. Guide the class through the process of bookmarking the site. Pair up the students. Whenever an opportunity arises (we did this first thing in the morning) allow the partners to access the web site and record the temperature for their town, as well as the temperature in an area of Antarctica (we used Vostok). The information can be recorded on the attached sheet. The students must then compare the two recorded temperatures and determine which area is experiencing colder weather. This is also recorded on the data sheet. Finally, the students will color in a thermometer to visually display the temperature.
Instructional/Environmental Modifications:In order to do a whole group lesson on using the Internet, I took my class to the computer lab so that each student could have a computer in front of him/her. If you have access to the Internet through a computer in the classroom, then that computer could be used along with a LCD or video projector.
The hearing impaired student in my class had no problems with this lesson since use of the computer headphones was not required. For visually impaired students, the teacher may want to consider the use of transparent, colored, highlighter tape. This tape can be placed directly on the monitor screen to highlight the information the students are locating.
Time Required:
This learning experience was implemented with the help of a student teacher who was a great deal more computer literate than I was at the time. She spent about an hour locating weather web sites and scanning through them to see which one would provide us with the appropriate information. She then spent about a half an hour teaching me how to get into the web sites and how to bookmark them.
This experience took about two weeks to finish. Each morning my student teacher took two children to the classroom next door to access the web sites, and record the information. They then returned to our room to make comparisons, color in the thermometers, and discuss what they had learned. In all, it required about 15-20 minutes. I led the rest of the class through the morning opening exercises at the same time. After each child had a turn working on the computer and recording data, we discussed our findings in a whole group lesson. We spent a 45- minute period posting the information on a bulletin board and drawing conclusions based on our data.
Resources:
A Computer with an Internet connection and a Printer
Data recording Sheet (see attached)
Temperature Recording Sheet (see attached)
Red crayon or marker
Pencils
Assessment Plan:
The teachers made observations each day when working with a pair of students on the computer. A rubric (see attached) was then used to determine the students' level of competency. The studentís math skills were assessed by the success they had with the temperature recording sheets they filled in. The two recording sheets should be compared to make sure that the information coincides. Small group discussions also enable the teacher to assess the studentís ability to draw conclusions based on the information they had discovered.
Student Work: Please see attached.
Reflection:
Although I was very pleased with the studentís performances during this learning experience, I must admit I was a little hesitant at the beginning due to a lack of "computer knowledge" on my part. I was forced to learn some new skills for which I am now very grateful.
I donít think it would be possible to carry out this learning experience unless you have another adult in the room, whether itís a teacherís aide, student teacher or a parent volunteer. I think itís very important to work in small groups and you must have someone by the computer at all times to make sure the students are accessing the information correctly.
Back to Unit Directory
Learning Experience #3
Title: "Solving Penguin Problems"
Learning Context:
NYS Standard:
Objectives:MST Standard #3- Mathematics ELA Standard #1- Language for Information and Understanding ELA Standard #3 - Language for Critical Analysis and Evaluation Upon beginning this learning experience, it is helpful, but not necessary, for the students to know how to properly handle manipulatives. Rules should be established and "free play" time should be given so that the students can explore the manipulatives before they are asked to use them as a problem solving strategy.The students will solve math word problems by using a storyboard and "goldfish" manipulatives. The students will create and solve their own word problems as well as design their own storyboard that reflects the problem. The students will practice keyboarding by typing their word problems on the computer.
Procedure:
- Distribute storyboards (see attached) so the students can color and personalize them.
- Distribute a bag of Pepperidge Farm Goldfish to each student and allow time to explore and play.
- Use the overhead projector to display a copy of the storyboard on a large screen. Present the students with a word problem that they can solve by using the goldfish as manipulatives.
- Model the process on the overhead.
- As the students get more comfortable with this problem solving strategy, increase the level of difficulty of the word problems
- After discussing the strategies used for problem solving, pass out writing paper and challenge the students to come up with their own word problems. You may wish to post the problems you solved together as models for the students to refer to. Depending on their ability level, some students may copy the problem and only change the numbers; others will create their own problems.
- Conference with the students and edit the problems as needed. Then, allow the students the opportunity to type their word problem on the computer and print it.
- Finally, distribute a variety of construction paper, scissors and glue and have the students design their own storyboard that illustrates the word problem that they created.
