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This dinosaur lived in humid floodplains crisscrossed by river channels. In this environment it was an apex predator - at the top of food chain - preying on all other sizable creatures crossing its path, including other large dinosaurs.
Allosaurus was the largest of the carnivorous dinosaurs that lived in the late Jurassic period, some 155 - 150 million years ago.
Pictures of dinosaurs - Baryonyx!
Pictures of dinosaur toys - Titanosaurus!
What was the first dinosaur ever found?
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Struthiomimus - bird-like dinosaurs
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The Dinosaurs - Dinosaur Pictures - Orodromeus
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Rajasaurus - King Lizard - dinosaur images
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dinosaurs picture - Hypsilophodont
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Dinosaur Pictures - Flying dinosaurs? | http://www.dinosaurusi.com/en/tag/pictures%20of%20dinosaurs/ |
While it may not be glamorous, being a research assistant for a professor during law school comes with plenty of benefits. Without leaving campus, you can improve your research skills, build a valuable professional relationship, and start monetizing your newfound legal knowledge. But developing a great working relationship with your professor is not a given. Here are some tips to make the most of your research assistant experience:
1. Respect your Professor
Before you even accept a position as a research assistant for a professor, realize that in many ways you are going to be the professor’s personal assistant—with some legal skills. It is best if you already have a personal relationship with the professor or you have a good sense of the professor’s disposition. Like any job, if personalities or points of view are likely to clash from day one, maybe it is not the best fit. Also, be sure to check into the interests and perspectives of your professor. If you are intellectually or ideologically opposed to the professor’s work, it would be wise to pass on the opportunity. Without genuinely respecting your professor, you will miss out on most of the position’s benefits and have a generally miserable experience.
2. Be Professional
Professors expect you to be professional. Law School Toolbox contributor Amanda Gernentz Hanson lists eight great professionalism tips: 1) know that others are watching you, 2) save the drama for your mama, 3) use tact, 4) check your entitlement, 5) be mindful of your appearance, 6) the internet (including email) is forever, and 7) be your own authentic self. Read Amanda’s breakdown of these tips in her post Professionalism in the Legal Workplace. (For even more on professionalism, listen to the Law School Toolbox podcast How to Behave Like a Professional in the Legal Workplace.) Remember that beyond appreciating your professor’s legal experience and knowledge, they are also your boss. The employee-employer relationship is different than the student-teacher relationship. Keep in mind your role and act professionally.
3. Have a Spine (but be right)
One of the toughest lines to walk as a research assistant is knowing when to push back. You certainly should respect your professor and be professional in your interactions, but once you have proved yourself to be generally competent, your professor will soon begin to rely on your judgment. Take ownership of your assignments and master the material. When you present your work, be ready to defend your position. If you are being thorough in your work, remember that you could know more about that very specific case or statute you are researching than your professor, so it is important to not be too deferential when your work is questioned. Listen carefully in case you did miss something, but if you know you are right, have a spine and professionally defend your work. Law professors can be bristly at times, but they will respect you and have more trust in you down the line if you are able to tell them when they are off-base on something.
4. Show Genuine Interest
For the most part, law professors are passionate about their research and scholarship. Realize that their scholarship is extremely important to them both personally and professionally and that they have asked you to play a role in their life’s work. Be shrewd about timing, but show genuine interest in the professor’s work and most will be very happy to spend time talking with you about field. Take advantage of working with a genuine expert—ask good questions and make the most of it. You will find this is one of the most rewarding aspects of the job and the professor will appreciate someone to talk to about their work.
5. Make a Law Librarian Friend
If the research assignment you are given were easy or straightforward, the professor likely wouldn’t be asking (or paying) you to do it. Whether you are trying to support an obscure proposition or hunt down a case from the King’s Bench in the 1800s, find yourself a law librarian. Especially for new law students, recognize that law librarians are highly trained individuals that are often underappreciated and underutilized. Most all have both a J.D. and a masters in library sciences. So, first, treat them with the respect they deserve, and, second, don’t be afraid to take your research questions to them for direction. They may not immediately be able to solve your problem, but they can lead you in the correct direction which can be worth its weight in gold.
6. Don’t be a Hassle
Law professors are busy, busy individuals. The quickest way to prematurely end your time as a research assistant is to be more trouble than you are worth. Again, this is a matter of professionalism. Undoubtedly you will be busy as well, but try not to make your problems your professor’s problems. If you have a class paper or exam coming up, it is okay to try to schedule your work around that obligation, but your obligation to your professor will have to be a priority at times. Don’t be late to scheduled appointments. Do your best to resolve HR-type issues with someone other than your professor. Turn in well-organized, thorough work. Someday you may well be a great lawyer or professor yourself, but if you accept the position, you are being paid to make your professor’s day more efficient and productive, not less.
Whether you are approached by a professor you know or you see an opening posted by your career services department, consider taking on a research assistant role. Even if only for a semester, serving as a research assistant is a unique law school experience that can definitely be worth the effort!
Looking for some help to do your best in law school? Find out about our law school tutoring options. | https://lawschooltoolbox.com/6-keys-to-research-assistant-success/ |
Dodging violent attacks by racist and drunken “fans,” resisting pressure from drug-peddling bosses and inhaling smoke for hours in dank clubs comprised the “common plight” of jazz musicians in the early 20th century, says historian Gerald Horne, author of Jazz and Justice: Racism and the Political Economy of the Music. In this interview with Truthout,Horne describes the role of racism in the development of jazz, the gulf between its domestic and international reception; and why creativity, improvisation and technical mastery were a means of survival for its performers.
Anton Woronczuk: Can you imagine a more dangerous profession than being a jazz musician in the United States during the 20th century?
Gerald Horne: Certainly, being a “jazz” musician in the first decades of the 20th century was probably the most dangerous profession in the arts and, along with coal mining, one of the most dangerous jobs of all. Inhaling cigarette smoke in dank clubs, being plied with alcohol and other controlled substances by unscrupulous bosses of clubs and record labels alike, being attacked violently by racist “fans” — all this and worse was part of the common plight of these artists.
Jazz and Justice looks at the history of jazz by understanding musicians as workers. What does this approach reveal about the production of this art form and the experiences of those who made it?
Viewing musicians as exploited workers and as beleaguered contractors, helps — I think — contribute to a better understanding of their art form and art more generally, both of which often are removed from the muck of materialist analysis and, instead, analyzed all too subjectively as a “thing in itself,” disengaged from the mode of production and productive forces more generally. Perhaps this subjectivity is understandable given the angelic and melodious sounds produced by these artists, which can easily lure the unwary into thinking there is something “otherworldly” about the process: this is both true — and false.
Certain musical riffs…were drawn from the “rat-tat-tat” of gunshots, a not infrequent sound heard in the often mob-controlled clubs where artists were compelled to perform.
From one angle, creativity and improvisation in jazz appear as tools of musical innovation. But from the perspective of your book, it also seems like these innovative practices were also means of self-preservation for Black musicians in the face of white supremacy.
This is accurate. Take “be-bop” for example, which arises in the 1940s, and is associated with the brilliant creativity of musicians e.g. Charlie “Bird”’ Parker; Dizzy Gillespie; Max Roach; et.al. As I tell the story, this profound musical turn was driven by material forces, including but not limited to the fact that musicians were seeking to develop a musical form that would be difficult for their pale imitators to emulate, as this pilfering was draining their income; simultaneously, in the hothouse of the music that was Manhattan, officialdom was objecting to heterosexual dancing across racial lines and, thus, the music morphed from a “dancing” music to a “listening” music. In the previous decade, I discuss how certain musical riffs on the piano were drawn from the “rat-tat-tat” of gunshots, a not infrequent sound heard in the often mob-controlled clubs where artists were compelled to perform.
How did geopolitical rivalry with the Soviet Union shape the experience of Black jazz artists in the U.S.?
Post-1945, U.S. imperialism found itself in stiff competition with its erstwhile World War II ally in Moscow, as national liberation movements were surging, not least in Africa. As such, Washington found that the better part of wisdom was to march away agonizingly from the more egregious aspects of Jim Crow in order to better compete for “hearts and minds” in this decolonizing world. This leads the U.S. authorities to sponsor “jazz” musicians in concerts abroad with the music said to represent the “freedom” said to inhere in the U.S. version of “democracy.” This fattened the pocketbooks of certain musicians, disseminated further a music that was already “global,” and helped to convince some that these (mostly) Black musicians were symbols of the U.S. — and not schoolchildren in Little Rock being attacked by angry mobs as they sought to desegregate public schools.
How were the working conditions of Black musicians changed by the formal end of Jim Crow?
As Jim Crow retreated, musicians gained more leverage. They became better able to avoid adhesion contracts with unscrupulous bosses and were better able to reclaim a portion of the wealth that their artistry had created.
Why was the international reception of jazz so markedly different from the way it was received domestically, particularly by white audiences in the U.S.?
Your query is harder to answer than it appears at first glance. My previous work has argued that contrary to consensus opinion, the formation of the U.S. in 1776 occurred not least because of a fervent desire to evade the logic of abolition that was growing in London (the 1619 Project just published by mostly Black journalists in the New York Times echoes this thesis). As such, slavery and its complement — hysterically hyperbolic “anti-Negro sentiment” — flourished in the republic and was hardly squashed by the Civil War. Dexter Gordon in Copenhagen; Art Farmer in Vienna; Randy Weston in Morocco; Yusef Lateef in Nigeria; Miles Davis in Paris; Ron Carter in Tokyo — all found more receptive audiences than what they encountered in their homeland, along with more respect for their artistry. The tangled history of the U.S. complicated the republic’s ability to emulate these global trends.
In the introduction of your book you note the difficulty of defining jazz, as well as the resistance of many musicians to do so. After writing Jazz and Justice, would you like to take a stab at it?
Some musicians object to the very term “jazz,” which is why in the book I often use the term accompanied by a bodyguard of quotation marks. The etymology of this word likely emerges from the seamy nature of bordellos and other sites of ill repute, and there are those who take umbrage at the notion that such an elevated art has such disreputable roots. As for a definition of this music itself, which — most likely — was born in the Mississippi River basin in the late 19th century (New Orleans, Memphis, St. Louis), I will point readers to the book itself and the sources upon which I rely.
[Anton Woronczuk is an editor at Truthout.]
Interested readers can purchase a copy of Jazz and Justice: Racism and the Political Economy of the Music from Monthly Review.
Copyright, Truthout. Reprinted with permission. May not be reprinted without permission.
Truthout publishes a variety of hard-hitting news stories and critical analysis pieces every day. To keep up-to-date, sign up for our newsletter by clicking here!
To unsubscribe, click here. | https://lists.portside.org/cgi-bin/listserv/wa?A3=ind1909a&L=PORTSIDE&E=quoted-printable&P=1022899&B=--_%3D_swift_v4_1567728303_f2d180464682da12255ae594946dfe25_%3D_&T=text%2Fhtml;%20charset=UTF-8 |
Sixty-six percent said they’d reject candidates who support the HHS mandate. Forty-four percent of them said they are “much less likely” to support a candidate who supports such restrictive efforts.
If you’re wondering what you can do to make a difference not just in this election but in our future understanding of liberty itself in the United States, commit yourself to educating on this issue.
Mitt Romney’s best moment on this issue was in Ohio in July when he said “I feel we’re all Catholic today.”
He explained that: The president and his administration said they are going to usurp your religious freedom by demanding that you provide products to your employees, if you’re the Catholic Church, that violates your own conscience.”
Read more from this story HERE. | http://joemiller.us/2012/09/religious-liberty-is-the-winning-issue-this-election/ |
While many UK universities have launched joint projects in China, the new campus of the University for the Creative Arts in Xiamen will be the first spearheaded by a non-Western vice-chancellor with years of working experience in the country.
Bashir Makhoul became the first Palestinian academic to head a British university when he was appointed vice-chancellor of UCA, whose UK campuses are spread across Kent and Surrey, in 2017. He is also a professional artist who maintains a studio in Beijing and continues to exhibit at museums there. His background comes through clearly in his views on creativity and artistic freedom, which are markedly different from those of many Western administrators.
“I have a very strong connection with Chinese culture, particularly art and design – and my experience informs my approach,” he told Times Higher Education.
One of his first tasks as UCA vice-chancellor was to propose its first overseas campus, in partnership with Xiamen University (XMU), where he was appointed as a visiting professor about a decade ago.
Some cultural institutions, such as the famed Juilliard School conservatory in New York, have been proactive in setting up China campuses to take advantage of a boom in arts education. However, academic freedom has been a sticking point in other Sino-Western partnerships. In October 2019, the US-based Wesleyan University pulled back from a potentially lucrative partnership with a Chinese film studio over academic freedom concerns.
When asked about freedom of expression, Professor Makhoul said that it was a topic he preferred to approach directly with his partners.
“When we began the conversation with Xiamen University, we took up a number of issues that might occur. This sense of ‘freedom of speech’, as we describe it in the West, came up and we discussed it,” he said.
“Freedom of speech is a question of interpretation, and every country interprets it in a different way. We can’t make everyone look and think the same. There’s not only one formula to freedom.”
The Institute of Creativity and Innovation at XMU, to be located in the mid-sized city of Xiamen on China’s southeast coast, will be Professor Makhoul’s third such project. Previously, he had played prominent roles in setting up the University of Southampton’s collaboration with Dalian Polytechnic University and the Birmingham Institute of Fashion and Creative Art, a partnership between Birmingham City University and Wuhan Textile University.
Professor Makhoul said that, despite the coronavirus epidemic, the institute in Xiamen is on track to start its inaugural term this September – although there may be slight delays depending on the status of the outbreak, he added. About 300 undergraduates are expected to enrol in programmes in digital media technology, visual communication design, advertising and environmental design.
The introduction of a UK-run arts institute at XMU – a university best known for its science, engineering and business schools – points to a relatively new drive towards interdisciplinarity in China, as well as the need to inject art, design and creativity into STEM and other fields.
“In the recent past, creativity wasn’t engaged in the same way that it was in the West. It wasn’t as central to development,” Professor Makhoul said.
Zhang Rong, the XMU president who has worked closely on this project, has spoken before on the importance of universities strengthening their capabilities in innovation, culture, creativity and international exchanges, in comments made on the sidelines of the 2018 National People’s Congress.
Xi Jinping, China’s president, also addressed the need for creativity while addressing the country’s main science and engineering academies that year.
“Xi Jinping’s announcement was that innovation and creativity were central to the economy and the people. That resonates,” Professor Makhoul said. “Creativity and innovation are infused in everything we do, whether it is in engineering or law. Without creativity, none of those fields can improve or engage in problem solving.”
Professor Makhoul’s own background is in fine art, a field he has seen take off in China, both academically and commercially. “I’ve seen the speed of development in the cultural arena, particularly in the arts,” he said.
The boom in arts education is tied to the larger development of China’s cultural industries. For example, the number of museums in China has increased sevenfold from about 350 in the late 1970s to more than 5,000 today.
Professor Makhoul saw the new investment – both in cultural institutions and in arts education – as part of a plan to promote China’s soft power to the world.
“Without a doubt, they really want to make a difference to the image of China, by emphasising a strong heritage that goes back [many] years,” he said. “Culture doesn’t come out of nothing.”
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Susan thought, "If I read 15 pages a day, I will read the whole book in 8 days. “How many pages would she have to read a day if she wanted to finish the book on the 6th day from the start of reading? And how many pages does the book have?
- Everyone drinks the same
24 bricklayers drink 72 beverage bottles a day at the construction site. How many bottles would 19 bricklayers need? Everyone drinks the same.
- Olive seeds
5 kg of oil is pressed from 100 kg of seeds. How many kgs of seeds do we need to produce 85 kg of oil?
- A family
A family of four consumes 220 liters of water a day. How many hectoliters of water are consumed by 68 tenants per day?
- Reading
If I read 15 pages a day, I will read the whole book in 18 days. How long will it take to read a book if I only read 9 pages every day?
- Shoemaker
Both the shoemaker and his apprentice repaired his shoes. The apprentice worked for 6 days and repaired 10 pairs of shoes every day. The shoemaker did the same job in 4 days. How many pairs of shoes did the shoemaker repair per day?
- Book reading
Suzan reads a book. If she read half an hour a day, she would read it in nine days. How many minutes does he have to read a day if he wants to read it three days earlier?
- Six workers
Six workers earned a total of CZK 12,600 per week on the construction site (5 working days). How much do 7 workers earn in 10 days with the same daily average salary?
- Five combers
Five combers harvest 12 rows of strawberries in 4 hours. How many rows of strawberries will two combers harvest in 10 hours?
- Cable car
The cable car will carry 1280 passengers in 40 minutes. How many people will be transported in 2.5 hours?
- Brass
Brass is an alloy of copper and zinc in a ratio of 3: 2. How many grams does a component that required 270 g of copper weigh?
- The farmer
The farmer calculated that the supply of fodder for his 20 cows was enough for 60 days. He decided to sell 2 cows and a third of the feed. How long will the feed for the rest of the peasant's herd last?
- A bucket
A bucket has 4 liters of water in it when it is 2/5 full. How much can it hold?
- The orchard
4 temporary workers harvested the orchard in 9 days. How many temporary workers we need for six days?
- A lot of hay
Martin's grandfather weighed a lot of hay and calculated that for 15 rabbits, it last in 100 days. How many days will this lot be enough for 25 rabbits?
- Snack
CZK 450 was paid for a snack for 30 pupils. How many CZK will we pay for the same snack for 28 pupils?
- The bakery
The bakery baked 325 cakes from 25kg flour. How many kg of flour do they need to bake 195 pieces of such cakes?
- A filter
It is a pool with a volume of 3500 liters. The filter filters at 4m cubic per hour. How many minutes would it filter the entire pool?
- Eight masons
Eight masons will plaster a wall with an area of 1440 m2 in 9 days. They work 8 hours a day. How much area will plaster 6 masons in 4 hours?
