Fun Facts
Coffee Shots
0Lines of Code
Miles Travelled
Volunteering Hours
Education
The University of Texas at Arlington
B.S. in Computer Science
Engineering Dean's List
Skills
iOS Development
Frameworks
Methodologies & Tools
Databases
Interests
Achievements
Outstanding Freshman Scholarship from The University of Texas at Arlington
Donna & Dorothy Vruwink Will Memorial Scholarship from the Department of Computer Science and Engineering at UT Arlington.
Awarded with Aim & Utility Award for Cryptography and Cyber Security presentation.
Won First Prize competing in the Augmented Reality Application Demonstration Competition.
Testimonial
Somesh has done an excellent job during his Co-op assignment. He demonstrated great teamwork & delivered quality outputs. He was also able to take up independent assignments and deliver them with minimal help. Great Job overall.
Puja Chaudhry
Principal Engineer
Abbott Laboratories
Outstanding self-starter is the phrase that comes to mind when I think about Somesh. I had the pleasure of working with Somesh as one of the undergraduate teaching assistants in the Engineering Problem Solving course I teach at The University of Texas at Arlington. I was particularly impressed by Somesh’s ability to handle even the toughest students effortlessly. That skill often takes years to develop among educational professionals, but it seemed to come naturally to him. You would never know that he is helping students with a class he never had the opportunity to take.
He also voluntarily helped me personally with moving some boxes of previous student work into storage and with preparing the classroom for exams. I will miss his leadership in patiently helping other teaching assistants learn their role in the classroom.
As a team member or a leader, Somesh earns my highest recommendation.
Dr. Kendra Wallis
Senior Lecturer
The University of Texas at Arlington
It is with great pleasure for me to speak to the character and qualities of Somesh. I met him while he was a student at UT Arlington and we colleagues that participated in Alternative Spring Break 2016 and the yearly activities of the Follet Leadership Center.
To take a trip on Alternative Spring Break, an individual makes a decision to sacrifice their time on the beach, sleeping all week, or just being selfish to give their time and energy in a form of service to the community. I had the incredible opportunity to work alongside Somesh and a select few as we served the community of St. Louis. Whether we were working through hard labor of painting houses, laying framework, cleaning, or simply debriefing from the day, Somesh upheld a very professional, warm, and welcoming demeanor to the team. Somesh led a group of students as I also did, therefore I was able to see his leadership dynamics. Somesh doesn't strive for praise or the spotlight but his personality and hard work makes him stand out from the crowd. He's a team player, serves where there is a need, and does a great job to make others feel welcomed.
Somesh's leadership, skill set, and value is a great asset to any team.
Ashford Sonii
Grants and Contracts Coordinator
North Central Texas Council of Governments
Leadership & Community Service
Executive Vice President for the National Society of Collegiate Scholars at UT Arlington (2015-2017).
Foundation of Leadership Coursework (EDAD 1130) at UT Arlington.
Active Member of the Leadership Honors Program at UT Arlington.
Site Leader for The Big Event at UT Arlington.
Site Leader for The Super Service Saturday at UT Arlington.
200+ Volunteering Hours working with different organizations at several locations.
In the News
Kimoi Jeptoo, mathematics sophomore, and Somesh Arora, computer science freshman, help demolish "popcorn" trees, an invasive plant along the Gulf Coast, during the Alternative Spring Break trip to Mississippi.
Before I went to the trip, I never knew what it is like to cook food for more than 200 people. I miss every minute of the trip and I would recommend everyone to join the trip because it gives the feeling of self-satisfaction.
Hi! Welcome to my website. My name is Somesh Arora. I am an iOS Engineer with industry experience working on development and testing of iOS applications for Microsoft, Garmin International, Abbott Laboratories, and Blackboard Inc. I am also an experienced Undergraduate Teaching Assistant with a demonstrated history of holding multiple Leadership Positions. I am skilled in Swift, Objective-C, Agile Methodologies, Software Development Cycle, and User Interface Design. I am a strong education professional with a Bachelor’s Degree in Computer Science from The University of Texas at Arlington.
Developed and maintained numerous features used by 3M+ users daily.
Used BLE, Protobuf, and RESTful for data transfer and device communication.
Developed complex and fully responsive UI layouts, programmatically.
Utilized Charles to inspect networking requests and responses.
Operated in the vertical team with UX, API, QA, BA, team lead, and product manager to derive requirements, develop, and maintain high-quality features.
Followed internal protocols to support app localization and internationalization.
Utilized Fabric and Firebase Crashlytics to monitor and debug crashes and FQCs.
Participated in Scrum meetings, discussed ongoing progress and obstacles
Contributed to development of an iOS application, BLE OTA, that discovers and displays nearby BLE peripherals of a certain type.
After a connection is established, the app is used to test Abbott’s proprietary medical devices at different frequencies, modulations, and channels.
Performs read and write operations to the device's firmware.
The application is currently used by Firmware department both, in the United States (Sylmar) and China to test the device prototypes.
Developed an iOS application, Asset Manager, using Swift and Firebase Database to checkout and check-in assets.
Used agile approach to design, develop, and test the application.
Integrated barcode scanner to scan employee ID (code 128) and asset's barcode (code 39) to automate the process.
Some features of the app include admin & user privileges, push notifications, reminder emails, device history & status, asset request form etc.
Contributed to testing and debugging of Confirm RX patient-end iOS and Android application.
Participated in Scrum meetings to update the team on ongoing progress and discussed obstacles.
Working for Blackboard as a part of Capstone project to develop an application for Laundry Room Point of Sale (POS) Kiosk.
The application will work on embedded Android device allowing users to utilize laundry room functionality.
The project focuses on making the application accessible to the visually impaired individuals.
Operating in a team of 5 to research visual impairment, derive requirements from end-user, design effective UI, and write high-quality and maintainable code.
Mastering iOS application is a great asset for users getting started with iOS development. MasteriOS is great to get accustomed with the terminologies and definitions commonly used in the iOS development space. It is also a great tool for someone who is preparing for an iOS Engineer interview.
Mastering iOS features practice and quiz mode. Users can choose to go over questions in the practice mode or they can give test their iOS developement skills by trying one of many quiz modules.
Offline Password Wallet is an iOS application that encrypts and stores sensitive information (e.g. login credentials) locally on the device.
To prevent information theft, the application can only be accessed using the registered user's biometrics (Touch ID/Face ID).
The information stored in the application remains untouched even if the device gets stolen or hacked.
HUD Speedometer application is developed to provide users with better driving experience by displaying the current speed and direction of travel on the vehicle's windshield.
Application features day and night mode for improved visibility supports multiple speed units and provides over speed warnings.
The application can measure the distance between objects using the phone's camera by utilizing the ARKit and SceneKit functionalities. Thus, eliminating the need for carrying a physical measuring tape.
App allows users to get access to campus event information, form/join clubs, buy/sell articles, participate/host discussions, and access other resources such as advising and dining hours.
Paired up with an instructor to teach engineering problem-solving course, ENGR 1300.
Course includes learning a problem-solving process, engineering writing, and MATLAB coding.
Use active learning techniques in class to coach students for algorithm development and engineering concepts.
Assist students with assignments and homework during daily engineering clinic and also proctored exams.
Engage 75+ students to work in small groups and solve engineering problems.
Served as a role model for 40 residential students, used the best judgment, maturity, and helped resident students realize their potential for personal development through group living.
Planned, prepared, and executed monthly programs, take-to events, newsletters, bulletin boards, and spontaneous activities for the residents.
Received through training from trained professionals to provide crisis intervention, conflict mediation, counseling, tutoring, and advertisement to residential students.
Ensured safety and security of the residents by serving on-call duty and responded to after-hours calls. Performed welfare check on residents on a regular basis.
Worked with 5 other fellow RAs and supervisor to plan campus-wide events, conducted cleanliness and safety inspections, performed late night community-wide walk-through to ensure safety and reported all pertinent information to the supervisor or police.
Mentored 5 Martin High School sophomore & junior students interested in pursuing a career in computer science field as part of the Arlington ISD STEM Academy program.
Helped students with questions related to the career path and provided guidance to have a smooth transition from high school to college.
Assisted students to set goals and worked with them towards achieving those goals.
MAVS 1000 is a first-year freshman level course that is offered to all the incoming freshman students at UTA.
This course provides students with campus information, resources and helps them have a smooth transition from high school to college.
Peer Academic Leaders are paired up with an instructor to educate students on academic and personal skills, as well as engagement.
Alternative Breaks at UTA provides an opportunity to students to travel and take part in weeklong community service projects.
I was responsible to lead a group of 54 students for a week-long volunteering project to St. Louis, Missouri focused on Environmental and Disaster Relief, as well as education.
Attended weekly meetings with the advisor and the leadership team to brainstorm ideas for the trip and updated them with the progress and discussed the obstacles.
Conducted educational sessions and meetings before the trip to educate participants about the cause and other trip details.
Ensured all University policies and procedures are followed at all times.