- When all the storyboards and word problems are complete, post them in the hall or on a bulletin board. Give the students an opportunity to choose a classmateís problem and solve it in their math journals. The students should also include a journal entry describing why they chose that particular problem.
Instructional/Environmental Modifications:It was necessary for me to use a Phonic Ear Device so that a hearing impaired student could participate in the learning experience.Time Required:Once the students began work on their own projects, I separated them into groups according to their math skills and their ability to work independently.
This learning experience took several days to implement. I used two 45-minute periods to introduce and practice problem solving through the use of manipulatives and storyboards. Once the students were comfortable with this skill we spent the next 4 days (45-minutes to an hour) writing problems, creating storyboards and printing the problems on the computer. Since the assessment was on going, I did not have to allot extra time for reviewing student work.
Resources:Penguin storyboards for each studentAssessment Plan:Overheard copy of the storyboard
One bag (about 20) of Pepperidge Farm Goldfish per student
Writing paper
Pencils
Crayons or markers
Scissors
Glue
Construction paper
For the most part, assessments were made during whole group and small group instruction. The students' demonstrated the level of difficulty they were comfortable with as they began to create their own word problems. Observations were made and notes were taken during conferencing times in which the students explained what problem they created and how they got the answer. Some students needed more coaching then others, but everyone had an acceptable storyboard by the end of the learning experience.
Student Work: Please see attached.
Reflection:
Although we all enjoyed this learning experience, I think the students, in particular, found it rewarding. Their pride was very evident when all their work was displayed in the hall. They were extremely excited to find that older students were looking at their work and trying to solve the problems. I had tried a similar lesson earlier in the year but found that it was a little too difficult for the majority of my students. I was very pleased to see that they had progressed a great deal with their problem solving skills.
Back to Unit Directory
Learning Experience #4
Title: "Antarctic Adaptable Animals"
Learning Context:
NYS Standards:
Objectives:MST Standard #4- Science MST Standard #5- Technology ELA Standard #1- Language for Information and Understanding ELA Standard #4- Language for Social Interaction
- The students will collect data and facts and use newly learned concepts to create a creature, which could survive life in Antarctica.
- The students will make informed and intelligent choices in choosing the materials needed to create a model of this creature.
Procedure:Create a Venn Diagram with the students that compare whales and Emperor penguins. Discuss what similarities they share and the characteristics that enable them to survive in their environments. Distribute the attached worksheet and give the students the opportunity to brainstorm about the new concepts that they have discovered about penguins and other Antarctic creatures. Display a variety of materials (see materials list for ideas) on a worktable. Encourage students to give other suggestions as well. Allow students to work individually or in pairs to create their Antarctic Adaptable Creature. Finally, provide the students with the opportunity to introduce the creature to the class and describe what features it has that would enable it to live in Antarctica.
Instructional/Environmental Modifications:For visually impaired students, the teacher may wish to enlarge the Venn diagram and questionnaire. It may also be helpful to print these pages on contrasting paper. I used a Phonic Ear Device during whole group instruction to meet the needs of a hearing impaired student.
I found it necessary to reconfigure the furniture in my classroom for this learning experience. I used one large table in the back of the room to hold all the craft materials the students used for creating their creatures. The students spread newspaper over their desks since they were using clay. I used a small table in the front of the room to conference with the students. Here, we discussed the answers to their questionnaires before they began creating with materials.
Time Required:
Prior to beginning this learning experience, I took 2 days to inventory my craft supplies and then spent an afternoon at Wal-Mart stocking up on some necessary items.
We spent a 45-minute period completing and discussing the Venn diagram. The next day, the students used their "Independent Work" period to complete their questionnaire and drawing. After sharing their ideas with their classmates (a 45-minute session) the students made some alterations to their design projects. Finally, we spent about 45-minutes to an hour actually creating the creatures with craft materials.
If some students finished early they were directed to make a mate or baby for their creature.
Resources:
Venn Diagram worksheet (see attached)Assessment Plan:Design Worksheet (see attached)
Craft materials Ė modeling clay (assorted colors), pipe cleaners, googly eyes, toothpicks, feathers, etc.