- Painters
Ten painters paint the school in 20 days. How many days do four painters paint the school at the same pace of work?
Do you have an interesting mathematical word problem that you can't solve? Submit a math problem, and we can try to solve it.
Direct relationship - math problems. Examples for 7th grade (seventh). | https://www.hackmath.net/en/word-math-problems/direct-relationship?tag_id=102 |
Virus infects 50 Mac computers at AU
A computer virus has infected over 50 Mac computers at AU, according to a memo sent out by the Office of Information Technology on April 11.
The virus, called Flashback or Flashfake, takes advantage of out-of-date Java software on computers and installs malicious software. The software allows an external source to control the computer remotely without the owner’s knowledge, according to Eric Weakland, the director of Information Security at AU.
“This is a problem because then the controllers can do anything they want on your computer: from showing you unwanted ads, all the way to stealing information from you like credit card numbers or your username and password,” Weakland said.
Flashback has infected over 600,000 computers worldwide and was first discovered in September 2011.
Apple released an update fixing the software weakness on April 3. OIT said AU students should update their computer’s software to prevent the virus from infecting their computer.
OIT is identifying which computers have been affected by the virus, notifying the owners and helping them fix the problem, as well as protecting the virus from spreading through AU’s network. | https://www.theeagleonline.com/article/2012/04/virus-infects-50-mac-computers-at-au |
Last Updated on May 19, 2022
How Do Interest Rates Work On Student Loans?
Student loans are a great way to help you pay for your education, but they can be overwhelming, especially if you’re not sure how interest rates work on student loans. We’ve got the answers.
First things first: what is a student loan? A student loan is a type of financial aid that helps you pay for college or vocational school by giving you access to funds that aren’t offered by scholarships or grants alone. The money comes from different sources, including both private companies and government organizations like the Department of Education (DOE).
How does interest work on student loans? If your loan was provided through the DOE, then the interest rate will be set based on the current federal rate set by Congress every July 1st. These rates vary depending on various factors including inflation and economic growth in general. If your loan came from another source (like a bank or other lender), then it may have its own policy regarding how much interest should be paid back each month or even year depending on how much time has passed since graduation day!
How Does Interest Rate Work On Student Loans
To better understand how student loan interest works, let’s start by defining what “interest” means.
Interest on a loan of any kind – college, car, mortgage, etc. – is, essentially, what it costs to borrow money. It is calculated as a percentage of the principal (the amount you borrow), and this percentage is what’s known as your interest rate.
How does student loan interest work when paying back your loans?
Student loan interest rates can be fixed (unchanging for the life of the loan) or variable (fluctuating throughout the life of the loan). In both cases, the lower the interest rate, the less you’ll owe on top of the principal, which can make a big difference in the total amount you’ll owe on your loan over time. Federal loan interest rates remain fixed for the life of the loan. Private student loans vary by lender, but most lenders offer both variable and fixed interest rates.
A student loan is often a long-term commitment, so it’s important to review all of the terms of your promissory note (sometimes called a credit agreement) before signing. This note is just how it sounds – an agreement or promise you make to pay back your loan within the parameters laid out by your lender.
Terms in a credit agreement include:
- Amount borrowed
- Interest rate
- How interest accrues (daily vs. monthly)
- First payment due date
- Payment schedule (how many payments – or “installments” – it will take to pay back the loan in full)
Your student loan will not be considered repaid in full until you pay back both the principal and the interest. To better understand how these costs combine, let’s dive into some common questions about student loan interest.
Your interest rate is determined by your lender. In most cases, if you’re considered a riskier candidate (and many students are, simply because they lack credit histories and steady incomes), the loan can be more expensive by way of a higher interest rate. To help secure a lower interest rate, students often apply with a cosigner. It might be difficult, but it’s not impossible to get a private student loan without a cosigner.
This applies more to private student loans than federal student loans, which have a separate application process that does not always consider the credit worthiness of applicants.
How is interest calculated on federal student loans?
Federal student loans, which are issued by the government, have a fixed interest rate (unchanging for the life of the loan), which is determined at the start of the school year. The rate determination is set in law by Congress.
Federal student loans and simple daily interest
Federal student loans adhere to a simple daily interest formula, which calculates interest on the loan daily (as opposed to being compounded monthly).
Since federal student loans are issued annually (and they don’t calculate your yearly balance for you), it’s fairly simple to calculate the amount of interest you’ll owe that year. Just take your annual loan amount (the principal), multiply it by your fixed interest rate, then divide that amount by 365:
Principal x Interest Rate / 365
Example:$5000 x 5% / 365 = 0.68 (68 cents per day will accrue on this loan)
With these stabilized variables, interest on federal student loans can be easier to calculate and predict than interest on private student loans. However, since both types of loans might be required to cover costs, it’s a good idea to understand how interest works on both.
How is interest calculated on private student loans?
Private student loans, which are issued by banks, credit unions, and other non-government entities, can have either fixed or variable interest rates, which can fluctuate during the life of a loan.
Student loan interest rates can vary from lender to lender, to get a better understanding, let’s take a look at an example.
If your loan balance is $2,000 with a 5% interest rate, your daily interest is $2.80.
1. First we calculate the daily interest rate by dividing the annual student loan interest rate by the number of days in the year.
.05 / 365.25 = 0.00014, or 0.014%
2. Then we calculate the amount of interest a loan accrues per day by multiplying the remaining loan balance by the daily interest rate.
$20,000 x 0.00014 = $2.80
3. We find the monthly interest accrued by multiplying the daily interest amount by the number of days since the last payment.
$2.80 x 30 = $84
So, in the first month, you’ll owe about $84 ($2.80 x 30) in monthly interest. Until you start making payments, you’ll continue to accumulate about $84 in interest per month.
Be sure to keep in mind that as you pay off your principal loan balance, the amount of interest you’re paying each month will decrease.
student loan interest freeze
On April 6, the White House released a press briefing announcing the U.S. Department of Education was extending the forbearance on student loan repayment, interest and collections through Aug. 31, 2022.
President Biden said in extending the COVID-19 national emergency, he recognized that the U.S. was still recovering from the pandemic. And that while we are doing better than we were a year ago, we aren’t there yet. Recent Federal Reserve data suggests “millions of student loan borrowers would face significant economic hardship, and delinquencies and defaults could threaten Americans’ financial stability,” if loan payments resumed May 1, 2022.
Originally, an executive order from former President Trump had the Federal Student Aid office suspend monthly loan payments, collections on defaulted loans and reduce the interest rate to 0%, on March 13, 2020. Then the CARES Act made these provisions into law a week later and remain until Sept. 30, 2020. Since then the freeze has been extended numerous times.
Prepping for when student loan payments resume
Only time will tell. The Department of Education said it will reassess things and continue to do so until it is feasible for student loan borrowers to start paying back their loans.
Another key factor is when payments resume, those who previously had delinquencies or defaulted on their loans will have their slates wiped clean. The government is hoping that by doing this, borrowers will be in a better place to start paying their loans back because they won’t be restarting on a deficit.
In the press briefing, Biden said he wants borrowers to work with the Department of Education to make a plan for when payments resume. He gave looking into Public Service Loan Forgiveness as one option open to borrowers, and said he and Vice President Harris will continue to support borrowers in need and believe that this pause will be “a continued lifeline” as the U.S. recovers from the pandemic. | https://infolearners.com/how-does-interest-rate-work-on-student-loans/ |
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abstract: 'State-of-the-art [*ab initio*]{} techniques have been applied to compute the potential energy surface for the lithium atom interacting with the lithium hydride molecule in the Born-Oppenheimer approximation. The interaction potential was obtained using a combination of the explicitly correlated unrestricted coupled-cluster method with single, double, and noniterative triple excitations \[UCCSD(T)–F12\] for the core-core and core-valence correlation and full configuration interaction for the valence-valence correlation. The potential energy surface has a global minimum 8743 cm$^{-1}$ deep if the Li–H bond length is held fixed at the monomer equilibrium distance or 8825 cm$^{-1}$ deep if it is allowed to vary. In order to evaluate the performance of the conventional CCSD(T) approach, calculations were carried out using correlation-consistent polarized valence $X$-tuple-zeta basis sets, with $X$ ranging from 2 to 5, and a very large set of bond functions. Using simple two-point extrapolations based on the single-power laws $X^{-2}$ and $X^{-3}$ for the orbital basis sets, we were able to reproduce the CCSD(T)–F12 results for the characteristic points of the potential with an error of 0.49% at worst. The contribution beyond the CCSD(T)–F12 model, obtained from full configuration interaction (FCI) calculations for the valence-valence correlation, was shown to be very small, and the error bars on the potential were estimated. At linear LiH–Li geometries the ground-state potential shows an avoided crossing with an ion-pair potential. The energy difference between the ground-state and excited-state potentials at the avoided crossing is only 94 cm$^{-1}$. Using both adiabatic and diabatic pictures we analyse the interaction between the two potential energy surfaces and its possible impact on the collisional dynamics. When the LiH bond is allowed to vary, a seam of conical intersections appears at $C_{\rm 2v}$ geometries. At the linear LiH–Li geometry, the conical intersection is at a Li–H distance which is only slightly larger than the monomer equilibrium distance, but for nonlinear geometries it quickly shifts to Li–H distances that are well outside the classical turning points of the ground-state potential of LiH. This suggests that the conical intersection will have little impact on the dynamics of Li–LiH collisions at ultralow temperatures. Finally, the reaction channels for the exchange and insertion reactions are also analyzed, and found to be unimportant for the dynamics.'
author:
- Wojciech Skomorowski
- Filip Pawłowski
- Tatiana Korona
- Robert Moszynski
- 'Piotr S. [Ż]{}uchowski'
- 'Jeremy M. Hutson'
title: 'Interaction between LiH molecule and Li atom from state-of-the-art electronic structure calculations'
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Introduction {#sec1}
============
Ultracold molecules offer new opportunities for scientific exploration, including studies of molecular Bose-Einstein condensates, novel quantum phases, and ultracold chemistry. For molecular interactions that take place at microKelvin temperatures, even the smallest activation energy exceeds the available thermal energy. This opens up new possibilities for controlling the pathways of chemical reactions (see, e.g., Ref. [@Krems:08]).
A major objective of current experiments on cold molecules is to achieve quantum degeneracy, particularly for polar molecules. Two approaches are being pursued: indirect methods, in which molecules are formed from pre-cooled atomic gases, and direct methods, in which molecules are cooled from room temperature. There have been very substantial recent advances, particularly in indirect methods. In particular, the JILA [@Ni:KRb:2008] and Innsbruck [@Danzl:ground:2010] groups have formed deeply bound ground-state molecules at temperatures below 1 $\mu$K, by magnetoassociation of pairs of ultracold atoms followed by coherent state transfer with lasers. Methods that form ultracold molecules from ultracold atoms are however restricted at present to species formed from heavy alkali-metal atoms.
Direct methods, such as buffer-gas cooling [@Doyle:98], Stark deceleration [@Meijer:99], crossed-beam collisional cooling [@Elioff] and Maxwell extraction [@Buuren], are applicable to a much larger variety of chemically interesting molecules. However, these methods cannot yet reach temperatures below 10 to 100 mK. Finding a way to cool these molecules further, below 1 mK, is one of the biggest challenges facing the field. The most promising possibility is so-called sympathetic cooling, in which cold molecules are introduced into an ultracold atomic gas and thermalize with it. Sympathetic cooling has been successfully used to achieve Fermi degeneracy in $^6$Li [@DeMarco:1999] and Bose-Einstein condensation in $^{41}$K [@Modugno:2001], and for producing ultracold ions [@Zipkes2010; @Zipkes2010a; @Schmid]. However, it has not yet been achieved for molecular systems, although there are theoretical proposals for experiments in which ultracold NH or ND$_3$ molecules are obtained by collisions with a bath of colder atoms such as Rb, Mg or N [@Zuchowski:NH3:2009; @Soldan:MgNH:2009; @Wallis:MgNH:2009].
The group at Imperial College London recently succeeded in producing samples of cold LiH molecules in the first rotationally excited state [@Tokunaga:2007; @Tokunaga:2009] using Stark deceleration. LiH is an attractive molecule for cooling, since it has large dipole moment and light mass, so that it can be controlled easily with fields. It has a relatively large rotational constant (7.5 cm$^{-1}$), which opens up the possibility of producing cold molecules in a single excited rotational state. There is proposal to produce ultracold LiH molecules by sympathetic cooling with Li [@Tarbutt:privatecomm]. However, sympathetic cooling can be successful only if the rate of elastic (thermalization) collisions is large compared to the rate of inelastic (deexcitation) collisions, which cause trap loss. The main objects of the present paper are to explore the interaction between Li atoms and LiH molecules, to understand the nature of the interaction between these two species, and to obtain a detailed and accurate potential energy surface for the Li–LiH system.
The results of scattering calculations at ultralow temperature are very sensitive to the details of the interaction potential [@Zuchowski:NH3:2009; @Wallis:MgNH:2009]. For systems containing heavy atoms, the methods of quantum chemistry currently available cannot generate interaction potentials with accuracy better than a few percent. This limitation is caused by approximate treatments of correlation effects and relativistic contributions. With potential energy surfaces of moderate precision, it is usually possible to extract only qualitative information from low-energy collision calculations. By contrast, Li–LiH is a light system containing only 7 electrons and state-of-the-art [*ab initio*]{} electronic structure calculations can be performed with no significant approximations. It therefore offers a unique possibility to produce a very precise interaction potential, which will allow a quantitative description of Li–LiH collision dynamics, even in the ultralow temperature regime.
In electronic structure calculations one aims at approaching the exact solution of the Schr[ö]{}dinger equation, as closely as possible within the algebraic approximation. In practice, this is accomplished by combining hierarchies of one-electron and $N$-electron expansions. The accuracy increases across the hierarchies in a systematic manner, allowing the errors in the calculations to be controlled and a systematic approach to the the exact solution to be achieved. The standard $N$-electron hierarchy employed in electronic structure calculations consists of the Hartree-Fock (HF), second-order Møller-Plesset perturbation theory (MP2), coupled-cluster with single and double excitations (CCSD), and coupled-cluster with single, double, and approximate noniterative triple excitations \[CCSD(T)\] models, with the latter recovering most of the correlation energy. Thus, CCSD(T) constitutes a robust and accurate computational tool nowadays. All these models are size-consistent, which means that the interaction potential shows the correct dissociation behaviour at large intermolecular distances. In contrast, methods based on the configuration interaction approach with a restricted excitation space like multireference configuration interaction limited to single and double excitations (MRCISD) are not size-consistent and therefore they are not well suited for calculations of the interaction energy. The most popular example of a one-electron hierarchy is the family of Dunning correlation-consistent polarized valence basis sets, cc-pV$X$Z [@Dunning:89] with the cardinal number $X$ going from D (double-zeta), through T indicating triple-zeta, and so on. These have successfully been combined with the HF, MP2, CCSD, CCSD(T) hierarchy of wave function models for the calculation of various molecular properties [@electronic_energies; @basis; @static_dipole_moments]. The basis-set limit, corresponding to $X\to\infty$, may be approached either by extrapolating the results obtained with finite cardinal numbers towards infinite $X$ [@extrap1; @extrap2], or by replacing the standard one-electron hierarchy by explicitly-correlated methods, such as CCSD–F12 and CCSD(T)–F12 [@skhv08a; @skhv08b; @Koehn:2008; @tknh07; @bokhan2008; @tkh2008], in which the interelectron distance $r_{12}$ is explicitly introduced into the wave function[@Kutzelnigg:1985; @Klopper:1987; @Ten-no:2004]. The F12 methods have recently been implemented efficiently [@efficient_ccsd_f12; @ccf12; @F12Rev; @F12Rev_Tew] and shown to accelerate the convergence towards the basis-set limit for a number of properties [@response_properties_from_f12; @nh07; @geometries_and_frequencies_from_f12].
In the present paper, we combine all-electron spin-unrestricted CCSD(T)–F12 calculations with frozen-core FCI calculations to yield a highly accurate best estimate of the Li–LiH interaction potential. We also compare the F12 interaction energies with results obtained from standard (not explicitly correlated) CCSD(T) calculations. We then characterize the ground-state potential, analyze possible interactions with excited states, and investigate channels for reactive collisions.
Computational Details {#sec2}
=====================
We have calculated the interaction energies between the lithium atom and the lithium hydride molecule in Jacobi coordinates ($R,r,\theta$), defined for the isotopic combination $^7$Li–$^7$Li$^1$H. Calculations were performed for states of $^2A^\prime$ symmetry in the $C_{s}$ point group. The LiH bond distance, $r$, was initially kept frozen at the LiH monomer equilibrium distance of 3.014 bohr [@lihre]. The distance $R$ between Li and the center of mass of LiH ranged from 3.0 to 10.0 bohr with an interval of 0.5 bohr, and then from 11.0 to 20.0 bohr with an interval of 1.0 bohr. Additional distances of 30.0, 40.0, and 50.0 bohr were also used. The angle $\theta$, between the vector pointing from Li to H in the LiH molecule and the vector pointing from the center of mass of the molecule to the Li atom, was varied from $0^{\circ}$ to $180^{\circ}$ with an interval of $15^{\circ}$; $\theta=0^{\circ}$ corresponds to Li–H—Li configurations. We thus used a total of 28 intermonomer distances, $R$, which combined with the 13 values of $\theta$ yielded 364 grid points on the two-dimensional interaction energy surface.
Calculations with uncorrelated basis functions were carried out using the unrestricted version of the coupled-cluster model CCSD(T) with Dunning’s cc-pV$X$Z(-mid) basis sets with $X=$ D, T, Q, 5, where mid indicates the inclusion of an additional set of basis functions, the so-called midbond-95 set [@mid_partridge], placed at the middle of the Li–LiH distance $R$. All electrons were correlated in these calculations. Additionally, for the purpose of comparison with the FCI results (see below), the frozen-core approximation ($1\sigma_{\mathrm{LiH}}$ and $1s_{\mathrm{Li}}$ orbitals kept frozen) was used for the cc-pVQZ basis. All these calculations were carried out using the [molpro]{} package [@MOLPRO2008]. The full basis set of the dimer was used in the supermolecular calculations and the Boys and Bernardi scheme [@Boys:70] was used to correct for basis-set superposition error.