Storm Events
Event Type:
All
Hail
Thunderstorm Wind
Flood
Flash Flood
Lightning
Heavy Rain
Tornado
Mapping Data from
http://www.ncdc.noaa.gov/stormevents/
Event Property Damage is represented by circle radius.
Data is currently incomplete, this is just a proof of concept.


While browsing the web, the web-extension can identify people that are within one of the clusters labeled in one of your data collections. When you go into each data collection (list view) you can turn the highlighting for specific clusters on (and off). The default is, that all clusters are off.
Browser-extensions are individual processes running in the background of your browser. Thereby, they consume ressources. We generally recommend you turn this feature or even the extension on, only if you need it.


{% load staticfiles %}
{{ username.user.username }}
{% if not username in peopleImFollowing %} {% else %}You already follow this user.
{% endif %} {% endfor %} {% for usernameOfNonFleeter in peopleButNotFleeters %}{{ usernameOfNonFleeter }}
This user hasn't posted any updates yet. After they post atleast one you can follow them. {% endfor %} {% if not searchList %} {% if not peopleButNotFleeters %}No users found.
{% endif %} {% endif %}


2 Corinthians 5:11
Knowing therefore the terror of the Lord, we persuade men; but we are made manifest unto God; and I trust also are made manifest in your consciences.


It is about the fantasy of digital humanities:
The signal defining characteristic of the modern computing device is that its hardware provides very little constraint on what it will do. Most of those constraints are provided instead by code produced by extremely fallible humans – this structure is exactly why ethicist James Moor characterises computers as ‘malleable’, and loads much ethical complexity onto that term. Yet most accounts of the limits – and potentials – of computing deny, more or less vociferously, the role of the embodied human in realising these limits and potentials.
looks at three arcs that all have a machine-human tension and all have a “show me the code” dynamic
A few years ago, when very little had been heard of digital computers, it was possible to elicit much incredulity concerning them, if one mentioned their properties without describing their construction. (Turing 1950: 448)
turing did not abstract the computation machines available at his time; rather, he mechanized the practice of existing human computers
he goes through a history of technology as memory device, and how the properties of the computer have made computing memory completely unrelated to human memory (hence, the term memory applied to computers is only a metaphor -> it’s really just a dynamic array)
it reminds me of kittler in protected mode
that’s the dominant metaphor in PL today
then her argues that the object based model of computations and a sort of social order deepened with C++ (everything private by default, untouchable)
the esthetics of hiding is not to remove, but to make some other mark. not a vertical tactic but a horizontal one


That's a big URL you have there. I have some unfortunate news: Your browser doesn't play nice with Kibana's bacon-double-cheese-burger-with-extra-fries sized URL. To keep you from running into problems Kibana limits URLs in your browser to {{controller.limit}} characters for your safety.
This usually only happens with big, complex dashboards, so you have some options:
state:storeInSessionStorage
option in the advanced settings. This will prevent the URLs from getting long, but makes them a bit less portable.Foot note: Party size candy bars are tiny. Party size sub sandwiches are massive. Really makes you think.


We loaded your account with your Facebook details. Help us with just a few more questions. You can always edit this or any other info in settings after joining.


We have program for all levers
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For those runners looking to challenge their previous best and cross the finish line faster than ever before. This option is built around improving your personal
Whether it's a new distance, a new race, or the chance to check something off the bucket list, this option will train you to get you across the finish line safely.
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Shoes that don't fit well can lead to discomfort, blister or more serious injuries, so it's important to find the right pair.
Your running shows won't fit the same way as your casual shoes, and the size of your feet changes over time, so don't rely on how your shoes fit in the past. So, measure your feet. A local running store will take accurate dynamic measurements to get you into the right shoe.
We welcome everyone from absolute beginner ot seasoned marathon runners. Nothing beats the endorphin rush after a run and the joy of meeting like minded people with a common interest so what's stopping you... Come and join the fun!


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|
BeeSafe Project
v1.0
Low-cost tracking device.
|
#include "../contact/Contact.h"
#include "../geo/Fence.h"
#include <cpprest/json.h>
#include <string>
#include <vector>
Go to the source code of this file.
Classes | |
| class | Account |
| The Account class creates the overall user Account object with the relevant Fences and Contacts. More... | |
Macros | |
| #define | JSON_KEY_ACCOUNT_NAME "Name" |
| #define | JSON_KEY_ACCOUNT_CONTACTS "Contacts" |
| #define | JSON_KEY_ACCOUNT_FENCES "Fences" |


Page title
Information Request Follow-up and Feedback
Here is a list of the services/programs we provide. Please let us know if we can assist your company with your specific commuter needs.
Here is a list of the services/programs we provide. Please let us know if we can assist your company with your specific commuter needs.


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README Generator
A CLI app that generates a README file based on a user's input, utilizing Node.js and the Inquirer NPM package.
View CodeEmployee Tracker
A CLI app for viewing, adding and managing a company's employee information using Node.js, the Inquirer NPM package, and MySQL.
View CodeEmployee Summary
A CLI app that generates an HTML webpage with a summary of employee information and utilizes Node.js and the Inquirer NPM package.
View Code


My name is Ramona Anghel, and I am currently working on my dream of becoming a web developer. Although I love my current job as Quality Analyst, I feel that I am ready for a more challenging career in Web Development.
I am an extremly determined person. No matter what, I will push through limitations and adversity to achive what I want.


{{ partial "header.html" . }} {{ partial "navbar.html" . }}
Conferences and workshops
Journals
Thesis work
RFCs