Assorted boxes to create dioramas for the creatures
I found that with this technology/design project I used a more informal assessment plan. By looking at their questionnaires and discussing their responses at conference time I was able to determine how much information the students understood and were able to apply to this design project. The final product was also a good indicator of their level of understanding.
Student Work: Not Available
Reflection:
Although I have done similar lessons, this was my first attempt at a formal technology/design project. I was gratified to see that the students were extremely creative and gave their projects a great deal of thought. I was surprised that some students did not want to alter their "Antarctic Adaptable Animal" even though others had pointed out some flaws in their design. For example, one student chose to use pink feathers and another student informed her that pink would not be a good color to use for camouflage in Antarctica. The student said that she didnít care, she liked pink!
Some students got so caught up in this experience that they took it a step further and wrote puppet shows for their creatures.
Back to Unit Directory
Learning Experience #5
Title: The Blubber Glove
Learning Context:
NYS Standards:
Objectives:MST Standard #1- Analysis, Inquiry, and Design MST Standard #4- Science It is not necessary for the students to have any specific prior knowledge in order for this learning experience to be successful. If you incorporate cooperative learning groups into the experience be sure that each student knows what he/she is responsible for.
- The students will explore the uses of blubber and explain its purpose for a penguin.
- The students will successfully follow directions to perform an experiment.
- The students will make predictions based on prior knowledge.
Procedure:
Pair the students or make small groups of three or four. Give each group a tray of materials and a bucket of cold water with ice cubes. Ask students what facts we might find out about penguins using the materials on the table and the bucket of ice water. List predictions on the board or a chart. Have the students take turns and instruct one team member to put on a surgical glove. Have another student place five or six tablespoons of solid shortening into a small resealable plastic bag and "mush" it up. Next, the student with the surgical glove places his/her hand into the resealable plastic bag with the shortening. Another team member will then place a rubberband around the studentís wrist to secure the top of the plastic bag. The student with the blubber glove will now plunge both the blubber glove hand as well as his/her unprotected hand into the ice water. The other team members will time how long the student can keep each hand in the bucket of water. Allow each team member to experience this activity. Finally, discuss the differences the students felt when they had both hands in the water. Ask the students to explain why it was easier to keep the blubber glove hand in the water longer. Ask the students how this experiment is related to penguins.
Instructional/Environmental Modifications:In order to do conduct this learning experience I used our science lab. The set up is more conducive to working with cooperative learning groups and there is a sink with running water. This experience could be carried out in the classroom but it would require greater preparation.Time Required:I used a Phonic Ear Device to meet the needs of a hearing impaired student.
I spent about 20 minutes setting up the science lab prior to this lesson. I spent about a half an hour collecting and organizing materials. The learning experience itself required about 45-minutes. Assessment was on going throughout the lesson.
Resources:
For each pair of students you will need:
2 small plastic surgical gloves (or in place of the gloves, use 2 more resealable plastic bags)
2 plastic resealable bags
1 pound of solid vegetable shortening (such as Crisco)
2 rubberbands
a stop watch
a bucket of water with ice cubes
Assessment Plan:
The students tried to figure out what we were going to do based on the materials set up in the lab. We made a list of possibilities and altered the list as the experience continued. The students asked questions and tried to answer them as we went along. I was able to assess their level of understanding based on the types of questions they asked and the conclusions they drew during the experience.
Student Work: None Available
Reflection:
This experience was based on a similar lesson my student teacher had taken part in during an undergraduate course. We altered it somewhat to meet our needs. We also changed it so that the students were always making inquiries and trying to find out how the experience related to penguins. It didnít take them long!
Back to Unit Directory
Resource
Reference Books for Children:
Adrian, Mary. Wildlife in The Antarctic. New York: Simon and Schuster, 1978.
Barkhausen, Annette and Geiser, Franz. Penguins. Milwaukee, W.I.:Gareth Stevens Publishing, 1994.
Fontanel, Beatrice. Animal Close-Ups: The Penguin. Watertown, MA: Charlesbridge Publishing, 1992.
Kalman, Bobbie. Penguins. New York: Crabtree Publishing, 1995.
Khanduri, Kamini. Usborne World Wildlife: Polar Wildlife. London, Usborne Publishing, 1992.
Lepthien, Emilie V. A New True Book: Penguins. Chicago: Childrenís Press, 1983.