The explicitly correlated spin-unrestricted CCSD–F12 and CCSD(T)–F12 [@ccf12; @kw08; @efficient_ccsd_f12; @kaw2009] calculations were carried out with the [molpro]{} code [@MOLPRO2008] to establish the CCSD and CCSD(T) basis-set limits for the LiH–Li interaction. We chose to use the F12b variant [@ccf12; @kaw2009] of the explicitly correlated spin-unrestricted energy implemented in the [molpro]{} code. Employing the fixed-amplitude ansatz for the F12 wave function ensured the orbital invariance and size-consistency of the CCSD-F12 and CCSD(T)-F12 results. The QZVPP basis set [@def2] was employed as the orbital basis in the F12 calculations. The corresponding QZVPP-jk basis set [@jk] was used as the auxiliary basis for the density-fitting approximation [@df1; @kw08] for many-electron integrals, while the uncontracted version of the QZVPP-jk basis was used to approximate the Resolution-of-Identity in the F12 integrals [@ks2002; @v2004]. In addition, the valence correlation in the dimer was described with the full configuration interaction method (FCI). The FCI and standard CCSD(T) calculations in the frozen-core approximation were carried out using the cc-pVQZ basis. The [dalton]{} package [@dalton20] and the [lucia]{} program [@lucia] were combined to yield the FCI results.
To calculate potential energy surface $V(R,\theta)$ with the LiH bond length kept fixed at its equilibrium value we used computational scheme which was previously applied in theoretical studies of the ground and excited states of the calcium dimer [@buss0; @buss1; @buss2; @buss3; @Koch:08]. The potential $V(R,\theta)$ was constructed according to the following expression: $$V(R,\theta) =
V^{\rm CCSD(T)-F12}(R,\theta) + \delta V_{\rm v-v}^{\rm FCI}(R,\theta)
\label{Pig}$$ where $V^{\rm CCSD(T)-F12}(R,\theta)$ contribution was obtained from all-electron CCSD(T)-F12 calculations, while the correction for the valence-valance correlation beyond the CCSD(T)-F12 level, $\delta V_{\rm v-v}^{\rm FCI}(R,\theta)$, was calculated in an orbital cc-pVQZ basis set. Both terms, $V^{\rm CCSD(T)-F12}(R,\theta)$ and $\delta V_{\rm v-v}^{\rm
FCI}(R,\theta)$, were obtained from the standard expressions for the supermolecule interaction energy, as given in Ref. [@buss3].
The long-range asymptotic form of the potentials is of primary importance for cold collisions. We have therefore computed the leading long-range coefficients that describe the induction and dispersion interactions up to and including $R^{-10}$ and $l=4$ terms, $$V(R,\theta)= -\sum_{n=6}^{10}\sum_{l=0}^{n-4}
\frac{C_n^l}{R^n}P_l(\cos\theta),
\label{lr1}$$ where $l$ is even/odd for $n$ even/odd, and $C_n^l=C_n^l({\rm ind})+C_n^l({\rm disp})$. The long-range coefficients $C_n^l({\rm ind})$ and $C_n^l({\rm disp})$ are given by the standard expressions (see, e.g., Refs. [@Jeziorski:94; @Moszynski:08]). The multipole moments and polarizabilities of LiH were computed with the recently introduced explicitly connected representation of the expectation value and polarization propagator within the coupled-cluster method [@Jeziorski:93; @Moszynski:05; @Korona:06a], while the Li polarizabilities (both static and at imaginary frequencies) were taken from highly accurate relativistic calculations from Derevianko and coworkers [@Derevianko:10].
The interaction potentials were interpolated between calculated points using the reproducing kernel Hilbert space method (RKHS) [@rkhs] with the asymptotics fixed using the [*ab initio*]{} long-range Van der Waals coefficients. The switching function of Ref. [@Janssen] was used to join the RKHS interpolation smoothly with the Van der Waals part in the interval between $R_a=18$ and $R_b=26$ bohr.
Convergence of the Li–LiH interaction potential towards the exact solution
==========================================================================
In sec. \[sub1\] we analyze the convergence of the Li–LiH interaction potential with respect to the one-electron and $N$-electron hierarchies. Based on the analysis, we give in sec. \[sub2\] our best estimate for the ground-state interaction potential with the Li–H bond length fixed at its monomer equilibrium value. The features of the potential are presented in sec. \[sub3\].
Convergence of the one-electron and $N$-electron hierarchies {#sub1}
------------------------------------------------------------
In order to investigate the saturation of the Li–LiH interaction energy in the one-electron space, we have analyzed three characteristic points of the Li–LiH potential (the global minimum, the saddle point, the local minimum, and one point very close to the avoided crossing: $R=5.5$ bohr and $\theta=0.0^\circ$). The characteristic points were obtained from the potentials calculated at the CCSD(T) / cc-pV$X$Z-mid level of theory, for $X =$ D, T, Q, and 5. The interaction energies were then compared to the corresponding energies of the spin-unrestricted CCSD(T)-F12 / QZVPP potential (approximation F12b), which serves as the basis-set limit. To evaluate the accuracy of the pure one-electron basis ([*not*]{} explicitly correlated), the relative percentage errors, $\Delta_{\rm F12b} = (V^{{\rm cc-pV}X{\rm
Z}} - V^{\rm F12b}) \, / \, |V^{\rm F12b}| \, \cdot
\, 100\%$, were determined for each $X$ at every characteristic point. The results are given in Table \[tab0\].
We have also evaluated the characteristic points from the extrapolated interaction energy surfaces, which were generated as follows: at each grid point, the extrapolated [*total*]{} energies for Li, LiH, and Li–LiH were obtained by adding the Hartree-Fock energy calculated with cardinal number $X$ to the extrapolated correlation energy, $E^{\rm
corr}_{(X-1)X}$, obtained from the two-point extrapolation formula [@extrap1; @extrap2], $$\label{extrapol}
E^{\rm corr}_{(X-1)X} = E^{\rm corr}_X + \frac{E^{\rm corr}_X
- E^{\rm corr}_{(X-1)}}{[1-(X)^{-1}]^{-\alpha}-1},$$ where $E^{\rm corr}_{(X-1)}$ and $E^{\rm corr}_X$ are the correlation energies obtained for two consecutive cardinal numbers, $(X-1)$ and $X$, respectively. The final extrapolated interaction energy at a single grid point is obtained by subtracting the Li and LiH extrapolated total energies from the Li–LiH extrapolated total energy. We used the values $\alpha = 2$ and $\alpha = 3$, which were recommended by Jeziorska [*et al.*]{} in their helium dimer study [@mj1; @mj2] as the ones most suited for extrapolating all the components of the interaction energy. The energies of the characteristic points obtained in this way were compared with the CCSD(T)-F12 / QZVPP results and the corresponding values of $\Delta_{\rm F12b}$ are included in Table \[tab0\].
The relative percentage errors, $\Delta_{\rm F12b}$, are plotted in Fig. \[fig1\] for both plain (non-extrapolated) and extrapolated characteristic points. For the global minimum, the plain cc-pV$X$Z results approach the basis-set limit from above and the convergence is smooth and fast: the error is reduced by a factor of 2 to 3 for each increment in $X$. The extrapolation accelerates the convergence: the $(X-1)X$ extrapolated interaction energies have a quality at least that of the plain cc-pV$(X+1)$Z results. Though the extrapolation with $\alpha = 2$ seems to be more efficient than that with $\alpha = 3$ for the DT and TQ cases, it actually overshoots the basis-set limit when the Q and 5 cardinal numbers are used. More importantly, using $\alpha=2$ leads to irregular behaviour: the Q5 extrapolation results in a lower quality than the TQ extrapolation. In contrast, extrapolation with $\alpha=3$, though slightly less efficient for low cardinal numbers, exhibits highly systematic behaviour and leads to an error as small as 0.01% for the Q5 extrapolation.
Similar behaviour of the extrapolation schemes is observed for the point near the avoided crossing. Both extrapolations, with $\alpha=2$ and $\alpha=3$, converge smoothly towards the basis-set limit, but the convergence is not as fast as in the case of the global minimum. In contrast to the global minimum, there is no problem here with overshooting the basis-set limit. For each pair of cardinal numbers $(X-1)X$ the extrapolation with $\alpha=2$ gives results slightly more favourable than using $\alpha=3$, with the smallest error of $0.19\%$ for the Q5 extrapolation.
For the saddle point and local minimum, the convergence of the relative errors is not as smooth as for the global minimum: the relative error for $X$=D is surprisingly small. This is obviously accidental and does not reflect particularly high quality of the cc-pVDZ basis set. Indeed, when the cc-pVDZ results are employed in Eq. (\[extrapol\]), the extrapolation worsens the accuracy: the errors for the DT extrapolation are much larger than the errors for both the $X$=D and $X$=T plain results, independent of the value of the $\alpha$ extrapolation parameter. Starting from $X$=T, the plain results smoothly approach the basis-set limit, though the convergence is clearly slower than in the case of the global minimum. The extrapolation with $\alpha = 2$ is unsystematic and unpredictable, as in the case of the global minimum, while that with $\alpha = 3$ smoothly approaches the basis-set limit. The errors of the Q5 extrapolation with $\alpha=3$ are $-0.49\%$ for the saddle point and $-0.13\%$ for the local minimum.
Patkowski and Szalewicz [@Patkowski:2010] recently investigated Ar$_2$ with the CCSD(T)-F12 method. They found that the F12a and F12b variants [@ccf12] gave significantly different results. They also concluded that, for Ar$_2$, calculations with explicitly correlated functions cannot yet compete with calculations employing extrapolation based on conventional orbital basis sets. Indeed, while their orbital results converged smoothly towards the extrapolated results, the CCSD(T)-F12a and CCSD(T)-F12b results behaved erratically with respect to both the orbital and the extrapolated results. Table \[tab0\] shows that this is not the case for the Li–LiH system. In our case the CCSD(T)-F12a and CCSD(T)-F12b results are quite similar and are fully consistent with the plain and extrapolated results with conventional basis sets. It should be stressed, however, that Ar$_2$ is bound mostly by dispersion forces, while the main source of the bonding in Li–LiH is the induction energy, which is less sensitive to the basis-set quality. This may at least partly explain the success of the CCSD(T)-F12 calculations for Li–LiH.
Finally, it is important to note here that, while the interaction energy at the characteristic points varies considerably with the basis set and extrapolation method, the positions of the points (i.e., the distance $R$ and angle $\theta$ at which the characteristic points occur) remain practically unaffected by the choice of the basis set and extrapolation scheme.
To analyze the convergence of the CCSD and CCSD(T) models in the $N$-electron space, Fig. \[fig2\] compares the characteristic points (global minimum, saddle point, local minimum, and near the avoided crossing) of the Li–LiH potential calculated at the CCSD / cc-pVQZ and CCSD(T) / cc-pVQZ levels of theory with the characteristic points obtained at the FCI / cc-pVQZ level. The $1\sigma_{\mathrm{LiH}}$ and $1s_{\mathrm{Li}}$ orbitals were kept frozen in the calculations. As expected, the $N$-electron error is reduced by a factor of 3 to 4 when the approximate triples correction is included in the calculations. It can also be seen from the figure that the global minimum is the most sensitive and the local minimum is the least sensitive to the description of the electron correlation.
The best estimate of the ground-state Li–LiH potential energy surface {#sub2}
---------------------------------------------------------------------
Because of the negligible one-electron error in the CCSD(T)–F12 calculations and to the rather large basis set used in the FCI / cc-pVQZ calculations, and assuming that the one-electron and $N$-electron errors are approximately independent, the best estimate of the ground-state interaction energy surface for the LiH-Li is $$\label{best}
V^{\rm best} = V^{\rm CCSD(T)-F12} + \delta V_{\rm v-v}^{\rm FCI} + \delta V^{\rm FCI},$$ where $V^{\rm CCSD(T)-F12}$ is the CCSD(T) basis-set limit energy (i.e., the CCSD(T)-F12 result) and the FCI correction, $\delta V_{\rm v-v}^{\rm
FCI}$, is obtained by subtracting the CCSD(T) / cc-pVQZ energy from the FCI / cc-pVQZ energy, both calculated in the frozen-core approximation. The quantity $\delta V^{\rm FCI}$ accounts for the last remaining correction (in the non-relativistic limit), namely the effects of core-core and core-valence correlation in the FCI / cc-pVQZ calculations, $$\delta V^{\rm FCI} = \delta V^{\rm FCI}_{\rm all-all} - \delta V^{\rm FCI}_{\rm v-v},$$ where the subscript “all” refers to all electrons correlated.
The quantity $\delta V^{\rm FCI}$ is a measure of the uncertainty in our best estimate $V^{\rm best}$. To estimate this, we may safely assume that $\delta V^{\rm FCI}$ is at most as large as the corresponding $\delta V^{\rm (T)}$, $$\label{assumptionT}
\delta V^{\rm FCI} \le \delta V^{\rm (T)} = \delta V^{\rm (T)}_{\rm all-all} -
\delta V^{\rm (T)}_{\rm v-v},$$ where $$\delta V^{\rm (T)}_{\rm all-all} = V^{\rm CCSD(T)}_{\rm all-all} - V^{\rm CCSD}_{\rm all-all}$$ $$\delta V^{\rm (T)}_{\rm v-v} = V^{\rm CCSD(T)}_{\rm v-v} - V^{\rm CCSD}_{\rm v-v},$$ with $V^{\rm CCSD(T)}_{\rm all-all}$, $V^{\rm CCSD}_{\rm all-all}$, $V^{\rm
CCSD(T)}_{\rm v-v}$, and $V^{\rm CCSD}_{\rm v-v}$ denoting interaction energies calculated at the CCSD(T) / cc-pVQZ or CCSD / cc-pVQZ level, correlating all electrons or using the frozen-core approximation, as appropriate. As can be seen from Fig. \[fig2\], the differences between CCSD(T) and CCSD are, for the characteristic points of the potential, 2 to 3 times larger (and for the rest of the potential at least 1.5 times larger) than the differences between FCI and CCSD(T). Eq. (\[assumptionT\]) is therefore actually a conservative estimate for $\delta V^{\rm FCI}$. The root mean square error for $\delta V^{\rm (T)} / \delta V^{\rm (T)}_{\rm all-all}$, over the whole potential is $4.1\%$. We thus consider that our best estimate of the ground-state interaction energy for LiH–Li, Eq. (\[best\]), has a (conservative) total uncertainty of $5\%$ of the FCI correction ($\delta V^{\rm FCI}_{\rm v-v}$). The analysis of the Li–LiH potential in the remainder of this paper is based on the interaction energies obtained using Eq. (\[best\]), unless otherwise stated.
To justify our error estimation we have performed calculations with all electron correlated at the FCI level for the set of characteristic points of the potential. Due to the immense memory requirements of the FCI calculations with seven electrons we were able to apply the cc-pVDZ basis set only. The FCI/cc-pVDZ results together with the CCSD(T)/cc-pVDZ, both with and without the frozen-core approximation, are presented in Table \[tabF\]. The error in the FCI correction calculated with frozen core is as small as 0.76 % for the examined points. We may see that the approximation with the FCI valence correction added to CCSD(T), Eq. (\[Pig\]), reproduces the exact FCI results with accuracy better than 1% of the FCI correction ($\delta V^{\rm FCI}_{\rm v-v}$). This confirms our estimate of $5\%$ uncertainty in the FCI correction $\delta V^{\rm FCI}_{\rm v-v}$.
Features of the ground-state potential energy surface {#sub3}
-----------------------------------------------------
In Table \[tab1\] we have listed the characteristic points of the potential energy surfaces of the ground state, which correlates at long range with Li($^2$S) + LiH (${\rm X}\, ^1\Sigma^+$), and the first excited state, which correlates at the long range with Li($^2$P) + LiH (${\rm X}\, ^1\Sigma^+$). Both these states are of $^2A^\prime$ symmetry in the $C_{s}$ point group. The latter is included in Table \[tab1\] since, as will be discussed in the next section, it shows an avoided crossing with the ground-state potential for the linear LiH–Li geometry. Table \[tab1\] shows that the interaction potential for the ground state of Li–LiH is deeply bound, with a binding energy of 8743 cm$^{-1}$ at the global minimum. The global minimum is located at a skew geometry with $R_e$=4.40 bohr and $\theta_e$=46.5$^\circ$, and is separated by a barrier around $R$=6.3 bohr and $\theta$=136.0$^\circ$ from a shallow local minimum at the linear Li–LiH geometry. The local minimum is at $R$=6.56 bohr, with a well depth of only 1623 cm$^{-1}$. The excited-state potential shows only one minimum, at $R$=5.66 bohr, with a binding energy of 4743 cm$^{-1}$.
A contour plot of the ground-state potential is shown in the left-hand panel of Fig. \[fig3\], while the full-CI correction to the CCSD(T) potential, $\delta V_{\rm v-v}^{\rm
FCI}$, is shown in the right-hand panel. The correction is very small compared to the best potential. It amounts to 0.4% around the global minimum, and approximately 1% at the local minimum. Thus, our estimated error of the calculation, 5% of the full-CI correction, translates into 0.05% error in the potential itself. We would like to reiterate here that such a small error was achieved not only because the interelectron distance was included explicitly in the [*ab initio*]{} CCSD(T)–F12 calculations, but also because of the very small valence-valence correlation beyond the CCSD(T) level. The smallness of the valence-valence correlation beyond the CCSD(T) level is not so surprising, since Li–LiH has only three valence electrons, and the exact model for a three-electron system would be CCSDT, coupled-cluster with single, double, and exact triple excitations [@ccsdt]. Our results show that the triples contribution to the correlation energy beyond the CCSD(T) model for the valence electrons is very small.