Your browser doesn't support the features required by impress.js, so you are presented with a simplified version of this presentation.
For the best experience please use the latest Chrome, Safari or Firefox browser.
Spatially resolved EELS (SR-EELS) with an in-column Omega filter - characterization of energy filter aberrations and their correction by image processing
Michael Entrup
version: 05.09.2014
Tested with Chromium 36.0.1985.125 on Ubuntu 14.04. This presentation may not run smooth on other systems.
<script type='text/javascript'>
// Say hello world until the user starts questioning
// the meaningfulness of their existence.
function helloWorld(world) {
for (var i = 42; --i >= 0;) {
alert('Hello ' + String(world));
}
}
</script>
<style>
p { color: pink }
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u { color: 'umber' }
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To bad there is no video about the Zeiss Libra 200FE with an in-column Omega filter on youtube.
SR-EELS - An introduction
Dispersive coordinates and selective windows (1)
L. Reimer, I. Fromm and R. Rennekamp
We call those coordinates "dispersive" for which the one- or two-dimensional intensity distribution is recorded and use different symbols for the "selective" windows.
[Reimer1989]
Dispersive coordinates and selective windows (2)
Dispersive coordinates
Selective windows
x, y (space coordinates)
ΔA (specimen area)
d (diameter of selected area)
Δy (width of slit parallel to x)
ΔE (energy loss)
ΔW (energy window)
Mode
I (dispersive/selective)
ESI (electron spectroscopic imaging)
I(x, y/ΔW)
EELS (electron energy-loss spectroscopy)
Spectrum mode
I(ΔE/ΔA)
Space-dispersive mode
I(x, ΔE/Δy)
For comparison - ESI data cube
high number of lateral channels
limited number of energy channels
limited energy resolution
For comparison - EELS data cube
high number of energy channels
high energy resolution
limited number of lateral channels
lateral resolution can be very high
SR-EELS data cube
high number of energy channels
high energy resolution
only one lateral axis
high lateral resolution (x-axis)
SR-EELS - first impression
conventional TEM
SR-EELS (~475eV to ~750eV)
By default, only up to 25% of our camera area is used. The shown spectrum magnification (SpecMag) results in only ~8%.
How can we increase the lateral extend?
SR-EELS - manipulating the magnification
How can we increase the lateral extend?
projective I controls the lateral resolution (nm/px)
no effect on the size at the camera
by default, the energy-filter is not adjusted
projective II controls the lateral and energy resolution (more details on the next slides)
SpecMag - Some quantitative values
Projective II - SpecMag values
SpecMag value
energy range
lateral extend
315
315 is the highest available value
~83 eV
~25%
250
~105 eV
~19%
200
~130 eV
~16%
163
~162 eV
~13%
125
~212 eV
~10%
100
~273 eV
~8%
There are some more ...
SpecMag - energy range
The energy range of a single SR-EELS image
SpecMag - lateral width
Without touching the energy filter, there is only a limited number of lateral channels (up to ~1000 for binning 1).
Zeiss WinTEM - Energy Filter Align (EFA)
Zeiss WinTEM - Energy Filter Align (EFA)
can be found at Service > Energy Filter...
control of 7 filter elements
4 dipole elements
-> shift the spectrum
3 quadrupole elements
-> deform and rotate the spectrum
deform means to compress or expand the spectrum in lateral direction
deform x (QSinK7): increase the lateral size
deform y (QSinK4): controls the focus of this axis
rotation (QCosK4)
EFA - in the field
SpecMag=100 and QSinK7=0%
SpecMag=100 and QSinK7=-36%
The optimized value of QSinK7 increases the lateral magnification by about 10 times.
Aberrations
Aberrations
The lateral extend decreases with increasing energy loss
This aberration is visible at all previous images
Described by a polynomial of 2nd (3rd) degree
Fit at top border
Fit at bottom border
(This plots were automatically created by SR-EELS_characterisation.ijm and they are only used to check the tabulated results.)
How can we characterise the aberrations?
Select a small aperture at the filter entrance plane.
Shift the aperture perpendicular to the energy dispersive direction.
Record a SR-EELS image at several positions of the aperture.
Aberrations - Method of characterization (1)
The red line bisects the camera area.
Aberrations - Method of characterization (2)
1024px by 1024px excerpts of 4096px by 4096px images. The red line bisects the camera area. The marks at the borders and the centre of the signal were automatically created by SR-EELS_characterisation.ijm.
Detection of the spectrum borders and the centres.
For intervals of 64 energy channels (adjustable).
The ImageJ macro uses a combination of a Gaussian fit and the build-in threshold routine.
The lateral extend decreases with increasing energy loss
This aberration attracts attention at all SR-EELS images
Described by a polynomial of 2nd degree
The lateral width changes at each energy channel
Highest value at the centre
The decrease limits the field of view
Described by a polynomial of 2nd degree
Width vs lateral position for \(\Delta E = 0\)
Aberrations - 2D-visualization
We can try to present the results using only a 2D graph. This represents the aberration on the camera.
A single function is used to fit all spectrum borders:
$$\tilde{x}(\Delta E) = \sum^2_{i,j=0}a_{ij}\cdot\Delta E^i\cdot x_0^j,$$
where \(x_0\) is the x-value of a spectrum border at \(\Delta E=0\).
Mathematically this is a function series:
$$f:\mathit{D}\ \mathsf{x}\ \mathbb{N} \to \mathit{Z}, \quad (x,n) \mapsto f_n(x).$$
This does not fully describe the aberration. The missing step is presented at the next section.
We need to combine both results to correct the SR-EELS images.
Correction by image processing
Correction - Combining \(\tilde{x}(\Delta E)\) and \(w(\Delta E, x)\)
To correct a SR-EELS image we need to transform the image coordinates.
The resulting image must have rectangular axes \(\Delta E\) and \(x\).
The curved axes \(\Delta \tilde{E}\) and \(\tilde{x}\) are recorded with a non curved detector.
\(\Rightarrow\) For each point at the corrected image \((x_1,x_2)\) we have to calculate the corresponding pixel of the distored image \((y_1,y_2)\).
$$(x_1,x_2) \mapsto (y_1,y_2)$$
As a pixel is an extended object, this results in further problems that we dicuss in the next section.
Correction - preparing improved 2D-visualization
We assume that the top image is the corrected SR-EELS image.
With \(\tilde{x}(\Delta E)\) and \(w(\Delta E, x)\) we can transform this image to fully visualise the aberration.


Go to the source code of this file.
Typedefs | |
| typedef struct sfCircleShape | sfCircleShape |
| typedef struct sfConvexShape | sfConvexShape |
| typedef struct sfFont | sfFont |
| typedef struct sfImage | sfImage |
| typedef struct sfShader | sfShader |
| typedef struct sfRectangleShape | sfRectangleShape |
| typedef struct sfRenderTexture | sfRenderTexture |
| typedef struct sfRenderWindow | sfRenderWindow |
| typedef struct sfShape | sfShape |
| typedef struct sfSprite | sfSprite |
| typedef struct sfText | sfText |
| typedef struct sfTexture | sfTexture |
| typedef struct sfTransformable | sfTransformable |
| typedef struct sfVertexArray | sfVertexArray |
| typedef struct sfView | sfView |
| typedef struct sfCircleShape sfCircleShape |
Definition at line 29 of file Graphics/Types.h.
| typedef struct sfConvexShape sfConvexShape |
Definition at line 30 of file Graphics/Types.h.
Definition at line 31 of file Graphics/Types.h.
Definition at line 32 of file Graphics/Types.h.
| typedef struct sfRectangleShape sfRectangleShape |
Definition at line 34 of file Graphics/Types.h.
| typedef struct sfRenderTexture sfRenderTexture |
Definition at line 35 of file Graphics/Types.h.
| typedef struct sfRenderWindow sfRenderWindow |
Definition at line 36 of file Graphics/Types.h.
Definition at line 33 of file Graphics/Types.h.
Definition at line 37 of file Graphics/Types.h.
Definition at line 38 of file Graphics/Types.h.
Definition at line 39 of file Graphics/Types.h.
Definition at line 40 of file Graphics/Types.h.
| typedef struct sfTransformable sfTransformable |
Definition at line 41 of file Graphics/Types.h.
| typedef struct sfVertexArray sfVertexArray |
Definition at line 42 of file Graphics/Types.h.
Definition at line 43 of file Graphics/Types.h.


THE BLAIR WITCH PROJECT (1999)
Reviewed by Jack Choo Directed by Eduardo Sanchez & Daniel Myrick Running Time : 1hr 20mins Rating : **** out of *****
TBWP is probably the single most profitable film ever. Not surprising, considering its tiny US$100,000 budget, to date it has earned in excess of US$130 million. That's a shocking 100 times profit! Rumours have it that a smart internet `marketing' ploy was so successful in gaining cult-like fanatics, by word of mouth coupled with strings of excellent reviews, the film just exploded in the box-office, raking in millions on its opening weekend.
Shot in 16mm and video (I suspect.), the film chronicles the forays of 3 students who go in search for the legendary Blair Witch. Audiences are put in the first-person perspective in the entire mis-adventure, often wobbly and blurry at times, it takes a bit of getting used to in the beginning. This is supposed to be the material they discovered in the woods where the 3 disappeared; edited and put onto the screen for the benefit of our audiences.
TBWP is simply smart. Filmed to look as if it was really a stock-shoot by a bunch of students in search of the Blair Witch as a school project, one may suspect (like yours truly) that its simply a lazy but smart approach to film-making. Simply amazing in that respect, I must say. Talk about impact, oh yes, TBWP does have quite a bit, in fact most audience will find it deeply disturbing. I did, especially the last bit but I'm not revealing more. You have to see it for yourself.
I can't help but feel a tad cheated after knowing how commercially successful this film has become. Could it be that finally, an indie-film has unwittingly found a formula for commercial appeal? Or was it all simply a ploy by the big players right from the beginning?
Well, I guess the fact stays; TBWP is highly original, clever and will most definitely leave most with something dreadful to talk and think about for weeks prior to watching this film. No gore, no special effects, I just can't get over how terribly smart this film is!
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
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belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
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to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


Prototyping tool for React components
Fermion is all about ease of use and speed. Drag and drop, resize, and nest your components to prototype your app layout.
Configure your components in real-time. Fermion allows you to apply style and add event-handling to your components.
Fermion leverages webpack to create a live preview of your new prototype. Simply export your project and our simulator will display how your project will look in the browser.
Once you are done prototyping, code away! Fermion exports your prototype along with all of your configurations as working code so that you can continue to refine your project in the setting of your choice.


I ACKNOWLEDGE that this is a public address.
It will be used to confirm that I am eligible to vote.
0x
I ACKNOWLEDGE that this address will be publicly associated with my vote and should, therefore,
remain anonymous.
It is recommended that I create a new account specifically for this vote, never use it for any other purpose,
and never reveal it to anyone.
I ACKNOWLEDGE that this value must be saved (before pressing REGISTER below).
If I cannot produce it during the Voting phase, I will be unable to vote.
( This requirement is an unfortunate inconvenience of this early version. It will be removed in future versions )
I ACKNOWLEDGE that this value secures my anonymity and should be protected accordingly.
Anyone who knows this value will be able to associate my vote with my public address.