Resnick, Jane. Eyes On Nature: Penguins. Chicago: Kidsbooks, Inc., 1997.
Fiction Books:
Freeman, Don. Penguins, Of All People. New York: The Viking Press, 1971.
Glendinning, Sally. Pen, Emperor Penguin. Champaign, Illinois: Garrard Publishing, 1980.
Klebe, Gene and Margot. Penguin Family. Toronto: Longmans Canada Limited, 1967.
Tripp, Valerie. The Penguins Paint. Chicago: Childrens Press, 1987.
Internet: World Wide Web:
Weather Underground. http://www.wunderground.com
Teacher Materials:
Thematic Unit- Penguins. Teacher Created Materials, Inc., 1991.
Frank Schafferís SCHOOLDAYS, Nov./Dec./Jan. 1990-1991.
Back to Unit Directory
Return to MST Quilt


Basic Card Example
What is Lorem Ipsum?
Lorem ipsum dolor sit amet
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.
<bit-card>
<bit-card-title>Card Title</bit-card-title>
<bit-card-subtitle>Card Subtitle</bit-card-subtitle>
<bit-card-content>
Content of the card.
</bit-card-content>
<bit-card-footer class="card-footer">
<bit-button bitType="link">Cancel</bit-button>
<bit-button bitType="default">Update</bit-button>
</bit-card-footer>
</bit-card>
API


Associativity of the tail recursively defined of addition
Consider the following function:
Fixpoint plus'' (n m:nat) {struct m} : nat :=
match m with 0 => n
| S p => plus'' (S n) p
end.
Prove that plus'' is associative.
Solution
Look at This file
Going home
Pierre Castéran


|
CD Project: CDs
of important click here. (Your
computer must be connected to the Internet for this hyperlink to work.) |
*
Indices of Will Book # 3 for
1886 - 1891
|
Will of Person Named Below |
Kind of Document |
Page within Will Book |
|
A |
|
|
|
Abbuehl, Jacob s |
Will |
81 |
|
Anthauer, George s |
Will |
121 |
|
Agin, David s |
Will |
306 |
|
Anderson, Abby Janes s |
Will |
336 |
|
Ambler, Louisa s |
Will |
574 |
|
B |
|
|
|
Baker, Valentine s |
Will |
4 |
|
Barnett, John s |
Will |
18 |
|
Burris, Thomas s |
Will |
103 |
|
Bauman, Jacob s |
Will |
137 |
|
Boyd, Samuel s |
Will |
143 |
|
Brennan, Martin s |
Will |
182 |
|
Bernhard, Isaac s |
Will & c |
217 |
|
Baker, Elizabeth s |
Will |
377 |
|
Bishop, Mary C s |
Will |
385 |
|
Blue, Abraham s |
Will |
394 |
|
Bonar, Joseph s |
Will |
398 |
|
Brown, Hugh s |
Will |
536 |
|
Baker, Daniel s |
Will |
539 |
|
C |
|
|
|
Clark, Jacob s |
Will |
7 |
|
Clegg, Mary A s |
Will |
55 |
|
Coffey, John s |
Will |
95 |
|
Clegg, Samuel Sr. s |
Will |
407 |
|
Christy, James T. s |
Will |
484 |
|
Coss, Benjamin s |
Will |
521 |
|
Cox, Jackson s |
[Blank] |
584 |
|
D |
|
|
|
Dearth, William s |
Will |
64 |
|
Dougherty, Stephen s |
Will |
154 |
|
Dougherty, Edward s |
Will |
256 |
|
Dotta, Charles s |
Will |
279 |
|
Dillon, Elizabeth L. s |
Will |
315 |
|
Diehl, Henry s |
Will |
325 |
|
Decker, George s |
Will |
369 |
|
Dye, George s |
Will |
381 |
|
Draper, William s |
Will |
389 |
|
Dearth, Isaac s |
Will |
402 |
|
Dye, Matthias |
Will |
466 |
|
Daniels, W. T. H. s |
Will |
514 |
|
Denbow, Bazil s |
[Blank] |
587 |
|
E |
|
|
|
Edwards, Mahlon s |
Will |
267 |
|
Edington, John C. s |
Will |
295 |
|
Evans, Anthony s |
Will |
361 |
|
F |
|
|
|
Fleahman, Philip s |
Will |
11 |
|
Flauhaus, Conrad s |
Will |
75 |
|
Franke, Oscar s |
Will |
439 |
|
G |