The potential for the ground state of Li–LiH is very strongly anisotropic. This is easily seen in the left-hand panel of Fig.\[fig3\], and in Fig. \[fig4\], which shows the expansion coefficients of the potential in terms of Legendre polynomials $P_l(\cos\theta)$, $$\label{anisotropy}
V(R,\theta) = \sum_{l=0}^{\infty} V_l(R) \, P_l(\cos\theta).$$ Here, $V_0(R)$ is the isotropic part of the potential and $\left\{V_l(R)\right\}_{l=1}^{\infty}$ is the set of anisotropic coefficients. Fig. \[fig4\] shows that, around the radial position of the global minimum, $R$=4.36 bohr, the first anisotropic contribution to the potential, $V_1(R)$, is far larger than the isotropic term, $V_0(R)$. The higher anisotropic components, with $l=2,
3$, etc., contribute much less to the potential.
As mentioned above, calculations of collision dynamics at ultralow temperatures require accurate values of the long-range potential coefficients, Eq. (\[lr1\]). Some important scattering properties, such as the mean scattering length and the heights of centrifugal barriers, are determined purely by the Van der Waals coefficients. The calculated coefficients for Li–LiH are presented in Table \[tab2\]. Because of the large dipole moment of lithium hydride and the relatively high polarizability of the lithium atom, the lowest-order, most important, coefficients are dominated by the induction contribution. For example, the induction part of $C_6^0$ and $C_6^2$ is 887 a.u., which accounts for 71% of $C_6^0$ and 98% of $C_6^2$.
Interaction between the ground and excited states {#sec3}
=================================================
Low-lying excited state potential, nonadiabatic coupling matrix elements, and diabatic potentials {#sub4}
-------------------------------------------------------------------------------------------------
We encountered convergence problems with CCSD(T) calculations at the linear LiH–Li geometry around $R$=5.6 bohr, due to the presence of a low-lying excited state. The excited state correlates with the Li($^2$P)+LiH(X$^1\Sigma^+$) dissociation limit, but closer investigation revealed that, at linear Li–HLi geometries near the crossing with the ground state, it has ion-pair character, Li$^+$($^1$S) + LiH$^-$($^2\Sigma$). The ion-pair state itself has a crossing near $R=$ 9 bohr with the lowest $^2A^\prime$ state correlating with Li($^2$P) + LiH(X$^1\Sigma$). This is shown schematically in Fig. \[fig5\]. Away from linear Li–HLi geometries, the excited state has covalent character and remains below the ion-pair state all the way to dissociation. The avoided crossing between the ground state and the first excited state is at $R$=5.66 bohr, which is near the minimum of the ground-state potential at the linear geometry, and the energetic distance between the two states at the avoided crossing is only 94 cm$^{-1}$. In order to investigate how far the excited state may affect the scattering dynamics, we computed the full potential energy surface for the excited state in question by means of equation-of-motion coupled-cluster method with single and double excitations (EOM-CCSD) [@Monkhorst:77; @Sekino:84; @Stanton:93] implemented in the [qchem]{} code [@qchem], using the orbital cc-pVQZ basis set. Cuts through the ground-state and excited-state potential energy surfaces at selected values of the angle $\theta$ are shown in Fig. \[fig6\]. It may be seen that it is only near the linear LiH–Li geometry that the two states come very close together. If we distort the system from the linear geometry, the excited state goes up in energy very rapidly, and around the global minimum energy, $\theta\approx 45^\circ$, it is almost 6000 cm$^{-1}$ above the ground state. The importance of the possible interaction between the ground and excited states can be measured by analyzing the (vectorial) nonadiabatic coupling matrix elements $\boldsymbol\tau_{12}$, defined as $\boldsymbol\tau_{12}= \langle\Psi_1|\nabla \Psi_2\rangle$, where $\nabla$ is the gradient operator of the position vector $\bbox{R}$ and $\Psi_1$ and $\Psi_2$ are the wave functions of the two lowest states. On the two-dimensional surface, we may define radial $\tau_{12,R}=\langle\Psi_1|\partial \Psi_2/\partial R\rangle$ and angular $\tau_{12,\theta}=\langle\Psi_1|\partial \Psi_2/\partial
\theta\rangle$ components of the vector $\boldsymbol\tau_{12}$. We evaluated $\boldsymbol\tau_{12}$ for all $(R,\theta)$ geometries by means of the multireference configuration interaction method limited to single and double excitations (MRCI) [@WK88; @Knowles:88], using the [molpro]{} code [@MOLPRO2008]. The nonadiabatic coupling is largest when the two states are very close in energy, as it can be seen in Fig. \[fig6\]. While at $\theta=0^\circ$ the radial component of the nonadiabatic coupling approaches the Dirac delta form near the crossing point $R_{\rm ac}$, with increasing angle it becomes a broad function of approximately Lorentzian shape. \[Note the different scales on the vertical axes of the different panels.\]
The transformation from the adiabatic representation to a diabatic representation may be expressed in terms of a mixing angle $\gamma$, $$H_{1}=V_{2}\sin^2\gamma+ V_{1}\cos^2\gamma,
\; \; \; \;
H_{2}=V_{1}\sin^2\gamma+ V_{2}\cos^2\gamma,
\; \; \; \;
H_{12}=(V_{2}-V_{1})\sin\gamma \cos\gamma,
\label{adiab}$$ where $V_{1}$ and $V_2$ are the ground-state and excited-state adiabatic potentials, $H_1$ and $H_2$ are the diabatic potentials, and $H_{12}$ is the diabatic coupling potential. In principle, the mixing angle $\gamma$ may be obtained by performing line integration of the nonadiabatic coupling $\boldsymbol\tau_{12}$, $$\gamma(\boldsymbol R)= \gamma(\boldsymbol R_0)+\int_{\boldsymbol R_0}^{\boldsymbol R}
\boldsymbol\tau_{12} \cdot d{\boldsymbol l},
\label{gamma}$$ where $\boldsymbol R_0$ is the starting point of the integration. For polyatomic molecules, however, the mixing angle $\gamma$ obtained by integrating this equation is non-unique due to the contributions from higher states. To circumvent the problem of path dependence, one may assume that we deal with an ideal two-state model. In our case, however, the ion-pair surface Li$^+$($^1$S)+LiH$^-$($^2\Sigma$) shows another crossing at small angles and large distances, $\theta \le 15^\circ$ and $R\approx 9$ bohr, with another excited-state potential that correlates with the Li$(^2{\rm P})$+LiH($^1\Sigma$) dissociation limit. Thus a third state $\Psi_3$ comes into play and a two-state model is not strictly valid. The energy of the first excited state goes up very rapidly with the angle $\theta$, and at the same time the contribution of the ion-pair configuration to the wave function of the first excited state, $\Psi_2$, diminishes rapidly. Fortunately, the nonadiabatic coupling matrix elements between the two lower states $\boldsymbol\tau_{12}$ and between the two higher states $\boldsymbol\tau_{23}$ are well isolated. The maximum of $\boldsymbol\tau_{12}$ is separated from the maximum of $\boldsymbol\tau_{23}$ by more than 4 bohr; the locations of the crossing points between the surfaces for $\theta=0$ are shown in Fig. \[fig5\]. Moreover, the coupling $\boldsymbol\tau_{13}$ between the ground state and the third state is negligible over the whole configurational space. Thus, following the discussion of Baer [*et al.*]{} [@Baer:2002] on the application of the two-state model, we conclude that the necessary conditions are fulfilled for the Li–LiH system. Due to the spatial separation of the nonadiabatic couplings $\boldsymbol\tau_{12}$ and $\boldsymbol\tau_{23}$, using the diabatization procedure based on the two-state model is justified. It is worth noting that in our particular case we could not use the so-called quasi-diabatization procedure [@Simah], since it is not possible to assign a single-reference wave function. This is due to the fact that the excited state shows admixture from the ion-pair state.
As the starting point of the integration in Eq. (\[gamma\]), we chose $R=20$ bohr and $\theta=0^\circ$ and followed a radial path along $\theta=0^\circ$ and subsequently angular paths at constant $R$. The diabatic potentials were then generated according to Eqs. (\[adiab\]). Contour plots of the adiabatic, diabatic, and coupling potentials, and of the mixing angle $\gamma$, are presented as functions of $R$ and $\theta$ in Fig. \[fig7\]. We consider first the mixing angle $\gamma$, which is plotted in the bottom right-hand panel of Fig. \[fig7\]. As expected, the mixing angle shows an accumulation point at $\theta=0^\circ$ at a distance $R$ corresponding to the closely avoided crossing between the ground and excited states. For $\theta=180^\circ$, the mixing angle is non-negligible, even at large distances. The coupling potential $H_{12}$ vanishes quite slowly with distance $R$, as $R^{-3}$. For the coupling between the ground and ion-pair states, this long-range decay is exponential, because of the different dissociation limits of the two surfaces. As expected, at large distances the two diabatic surfaces approach the respective adiabatic surfaces. The diabatic surface that correlates asymptotically with the excited-state Li($^2$P)+LiH surface has an important contribution from the ground-state adiabatic potential only inside the avoided crossing and at small angles $\theta$. The diabatic surface that correlates asymptotically with the ground state resembles the ground-state adiabatic surface rather less closely, especially at large values of $\theta$. The coupling between the diabatic states is small over a significant region of $\theta$ and LiH bond length $r$ in the vicinity of the crossing. Physically, this means that the dynamics will be strongly nonadiabatic in this region, and to take this rigorously into account would require a full two-state treatment of the dynamics. However, there are no open channels that involve the second surface, and any collisions that cross onto it must eventually return to the original surface. Its effect in collision calculations will therefore be at most to cause a phase change in the outgoing wavefunction.
Conical intersection {#sub5}
--------------------
It is well known that potential energy surfaces for homonuclear triatomic systems composed of hydrogen [@h3] or lithium atoms [@li3] show conical intersections at equilateral triangular geometries. Analogous behaviour may be expected for Li$_2$H, at geometries where the two lithium atoms are equivalent, i.e., $C_{\rm
2v}$ geometries. Thus far, our discussion of the potential for Li–LiH has been restricted to two dimensions with the bond length of the LiH molecule fixed at its equilibrium value, and no conical intersection was observed. However, if we start to vary the bond length of the LiH molecule, conical intersections show up immediately.
At $C_{\rm 2v}$ geometries, with the two LiH bond lengths equal, there are two low-lying electronic states, of $^2$A$_1$ and $^2$B$_2$ symmetries, that cross each other as a function of the internuclear coordinates. Fig. \[fig8\] shows contour plots of the two potential energy surfaces and of the difference between them, and the top panel of Fig. \[fig9\] summarizes some key features of the surfaces. The $^2$A$_1$ state has a minimum energy of $-8825$ cm$^{-1}$ at $r$(LiH) = 3.22 bohr and an Li-H-Li angle of $95^\circ$. MRCI calculations with all coordinates free to vary confirm that this is indeed the absolute minimum geometry. There is also a saddle point on the $^2$A$_1$ surface at a linear H-Li-H geometry with $r$(LiH) = 3.04 bohr and an energy of $-4992$ cm$^{-1}$, which is a minimum in $D_{\infty{\rm h}}$ symmetry. The $^2$B$_2$ state has a minimum energy of $-5136$ cm$^{-1}$ at $r({\rm LiH})=$ 3.17 bohr at a linear Li-H-Li geometry. The $^2$A$_1$ saddle point and $^2$B$_2$ linear minimum have symmetries $^2\Sigma_g^+$ and $^2\Sigma_u^+$ respectively in $D_{\infty{\rm h}}$ symmetry, but mix and distort if the constraint on the LiH bond lengths is relaxed, to form a $^2\Sigma^+$ state in $C_{\infty{\rm v}}$ symmetry with a minimum at a linear geometry with $r$(LiH) distances of 3.00 and 3.33 bohr and an energy of $-5323$ cm$^{-1}$. Even this is a saddle point with respect to bending on the full potential surface in $C_s$ symmetry.
The $^2$A$_1$ and $^2$B$_2$ states are of different symmetries at $C_{\rm 2v}$ geometries, but both are of $^2$A$^\prime$ symmetry when the geometry is distorted from $C_{\rm 2v}$ to $C_{\rm s}$ symmetry. The two states therefore mix and repel one another at geometries where the two LiH bond lengths are different, but a seam of conical intersections runs along the line where the energy difference is zero at $C_{\rm 2v}$ geometries.
The fixed LiH distance used in previous sections ($r=3.014$ bohr, shown as a dashed line on the figure) keeps the $^2$A$_1$ surface just below the $^2$B$_2$ surface. However, if we allow for the vibrations of LiH, the seam of conical intersections becomes accessible at near-linear LiH–Li geometries, where the zero of the energy difference appears for an Li–H distance only slightly larger than 3.014 bohr. At non-linear geometries the seam quickly moves to Li–H distances far outside the classical turning points of the ground vibrational level of free LiH, which are 2.72 and 3.35 bohr.
It is interesting to compare the features of the conical intersections in Li$_2$H with those in other triatomic molecules formed from Li and H atoms: LiH$_2$, Li$_3$ and H$_3$. In the case of LiH$_2$, the seam of intersections occurs at highly bent $C_{2v}$ geometries with an angle between the two Li-H bonds of approximately $30^\circ$ and arises from degeneracy between the surfaces of A$_1$ and B$_2$ symmetry. The global minimum of B$_2$ symmetry is located at $r({\rm
LiH})=3.23$ bohr and a bond angle H–Li–H of $28^\circ$ [@Yarkony:Li:1998]. This contrasts with Li$_2$H, where the minimum of B$_2$ symmetry is at a linear Li–H–Li configuration. The energy of the lowest point on the seam of intersections is about 9000 cm$^{-1}$ above the Li($^2$S)+H$_2(X^1\Sigma_g)$ threshold, so that it is irrelevant for low and medium-energy collisions between H$_2$ and Li in their ground states, though it is important for quenching of Li($^2$P) by H$_2$ [@Yarkony:Li:1998; @Martinez:1997].
The conical intersections for the doublet states of Li$_3$ and H$_3$ occur at equilateral triangular geometries, where the ground state is doubly degenerate and has symmetry $^2$E$^\prime$ in the $D_{3h}$ point group. In the case of H$_3$, the lowest-energy point on the seam is located at an energy more than 20000 cm$^{-1}$ above the H($^2$S)+H$_2(X^1\Sigma_g)$ threshold, so that nonadiabatic effects are negligible in H+H$_2$ collisions [@Chu:2009], although the conical intersection also produces geometric phase effects [@Juanes-Marcos:2005]. For Li$_3$, the energetics are essentially different. The lowest-energy point on the seam is around 4000 cm$^{-1}$ below the Li($^2$S)+Li$_2(X^1\Sigma_g)$ threshold and only 500 cm$^{-1}$ above the $C_{2v}$ global minimum [@Varandas:1998]. This is likely to produce considerable nonadiabacity in collisions of Li$_2$ with Li.
To conclude, in all the triatomic molecules formed from H and Li there are seams of crossings that occur at configurations of the highest possible symmetry, either $C_{2v}$ or $D_{3h}$. For Li$_3$ and Li$_2$H the conical intersections are accessible during atom-molecule collisions, while for H$_3$ and LiH$_2$ nonadiabatic processes are unimportant if the colliding partners are in their ground states and have relatively low kinetic energy.
Reaction channels {#sec5}
=================
Several reaction channels exist that might affect sympathetic cooling [@pz3] in Li+LiH. These are the exchange reaction, $${\rm LiH} + {\rm Li} \rightarrow {\rm Li} + {\rm HLi}
\label{exchange}$$ and two insertion reactions, $${\rm LiH} + {\rm Li} \rightarrow {\rm Li_2} + {\rm H},
\label{ins}$$ producing Li$_2$(X$^1\Sigma_g^+$) and Li$_2$($a^3\Sigma_u^+$) plus a ground-state H atom. The energetic location of the entrance and exit channels of these reactions, as well as those of the potential minima for linear and $C_{\rm 2v}$ geometries, are shown in the upper panel of Fig. \[fig9\]. The insertion reactions are highly endothermic, with an energy difference between the entrance and exit channels of the order of 12000 cm$^{-1}$ and 22500 cm$^{-1}$ for Li$_2$(X$^1\Sigma_g^+$)+H and Li$_2$($a^3\Sigma_u^+$)+H, respectively.
To make the discussion more quantitative, Fig. \[fig9\] also shows two-dimensional plots of the energy as functions of the internal coordinates. For the exchange reaction, we held Li–H–Li at linear geometries and varied the distances from the two lithium atoms to the hydrogen atom. For the insertion reaction, Li–Li–H was kept bent, with the angle $\angle{\rm (HLi1Li2)}$ held constant at the $C_{\rm
2v}$ equilibrium value 42.5$^\circ$, while the Li–Li and Li–H distances were varied. To make the plots consistent with the correlation diagram shown on the upper panel, the zero of energy was fixed at that of Li–LiH separated to infinite distance with the Li–H bond length fixed at the monomer equilibrium value.
Let us consider the exchange reaction first. The two-dimensional cut through the potential energy surface is presented in the left-hand panel of Fig. \[fig9\]. The potential energy surface of linear Li$_2$H has two equivalent minima with an energy of $-5323$ cm$^{-1}$, separated by a small barrier 187 cm$^{-1}$ high. The linear minima are in any case substantially above the absolute minimum (8825 cm$^{-1}$), so this small barrier will have no important effect on the collision dynamics. The exchange reaction produces products that are indistinguishable from the reactants, so reactive collisions cannot be distinguished from inelastic collisions experimentally (unless the two Li atoms are different isotopes).