Equivalent to clicking the Options command on the Tools menu and then clicking the Delete button on the Custom Lists tab when a custom list is selected.
Syntax
OPTIONS.LISTS.DELETE(list_num)
List_num is the number of the custom list to delete. The first five lists (numbered zero through 4) cannot be deleted. If list_num doesn't exist, then FALSE is returned.
Related Functions
OPTIONS.LISTS.GET Returns contents of custom AutoFill lists
OPTIONS.LISTS.ADD Used to add a new custom list
Return to index


Speech
The Education Minister calls for a renaissance in maths to help meet the demand of UK employers, and announces the removal of calculators from key stage 2 tests.
Thank you for those kind words Derek and let me also thank the National Education Trust for inviting me along today. It is a pleasure to be in Norfolk for this very important conference.
It’s no exaggeration to say this is a make or break period in the history of maths in this country.
All around us, the influence of mathematics is shaping our lives in previously unimaginable ways. From our experience of online shopping to the financial performance of investments and pensions, we live in a world entirely framed by maths.
Even in those professions not traditionally associated with mathematics, there’s now a heavy reliance on algorithms and calculations: in journalism to spot the patterns in data; in architecture to use algebra and calculus with confidence; in marketing to make sense of the enormous array of statistics the world creates every day.
That modern orientation towards deduction and logic, that appetite for maths, the appreciation of statistical analysis, technology and probability, opens up tremendous opportunities for young people in this country. But to take full advantage, we need to start exploiting mathematics as urgently as other countries might drill for oil.
In technology, the media, e-commerce, design, engineering, medicine, the environment and beyond, the openings are almost limitless for those young people who are confident with numbers and able to read across into other technologies and industries. Only last week, 17-year-old Nick D’Aloisio rose to prominence after creating an app that uses algorithms to summarise news headlines.
Success stories like Nick’s highlight the incredible opportunities that maths and formal logic can open up, and it’s why this government is so determined to restore the subject to its proper place in the curriculum.
The issue we face is one of a growing mismatch between the demand for mathematical skills in this country, and our ability to supply that demand.
For their part, maths teachers have worked - and continue to work - exceptionally hard to inspire more young people in the subject, but they operate within a desperately limiting system that often turns children off maths.
As a result, the number of gifted young mathematicians coming through the ranks in this country still lags far behind those of other areas: reflected in the fact that we haven’t produced a single Field medallist in the last 14 years, despite producing 6 in the previous 40.
Indeed, according to the Nuffield Foundation, we now have the smallest proportion of 16- to 18-year-olds studying maths of any of the 24 countries measured: well behind nations like France, Estonia, Russia, Australia, Spain, the US, Germany, Ireland, New Zealand and China.
Many of these countries - like Canada where I spent a year in school - spotted the need to promote maths years ago: spurred on by lobbying from employers who wanted stretching, engaging curriculums that promoted the core essentials.
We are now playing catch-up. The support has not been there for maths teachers in this country, nor the iron will and determination to encourage more young people to take the subject after GCSE.
So, what do we need to do to sort it out? Well, first of all, I think we need to promote maths much better to children at primary age. Because it’s at this point that pupils are most likely to develop an affinity for the subject.
Take Alan Turing as an example - albeit a very gifted one. He did not stumble across maths at university, he was obsessed by it as a child: running around the garden fascinated by the mathematical patterns he saw in nature and the recurrence of sequences in plants.
Indeed, all the evidence shows that a thorough grounding in the essentials of maths from an early age directly correlates to improved results later in life. The CfBT has reported on the success that’s been enjoyed by Hungary, Finland, Russia and Japan - all of whom place great emphasis on supporting mathematical competence at primary age.
The government’s draft programme of study for mathematics is designed to recalibrate the primary curriculum and make it much stronger. Our intention is to set out the very highest expectations of primary pupils: making sure they are fully prepared for secondary school and beyond.
So, we are improving the structure of the maths curriculum by removing level descriptors: giving teachers more freedom to focus on what to teach, rather than asking them to label pupils with a level every single week or term.
And we are focussing more heavily on the importance of exploring and understanding. Asking children to select and use appropriate written algorithms and become fluent in mental arithmetic: including requiring pupils to learn their 12 times tables by the end of year 4, instead of year 6.
For too long, children have been leaving school without the necessary confidence in maths thanks to weaknesses in the curriculum. We can’t allow it to go on.
Academics at King’s College have shown us that the number of young people with a poor grasp of basic calculation has more than doubled over the last 30 years. 15 per cent of pupils today fail to achieve the most basic standards - showing they can successfully solve problems involving doubling, trebling and halving - compared with just seven per cent in the mid-70s.
Employers are not happy with this. And we are doing children no favours if we go on pretending it is ok to leave school without the mathematical agility required in the modern world.
So, I am very pleased to announce today that we are removing the use of calculators from key stage 2 tests by 2014.
Calculators can support the teaching of mathematics very effectively - it would be wrong to claim otherwise - but they are no substitute for calculations that can be carried out by a child with a pen and paper, or in their head. Particularly in a test that is designed to check whether a child has mastered the basics.
That doesn’t mean it’s not important for students to become confident users of calculators, we’re not calling for the return of the abacus at the expense of technology, but we need to get the order right.
I’m yet to meet a young person who doesn’t know how to swipe their fingers across an iPad or operate a device like a calculator, but I have met some who struggle with mathematical agility.
To progress at secondary education, children need to have a deeper understanding of what it is they are asking a calculator to do, not just a superficial appreciation of the sequences they’re inputting.
In that sense, it is no more appropriate for a child to rely on a calculator before they understand the maths behind it, than it is for them to rely on a computer’s spell check before they learn to order letters correctly.
By getting the fundamentals right at primary, we have more opportunity to encourage pupils to study maths to a high level; to move from the concrete to the abstract; and to enjoy the subject beyond GCSE.
Before the summer, we announced that the study of mathematics should be a requirement for all young people, up to the age of 19, who have not achieved a good grade at GCSE.
We are now going even further by funding the education charity ‘Mathematics in Education and Industry’ to see how we might engage more students who get a C or above in maths at GCSE, but take it no further. One of the areas they will be looking at is whether they can help teachers support young people by focussing on problem solving rather than pure theory.
In Japan, one of the top performing nations in maths, schools place a lot of emphasis on giving children a problem to solve and then encouraging them to find solutions for themselves.
The British mathematician Timothy Gowers, one of our last field medallists, has been leading thinking in the same area over the last few years: demonstrating that if you ask young people mathematical questions that are open ended, you are likely to grip their interest.
Among the conundrums Professor Gowers suggests are questions like (and I quote):
Studies have shown that British vegetarians have, on average, higher IQs than the general population. Does this show meat is bad for your brain? What other explanations might there be? How informative is an average anyway? And how large a random sample is needed if you want to be convinced that an observation is probably more than just a random fluctuation?
Or:
You are in an airport and walking from the main departure lounge to a distant gate. On the way there are several moving walkways.
If you want to get to the gate as quickly as possible, and if there is no danger of your annoying other passengers, is it better to remove the stone while on a moving walkway, or while on stationary ground, or does it make no difference?
Now, the great strength of this approach, as teachers here will be able to testify, is that it encourages students to think laterally about problems and make links between different mathematical concepts.
It is also tried and tested. Euclid’s treatise on geometry was essentially deductive. While in China, archaeologists have unearthed mathematical brain teasers that date back to the 2nd century BC. Maths in our classrooms should reflect this rich legacy.
The best maths schools, like Lakenham Primary in Norwich; Paston College in North Walsham; New College in Nottingham; Comberton Village College in Cambridgshire and many hundreds of others across the country, have inspiring teachers in place who bring the subject alive.
We are already looking at how similar approaches could be reflected in curriculum assessment by marking students on their ability to analyse open-ended problems and communicate their solutions.
On top of this, we are working with organisations like the Advisory Committee for Mathematics Education to look at other possibilities for new post-16 courses. And we are addressing the gap in abilities at the top end of the spectrum with the support of the Cambridge University Mathematics Programme.
As many here will know, there has been a shortage of students entering higher education with the right maths skills. Cambridge University has been one of the hardest hit by this lack of math-readiness among students. So I’m delighted they’re working with us to help develop an advanced curriculum that can give students a better grounding in key mathematical ideas like trigonometry and complex numbers.
In addition to this, it is hugely encouraging to see the work being done by heads, teachers and sponsors through the opening of schools like the Sir Isaac Newton Free School right here in Norfolk. This opens in 2013.
Rachel de Souza and David Prior have done a terrific job in making this project happen. I would like to thank them in advance for the opportunity they are giving so many young people in the region to excel in maths. In David’s words, “we need a bomb to go off in maths and science” - which I took to be a positive thing.
But of course, when that bomb does goes off, we will need the largest possible supply of excellent maths teachers in this country. And that is why we have made secondary maths a priority for recruitment into initial teacher training. Candidates with a first class degree in maths are now eligible for the very highest level of bursary: £20,000 to support them through their training.
I started by saying how we’ve struggled to keep pace with the demand for mathematics in this country. I want to finish with a word of optimism. If you look at the Asian tigers and our nearer competitors like Canada and Germany, there is a huge reluctance to be beaten in education.
They lionise maths and the teachers of maths. They use exciting textbooks and teaching materials. But if you ask anyone for examples of the very best maths teaching in the world, you will find them right here, in Norfolk, East Anglia and beyond. Schools who are promoting the fascination and depth of mathematics. It’s links to great music, art and literature.
So yes, there is a solid base to build from. We can be optimistic. But we can’t be complacent if we want to build on our tremendous mathematical legacy created by thinkers like Turing.
That is why we need to be more ambitious than any other country. I want a renaissance in maths. I want teachers to be properly appreciated and supported by a curriculum that is fit for purpose. I want them to have the freedom to inspire their pupils.
On the 100th anniversary of Turing’s birth, we are absolutely determined to make sure the ‘supreme beauty’ of maths - to quote from Bertrand Russell - is reclaimed. And to make sure this country can take advantage of the enormous opportunities that this subject is creating in the world around us.
Published: 9 November 2012