|
|
|
Grosenbacher, Stephen s |
Will |
61 |
|
Gibson, Richard s |
Will |
118 |
|
Graham, James H. s |
Will |
124 |
|
Gates. Pearson s |
Will |
240 |
|
Greenlee, David s |
Will |
302 |
|
Griffith, Samuel s |
Will |
470 |
|
Graber, August s |
Will |
530 |
|
H |
|
|
|
Hart, Cephas s |
Will |
25 |
|
Hoburg, William s |
Will |
147 |
|
Haley, Jane s |
Will
542 |
203 |
|
|
Will |
260 |
|
Hedinger, Rudolph s |
Will |
299 |
|
Henthorn, Margaret J. s |
Will |
322 |
|
Hines, Wm. s |
Will |
348 |
|
Hogue, William R. s |
Will |
421 |
|
Hutchinson, A. C. s |
Will |
501 |
|
Hartshorn, Samuel s |
Will |
533 |
|
Holyworth, Frederick |
[Blank] |
577 |
|
J |
|
|
|
Jaeger, John s |
Will |
488 |
|
Joss, Jacob s |
Will |
493 |
|
K |
|
|
|
Knowlton, Mary s |
Will |
175 |
|
Keyser, John s |
Will |
231 |
|
Kerr, John s |
Will |
364 |
|
Krebs, Christian s |
Will |
435 |
|
Kestner, |
Will |
546 |
|
Koener, Hannah |
[Blank] |
568 |
|
L |
|
|
|
Landis, Sarah s |
Will |
34 |
|
Langsdorf, John s |
Will |
105 |
|
Lieuellen, Jonathan s |
Will |
157 |
|
Lohry, Jacob s |
Will |
220 |
|
Luke, James s |
Will |
243 |
|
Lapp, Michael s |
Will |
275 |
|
Lowther, George s |
Will |
475 |
|
Landis, Benjamin C. s |
[Blank] |
561 |
|
M |
|
|
|
Monahan, Elijah B. s |
Will |
1 |
|
Morris, Elijah P. s |
Will |
22 |
|
Moore, |
Will |
91 |
|
Markle, John s |
Will |
128 |
|
Martin, |
Will |
168 |
|
Mason, George s |
Will |
171 |
|
Myers, James P. s |
Will |
237 |
|
Melott, Daniel s |
Will |
246 |
|
Miracle, Jesse s |
Will |
282 |
|
Mozena, Lewis s |
Will |
292 |
|
Menkle, Caroline s |
Will |
413 |
|
Moser, Mary s |
Will |
506 |
|
Matz, Peter s |
Will |
518 |
|
Malott, Martha s |
[Blank] |
556 |
|
Mc |
|
|
|
McRight, J. D. s |
[Blank] |
527 |
|
McKelvey, George s |
[Blank] |
565 |
|
McKelvey, James B. s |
[Blank]
592 |
571 |
|
N |
|
|
|
Nelson, George W. s |
Will |
443 |
|
O |
|
|
|
Okey, George s |
Will |
15 |
|
O Conner, Jno. D. s |
Copy of Will & c |
200 |
|
Orr, Rev. Samuel Leroy s |
Will |
223 |
|
Okey, William s |
Will |
497 |
|
Okey, Woodman s |
Will |
510 |
|
P |
|
|
|
Price, Susannah J s |
Will |
84 |
|
Pennell, Wm. D. s |
Will |
179 |
|
Patton, Thomas s |
Will |
263 |
|
Pryor, Smiley, Sr. s |
Will |
449 |
|
R |
|
|
|
Ruegsegger, Samuel s |
Will |
37 |
|
Reimenschneider,
Catherine |
Will |
42 |
|
Read, William s |
Will |
45 |
|
Rutter, William s |
Will |
48 |
|
Ruegsegger, Peter s |
Will |
134 |
|
Roth, Mary s |
Will |
227 |
|
Roe, Dr. T. J. s |
Will |
252 |
|
Reader, Mary s |
[Blank] |
354 |
|
S |
|
|
|
Shook, Zilpha s |
Will |
151 |
|
Stille, Wm. s |
Will |
185 |
|
Schoonover, John s |
Will |
190 |
|
Schaub, David H. s |
Will |
206 |
|
Stegner, Godfrey s |
Will |
310 |
|
Slack, A. V. s |
Will |
318 |
|
Stacey, Richard s |
Will |
358 |
|
Sprague, Mary s |
Will |
339 |
|
Shepherd, Mary s |
Will |
417 |
|
Saulsburry, Daniel s |
Will |
431 |
|
Stewart, Matthew s |
Will |
459 |
|
Schaffer, Michael s |
Will |
479 |
|
Stephen, John s |
Will |
524 |
|
Spiry, Martin s |
Will |
543 |
|
Stalder, Christian s |
[Blank] |
549 |
|
Starkey, David s |
[Blank] |
552 |
|
T |
|
|
|
Thornberry, Hannah s |
Will |
99 |
|
Thoenen, David s |
Will |
112 |
|
Thompson, Mary A. s |
Will |
140 |
|
Tschappat, Jacob s |