An analogous two-dimensional cut through the potential energy surface corresponding to Li$_2$(X$^1\Sigma_g$)+H products is presented in the right-hand panel of Fig. \[fig9\]. The plot illustrating the reaction to form Li$_2$($a^3\Sigma_u$)+H products is not reported, as the reaction is even more endothermic. The surface includes the absolute minimum at an energy of $-8825$ cm$^{-1}$. The entrance channel for this reaction corresponds to an Li–H distance of 3.014 bohr at large Li–Li distance, while in the exit channel the Li–Li distance is approximately 5.05 bohr when the Li–H distance is very large. However, this reaction cannot occur at low collision energies.
Summary and Conclusions {#sec6}
=======================
In the present paper, state-of-the-art [*ab initio*]{} techniques have been applied to compute the ground-state potential energy surface for Li–LiH in the Born-Oppenheimer approximation. The interaction potential was obtained using a combination of the explicitly-correlated unrestricted coupled-cluster method with single, double, and approximate noniterative triple excitations \[UCCSD(T)–F12\] for the core-core and core-valence correlation, with full configuration interaction for the valence-valence correlation. The main results of this paper can be summarized as follows:
1. The Li–LiH system is strongly bound: if the LiH bondlength is held fixed at the monomer equilibrium distance of 3.014 bohr, the potential energy surface has a global minimum 8743 cm$^{-1}$ deep at a distance $R$=4.40 bohr from the lithium atom to the center of mass of LiH, and a Jacobi angle $\theta=46.5^\circ$. It also shows a weak local minimum 1623 cm$^{-1}$ deep at the linear Li–LiH geometry for $R$=6.56 bohr, separated from the global minimum by a barrier at $R$=6.28 bohr and $\theta=136^\circ$. If the LiH bond length is allowed to vary, the potential minimum is at a depth of 8825 cm$^{-1}$, at a $C_{\rm 2v}$ geometry with LiH bond length of 3.22 bohr and an Li-H-Li angle of $95^\circ$.
2. The full-CI correction for the valence-valence correlation to the explicitly correlated CCSD(T)–F12 potential is very small. The remaining error in our calculations is due to the neglect of the core-core and core-valence contributions, and is estimated to be of the order of 0.05% of the total potential.
3. To evaluate the performance of the conventional orbital electron-correlated methods, CCSD and CCSD(T), calculations were carried out using correlation-consistent polarized valence $X$-tuple zeta basis sets, with $X$ ranging from D to 5, and a very large set of mid-bond functions. Simple two-point extrapolations based on the single-power laws $X^{-2}$ and $X^{-3}$ for the basis-set truncation error reproduce the CCSD(T)–F12 results for the characteristic points of the potential with an error of 0.49% at worst.
4. The potential for the ground state of Li–LiH is strongly anisotropic. Around the distance of the global minimum, the isotropic potential $V_0(R)$ is almost two times smaller than the first anisotropic contribution $V_1(R)$. Higher anisotropic components, with $l=2, 3$, etc., do not contribute much to the potential.
5. At the linear LiH–Li geometry, the ground-state potential shows a close avoided crossing with the first excited-state potential, which has ion-pair character around the avoided crossing point. The full potential energy surface for the excited state was obtained with the equation-of-motion method within the framework of coupled-cluster theory with single and double excitations. The excited-state potential has a single minimum 4743 cm$^{-1}$ deep for the linear LiH–Li geometry at $R$=5.66 bohr. The energy difference between the ground and excited states at the avoided crossing is only 94 cm$^{-1}$. An analysis of the nonadiabatic coupling matrix elements suggests that dynamics in the vicinity of the avoided crossing will have nonadiabatic character.
6. When stretching the LiH bond in the Li–LiH system, a seam of conical intersections appears for $C_{\rm 2v}$ geometries, between the ground state of $^2$A$_1$ symmetry and an excited state of $^2$B$_2$ symmetry. At the linear LiH–Li geometry, the conical intersection occurs for an Li–H distance which is only slightly larger than the equilibrium distance of the LiH monomer, but for significantly non-linear geometries it moves to Li–H distances far outside the classical turning points of LiH.
7. The Li–LiH system has several possible reaction channels: an exchange reaction to form products identical to the reactants, and two insertion reactions that produce Li$_2$($a^3\Sigma_u^+$) and Li$_2$(X$^1\Sigma_g^+$) plus a ground-state hydrogen atom. The insertion reactions are highly endothermic, with the energy difference between the entrance and exit channels of the order of 12000 cm$^{-1}$ and 22500 cm$^{-1}$ for Li$_2$(X$^1\Sigma_g^+$)+H and Li$_2$($a^3\Sigma_u^+$)+H, respectively.
In a subsequent paper [@subs] we will analyze the dynamics of Li–LiH collisions at ultralow temperatures, based on our best [*ab initio*]{} potential. We will analyze the impact of the present inaccuracies in the [*ab initio*]{} electronic structure calculations, and discuss the prospects of sympathetic cooling of lithium hydride by collisions with ultracold lithium atoms.
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3ex
------ ---------- ------- ------- ---------- ------- ------- ---------- ------- ------- ---------- ------- ------
VDZ –8547.77 1.87 1.84 –1548.64 –0.39 –0.61 –1616.54 –0.65 –0.77 –4771.50 4.59 4.65
VTZ –8652.38 0.67 0.64 –1566.01 –1.52 –1.73 –1629.62 –1.46 –1.59 –4892.57 2.17 2.23
VQZ –8683.85 0.31 0.27 –1555.93 –0.86 –1.08 –1618.22 –0.75 –0.88 –4955.39 0.91 0.97
V5Z –8698.84 0.14 0.10 –1551.91 –0.60 –0.82 –1612.70 –0.41 –0.53 –4974.35 0.53 0.60
DT2 –8683.31 0.32 0.28 –1575.59 –2.14 –2.36 –1637.22 –1.94 –2.06 –4934.30 1.33 1.40
TQ2 –8704.14 0.08 0.04 –1541.85 0.05 –0.17 –1601.47 0.29 0.17 –4983.15 0.36 0.42
Q52 –8714.77 -0.05 –0.08 –1543.21 –0.04 –0.25 –1601.76 0.27 0.15 –4991.70 0.19 0.25
DT3 –8668.66 0.48 0.45 –1571.05 –1.84 –2.06 –1633.62 –1.71 –1.84 –4914.53 1.73 1.79
TQ3 –8695.37 0.18 0.14 –1547.94 –0.35 –0.56 –1608.71 –0.16 –0.28 –4971.14 0.60 0.66
Q53 –8707.24 0.03 0.01 –1546.78 –0.27 –0.49 –1606.24 –0.01 –0.13 –4984.59 0.33 0.39
F12a –8710.85 0.00 –0.04 –1542.60 0.00 –0.21 –1606.14 0.00 –0.12 –5001.10 0.00 0.06
F12b –8707.77 0.04 0.00 –1539.31 0.21 0.00 –1604.17 0.12 0.00 –5004.15 –0.06 0.00
------ ---------- ------- ------- ---------- ------- ------- ---------- ------- ------- ---------- ------- ------
: Performance of various orbital basis sets and extrapolation schemes compared to the CCSD(T)-F12a and CCSD(T)-F12b results at the characteristic points of the ground state potential energy surface of Li–LiH. The notation VXZ with X=D, T, Q, and 5 denotes the result of the orbital CCSD(T) calculations in the cc-pVXZ basis with midbond-95 set, XY$\alpha$ with X and Y = D, T, Q, and 5, and $\alpha=2$ or 3 denote the extrapolated result according to Eq. (\[extrapol\]), while F12a and F12b stand for the explicitly correlated CCSD(T) results with the a and b approximation schemes. $\Delta_{\rm F12a}$ and $\Delta_{\rm F12b}$ are the percent error of given result with respect to the CCSD(T)-F12a and CCSD(T)-F12b results, respectively.[]{data-label="tab0"}
3ex
-------------------------------------- ---------- ---------- ---------- ----------
$V^{\rm CCSD(T)}_{\rm{v-v}}$ –7553.16 –1407.50 –1502.25 –3785.91
$V^{\rm FCI}_{\rm{v-v}}$ –7587.86 –1437.27 –1522.05 –3806.93
$\delta V^{\rm{FCI}}_{\rm{v-v}}$ –34.70 –29.77 –19.80 –21.02
$V^{\rm CCSD(T)}_{\rm{all-all}}$ –7590.40 –1415.56 –1509.04 –3842.01
$V^{\rm FCI}_{\rm{all-all}}$ –7625.07 –1445.32 –1528.78 –3863.46
$\delta V^{\rm{FCI}}_{\rm{all-all}}$ –34.67 –29.76 –19.74 –21.45
$\Delta [\%]$ –0.09 –0.04 –0.30 0.76
-------------------------------------- ---------- ---------- ---------- ----------
: Performance of the valence-valence FCI correction $\delta V^{\rm FCI}_{\rm{v-v}}$ against exact FCI results for the characteristic points of the LiH–Li potential (in cm$^{-1}$). Calculations were done in the cc-pVDZ basis set. Subscript all-all refers to all electrons correlated, while v-v denotes frozen-core results. $\Delta$ is the percentage error of the $\delta V^{\rm FCI}_{\rm{v-v}}$ approximation with respect to the $\delta V^{\rm{FCI}}_{\rm{all-all}}$: $\Delta=\frac{\delta V^{\rm FCI}_{\rm{v-v}}-\delta V^{\rm{FCI}}_{\rm{all-all}}}{|\delta V^{\rm{FCI}}_{\rm{all-all}}|}\cdot 100\%$.[]{data-label="tabF"}
5ex
[lcrc]{} & $R$ \[bohr\] & $\theta$ \[degrees\] & $V$ \[cm$^{-1}$\]\
\
Global minimum & 4.40 & 46.5$^\circ$ & –8743\
Local minimum & 6.56 & 180.0$^\circ$ & –1623\
Saddle point & 6.28 & 136.0$^\circ$ & –1565\
\
Global minimum & 5.66 & 0.0$^\circ$ & –4743\
5ex
$ l ~ \rightarrow$
-------------------- --------- --------- --------- --------- --------- --
$C_6^{l}$ 1247.8 869.7
$C_7^{l}$ 8304.2 2902.3
$C_8^{l}$ 4.83(4) 4.24(4) 8923.0
$C_9^{l}$ 3.94(5) 6.42(4)
$C_{10}^{l}$ 2.03(6) 2.02(6) 2.44(5)
: Long-range coefficients (in atomic units) for Li–LiH, from perturbation theory. Numbers in parentheses indicate powers of 10. \[tab2\]
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -- --
[![Relative percentage errors of the interaction energy at the characteristic points (global minimum, saddle point, local minimum, and near the avoided crossing: $R$=5.5 bohr and $\theta=0^\circ$) of the LiH–Li potential calculated at the CCSD(T) / cc-pV$X$Z-mid level, where $X=$ D, T, Q, 5 and mid stands for the midbond-95 set. The errors for the characteristic points obtained by extrapolating the plain basis-set results with the two-point extrapolation formula are also shown for $\alpha=2$ and $\alpha=3$. The errors were obtained by comparison with the CCSD(T)-F12b / QZVPP results.[]{data-label="fig1"}](GlobalMinimum.eps "fig:")]{}
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -- --
[c]{}
[![Contour plots of the best [*ab initio*]{} potential for the ground state of Li–LiH (left-hand panel), and of the full-CI correction to the CCSD(T)–F12 potential (right-hand panel). Energies are in cm$^{-1}$.[]{data-label="fig3"}](Ground_fci.eps "fig:")]{}\
[cc]{}\
[c]{}\
\
\
[![Potential energy surfaces for the $^2$A$_1$ (top left-hand panel) and $^2$B$_2$ (bottom left-hand panel) states of Li$_2$H in $C_{\rm 2v}$ symmetry, and the difference between them (top right-hand panel), which is zero along the seam of conical intersections. Also shown is the coordinate system used for $C_{\rm 2v}$ geometries. Energies are in cm$^{-1}$.[]{data-label="fig8"}](c2v.eps "fig:")]{}\
\
[![Schematic representation of the possible reaction pathways in collisions of the lithium atom with the lithium hydride molecule (upper panel), and two-dimensional cuts of the reactive potential energy surfaces for the exchange (left-hand panel) and insertion (right-hand panel) reactions. Energies are in cm$^{-1}$.[]{data-label="fig9"}](reactive_all.eps "fig:")]{}
| |
Madagascar Research and Conservation Institute’s Forest Conservation Program involves constant monitoring of the forest and its endemic wildlife on Nosy Komba. The diversity and abundance of species needs to be studied in order to identify changes in forest dynamics, populations, habitat health and identify potential localised threats.
We use a variety of field survey techniques to assess the biodiversity of the following;
- Lemurs – Species ID, behavioural monitoring and comparisons and population assessments carried out at designated observation sites.
- Reptiles & Amphibians – Pitfall traps, transect surveys and active forest searches both during the day and at night.
- Birds – Visual and vocal identification, potential for mist netting.
- Invertebrates – Creating an inventory or species through observations and moth sheet surveys.
Forest volunteers will receive species identification training and learn how to conduct field surveys, set up equipment and collate their data.
Volunteering on the forest conservation project is a rare opportunity to experience one of the world’s most unique ecosystems and encounter the iconic creatures for which Madagascar is famed.
Our main surveying sites are located on Nosy Komba which is a volcanic island. There are no roads and the paths through the forest are not always well trodden, they can be steep, rocky and sometimes muddy depending on the season. A good level of physical fitness is required to reach the survey sites which involve climbing over rocks and up steep mountain trails. | https://www.teenlife.com/l/gap/forest-conservation-madagascar/ |
Across the globe people of all ages are familiar with light hearted April Fools’ Day pranks - but how did this tradition begin? Read on to find out how some believe this holiday got started.
The first of April has long been the one day out of the year where pranksters get a free pass to play practical jokes on their friends, so long as they shout ‘April Fools’!’ after.
But, perhaps the biggest prank of them all - nobody knows for sure how the holiday’s traditions even began!
Let’s take a look into the mysterious and somewhat debated beginnings of what we now call April Fools’ Day.
That’s Hilaria-ous
Celebrated in ancient Rome by the Cybele-Attis cult, Hilaria was a day of sheer happiness (the word comes from the Latin word for ‘joyful’) held during the March equinox which praised the resurrection of Attis, as told in their legends. Hilaria was just one of several celebrations in the multi-day festival of Cybele, but was the most lighthearted compared to the previous days’ more sombre events.
Followers celebrated Hilaria by wearing costumes or disguises, holding public fairs, and playing pranks on one another. The kinds of April Fools’ pranks we see today may not be accompanied by an all-out street party, but it’s possible that pieces of this ancient tradition carried on down through the centuries.
Forget to reset your calendar?
Another possible origin story comes from the second half of the 16th century in France. In those days, France followed the Julian calendar which started the new year with Easter and was intended to align with the spring equinox.
Following the Council of Trent and King Charles IX’s 1564 Edict of Roussillon, France standarised the date for their kingdom to recognise the new year on January 1. Some 20 years later this same system would be introduced across Europe as the Gregorian calendar we use today.
Back in France, some unfortunate people weren’t quick enough to change their plans - or outright refused to adhere to the new calendar - and continued celebrating in the last week of March and first week of April. Thus, they were dubbed “April fools” and in some instances pranked by their peers.
One such prank included attaching paper fish to the ‘fools’’ backs, and calling them a ‘poisson d’avril’ (April fish), in effect saying that the person was easily caught and foolish. This tradition of putting paper fish onto an unsuspecting person’s back remains in France even to this day, usually between friends and partners.
Modern fools
Today, in many places around the world April Fools’ pranks are typically harmless and played on friends, family or colleagues. The prankster usually reveals their intentions immediately after the joke by saying ‘April Fools!’ or some other variation of the phrase in their own language and according to their local customs.
Pranks could be something as simple as convincing a friend that a ridiculous lie is true, then coming clean about the prank. Some pranksters take their practical jokes very seriously, and construct elaborate pranks on their peers.
Even some major corporations and news outlets get in on the April Fool’s fun. One memorable prank came from National Geographic, who in 2016 announced on Twitter that they would no longer publish photos of animals without clothing. This publication, who is renowned for its stories and photography of nature and wild animals, linked Twitter users to this gallery on their site which revealed the announcement to be a hoax. | https://arden.ac.uk/knowledge-base/trending-topics/fun-reads/a-history-of-april-fools |
This Ancient Hindu Temple is Home to the ‘Infinity Corridor’
Located in Rameswaram India is a Hindu temple dedicated to the god Shiva.
The Ramanathaswamy Temple is one of the twelve Jyotirlinga temples. It is located on the sacred Hindu island of Rameswaram and is connected to the mainland via a causeway. The Ramanathaswamy Temple is home to the longest corridor among all Hindu temples in India, home to more than 1000 intricately carved pillars in one corridor alone.
The temple complex is located inside high walls and accessed through tall towered gopuras on the sides.
These passageways lead to a massive collonade surrounded by the intermediate enclosure.
The colonnade has over 4000 carved granite pillars and measures 205 m (671 ft) on the north and south sides.
The primary deity of the Ramanathaswamy temple is Shiva in the form of lingam.
The history of the temple is directly related to the story of Rama of the Ramayana epic.
Legend has it that the temple was erected on the site were a lingam (an abstract representation of Shiva) of sand was erected.
According to ancient legends, Rama prayed to the god Shiva to absolve him of the sin he committed during his war against the Ravana in Sri Lanka.
Rama wanted to have a large lingam to worship the god Shiva. Therefore, he directed the lieutenant in his army, to bring a lingam from the Himalayas.
As his lieutenant was delayed in bringing the lingam, Sita, the wife of Rama, built a small lingam out of the sand in the seashore. This precise lingam is believed to be the one that is today located inside the temple.
The temple is famous for its two massive temple towers (Gopurams), one to the east one to the west.
Like all temples located at the South of India, the Ramanathaswamy temple too features a high compound wall on all fours side of the temple’s premises.