is_dartium library
Properties to check if a Dart application is running on server-side or client-side, Dart browsers or other JS browsers. Since This library uses <code>'dart:html'</code>. This can only be imported by client applications.
Properties
final bool isClient #
Returns true when running inside the normal browser environment, either as development or production code. Returns false if this code is running in a plain Dart VM. This might happen when running shared code on the server, or during the console unit-testing.
bool get isClient => _D_IS_CLIENT ? true: (_update_vm() & _VM_MASK_CLIENT) != 0;
final bool isDartClient #
Determines whether or not the running program is DartScript or JavaScript.
bool get isDartClient => _D_IS_CLIENT ? false: _update_vm() == _VM_DARTCLIENT;
final bool isJsClient #
Determines whether or not the running program is JavaScript or DartScript.
bool get isJsClient => _D_IS_CLIENT ? true: _update_vm() == _VM_JSCLIENT;
final bool isServer #
Returns true when running a plain Dart VM. This might happen when running shared code on the server, or during the console unit-testing. Returns false if this code is running inside the normal browser environment, either as development or production code.
bool get isServer => _D_IS_CLIENT ? false: (_update_vm() & _VM_SERVER) != 0;


**You can highlight, copy & paste the preview text to put it directly in the story body without touching code. Remember to bold the "Read more" line, if you do this.
Read more about ... here:


$$ \mathbb{E}_p[f] = \int f(x) p(x)~dx $$
$$ \mathbb{E}_p[f] = \int f(x) p(x)~dx \approx \frac{1}{k}\sum_{j=1}^k f(x_j) $$ where $$ x_j \text{ is distributed like } p $$
$$ u \sim \operatorname{Uniform}(0, 1) $$ $$ \text{solve } \int_{-\infty}^x p(t)~dt = u $$
def metropolis_hastings(n_samples, pdf):
position = 0.
samples = []
for _ in range(n_samples):
proposal = np.random.normal(loc=position)
accept_prob = pdf(proposal) / pdf(position)
if np.random.rand() < accept_prob:
position = proposal
samples.append(position)
return samples
import arviz as az
import pymc3 as pm
with pm.Model():
x = pm.Normal('x')
trace = pm.sample(step=pm.Metropolis())
az.plot_trace(trace)


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# Documentation for *_G*
## AddCustomOnScreenNotification
Display a custom on-screen notification.
void **AddCustomOnScreenNotification**(string id, string title, string text, string image, function callback, table params)
string id
: unique identifier of the notification.
string title
: title of the notification.
string text
: body text of the notification.
string image
: path to the notification icon.
function callback
: optional. Function called when the user clicks the notification.
table params
: optional. additional parameters.
Additional parameters are supplied to the translatable texts, but can also be used to tweak the functionality of the notification:
- _'cycle_objs'_ will cause the camera to cycle through a list of _GameObjects_ or _points_ when the user clicks the notification.
- _'priority'_ changes the priority of the notification (choose between _"Normal"_, _"Important"_ and _"Critical"_; default=_"Normal"_).
- _'dismissable'_ dictates the dismissability of the notification (default=_true_)
- _'close_on_read'_ will cause the notification to disappear when the user clicks on it (default=_false_).
- _'expiration'_ is the amount of time (in _milliseconds_) that the notification will stay on the screen (default=_-1_).
- _'game_time'_ decides if the expiration countdown is done in _RealTime_ or _GameTime_ (default=_false_).
- _'display_countdown'_ must be _true_ if the _expiration_ countdown will be displayed in the notification texts (will be formatted and supplied to the translatable texts as _'countdown'_ parameter; this requires _'game_time'_ to be _true_).
## DivRound
DivRound - short for Divide, Round.
ret **DivRound**(value, divisor)
int numerator
: numerator used for the calculation.
int denominator
: denominator used for the calculation.
_returns_
: the result from the division, rounded to the nearest integer.
## GetPassablePointNearby
Searches around and returns the nearest passable/walkable point.
point **GetPassablePointNearby**(point pt)
point pt
: original point.
_returns_ point
: nearest passable point or an *invalid* point, if none was found.
## LuaCodeToTuple
Evaluates a string generated using _'TupleToLuaCode()'_ and returns the original values.
error, values **LuaCodeToTuple**(string code, table env)
string code
: code to be evaluated.
table env
: evaluation environment.
_returns_ error, values
: error string (or nil, if none) and the evaluated tuple.
## MulDivAdd
MulDivAdd - short for Multiply, Divide, Add.
ret **MulDivAdd**(value, numerator, denominator, addend)
int value
: value used for the calculation.
int numerator
: numberator used for the calculation.
int denominator
: denominator used for the calculation.
int addend
: addend used for the calculation.
_returns_
: the integer calculation (value*numerator + addend)/denominator.
## MulDivRound
MulDivRound - short for Multiply, Divide, Round.
ret **MulDivRound**(value, numerator, denominator)
value
: value used for the calculation. Both number, point or box values are allowed.
int numerator
: multiplier used for the calculation.
int denominator
: divisor used for the calculation.
_returns_
: the result from (value*numerator)/denominator, rounded to the nearest integer.
## MulDivTrunc
MulDivTrunc - short for Multiply, Divide, Truncate.
ret **MulDivTrunc**(value, numerator, denominator)
value
: value used for the calculation. Both number, point or box values are allowed.
int numerator
: multiplier used for the calculation.
int denominator
: divisor used for the calculation.
_returns_
: the integer calculation (value*numerator)/denominator.
## Normalize
Returns a point with a vector direction defined by the given two or three coordinates, but with vector length 4096. If only two coordinates are given, returns a 2D point with z = InvalidZ.
point **Normalize**(int x, int y, [int z])
int x, y, z
: two or three coordinates specifying a vector direction.
_returns_ point n
: a point with length 4096 with the same direction as specified with x/y/z.
## RGB
Represent an RGB color in integer format.
int **RGB**(int red, int green, int blue)
int red
: red componnent, ranging from 0 to 255
int green
: green componnent, ranging from 0 to 255
int blue
: blue componnent, ranging from 0 to 255
_returns_ int
: RGB color represented by an integer.
## RGBA
Represent an RGBA color in integer format.
int **RGBA**(int red, int green, int blue, int alpha)
int red
: red componnent, ranging from 0 to 255
int green
: green componnent, ranging from 0 to 255
int blue
: blue componnent, ranging from 0 to 255
int alpha
: alpha componnent (opacity), ranging from 0 to 255
_returns_ int
: RGB color represented by an integer
## StateIdx
Gets the index of a state (animation) by its name.
int **StateIdx**(int state)
_returns_ int
: state index or -1 if not found.
## StateName
Gets the name of a state (animation) by its index.
string **StateName**(int state)
_returns_ string
: state name or an invalid name if not found.
## TupleToLuaCode
Converts a tuple of values to an executable Lua expression.
Use _'LuaCodeToTuple()'_ for evaluating the Lua expression.
string code **TupleToLuaCode**(values...)
values...
: tuple of values to be converted to executable code string.
_returns_ string code
: the supplied tuple, converted to Lua code.
## ValueToLuaCode
Converts a value to an executable Lua expresion.
Use _'dostring()'_ or _'LuaCodeToTuple()'_ for evaluating the Lua expression.
string code **ValueToLuaCode**(value, int indent)
value
: value to be converted.
int indent
: initial number of indentations.
_returns_ string code
: the supplied value, converted to Lua code.
## WaitCustomPopupNotification
Displays a custom popup notification and waits for the players response.
This function should always be called from within a GameTime thread.
int choice **WaitCustomPopupNotification**(string title, string text, table choices, window parent)
string title
: title of the popup.
string text
: body text of the popup.
table choices
: array of up to four choices for the user.
window parent
: parent window (this is optional only ingame).
_returns_ int choice
: The users choice.
## xxhash
Calculates a hash of all its parameters concatenated. Uses [xxhash](http://cyan4973.github.io/xxHash/) for strings.
number **xxhash**(...)
...
: arbitrary number of params of type string, number, bool, nil, grid, userdata
_returns_ number
: hash of the concatenated byte content of all the parameters.
(insert footer.md.html here)