Will |
196 |
|
Turner, Elizabeth s |
Will |
272 |
|
Topp, August s |
Will |
330 |
|
Thornberry, Yearsley s |
Will |
454 |
|
W |
|
|
|
Walther, George Henry s |
Will |
28 |
|
Whitacre, Sydnor s |
Will |
51 |
|
|
Will |
58 |
|
Williamson, John T. s |
Will |
78 |
|
|
Will |
164 |
|
Wheeler, William s |
Will |
210 |
|
Wilson, William s |
Will |
214 |
|
Winland, Celia A. s |
Will |
249 |
|
Walter, Joseph s |
Will |
286 |
|
Weisent, Michael s |
Will |
426 |
|
Walter, Henry s |
[Blank]
383 |
580 |
|
Y |
|
|
|
Yoho, J. C. s |
Will |
343 |
|
Z |
|
|
|
Zbinden, John Ulrich s |
Will |
161 |
|
Zonker, John s |
[Blank] |
193 |


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Examples
ActiveEvent allows you to create observable events, and attach event
handlers to any class or object.
Setup
-----
Before you can use ActiveEvent you must call extend a given class or object
with ActiveEvent's methods. If you extend a class, both the class itself
will become observable, as well as all of it's instances.
ActiveEvent.extend(MyClass); //class and all instances are observable
ActiveEvent.extend(my_object); //this object becomes observable
Creating Events
---------------
You can create an event inside any method of your class or object by calling
the notify() method with name of the event followed by any arguments to be
passed to observers. You can also have an existing method fire an event with
the same name as the method using makeObservable().
var Message = function(){};
Message.prototype.send = function(text){
//message sending code here...
this.notify('sent',text);
};
ActiveEvent.extend(Message);
//make an existing method observable
var observable_hash = new Hash({});
ActiveEvent.extend(observable_hash);
observable_hash.makeObservable('set');
Observing Events
----------------
To observe an event call the observe() method with the name of the event you
want to observe, and the observer function. The observer function will
receive any additional arguments passed to notify(). If observing a class,
the instance that triggered the event will always be the first argument
passed to the observer. observeOnce() works just like observe() in every
way, but is only called once.
Message.observe('sent',function(message,text){
//responds to all sent messages
});
var m = new Message();
m.observe('sent',function(text){
//this will only be called when "m" is sent
});
observable_hash.observe('set',function(key,value){
console.log('observable_hash.set: ' + key + '=' + value);
});
observable_hash.observeOnce(function(key,value){
//this will only be called once
});
Control Flow
------------
When notify() is called, if any of the registered observers for that event
return false, no other observers will be called and notify() will return
false. Returning null or not calling return will not stop the event.
Otherwise notify() will return an array of the
collected return values from any registered observer functions. Observers
can be unregistered with the stopObserving() method. If no observer is
passed, all observers of that object or class with the given event name
will be unregistered. If no event name and no observer is passed, all
observers of that object or class will be unregistered.