It measures 865 feet furlong from east to west and one furlong of 657 feet from north to south with huge towers to the east and the west and finished gate towers to the north and south.
The temple’s most prominent features are perhaps its corridors. Thee are three corridors in total.
One in its interior runs between huge colonnades on platforms around five feet high.
The second corridor, perhaps the most impressive, was crafted with sandstone pillars.
The outer corridor is considered the longest in the world.
It measures nearly seven meters in height, 400 feet each in the east and west, and about 640 feet in the north and the south. The inner corridors of the temple are approximately 224 feet each in the east and the west and around 352 feet each in the north and the south.
As noted by Ramamurthy in the book ‘Engineering in Rocks for Slopes, Foundations, and Tunnels ‘, their width varies from 15.5 feet to 17 feet in the east and west about 172 feet on the north and south with width varying 14.5 feet to 17 feet.
This results in a total length of 3850 feet in the corridors. There are 1212 pillars built in the outer corridor. Their height is about 30 feet from the floor to the center of the roof. Each of the pillars in the corridor is found to be intricately carved with various depictions and symbols.
The temple itself started off as a thatched hut. But in the centuries that followed, different parts of the temple were erected and commissioned by rulers of the island where the temple now stands.
Parakramabahu I, a king of Polonnaruwa constructed the outer sanctum around the temple during the 12th century. | https://curiosmos.com/this-ancient-hindu-temple-is-home-to-the-infinity-corridor/ |
Percy Jackson and the Olympians new series.
I noticed at the end of The Last Olympian by Rick Riordan, it said that this book concluded the first series of camp halfblood or something like that. I was just wondering if there’s any news about another series.
Yes! New MAIN characters, some of the old ones will show up in them tho! check it out!!!!!!!!!!!!!!!!!!!! its in his blog!Tuesday, May 12, 2009″The Last Olympian has been out exactly one week, and the response has been tremendous. I am so gratified to hear that you guys have enjoyed the end of Percy’s saga.As I’ve been announcing on tour however, the end is not really the end. When you read the conclusion of The Last Olympian, you will probably get that sense. The more I write about Camp Half-Blood, the more I realize how much there is to tell — gods and monsters I’ve never discussed, the life at camp (which Percy hardly ever gets to experience) and so many other characters who don’t get their moment in the spotlight. In late 2010, I will be launching the second Camp Half-Blood series. I’ve already gotten a flood of emails from fans pleading for details, but I can’t tell you much yet. It will feature a new generation of demigods, ready to take on a new prophecy. You may see Percy, Annabeth and the rest of the gang from the first series, but they will not be the main characters. Again, read the ending of the Last Olympian and you will get some clues what I mean. I’m afraid the rest of the details are secret for now — no character names, no titles, no hints. Sorry! I will probably post more on my website in the fall.”
What are the books in the Percy Jackson series.
I have read Percy Jackson and the Lightning Thief and Percy Jackson and the Sea of Monsters. What is the next one and how many are in the series? If you know them all, could you please name them?Thanks,Bella.
OMG!!! I LOVE THOSE BOOKS!!! (Nico is so awesome) (i meant after he got through that whole mythomagic phase)1. Lightning Theif2. Sea of Monsters3. Titan’s Curse4. Battle of the Labyrinth (my best so far!!!) (chose it for my book report 2!!!)5. Last Olympian (coming out this year) (can’t wait!!!)companion book:1. The Demigod Filesshort stories:1. The Lost Chariot (i read it on Rick Riordan’s blog)2. The Bronze Dragon (i read it online at fanfiction.net)3. The Sword of Hades (coming out this year in UK but if your lucky you may find it on the internet sometime after it comes out)these are all that i know about and should be the only percy jackson books by Rick Riordan because these are to only ones i found on RR’s blog. (so sad) but i found out somewhere that he might make books about other half-bloods (YAY!!! THEY ARE SO AWESOME!!!) so i guess you’ll have to wait for any other half-blood books. (aw man!)glad i could help! 😀
What are these two Percy Jackson and the Olympians books about.
Percy Jackson: The Demigod Files: A Survival Guide to Greek Gods and MonstersDemigods and Monstersare there any stories in themany pictureshow many books are there going to be in the next camp half blood series
in the demigod files, there are 3 short adventure stories of percy and friendspercy jackson and the stolen chariotpercy jackson and the bronze dragon andpercy jackson and the sword of hadesthere are also interviews with other characters like annabeth, a map of the camp, and a picture of annabeth’s camp trunk, and a whole bunch of other puzzles and activitiesin Demigods and Monsters, its writings by other authors that discuss the insight of the percy jackson seriesfor the next series, rick riordan said there are going to be 5 books, but they will be longer
Percy Jackson and the Olympians.
In book one of the Percy Jackson series Sally tells Percy that she was only with Poseidon for “one summer”. If that’s true then how was Percy born in August? Is there something I’m missing here…? Because either he had a freakishly long gestation period or a freakishly short one.
Oh please don’t make me say this 😀 wellSally and Poseidon where together for only one summer and during that time they did something ungodly 😀 and then Poseidon had to leave.gods are unlike mortals, we only need to -you know- only once and we can fall pregnant or the mortal will fall pregnant. So Poseidon left Sally knowing Percy was growing inside her, so that’s how young MR Jackson came to be.We gods are very active in that department, that’s why gods like Apollo and Hermes have so manynow pardon me but my mind needs cleansing
How many books are in the Percy Jackson series.
I’m reading The Lightning Thief (LOVE it!) and I wanted to know how many books there are in the series?
there are five books:The Lightning ThiefThe Sea of MonstersThe Titan’s CurseThe Battle of the LabyrinthThe Last Olympiangood books, huh?
percy jackson and the olympians series.
How many books are in the series and is the author still writing more of those books?
There’s 5 and no he’s not bringing any more out from THAT series, BUT he has written another series set at camp half blood, the series does not just follow Percy but it follows Percy and another demigod. Definitely worth reading!
about how many pages are in ‘percy jackson and the olympians’ series. .
like per book? :O
The Lightning Thief-375The Sea of Monsters-279The Titan’s Curse-312The Battle of the Labyrinth-361
How does the last book in the series Percy Jackson and The Olympians(The Last Olympian) end.
Well If you MUST knowTHe great Prophecy:A child of the 3 eldest GodsShall Reach 16 against all oddsAnd See the World In endless SleepThe Heros sould, cursed Blade shall reapA single choice shall end his daysOlympus to preserve or razeThe god of dreams puts a spell on all of New York, everybody that is human falls asleep.Silena, daughter of Aphrodite, leads the Ares cabin into battle by dressing up as clarisse. Clarisse would not let her cabin fight because she was mad at Michael Yew from the Apollo Cabin. She is killed, and while dying, she reveals the fact she is the spy.Many, MANY, demigods are injured, and they are helped at a hotel. Annabeth risks her life to save Percy, even though he bathed in the River Styx and could not be injured by the blade.While in Olympus, Luke realizes what he has been doing, and realizes that the only way to stop Kronos is to kill himself. He stabs himself with the cursed blade, and therefore saves Olympus.Hades lifts the curse he put on the oracle, and Rachael Elizabeth Dare becomes the new oracle.While in Olympus, Percy, Annabeth, Grover, and Tyson are all rewarded for their bravery. Tyson is given a weapon of his choice (a ‘stick’, because his was destroyed in battle) Zeus promises him the finest ‘stick’ that could be found. Grover is given his searchers license and becomes a member of the council of cloven elders. Annabeth has been asked to design the new olympus because it was destroyed. Percy was offered the chance to be a god, but he refuses. He asks instead that there would be cabins for all the gods children at camp, even the minor gods. Also, that all gods claim their children at or before age 13 so that they know who they are and so they are not crammed into the Hermes cabin.Annabeth and Percy after all these years have their first kiss and suchTHAT IS THE LAST OLYMPIAN IN A NUTSHELL.
Percy Jackson and the Olympians book series…question….
Hello!Okay, so I was at the theatre the other day, and they showed the trailer for Percy Jackson and the Olympians, The Thunder Thief or something. It looks really good, and I know there are books, too.I want to start reading the books- how many are there, what’re the other book names, and who is the…
Percy Jackson And The Olympians is a great series and I highly recommend it. Like Warriors, there will be multiple arcs, although Rick Riordan has only written one so far, which consists of five books:1) The Lightning Thief2) Sea Of Monsters3) The Titan’s Curse4) Battle Of The Labyrinth5) The Last OlympianThe books are centered around the life of Percy Jackson, starting at age twelve, the ancient Greek gods (who are living modern lives in America), and their children who reside at Camp Half-Blood, a summer camp where demigods / demigoddesses train and take shelter from monsters.As for the movie, the special effects look okay, but the screenplay is terrible compared to the actual book, and the casting is all wrong. I recommend seeing it, and make sure to tell us all what you think, but read the book, all of them if possible, before you see the movie. Enjoy!
Similar Posts: | https://feathersbook.com/09/33120/ |
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Scrumptious and safe gluten-free barbecue restaurant in Costa Mesa, California, Dec 30, 2011
reviewer:
Norkoz
from Seattle WA
It was SO enjoyable to sit down to a menu where both dairy and gluten allergens were marked for each dish AND there were so many choices with neither. As we enjoyed our own meal--terrific ribs and sides of potato salad and coleslaw, eaten in perfect safety--we watched a family with 3 children consult with the server. Their delight as they found out that their gluten and/or dairy intolerant children could enjoy most of the menu items was a pleasure to see. Definitely worth a return visit. | https://glutenfreetravelsite.com/printpage.php?item_id=1029 |
What Is Sophie Turner Age?
Who Is Sophie Turner?
Sophie Turner was born in England, a daughter of a nursery school teacher, and has a father who works for a pallet distribution company. She has two older brothers and her twin died upon birth. Their family moved to Chesterton, Warwickshire when she was two years old. Sophie attended Warwick Prep School (an independent school) until she was 11 years old, and later attended The King's High School, an exclusive prestigious school for girls. Since young, Sophie was trained on how to act when in fact she has been a member of the theatre company Playbox Theatre Company since she was three years old.
Sophie is now married to Joe Jonas in a surprise wedding ceremony at A Little White Wedding Chapel in Las Vegas, just hours after the Billboard Music Awards. Sophie now uses the name Sophie Belinda Jonas according to their marriage certificate but remains known professionally as Sophie Turner.
Sophie’s Career
COPYRIGHT_WI: Published on https://washingtonindependent.com/w/sophie-turner-age/ by Candice Burns on 2021-12-15T07:42:57.159Z
Sophie Turner made her acting debut as Sansa Stark on the HBO epic fantasy television series Game of Thrones from 2011–2019, for which she won a Primetime Emmy Award nomination for the Outstanding Supporting Actress in a Drama Series in the year 2019. She made her feature film debut in Another Me in the year 2013. She also starred in the movie Barely Lethal 2015 and played Jean Grey in X-Men: Apocalypse 2016. Besides being an actress, she's also a model. She modeled for Karen Millen's Fall fashion show in the 2014 Campaign.
What Is Sophie Turner's Age?
Sophie’s Birthday falls on February 21, 1996. At present, she is 25 years old. Her birth sign is Pisces.
Sophie’s Net Worth
Since he began her acting career at the age of 15 with Game of Thrones, Sophie Turner has amassed a net worth of $8 million as of 2020. She is one of the highest-paid actresses in the television industry with three-fourths of her net worth accumulated from GOT series.
Conclusion
Sophie Turner is one of the greatest actresses in Hollywood in the present. She is just 25 years old and still has a bright future ahead of her. A lot of fans all over the world are looking forward to seeing her in series and movies in the future. | https://washingtonindependent.com/w/sophie-turner-age/ |
This is a curious question, and I also had some assumptions about whether examiners check word count while checking papers or not. So for that, I had to ask some of my teachers who taught me in school. And here’s what they said to me on counting words in the answer sheet.
Examiners check lines instead of each word on the paper. They take an average word count of 7-9 words per line, and this way, they count the line, evaluate the answer, and give marks to students.
You only think examiners had to check so many answers sheets at a time, and by counting each word, they are going to check a few answer sheets in one particular day.
On average, an examiner takes 15-20 minutes to check an answer sheet, and they contain 20-30 answer sheets per day.
How you can maintain a proper word count?
To write a good answer and maintain word count, you need to keep some writing habits.
Maintaining proper gap between words.
Suppose you leave too much gap between words, resulting in a fewer word count. If you do so, you may get fewer marks, and the structure of the answer is also doesn’t look good.
The ideal gap between words should be half cm or one cm, but not less than that. But you can not measure the distance between every word. So maintain a word count of 7-8 words per line, and that will be okay.
Using the proper font.
Maintaining proper font style means the handwriting style should be the same on every line you write. Most students write speedily, so they change their handwriting because the word count also changes.
Writing in cursive handwriting.
It’s better to write in cursive handwriting than in a typical style, as writing in cursive helps you write fast.
Practice cursive handwriting here.
Does exact wordcount matter?
If a question is asked of 10 marks and given to write 150 words, then it does not mean that you have to write precisely 150 words.
As I have told you, write according to lines so 150 words can easily cover up to 18 to 20 lines, and it does not matter if the words are 140 or 160 as the examiner can exclude that.
Other than that, if you make diagrams and flow charts, this also gives an exception to the examiner to focus on word count.
Remember, while writing answers, make sure to present the solution in such a way that examiner doesn’t need to use his brain too much. So if you use diagrams and flowcharts that would be easy for them to evaluate your answer sheet.
Is it bad to write more than the word limit given in the question paper?
Writing more than the given word limit is not a problem but avoiding that should be the wise decision. Because in descriptive writing exams there’s a shortage of time and if you are stuck with writing one particular answer that will just waste the time.
So it is better to write as much as asked in the question paper.
What to do when there’s no wordcount given in the question papers?
In many question papers, there’s no word limit given, so it does not mean that you can write as many words as you have to write.
From my research and personal experience here, you have to write in exams according to given marks. This will provide you with a general idea of how much you should write in exams.
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Q:
How can a pandas groupby .sum return wrong values?
When applying a groupby to a DataFrame the resultant grouped values do not sum to the same figures as when taking the column sums of the original DataFrame. How is this possible? I can't show my full data as it's sensitive and, more annoyingly, I can't seem to recreate the problem. The example below talks it through though.
Say I have this dataframe, df2:
A B C D
0 One 1 3 2
1 Two NaN 6 4
2 Three 3 NaN 8
3 One 4 17 NaN
4 Two 7 NaN 2
5 Three 12 8 15
Summing it returns this as expected:
`df2.sum()`
A OneTwoThreeOneTwoThree
B 27
C 34
D 31
dtype: object
Then using this groupby:
df3 = df2.groupby(['A'])[['B', 'C', 'D']].sum()
Returns this:
B C D
A
One 5 20 2
Three 15 8 23
Two 7 6 6
And summing that returns the same values as summing the original columns:
df3.sum()
B 27
C 34
D 31
dtype: float64
In my actual data, however, the original values are:
13496 non-null float64
11421 non-null float64
10890 non-null float64
10714 non-null float64
Yet after the same groupby as above using .sum(), the grouped rows sum to:
13021
11071
10568
10408
Is there some pandas caveat or gotcha I'm missing here? How are values being lost? This is obviously less of a direct programming question that can be answered, and more of a pandas 'internal workings' question. I don't see anything in the pandas documentation about this, nor are there any SO questions about it.
A:
Do you have any NaN values in column A? This can produce the behavior that you're describing, because NaN values get dropped when they're being grouped. Consider the DataFrame below:
A B C D
0 x 1.0 NaN 100.0
1 x 2.0 21.0 105.0
2 y NaN 22.0 110.0
3 NaN 4.0 23.0 115.0
4 z 5.0 24.0 120.0
5 z 6.0 25.0 NaN
Then df.sum() produces:
B 18.0
C 115.0
D 550.0
dtype: float64
But df.groupby('A')['B', 'C', 'D'].sum().sum() produces:
B 14.0
C 92.0
D 435.0
dtype: float64
| |
As you all know our next practice is at St Peter’s and we will continue with All Saints, this time touches. We’ll refresh plain courses of the method and of Reverse Canterbury and them combine them in the touch. A bob is a plain lead of Reverse Canterbury – so remembering where you passed the treble is your best clue of what to do at a bob.
Dependant on who is available, we could also be ringing Stedman Doubles, Bob Minor (with singles) and Kent TB minor (as a refresher some treble bob plain hunt may be necessary).
Don’t forget – if anyone wants to call a touch (or start/stop) let me know and we can include it.
For the future I think looking up St Simons and Winchendon Place would provide a good grounding for a whole group of related methods/variations which can be interesting to ring.
Park in the churchyard and come to the door at the top of the steps for 7.30 start and I will have parking permits if you require them. If you are going to be late please try to let me know in advance so we know we don’t have to wait. There is a bell push on the right hand door, but give us time to come down as it’s 64 steps down (and up again).
Finally, would you please let me know if you are coming to this practice and with any special requests?
Many thanks and I look forward to seeing you there, | https://wpbells.org/2017/11/30/plans-for-cs-beyond-bob-doubles-weds-dec-6th-bournemouth/ |
Q:
Did any spacecraft ever use the Sun's gravity for acceleration?
Space probes often use planets to accelerate onto a trajectory towards their goal(s) without having to consume too much fuel. But the fastest acceleration would be made through the Sun's gravity if probes manage to get close enough. Was it ever possible for a spacecraft or would it be possible to build a spacecraft resistant to the Sun's heat and radiation from a realistic point of view? The Sun's gravity would accelerate probes extremely fast to distant goals so it would be very good for probes to the Kuiper belt, to the hypothetical planet beyond it or to the closest stars.
A:
It doesn't really work that way. We can use the Sun to change direction, but we need rocket thrust to increase speed with the msneuver.