The dot.com bubble was a stock market bubble caused by excessive speculation of Internet-related companies in the late 1990s, a period of massive growth in the use and adoption of the Internet.
The dot com bubble started with start of companies like amazon and ebay.
A short history lesson on Amazon and Ebay. On July 4th, 1994 Amazon was born. Jeff Bezos and his wife MacKenzie open an online bookstore in Seattle because of the city's reputation as a tech hub and because Washington's small population meant that they wouldn't have to charge sales taxes to most of their customer base. Bezos finances the company with $10,000 from his own pocket. They worked out of their own garage with a small staff. Similarly, AuctionWeb was born on September 1995, Pierre Omidyar was the person behind the auction website. Initially it was known as AuctionWeb, it was renamed to Ebay in 1997.
Down the line there were lot of innovation that took place which enabled highly secure transactions between seller and customers. And also, with the raise in personal computers in households the shopping online grew rapidly. At the height of the boom, it was possible for a promising dot-com company to become a public company via an IPO and raise a substantial amount of money even if it had never made a profit—or, in some cases, realized any material revenue. People who received employee stock options became instant paper millionaires when their companies executed IPOs.On the whole, in the mid- to late-’90s, society’s expectations of what the Internet could offer were unrealistic. From individual dreamers to major corporations, Internet entrepreneurs were enamored with dreams of becoming dot-com millionaires (or billionaires). By and large, these entrepreneurs were inspired by companies like Amazon, eBay, and Kozmo. Of course, for every company that grew to be a multi-million dollar business, hundreds of others failed.
The Nasdaq index peaked on March 10 of 2000. During this peak moment, many tech companies have placed massive sell orders which resulted in panic selling of stocks by many investors. Within few weeks, the stock market lost 10% of its value. The investment capital for these dot com companies has reduced drastically.By the end of 2001, most of the dot com companies which were publicly traded were shut, with all the investment capital lost.
Factors that led to the Bubble Burst-
Analysts focused on metrics of individual software companies that had nothing to do with how they generated revenue or profits. For example, one theory is that the Internet bubble burst due to a preoccupation with the “network theory,” which stated the value of a network increased exponentially as the series of nodes (computers hosting the network) increased. Although this concept made sense, it neglected one of the most important aspects of valuing the network: the ability of the company to use the network to generate cash and produce profits for investors.
Apart from focusing on unnecessary metrics, analysts used very high multipliers in their models and formulas for valuing Internet companies, which resulted in unrealistic and overly optimistic values. Although more conservative analysts disagreed, their recommendations were virtually drowned out by the overwhelming hype in the financial community around Internet stocks. (Source- moneycrashers.com)


We take security very seriously with DWR and thought it was worth explaining the steps we have gone through to avoid mistakes. Out of the box DWR protects users against CSRF and XSS attacks. We take steps to ensure that methods on the server are only executed when they should be and that scripts sent to browsers are only sent to the correct browsers.
First DWR takes the view that you should always know exactly what is being remoted, and how. The principle is that DWR should only be calling methods on your code with your explicit permission.
dwr.xml requires you to have a 'create' entry for each class that it remotes. You can further refine this by specifying include and exclude elements which give you fine-grained control over exactly which methods are called on your remoted beans.
In addition to this if you wish to allow DWR to convert your Java Beans to and from Javascript you need to give it permission, and again there is fine grained control over which properties of the beans get converted.
An obvious point, but one that is worth making - don't run with the test/debug console turned on in a production environment. Turning the debug console on and off is covered in the section on web.xml configuration.
DWR has a mailing list designed specifically for discussing security issues. It is designed so that we have a way to discuss DWR security while minimizing the dangers associated with wide public dissemination. The list is not about keeping problems secret forever, but it is about responsible disclosure.
Further information about DWR mailing list and the security list in particular is available on the help and support section.
It is worth comparing DWR with servlets, JSPs or other web frameworks.
If you wish to audit the DWR based functions it's fairly easy. Look at dwr.xml and you can get a simple description of which methods are exposed to the outside world. You can also see the full extent of what is accessible using DWR.
However asking the same question of other systems is not as simple.
With servlets you need to examine your WEB-INF/web.xml file and then
look through the servlets looking for the calls to request.getParameter(...)
,
with struts and other frameworks you need to examine the config file,
and then follow a similar process of looking over the source to see
what happens with the request information.
DWR allows you to grant access using two J2EE based mechanisms. Firstly you can define access to dwr based on J2EE roles. Secondly within DWR you can define access to methods on a role basis.
DWR will not let you give create or convert access to any of its internal classes. This is designed to make it impossible to accidentally allow an attacker to manipulate the DWR core files to elevate permissions.
What opportunities does an attacker have to exploit your system? Using DWR an attacker can cause the server to create an instance of any Java object that you specify in your dwr.xml, and (if you are using the BeanConverter) any Java object that is in any of the parameters to the methods to those classes. Any of the properties in those classes can then be set with whatever data the attacker uses.
This is all a fairly obvious conclusion if you think about what DWR
is doing, but it could cause problems to the unwary. If you create a
FileBean with a appendStringToFile()
method and export it
using DWR, then you are giving an attacker a simple method of filling
your file-system up.
It is important to think about the options you give attackers as a result of using DWR.
Generally speaking this type of scenario may make DWR sound risky, however generally speaking the same issues will exist with traditional web architectures, it's just that they are less obvious and so less likely to get fixed.
That's probably healthy; so what can you do to be extra double sure?
You can guard against failures in DWR access mechanisms by separating the classes accessed by DWR into a separate package and have them proxy to the real code. You can double check role based security yourself if you wish. These options just double up on checks already made by DWR.
Better than double checking might be to audit the DWR source to ensure that the checks it is doing are correct. The code has been checked over by several people already, but more eyes will always help.
While we take security very seriously we do not claim that DWR is totally secure, and we would be foolish to do so. The security of your web site is your responsibility. DWR can help you by providing source code under an open source licence that you can investigate for yourself, and we encourage you to do this, as many already have.


{% extends 'private.html' %} {% block content %}
here you can add new tag for the thing you care about


Front Control / North South / Head to Head
2 Grip Positons: both forearms between ops elbows and ribs with head on ops hips defending legs, or
left hand to ops left belt hip area, right arm straight to ops left knee with head on ops hips defending legs


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This application demonstrates Archive API allowing to create and manage archive files.
Using buttons below user can add selected files to an archive using fast or normal method or extract files from an archive.