Message.prototype.send = function(text){
if(this.notify('send',text) === false)
return false;
//message sending code here...
this.notify('sent',text);
return true;
};
var m = new Message();
var observer = m.observe('send',function(message,text){
if(text == 'test')
return false;
});
m.send('my message'); //returned true
m.send('test'); //returned false
m.stopObserving('send',observer);
m.send('test'); //returned true
Object.options
--------------
If an object has an options property that contains a callable function with
the same name as an event triggered with notify(), it will be
treated just like an instance observer. So the falling code is equivalent.
var rating_one = new Control.Rating('rating_one',{
afterChange: function(new_value){}
});
var rating_two = new Control.Rating('rating_two');
rating_two.observe('afterChange',function(new_value){});
MethodCallObserver
------------------
The makeObservable() method permanently modifies the method that will
become observable. If you need to temporarily observe a method call without
permanently modifying it, use the observeMethod(). Pass the name of the
method to observe and the observer function will receive all of the
arguments passed to the method. An ActiveEvent.MethodCallObserver object is
returned from the call to observeMethod(), which has a stop() method on it.
Once stop() is called, the method is returned to it's original state. You
can optionally pass another function to observeMethod(), if you do the
MethodCallObserver will be automatically stopped when that function
finishes executing.
var h = new Hash({});
ActiveEvent.extend(h);
var observer = h.observeMethod('set',function(key,value){
console.log(key + '=' + value);
});
h.set('a','one');
h.set('a','two');
observer.stop();
//console now contains:
//"a = one"
//"b = two"
//the following does the same as above
h.observeMethod('set',function(key,value){
console.log(key + '=' + value);
},function(){
h.set('a','one');
h.set('b','two');
});
Classes
ActiveEvent.ObservableObject |
Functions
| Method | Action | |||
|---|---|---|---|---|
static extend(Object object) :
void
After extending a given object, it will inherit the methods described in ActiveEvent.ObservableObject. | Show Details | |||
Parameters
|


Research has found that standard cookies taste good, but that the amount we're often tempted to eat is harmful day after day. Happily, researchers at our scienctific salmon labs have discovered that the simple addition of heavy doses of salmon counteracts those health affects, rendering our cookies terribly healthy. Further payments to our researchers prompted something interesting: that a thick salmon taste in our cookies really wasn't so bad, when you keep an open mind. Especially when you consider all the health you're getting with each fishy bite!
So with that in mind, head over to our store page to see our local stores and behold the sales numbers that are as wild as our salmon!
Click here to see sales data and to add new stores!


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If you have additional questions or require more information about our Privacy Policy, do not hesitate to contact us. Our Privacy Policy was generated with the help of GDPR Privacy Policy Generator and gdpr.eu .
We are a Data Controller of your information.
Cookingdom legal basis for collecting and using the personal information described in this Privacy Policy depends on the Personal Information we collect and the specific context in which we collect the information:
Cookingdom will retain your personal information only for as long as is necessary for the purposes set out in this Privacy Policy. We will retain and use your information to the extent necessary to comply with our legal obligations, resolve disputes, and enforce our policies.
If you are a resident of the European Economic Area (EEA), you have certain data protection rights. If you wish to be informed what Personal Information we hold about you and if you want it to be removed from our systems, please contact us.
In certain circumstances, you have the following data protection rights:
Cookingdom follows a standard procedure of using log files. These files log visitors when they visit websites. All hosting companies do this and a part of hosting services' analytics. The information collected by log files include internet protocol (IP) addresses, browser type, Internet Service Provider (ISP), date and time stamp, referring/exit pages, and possibly the number of clicks. These are not linked to any information that is personally identifiable. The purpose of the information is for analyzing trends, administering the site, tracking users' movement on the website, and gathering demographic information.
Cookingdom's Privacy Policy does not apply to other advertisers or websites. Thus, we are advising you to consult the respective Privacy Policies of these third-party ad servers for more detailed information. It may include their practices and instructions about how to opt-out of certain options.
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This services is designed to help you explore PeopleSoft App Designer files. Simply drag the XML generated from the 'Copy Project > To File...' menu option in App Designer and the results list will populate with the list of items in the file. Click on the name of an element to view the contents of that object. All files remail local; all inspection is done in your browser without being sent anywhere else. This project and site is owned, operated, and maintained by Kyle Shaver. Source code is available on GitHub.
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