To begin with, the closest stars (apart from the Sun) are not close. If we were somehow to reach escape velocity from the Solar System (which this method won't do, see below), we would still be moving at only a small fraction of the speed of light unless we develop a propulsion system that generates energy internally or from what's in space itself. And stars like Proxima Centauri would take years of on-Earth time to reach even at the full speed of light.
Let's say there is a space probe heading for a "slingshot" encounter with Jupiter, in order to send it to the outer Solar System and beyond. We know that when the probe is flung outwards with enough acceleration to ultimately escape the Sun, Jupiter must be slowed down and drop (very slightly) closer to the Sun. We have really drawn energy from Jupiter's orbital motion.
So where is the Sun's orbital motion for a slingshot acceleration around that body? Technically, things in our Solar System do not orbit the Sun, they orbit the center of mass which is usually just outside the Sun. So the Sun has some orbital motion -- but very little compared with the motion of any planet, all of which are much farther away from the barycenter and make much longer arcs and faster orbital speeds. It is well known that if bodies with different masses (like the Sun and planets) interact and convert potential to kinetic energy, most of the kinetic energy as seen from the center of mass goes into the lighter bodies -- not, in this case, the heavy Sun. Hence the planets rather than the Sun have the energy of motion we need for a slingshot acceleration.
Moreover, we would also have to create a highly eccentric, basically almost parabolic orbit to get close to the Sun starting from our nearly circular Earth orbit. Even without a change in net orbital energy such a change is orbital shape requires a large delta-v. Planets are easier to reach, and both inner and outer planets (including Earth) have been used for this purpose.
With proper launch windows and planetary alignments, it's much easier to use planets to get the speed and direction we want to reach targets within the Solar System. Hence planets are the chosen means of energy exchange within the Solar System.
Addendum:
While a solar slingshot can't accelerate a spaceship out of the Solar System, it can be used to change direction while using rocket thrust at perihelion to boost your speed as the Sun's gravity changes your direction. Since the Sun's gravity is used only for the directional change and not for net increase in speed (the latter comes from the rocket thrust) it does not draw kinetic energy from the Sun, so it can be executed with good effect using the Sun's superior mass. Project Lyra (thanks David Tonhofer) has been launced as a feasibility study for a mission to the interstellat space asteroid ʻOumuamua. As yet, however, this is only preliminary, a long way from actually launching a rocket to put this idea into effect.
A:
The "gravitational" (slingshot) maneuvers space probes are performing are actually not so much about gravity. The gravity is method to "tie" temporarily these two bodies, but you could (purely hypothetically of course) use something else, some superstrong tether or so ... "Slingshot maneuver" is in fact much better name in this regard.
What actually happens is momentum exchange. Space probe exchanges some amount of mometum with the planet. But momentum is no absolute quantity, you need a reference frame to talk about it.
The gravitational field is conservative. If you move in a gravity field of a single body stationary in your reference frame, you will always end up with same amount of momentum (in the same reference frame) in any fixed point regardless which trajectory you took to get there. So nothing to gain.
What are we doing with space probes is that despite the fact we haven't gained any momentum relative to the planet, we are "slingshoting" around, we have exchanged some amount of monetum this planet has relative to the Sun.
And that is the point. You can not get any extra energy relative to the Sun doing gravitational maneuver around the Sun. (This applies generally of course. You can not use gravitational maneuever around a planet X to brake and stop at the same planet for example.)
Note: there are some ways to gain an energy from gravity field if you are doing (significant) propulsion burns along the way, but I am not aware there was any such performed in a reality.
A:
I think the question is based on a misconception about how gravity assists work.
If you just let yourself get pulled to a distant object then continue out the other side, the same gravity that attracted you to it will then begin pulling you back again. You'll just oscillate around it like a bouncing ball.
Gravity assists work because the target itself (e.g. Jupiter) is also moving, in its orbital motion. It "drags" you along briefly while you're strongly within its gravitational influence. You steal a bit of its orbital momentum (like the planet's given you a bit of a kick on your way past) and off you go. The planet still tries to pull you back towards it, but you have enough additional momentum to counter that.
The sun has no such thing (at least not within the frame of reference of the solar system itself), and its relatively large gravitational pull is not useful to you. You can fall towards it quickly, yes, but again you'd only be pulled back. And there is no orbital momentum for you to steal (well, very little).
So, no, this is not a thing.
| |
Discussion in 'The Projects Forum' started by chihiro, Jun 7, 2010.
Wow. That sounds difficult since 11111111 binary doesn't directly convert into 5000 decimal and so a binary to decimal decoder will not provide the proper display. I'm stumped.
You need something in between. The ADC outputs binary (that 1111 1111 is FF in hexidecimal, BTW), and the displays need their numbers in BCD (binary coded decimal). You only need three displays to show the value, which is 255 in decimal.
Notice that the value does not correspond very well to the voltage measured. There are ways to convert between binary and decimal, but a microprocessor can do the conversion and change to engineering units, so the display is in volts and fractions of a volt.
One dodge is to use an ICL7107 - http://www.intersil.com/products/deviceinfo.asp?pn=ICL7107 It will give better resolution as well.
So is the goal to display the binary output as a decimal number or to display a voltage value?
the goal is to display the very first analog input value. As u can see in the block diagram below, when i give an input from Vin as 2500mV , the 8-bit output of the SAR is 10000000 and i have to use this output seen in 4 7-segment as 2500. The point is i have to convert the 8-bit binary output in Xilinx and scale the value with 19 (since 5000mV has 256 different binary values, and each binary value is equal to 19mV = 5000/256). When the clock gives 8 pulses and the 8-bit approximation is done, i will have the binary output between the SAR and DAC, but still have no idea how to use that 8-bit output displayed in 7-segment.
Sorry, I'm afraid this is a bit above my knowledge level. The factor of 19 is what really complicates things. It sounds like you may need to program a microprocessor to convert the binary output into a BCD value that represents the analog input, then use a BCD to seven segment decoder to display the value. | https://forum.allaboutcircuits.com/threads/decimal-in-7-segment-display.39286/ |
Throughout the years, Jewish people were spread out around the world in different countries with different cultures and traditions. Each community has a different story and a different unbelievable journey.
Israel is a melting pot that is made up of these different communities and cultures. We don’t learn about these communities. Their story must be heard.
In this online lecture series, we will hear the story of 5 different Jewish communities from a personal perspective.
Scroll down to register and more information about each lecture.
Questions? Please email Adi Shalev at [email protected]
Adi Shalev on Iraq
Tuesday, January 4 at 7 p.m.Adi will share her Iraqi grandparents’ story. We will talk about what it was like to live as a Jewish person in Iraq and what changed over the years. Also, what finally brought the Israeli government to execute the "Ezra and Nehemiah" operation, which brought them to Israel. Last, how difficult it was to move to a new country.
Patrik Tepman on USSR (Ukraine)
Tuesday, January 25 at 7 p.m.Community Shaliach at "Kings Bay Y" JCC in Brooklyn, NY. Partik will share his family’s personal story of life as a Russian speaking Jew in Israel.Come, hear, and explore the journey of Jewish immigrants from the USSR. Learn about the roots and symbols that led his family to escape from Ukraine to Beer Sheva.
Avezu Fanta on Ethiopia
February 15 at 7 p.m.Israeli Fellow in Philadelphia. Avezo, an Ethiopian Jew from Israel, will share her story and the background of the Ethiopian-Jewish community in Israel
Ethan Souffir on Tunisia
Tuesday, March 1 at 7 p.m.Israeli Fellow in Montreal. Ethan will talk about Tunisian Jews. Ethan's family ended up in France from Tunisia. Ethan will share what it was like to grow up as a person of color in France, address his connection to Israel, and what made him decide at the age of 18 to leave his family & friends and start a new life in the holy land.
Hanna Bloch on Israel
Tuesday, March 22 at 7 p.m.Community Shlicha in Madison. Hanna will talk about Israeli Jews. Hanna will share the story of her grandmother, Savta Meira, and her family. Hanna's grandmother was a 7th generation Jerusalemite. She was a child when the state of Israel was established. Hanna grew up on stories about those times and her family. she will share some of these stories in her talk. | https://jewishfederationofreading.regfox.com/jewish-communities-and-their-immigration-to-israel |
Effects of migration on allele frequencies: In absence of selection (i.e. if alleles are selectively neutral) migration homogenizes allele frequencies among populations. If selection and migration tend to increase the frequencies of the same alleles, selection can amplify effect of migration.
How does migration affect allele frequencies?
Migration will change gene frequencies by bringing in more copies of an allele already in the population or by bringing in a new allele that has arisen by mutation.
Does migration alter allele frequencies?
In the case of migration, the greater the difference in allele frequencies between the resident and the migrant individuals, and the larger the number of migrants, the greater the effect the migrants have in changing the genetic constitution of the resident population.
How does gene flow homogenize allele frequencies?
Gene flow between isolated populations slows down their genetic drift from each other and reduces the power of natural selection to promote divergence between them. When there is a great deal of gene flow between populations, they tend to be similar; in this way, gene flow has a homogenizing effect.
How does immigration and emigration affect gene frequency?
Immigration is when new organisms join a population, changing allele frequencies. Emigration is when members of a population leave, taking with them their genes. These change the overall balance of the gene pool of the populations these species join or leave.
What is the frequency of allele?
An allele frequency is calculated by dividing the number of times the allele of interest is observed in a population by the total number of copies of all the alleles at that particular genetic locus in the population. Allele frequencies can be represented as a decimal, a percentage, or a fraction.
What is migration frequency?
migration rate: the proportion of immigrants in a population AFTER migration. Fact: migration tends to eliminate existing genetic differences between populations. Fact: allele frequencies change in the direction of the donor/source population due to migration.
Why do allele frequencies change?
Natural selection, genetic drift, and gene flow are the mechanisms that cause changes in allele frequencies over time. When one or more of these forces are acting in a population, the population violates the Hardy-Weinberg assumptions, and evolution occurs.
How does migration affect Hardy Weinberg?
Immigration results in the addition of new alleles into the existing gene pool and changes the allele frequencies. Degree of changes in allele frequencies depends upon the differences between the genotypes of immigrants and native population.
Does genetic drift change allele frequency?
The consequences of genetic drift are numerous. It leads to random changes in allele frequencies. Drift causes fixation of alleles through the loss of alleles or genotypes. Drift can lead to the fixation or loss of entire genotypes in clonal (asexual) organisms.
How does gene flow affect allele frequencies among populations?
Migrants change the distribution of genetic diversity among populations, by modifying allele frequencies (the proportion of members carrying a particular variant of a gene). High rates of gene flow can reduce the genetic differentiation between the two groups, increasing homogeneity.
Is genetic drift migration?
Natural selection and genetic drift tend to enhance genetic differences among populations; migration tends to homogenize genetic difference, decreasing the differences among populations.
How does migration lead to evolution?
Evolution can also occur as a result of genes being transferred from one population to another. This gene flow occurs when there is migration. The loss or addition of people can easily change gene pool frequencies even if there are no other evolutionary mechanisms operating. … Gene flow can also occur without migration.
What is the difference between gene frequency and allele frequency?
Definition. Genotype frequency refers to the number of individuals with a given genotype divided by the total number of individuals in the population while allele frequency refers to the frequency of occurrence or proportions of different alleles of a particular gene in a given population.
How does migration cause a change in the genes in a population?
Migration. Migration is the movement of organisms from one location to another. … After mating is established between the migrating and destination individuals, the migrating individuals will contribute gametes carrying alleles that can alter the existing proportion of alleles in the destination population. | https://undiagnosedbutokay.com/genetic-diseases/your-question-does-migration-homogenize-allele-frequencies.html |
I attended a class when I was at convention to learn more about mixing papers. The info I received was good and will help me mix patterns on my projects in the future. After all, I’ve got lots of paper that I need to use!
Here was the project we made. It’s a canvas that I painted and covered with paper. Then I made paper flowers to add to the decoration.
Note: Today is the last day to order the Reason to Smile stamp set for $5 with any $50 purchase. Also, today is the last day to leave a comment on the blog, send me email, or place an order to be entered into the drawing to win the package of Designer Series Fabric. | http://www.vanessascardstudio.com/2012/07/ |
Ask HN: How does UBI square with libertarian values? - eevilspock
Or if you're not a libertarian, how does UBI square with beliefs such as:<p>- Private property must be inviolable.<p>- Free markets are the best arbiters of truth, including how it determines what each person is worth.<p>I won't comment; just want to listen.
======
modeless
UBI is the least complex, most "small government" compatible way to
redistribute wealth. It also introduces a minimum of unintended market
distortions, compared with targeted subsidies and means tested programs. It
seems like an appealing option if you lean libertarian but you accept the
necessity or desirability of at least some wealth redistribution. Assuming it
can be done in a way that's both financially feasible and provides an adequate
replacement for other welfare programs, which isn't obvious.
------
burlesona
This seems like a strange question to ask. I don’t encounter many libertarians
who support UBI, nor UBI proponents who claim to be libertarian, so I’m not
sure that the people who advocate UBI would agree at all with the beliefs you
listed.
As for me personally, I’m open to the idea of basic income, but I specifically
like Milton Friedman’s “Negative Income Tax” idea more. As for why, I think
that (1) we can afford and have shown politically for several generations that
we do want a basic social safety net for everyone, and (2) the current way we
provide it is pretty mediocre. The idea of replacing the current system with
simple cash payments seems to me like a potential cost saving and efficacy
improving move.
But since it hasn’t been done on a large scale before I’d rather see that idea
thoroughly tested and researched before I’d have confidence that any nation
should fully adopt it, and IMO its not very easy to design a good test.
Thus I’d say those ideas are more of an intellectual curiosity than a position
I’d advocate.
------
mindcrime
_How does UBI square with libertarian values?_
This question is meaningless in the abstract. UBI doesn't inherently square
with, or fail to square with, Libertarian values. You'd have to be asking
about a _specific proposal_ to get an answer to this.
That said, a UBI proposal that funds the UBI through purely voluntary means
would, indeed, square with Libertarian values, which are their core reduce to
"you can't initiate force, or use fraud, against others. Force is only for
self-defense".
_Free markets are the best arbiters of truth, including how it determines
what each person is worth._
A UBI scheme which was funded through entirely voluntary means would actually
be part of the free market, so there is no conflict.
| |
If everyone in Guttenberg were given the same amount of land, each of its approximately 11,700 residents would get about 61 square feet.
That’s slightly more than size of a pickup truck.
The fact that New Jersey is the most densely populated state in the country is one of the first things children learn in school about their home. But some of the minutiae that make up that statewide statistic is staggering.
The Garden State is home to the top four most densely populated municipalities in the United States, and seven of the top 10. The top four, all in Hudson County, are some of the most densely populated on the planet.
But not all of New Jersey is packed like sardines. The number of people per square mile scales from 0 to more than 60,000, showing even the most crowded state in the union hasn’t been completely overrun by people.
To provide some perspective, we created a 3D map showing the population per square mile of each town if it were vertical feet of elevation. We’ll then take a look at some of the most interesting points of the state’s population mountains.
Using the map: Double-click or use two fingers on a mobile phone to zoom. To rotate the map press CTRL, click and drag or pinch and rotate on a mobile phone.
The Big Four
Guttenberg, Union City, West New York and Hoboken stand head and shoulders above all other communities in New Jersey. Each boasts a population density in excess of 43,000 people per square mile, nearly 20,000 above any other town in the state, according to Census and state geographic data.
Tiny Guttenberg packs more than 11,700 into less than one-fifth of a square mile, which would make it the 14th most densely populated place in the world. The Marie Kondo-folded city, Union City and West New York are the only three towns on the list of the 50 most densely populated in the world.
The Cramped Shore
The Census' population figures don’t truly do the Jersey Shore justice, because it tracks the year-round population of our coastal towns.
Still, it’s clear that the state’s northern shore has been densely packed in recent years, with most Monmouth County coastal communities boasting a population density of more than 5,000 people per square mile.
The development of the coast has become an increasing concern to environmentalist and climate change advocates, who worry packing the beaches erodes the state’s ability to manage future storms like Hurricane Sandy.
Heavily weighted Cape May
Cape May County, overall, is one of the less densely populated counties in New Jersey, but it’s average is brought up by its iconic beaches.
From Wildwood down to the southern tip of the state, population density surges where people have flocked to some of the state’s most iconically scenic communities.
Soaring plateaus amid vast valleys
The southwestern corner of the state, largely made up of Salem and Cumberland counties, have long remained some of the least populated in New Jersey.
But though the area remains largely farmland, communities have clustered around small, more tightly-packed community centers. Viewed in 3D, small but dense towns like Elmer, Bridgeton and Salem City stick out like sore thumbs.
An oasis in the crowd
Amid all of these sprawling population mountain ranges in the state, the Pine Barrens stands out in opposition.
Federally protected since 1978, the state’s sprawling pine forest is one of the few places that still have less than 100 people per square mile. But the state’s lowest population density town isn’t actually located here.
Walpack, with about a dozen residents, covers about 25 square miles of land, largely made up of the Delaware Water Gap National Recreation Area. That puts its population density at less than one, with each resident represented by more than two square miles of land.
Still, the Pine Barrens covers a far greater swath of the state, and stands as the most notable valley on our 3D interpretation of New Jersey’s masses. | https://www.nj.com/news/2019/01/3d-maps-show-parts-of-nj-are-the-most-densely-populated-on-the-planet.html |
The Data Scientist Job was named “the sexiest job of the century” by Harvard Business Review. India has 50, 000 open positions for Data Analysts, according to a June 2017 study by Analytics India Magazine. So, what does a data scientist do? What are the key roles & responsibilities of a data scientist? What are the required skills and experience in order to get hired as a data scientist? We will look into these answers in this post. Additionally, we will also have a look at the top employment sectors, top companies and best training courses (online) for data science.