The Tale of Brownie Beaver
by Arthur Scott Bailey
Chapter 5: “Brownie Saves the Dam”
Additional Information
- Year Published: 1916
- Language: English
- Country of Origin: United States of America
- Source: Bailey, A. S. (1916). The Tale of Brownie Beaver. New York: Grosset and Dunlap.
-
Readability:
- Flesch–Kincaid Level: 5.0
- Word Count: 761
- Genre: Fantasy
- Keywords: 20th century literature, american literature, children's stories, sleepy-time tales
- ✎ Cite This
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Brownie Beaver was always glad that he had taken Grandaddy’s advice about the freshet. And Brownie’s neighbors were glad that he had, too. For that was really the only thing that saved the village from being carried away by the flood of water that swept down upon the pond, after it had rained for two days and two nights.
The pond rose so quickly and the water rushed past so fast that people had to scramble out of their houses and begin working on them, to keep them from being washed away.
That rush of water meant only one thing. The pond was full and running over! And just as likely as not the dam would be carried away—the dam on which Grandaddy Beaver had worked when he was a youngster, and on which his own grandaddy had worked before him. It would take years and years to build another such dam as that.
Now, with almost everybody working on his own house, there was almost no one left to work upon the dam. But people never stopped to think about that. They never once remembered that out of the whole village old Grandaddy and Brownie Beaver were the only persons whose houses had been made ready for the freshet and that those two were the only people with nothing to do at home.
“There’ll be plenty to help save the dam,” everybody said to himself. “I’ll just work on my house.”
Now, Brownie Beaver knew that there was nothing more he could do to make his house safe, so he swam over to the dam, expecting to find a good many of his neighbors there. But old Grandaddy Beaver was the only other person he found. And he seemed worried.
“It’s a great pity!” he said to Brownie. “Here’s this fine dam, which has taken so many years to build, and it’s a-going to be washed away—you mark my words!”
“What makes you think that?” asked Brownie.
“There’s nobody here to do anything,” said Grandaddy Beaver. “The spillways of this dam ought to be made as big as possible, to let the freshet pass through. But I can’t do it, for I can’t swim as well as I could once.”
Brownie Beaver looked at the rushing water which poured over the top of the dam in a hundred places and was already carrying off mud and sticks, eating the dam away before his very eyes.
“I’ll save the dam!” he cried. “You?” Grandaddy Beaver exclaimed. “Why, what do you think you can do?” Being so old, he couldn’t help believing that other people were too young to do difficult things.
“Watch me and I’ll show you!” Brownie Beaver told him. And without saying another word he swam to the nearest spillway and began making it bigger.
Sometimes he had to fight the freshet madly, to keep from being swept over the dam himself. Sometimes, too, as he stood on the dam it crumbled beneath him and he found himself swimming again.
How many narrow escapes he had that day Brownie Beaver could never remember. When they happened, he didn’t have time to count them, he was working so busily. And if old Grandaddy Beaver hadn’t told everyone afterward, how Brownie saved the great dam from being swept away, and how hard he had worked, and how he had swum fearlessly into the torrent, people wouldn’t have known anything about it.
To be sure, they had noticed that the water went down almost as suddenly as it rose. But they hadn’t stopped to think that there must have been some reason for that. And when they learned that Brownie Beaver was the reason, the whole village gave him a vote of thanks.
They wanted to give him a gold-headed cane, too. But they were unable to find one anywhere.
When Brownie Beaver heard of that he said it was just as well, because he seldom walked far on land and there wasn’t much use in a person’s carrying a cane when he swam, anyhow. Although it was sometimes done, he had always considered it a silly practice—and one that he would not care to follow.


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| HOME | DOWNLOAD | DOCUMENTATION | FORUM | FAQ |
> Home > Documentation > Localized Spectral Analysis
SHSJKPG(1) SHTOOLS 2.6 SHSJKPG(1)
SHSjkPG
SHSjkPG - Calculate the expectation of the product of two functions, each multiplied by a different data taper, for a given spherical harmonic degree and two different angular orders.
SYNOPSIS
COMPLEX*16 SHSjkPG ( INCSPECTRA, L, M, MPRIME, HJ_REAL, HK_REAL, MJ, MK, LWIN, HKCC ) REAL*8 INCPECTRA(L+LWIN+1), HJ_REAL(LWIN+1), HK_REAL(LWIN+1) INTEGER L, M, MPRIME, MJ, MK, LWIN, HKCC
DESCRIPTION
SHSjkPG will calculate the expectation of two functions (f and g), each localized by a different data taper that is a solution of the spherical cap concentration problem, for a given spherical harmonic degree and two different angular orders. As described in Wieczorek and Simons (2006), this is the function / m(j) mprime(k)* \ | Phi Gamma | \ l l / The global cross-power spectrum of f and g is input as INCSPECTRA, and the real coefficients of the two data tapers of angular order MJ and MK (obtained by a call to SHReturnTapers) are specified by HJ_REAL and HK_REAL. If HKCC is set to 1, then the above function is calculated as is. However, if this is set to 2, then the complex conjugate of the second localized function is not taken.
ARGUMENTS
INCSPECTRA (input) REAL*8, DIMENSION (L+LWIN+1) The global cross-power spectrum of f and g. L (input) INTEGER The spherical harmonic degree for which to calculate the expectation. M (input) INTEGER The angular order of the first localized function, Phi. MPRIME (input) INTEGER The angular order of the second localized function, Gamma. HJ_REAL (input) REAL*8, DIMENSION (LWIN+1) The real spherical harmonic coefficients of angular order MJ used to localize the first function f. These are obtained by a call to SHReturnTapers. HK_REAL (input) REAL*8, DIMENSION (LWIN+1) The real spherical harmonic coefficients of angular order MK used to localize the second function g. These are obtained by a call to SHReturnTapers. MJ (input) INTEGER The angular order of the window coefficients HJ_REAL. MK (input) INTEGER The angular order of the window coefficients HK_REAL. LWIN (input) INTEGER The spherical harmonic bandwidth of the localizing windows HJ_REAL and HK_REAL. HKCC (input) INTEGER If 1, the function described in the DESCRIPTION will be calculated as is. If 2, the second localized function Gamma will not have its complex conjugate taken.
SEE ALSO
shreturntapers(1), shmtvaropt(1), shmtvaropt0(1), shsjkpg0(1) <http://www.ipgp.jussieu.fr/~wieczor/SHTOOLS/SHTOOLS.html>
REFERENCES
Wieczorek, M. A. and F. J. Simons, Minimum variance multitaper spectral analysis on the sphere, J. Fourier Analy. Appl., submitted manuscript, 2006.
COPYRIGHT AND LICENSE
Copyright 2005, 2006 by Mark Wieczorek<EMAIL_ADDRESS>This is free software; you can distribute and modify it under the terms of the revised BSD license. SHTOOLS 2.6 2009-08-18 SHSJKPG(1)
> Home > Documentation > Localized Spectral Analysis
| Centre National de la Recherche Scientifique | Institut de Physique du Globe de Paris | © 2011 Mark Wieczorek |


FROM THE DESK OF MR JAVED AHMED. BILL AND EXCHANGE MANAGER, BANK OF AFRICA (B.O.A). OUAGADOUGOU, BURKINA FASO WEST AFRICA. Dear Friend, I am the manager of bill and exchange department BANK OF AFRICA (B.O.A) In my department we discovered an abandoned sum of $15m US dollars ( fifteen million US dollars) . In an account that belongs to one of our foreign customer who died along with his entire family in november 1998 in a plane crash. Since we got information about his death, we have been expecting his next of kin to come over and claim his money because we cannot release it unless somebody applies for it as next of kin or relation to the deceased as indicated in our banking guidelines but unfortunately we learnt that all his supposed next of kin or relation died alongside with him at the plane crash leaving nobody behind for the claim. It is therefore upon this discovery that I and other officials in my department now decided to make this businness proposal to you and release the money to you as the next of kin or relation to the deceased for safety and subsequent disbursement since nobody is coming for it and we don�t want this money to go into the Bank treasury as unclaimed Bill. The Banking law and guideline here stipulates that if such money remained unclamed after five years, the money will be transfered into the Bank treasury as unclaimed fund. The request of foreigner as next of kin in this business is occasioned by the fact that the customer was a foreigner and a Burkinabe cannot stand as next of kin to a foreigner. We agree that 30 % of this money will be for you as foreign partner, in respect to the provision of a foreign account, 10 % will be set aside for expenses incured during the business and 60 % would be for me and my colleagues. Then after I and my colleagues will visit your country for disbursement accoding to the percentages indicated. Therefore to enable the immediate trnansfer of this fund to you as arranged, you must apply first to the bank as relations or next of kin of the deceased indicating your bank name, your bank account number, your private telephone and fax number for easy and effective communication and location where in the money will be remitted . Upon receipt of your reply, I will send to you by fax or email the text of the application. I will not fail to bring to your notice that this transaction is hitch free and that you should not entertain any atom of fear as all required arrangements have been made for the transfer . you should contact me immediately as soon as you receive this letter. Trusting to hear from you immediately.  B.O.A (BANK OF AFRICA) _________________________________________________________________ MSN Hotmail : créez votre adresse e-mail gratuite & à vie ! http://www.msn.fr/newhotmail/Default.asp?Ath=f


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What does this do?
TCP port number allocation
When you have several jobs that involve in launching a daemon process (such as application servers), making sure that each job uses unique TCP port numbers becomes tedious. If you don't manage this, however, two jobs that happen to run on the same machine may use the same port, like 8080, and end up interfering each other.
This plugin is written to solve this problem by letting Jenkins do the book-keeping. With this plugin, you'd just say "I need HTTP_PORT and JMS_PORT for this job", and Jenkins will assign unique available TCP port numbers to them and expose them to the build as environment variables.
The following screenshot illustrates this configuration.
Reserving a fixed port
Sometimes, your job requires a certain port. For example, it's not unusual to see tests that have hard-coded port numbers, or maybe you are testing SMTP servers that really do require port 25.
In such a case, you'd just need to say "this job requires port 25, so don't run it with any other job that requires the same port." Jenkins will then schedule jobs accordingly so that the collision won't happen.
The following screenshot illustrates this configuration.
Shutting down run-away daemons
Often these allocated TCP ports are used to run background daemon processes, like application servers. A typical problem in this set up is that when a job fails abnormally, the job may fail to terminate those servers properly. This interferes with successive builds that use the same machine.
To fix this problem, when you allocate a port (or reserve a fixed port), you can choose one of the port types that have the knowledge of shutting down the process. Currently, two port types are available, and more can be added as additional plugins.
- GlassFish JMX port that lets Jenkins shut down a run-away GlassFish through JMX. See this. For how to specify a JMX port number when you create a domain, search 'jmxPort' in this document. Alternatively, you can configure a job to require fixed port 8686, which is the default port number for this.
 See this document for more about this feature.
The following screenshot illustrates this configuration.
History
Version 1.8 (Jul 25, 2013)
- Remove remaining ResourceActivity support for Pooled port allocation.(see JENKINS-18786)
Version 1.7 (Jul 24, 2013)
- JENKINS-18786 Port allocation blocks jobs from executing concurrently
Version 1.6 (Jul 11, 2013)
- JENKINS-11255 Pooled port allocation support (+ implement ResourceActivity to queue builds instead of blocking after start)
- Add PortAllocationManager#allocateConsecutivePortRange (an enabler for fixing JENKINS-12821)
Version 1.5 (Mar 29, 2010)
- The plugin is made a bit more reusable (report)
Version 1.4 (Dec 28, 2009)
- Report assigned port in the build log
- Update uses of deprecated APIs
Version 1.3 (Jul 10, 2008)
- Got rid of the dependency on JDK1.6 and make it compatible with JDK1.5. The issue was affected only when the preferred port was not available.
Version 1.2 (Jun 04, 2008)
- Replaced a deprecated API to support Maven2 style job.
Version 1.0 (Nov 08, 2007)
- Initial version.


The Nutcracker, Mumbai: 4 / 5
Cuisine: Casual, Cafe (All vegetarian, they serve eggs)
It’s hot and humid. You’re trekking down an alleyway, following the advice of a must-visit place where ‘everything on the menu is delicious’. And you’re dying for a salad after a week long gluttony that comes with travel.
As you perspire your way to the door, you’re greeted with a quaint, bustling, cozy little cafe that has extra stools hanging upside down on the walls. Interesting.
Unlike The Nutcracker itself, a table seems almost hard to find at lunchtime, and there’s little room to wait. Thankfully this phase of our journey only lasts about 10 minutes and we’re ushered to a table. As the waiter eventually comes up to us, I order the Asian salad and I put forth my eternal drink question: “Is your iced tea made in-house?” With the answer in the affirmative, we can proceed.
We feel like our order is too healthy, so a side of potato wedges are quickly added. These crispy bits of heaven remind me of Heston Blumenthal’s triple cooked chips, such is their perfection. And yet I’m blown away most by a condiment—the fresh wholegrain mustard. Such is Nutcracker’s attention to detail that even this — this delicious, lick it off your fingers mustard — is stellar.
The refreshing Iced tea and the delicious Asian Salad makes my lunch absolutely worth it. The tofu grilled vegetable salad is equally good, but the tanginess and zing of the Asian salad makes it our favorite of the meal, at par with 5-star versions of this dish.
As we slowly cool down and settle, it’s time to leave. But not before the 3 people almost breathing down our necks have started where our experience began, ready to take over our table.
I hear the burgers are pretty good too.
The Nutcracker • Google Maps • Zomato
Modern House, Kala Ghoda, Fort, Mumbai
+9122 22842430


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Animation curves can be attached to imported animation clips in the Animations tab of the Animation Import Settings.
These curves allow you to add additional animated data to an imported clip, which can allow you to animate the timings of other items based on the the state of an animator. For example, in a game set in icy conditions, an extra animation curve could be used to control the emission rate of a particle system to show the player’s condensing breath in the cold air.
To add a curve to an imported animation, first select the imported animation file in your project view, then in the import settings in the inspector, select the Animations button.
Then scroll all the way to the bottom of the inspector to find the Curves heading, among the four fold-out headings as shown:
Expand the curves heading, and click the plus icon to add a new curve to the current animation clip. If your imported animation file is split into multiple animation clips, each clip can have its own custom curves.
The curve’s X-axis represents normalized time and always ranges between 0.0 and 1.0 (corresponding to the beginning and the end of the animation clip respectively, regardless of its duration).
Double-clicking an animation curve will bring up the standard Unity curve editor (see Editing Value Properties for further details) which you can use to add keys to the curve. Keys are points along the curve’s timeline where it has a value explicitly set by the animator rather than just using an interpolated value. Keys are very useful for marking important points along the timeline of the animation. For example, with a walking animation, you might use keys to mark the points where the left foot is on the ground, then both feet on the ground, right foot on the ground, etc. Once the keys are set up, you can move conveniently between key frames by pressing the Previous/Next Key Frame buttons. This will move the vertical red line and show the normalized time at the keyframe; the value you enter in the text box will then set the value of the curve at that time.
If you have a curve with the same name as one of the parameters in the Animator Controller, then that parameter will take its value from the value of the curve at each point in the timeline. For example, if you make a call to GetFloat from a script, the returned value will be equal to the value of the curve at the time the call is made. Note that at any given point in time, there might be multiple animation clips attempting to set the same parameter from the same controller. In that case, the curve values from the multiple animation clips are blended. If an animation has no curve for a particular parameter then the blending will be done with the default value for that parameter.


Electron (formerly known as Atom Shell) is an open-source framework developed and maintained by GitHub. Electron allows for the development of desktop GUI applications using web technologies: It combines the Chromium rendering engine and the Node.js runtime. Electron is the main GUI framework behind several notable open-source projects including Atom, GitHub Desktop, Light Table, Visual Studio Code, and WordPress Desktop.
Angular (commonly referred to as "Angular 2+" or "Angular v2 and above") is a TypeScript-based open-source web application framework led by the Angular Team at Google and by a community of individuals and corporations. Angular is a complete rewrite from the same team that built AngularJS.
Bootstrap is a free and open-source CSS framework directed at responsive, mobile-first front-end web development. It contains CSS- and (optionally) JavaScript-based design templates for typography, forms, buttons, navigation and other interface components.
Font Awesome is a font and icon toolkit based on CSS and LESS. It was made by Dave Gandy for use with Twitter Bootstrap, and later was incorporated into the BootstrapCDN. Font Awesome has a 20% market share among those websites which use third-party Font Scripts on their platform, ranking it second place after Google Fonts.
Node.js is an open-source, cross-platform, JavaScript runtime environment that executes JavaScript code outside of a browser. Node.js lets developers use JavaScript to write command line tools and for server-side scripting—running scripts server-side to produce dynamic web page content before the page is sent to the user's web browser.
TypeScript is an open-source programming language developed and maintained by Microsoft. It is a strict syntactical superset of JavaScript, and adds optional static typing to the language. TypeScript is designed for development of large applications and transcompiles to JavaScript.[5] As TypeScript is a superset of JavaScript, existing JavaScript programs are also valid TypeScript programs. TypeScript may be used to develop JavaScript applications for both client-side and server-side (Node.js) execution.
DMX-512 controller library for node.js. It has multiple drivers for controlling different dmx interfaces.


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