Roles & Responsibilities of a Data Scientist
The role of data scientists is becoming more and more important as businesses are increasingly relying on big data and data analytics to drive decision making and growth hacking. Data scientists work towards the discovery of meaningful insights from massive amounts of data by implementing special software. A data scientist proactively fetches information from various sources and analyzes it for a better understanding of how the business performs. They are responsible for organizing and presenting the results to the key stakeholders and investors in an easy-to-understand manner. Additionally, a data scientist also builds machine learning (ML) and artificial intelligence (AI) tools that automate certain processes within the company.
The data analyzed by a data scientist is often termed as the big data. There are two types of big data – structured data and unstructured data. Structured data is typically organized and easy to sort out by a system. Structured data range from data collected by services, products and electronic devices to the website traffic data, sales figures, bank account information, GPS coordinates collected by a smartphone. This kind of data is rarely collected from human input.
In contrast, unstructured data is likely to come from human intervention – customer reviews, emails, social media posts, videos, etc. This kind of data is the fastest growing form of big data. Typically, the unstructured data is not streamlined; hence, more difficult to sort through and less efficient to manage with technology. Typically, a data scientist is hired to pull out relevant data using relevant keywords and make sense of the unstructured data. Whereas, other IT professionals are responsible for managing and maintaining structured data. Read more about the roles and responsibilities of a data scientist.
Top Technical Skills & Experience Required for Data Scientist Jobs
- Excellent understanding of machine learning techniques and algorithms, such as k-NN, Naive Bayes, SVM, Decision Forests, etc.
- Experience with common data science toolkits, such as R, Python, Weka, NumPy, MatLab, etc
- Experience with data visualization tools, such as D3.js, GGplot, etc
- Proficiency in using query languages such as SQL, Hive, Pig
- Experience with NoSQL databases, such as MongoDB, Cassandra, HBase
- Excellent applied statistics skills, such as distributions, statistical testing, regression, etc.
You might also like the following articles:
Top 10 Skills to Succeed in 2019 as a Data Science Experts
Top 5 Skills to Kickstart Your Data Science & Analytics Career and How to Build Them
How to Stay Competitive in the 21st Century Job Market – Part 1
Top 7 Industries for Data Scientist Jobs in India
E-Commerce
The websites and e-commerce sites are collecting more data than ever, and this will keep on increasing. Offerings include Cross-selling, re-marketing, packaged services, customized offers, or personalized products. As a data scientist, you will be responsible for helping an e-commerce business to understand buying patterns, search histories, and behavioral analysis. Secondly, you will also help to improve customer service and develop a relevant portfolio of services and/or products.
Banking
The banking sector is always under the threat of frauds, hacking activities, and other cyber-crimes. Data science is very useful to detect irregularities, manage customer data and mitigate financial risks. As a data scientist in the banking domain, you will be playing a pivotal role in monitoring the financial markets and implementing network analysis for detecting and countering malpractices. Besides, you will also need to take care of improving customers’ regular banking experience.
Finance
Finance is traditionally all about numbers, and the financial market is one of the most unpredictable sectors. So, the requirement for integration of mobile feeds, real-time market insights, customer sentiment analysis, and transaction details with the historical data is on an all-time high. Data science can help the finance sector in running real-time analytics, automating risk credit management, countering fraudulent activities, and predicting market disasters. Besides, a data scientist in the finance domain will also be responsible for data security & compliance.
Healthcare
Providing the right healthcare at the right time is essential. This can be achieved if the large and updated electronics datasets get analyzed efficiently. Data scientists can help healthcare professionals by discovering trends in the population and thus ensuring better support for public health and safety.
Telecommunications
All telecom companies have access to a huge amount of customer data that needs to be stored, managed, maintained and analyzed. Using demographic as well as behavioral data, data scientists can help the telecom companies to strike the chords with their customers at every touch point, and optimize the diversity in the offered services.
Travel & Tourism
The travel industry has always depended on treating statistics to provide the best possible service. At present, the travel industry takes it further to what is called an ultra-personalized product and service offering. Using data to predict when people will travel, companies can provide the exact service their customers need at the best time and at the right price. In-depth 360-degree view of the customers, as well as a multi-layered data analysis across touch-points, helps the companies identify most-valuable customers, cross-sell partner products, and offer extensively customized products and services to its customers.
Energy
By using data insights companies can make energy provisions more efficient and cut costs significantly. Power plants can predict the energy demands during a specific time of a day or season by studying the historical data. This will help the energy industry to strike a balance between providing good customer service and making profits. Finally, data science and analytics can also help the industry towards attaining sustainability.
Top (Online) Training Courses for Getting Jobs as a Data Scientist
Executive Data Science – Johns Hopkins University
Applied Data Science with Python – University of Michigan
Machine Learning A-Z™: Hands-On Python & R In Data Science – Udemy
Applied Machine Learning in Python – University of Michigan
Big Data Specialization (6-Course) – UC San Diego
Python for Data Science and Machine Learning Bootcamp – Udemy
Data Analysis and Presentation Skills – PwC
A Developer’s Guide to Exploring and Visualizing IoT Data – IBM
Data Science Specialization (9-Course) – Johns Hopkins University
Learning Python for Data Analysis and Visualization – Udemy
SQL for Newbs: Data Analysis for Beginners – Udemy
Data Science A-Z™: Real-Life Data Science Exercises – Udemy
Data Science, Deep Learning, & Machine Learning with Python – Udemy
Cluster Analysis and Unsupervised Machine Learning in Python – Udemy
Deep Learning A-Z™: Hands-On Artificial Neural Networks – Udemy
Top 25 Companies for Data Science Jobs in India
- Fractal Analytics
- MuSigma
- Deloitte
- Amazon
- Flipkart
- Crayon Data
- LatentView
- Absolutedata
- Manthan
- IBM
- Myntra
- Accenture
- Citrix
- Global Analytics
- Paytm
- Gramener
- Convergytics
- Cartesian Consulting
- Tiger Analytics
- Brillio
- BRIDGEi2i
- Hansa Cequity
- EXL Analytics
- MakeMyTrip
Sources: Edvancer, GreyAtom, ManipalGlobal
You might also like the following articles:
10 Super exciting Data Science / Machine Learning / Artificial Intelligence-based startups in India
10 Most Influential Analytics & Data Science Leaders in India – 2017
Want to know if Data Science/Analytics is the Right Career for You? Take our Free Online Career Guidance Test to assess your signature strengths and career options. This test has been taken by more than 25, 000 students and professionals over the last 10 years (in offline mode) to select their subject streams and right careers to suit their strengths, interests and career goals.
Author: Tanmoy Ray
I am a Career Adviser & MS Admission Consultant. Additionally, I also manage online marketing at Stoodnt. I did my Masters from the UK (Aston University) and have worked at the University of Oxford (UK), Utrecht University (Netherlands), University of New South Wales (Australia) and MeetUniversity (India). | https://www.stoodnt.com/blog/data-science-jobs-in-india-roles-responsibilities-required-skills-experience-top-industries-training-courses-top-companies-to-work-for/ |
Calculating your body mass index (bmi) is one way of trying to work out whether your weight in kilograms to the first decimal place (e. 4); your height in. Bmi is still referred to as the quetelet index, for which the formula is: bmi (kgm2) = mass (kg) height (m)2. Bmi is conducted the same way for both adults and. Find out how simple it is to calculate your bmi and the common bmi the bmi measures how much mass you. The body mass index is calculated based on the following formula: bodyweight in kilograms divided by height in meters squared or. Bmi = x kg (y m * y m). New bmi calculator. Your weight: kgs lbs (convert from stones to pounds here). Your height: cms inches your new bmi healthy range is, to. Jul 14, 2019 the standard formula to calculate bmi is weight ÷ (height x height) x 703. To calculate measure the childs weight in kilograms (not grams). The bmi calculator to calculate your body mass index designed specifically for singaporean and asians due to different metric bmi calculator. The body mass index or bmi, measures the human body shape. Are you in the healthy range? use this tool to calculate your body mass index (bmi) now to know your health risk. A bmi value of 23 and above indicates that. Bmi is determined by your weight in kg divided by your (height in metres)2. Bmi estimates whether you are underweight, healthy weight, overweight or obese. Body mass index (bmi) is a measure of body fat based on height and weight that applies to a bmi between 25 kgm² and 29. 9 kgm² is considered overweight. Bmi calculator formula: • bmi = weight (in kg) height (in meter)2. For example, a person who is 175 cm and weights 66 kg, his bmi is: • 66 (1. Nov 1, 2017 in this tutorial, we will learn how to calculate bmi or body mass index by taking weight in pounds,height in inches and weight in kilogram, height. Your bmi is based on your height and weight. Its one way to see if youre at a healthy weight. Use livelighters free tool now to check your bmi. This calculator lets you calculate body mass index (bmi) by taking your weight (in kilograms or in pounds) and height how would you know if you're overweight or obese? well, body mass index (bmi). Type in your weight either in stones, pounds or kilograms and your height either in feet, inches or meters. Bmi calculator. Welcome to bmicalculator. How to calculate bmi in simple steps calculating the bmi can be beneficial in understanding where we stand relative to the the second formula measures the bmi in kgm2; measuring height in meters and w. Bmi is your weight (in kilograms) over your height squared (in centimeters). Let’s calculate, however, using pounds and inches. For instance, the bmi of a person who is 5’3 and weighs 125 lbs is calcul. Bmi (kgm2) is calculated by dividing a persons weight in kilograms by height in meter squared. Bmi cutpoints of 25 and 30 are used to classify adults as. Check your health with bmi calculator online on religare health insurance. Body mass index (bmi) calculate bmi. Your bmi is kgm2. | http://kopyrify.wyxidafol.ru/66637.asp |
- Clothing/Jewelry Description A shirt, black stretchy bicycle shorts, white socks and dark blue Nike deck shoes with white shoelaces.
- Distinguishing Characteristics Caucasian female. Brown hair, blue/green eyes.
Details of DisappearanceTrudy's father departed from their family's residence to report to work at approximately 9:00 a.m. on August 21, 1996 in Moline, Illinois. A neighbor saw Trudy enter a silver or gray four-door box-style vehicle, similar to a Chevrolet Celebrity, in the driveway of her home between 9:30 and 10:30 a.m.
The driver of the vehicle is described as being Caucasian and in his twenties at the time with curly brown or black hair worn long to his shoulders. The suspect was wearing a baseball cap. Neither Trudy nor her suspected abductor have been seen again. Her father reported her disappearance when he could not find her after he returned home from work.
Authorities believe that Trudy may have known the vehicle's driver. Her family's residence was located off of the main road and was not visible from the street. Her case was initially investigated as a possible runaway, but investigators now believe Trudy was abducted.
She took a swimsuit and a towel before departing from her home. She left approximately $200 behind, which her father said she saved for an upcoming vacation. Her case was initially treated as a runaway by police, but her parents never believed she left of her own accord and investigators now admit it is unlikely.
William "Ed" Smith was identified as the prime suspect in Trudy's disappearance in 2017. Smith, a friend of Trudy's father, died in 2014. A witness (reportedly his son-in-law, David Whipple), had seen Trudy in his car, and Smith threatened to kill him if the witness told the police about this.
Smith was seen alone later on the day of Trudy's disappearance, but Trudy was never seen again. He had his car scrapped within a week of Trudy's disappearance, and he acted "despondent" whenever her name was mentioned.
Trudy's father theorizes that Smith and Whipple took Trudy out on a boat on the Mississippi River and something unexpected happened, perhaps an accident, that lead to the child's death. Trudy was friends with one of Whipple's children and frequently accompanied their family on the boat. Whipple has refused to cooperate with investigators in Trudy's disappearance.
Police are appealing to anyone who might have seen any suspicious activity in the areas of Campbell's Island, Black Bird Island, Dynamite Island, or the boat launch at Empire Park in East Moline, Illinois. Trudy's case remains unsolved. Investigators stated that had little evidence and no solid suspects in her disappearance.
Investigating Agency
- Moline Police Department 309-797-0401
Updated 9 times since October 12, 2004. Last updated May 13, 2018; picture added. | http://charleyproject.org/case/trudy-leann-appleby |
The Keystone Bridge, proposed for the Jiaxing Ancient City, is a collaboration with Honglin Li and Chenyu Huang.
The Keystone Bridge crosses the Huancheng River, extending the existing cultural axis to the existing Haogu Tower, promoting a direct line of sight to the tower and providing a strong terminus to the Jiaxing Ancient City district.
The deliberate oblique siting requires a long structural span to avoid introducing piers in the Huancheng River or existing right-of-ways. The bridge elevation thus borrows inspiration from adjacent arch bridges, proposing three structural arches crossing the Huancheng River, Shanghai-Kunming Railway, and Yuanhu Road. These three small arches work in tandem with one super arch, extending the cultural axis and providing pedestrian connections across the river and to Haogu Tower.
The interplay between the two sets of arches, upper and lower, creates an opportunity for architectural expression. Chinese masonry of adjacent bridges inspires the running bond pattern of the façade screen. The screen is inlaid with perforated panels, which serve to accentuate the form of the bridge while still allowing for the passage of light.
This faux brick screen is supported by a series of structural columns. The columns transfer loads from the upper deck to the pinned compression arches below.
A truss embedded within the bridge deck transfers vertical loads to the columns, and subsequently to the compression arches below.
Lateral loads are similarly distributed to the columns, which act in bending to transfer lateral loads to the laterally braced compression arch below. Combined with the rigid deck, the lateral system can be considered as a series of moment frames.
The structural proposal results in a bridge interior that requires no cross-bracing, meaning that the interior of the bridge can be inhabited.
Named for the keystone brick in a compression arch, the Keystone Bridge is inspired by historical Chinese masonry bridges, but introduces steel and long span structural systems to propose a modern bridge situated within an ancient and deeply cultural context. | https://mturlock.com/keystone |
Usually, UPS drivers operate between 9 a.m. till 7 p.m., and in some exceptional cases, until 9 p.m. In this time range, you should expect your driver to arrive with your parcel. If the driver didn't reach you at your destination address, they would re-arrange another time for an appointment.What time of day does ups stop delivering packages?
UPS will deliver up until 7 pm. At 7 pm, the UPS driver is supposed to be done for the evening and reporting back to the yard. Most UPS drivers are supposed to report back much earlier than this, but some will stay late to make sure they get their deliveries done for the day. The shipping business is very complex, and there are many moving parts.Why is ups not delivering?
This is due to federal regulations dictating acknowledgment the existence of a specific national service agreement “would cause harm and is confidential commercial information that would not be disclosed under good business practice,” the Postal Service said. Amazon, FedEx and UPS either declined or could not be reached for comment for this story.How late does ups generally deliver to residential address?
UPS delivers as late as 7:00 pm and sometimes later. For residential deliveries, UPS will deliver packages anytime between 9:00 a.m. and 7:00 p.m. For commercial deliveries, packages are usually delivered during business hours or before they close. UPS drivers do work overtime hours, so they could deliver packages as late as 8:00 to 9:00 p.m. | https://www.urllinking.com/finder/how-late-does-ups-deliver-daily |
Division is one of the four basic operations of arithmetic, the ways that numbers are combined to make new numbers. The other operations are addition, subtraction, and multiplication. The division sign, a symbol consisting of a short horizontal line with a dot above and another dot below, is often used to indicate mathematical division. This usage, though widespread in anglophone countries, is neither universal nor recommended: the ISO 80000-2 standard for mathematical notation recommends only the solidus or fraction bar for division, or the colon for ratios; it says that this symbol "should not be used" for division.
At an elementary level the division of two natural numbers is – among other possible interpretations – the process of calculating the number of times one number is contained within another one. This number of times is not always an integer, which led to two different concepts.
The division with remainder or Euclidean division of two natural numbers provides a quotient, which is the number of times the second one is contained in the first one, and a remainder, which is the part of the first number that remains, when in the course of computing the quotient, no further full chunk of the size of the second number can be allocated.
For a modification of this division to yield only one single result, the natural numbers must be extended to rational numbers or real numbers. In these enlarged number systems, division is the inverse operation to multiplication, that is means, as long as is not zero. If, then this is a division by zero, which is not defined.
Both forms of division appear in various algebraic structures, different ways of defining mathematical structure. Those in which a Euclidean division is defined are called Euclidean domains and include polynomial rings in one indeterminate. Those in which a division by all nonzero elements is defined are called fields and division rings. In a ring the elements by which division is always possible are called the units. Another generalization of division to algebraic structures is the quotient group, in which the result of 'division' is a group rather than a number.
IntroductionThe simplest way of viewing division is in terms of quotition and partition: from the quotition perspective, means the number of 5s that must be added to get 20. In terms of partition, means the size of each of 5 parts into which a set of size 20 is divided. For example, 20 apples divide into five groups of four apples, meaning that twenty divided by five is equal to four. This is denoted as, or. What is being divided is called the dividend, which is divided by the divisor, and the result is called the quotient. In the example, 20 is the dividend, 5 is the divisor, and 4 is the quotient.
Unlike the other basic operations, when dividing natural numbers there is sometimes a remainder that will not go evenly into the dividend; for example, leaves a remainder of 1, as 10 is not a multiple of 3. Sometimes this remainder is added to the quotient as a fractional part, so is equal to or, but in the context of integer division, where numbers have no fractional part, the remainder is kept separately. When the remainder is kept as a fraction, it leads to a rational number. The set of all rational numbers is created by extending the integers with all possible results of divisions of integers.
Unlike multiplication and addition, Division is not commutative, meaning that is not always equal to. Division is also not, in general, associative, meaning that when dividing multiple times, the order of division can change the result. For example,, but .
However, division is traditionally considered as left-associative. That is, if there are multiple divisions in a row, the order of calculation goes from left to right:
Division is right-distributive over addition and subtraction, in the sense that
This is the same for multiplication, as. However, division is not left-distributive, as
This is unlike the case in multiplication, which is both left-distributive and right-distributive, and thus distributive.
NotationDivision is often shown in algebra and science by placing the dividend over the divisor with a horizontal line, also called a fraction bar, between them. For example, "a divided by b" can written as:
which can also be read out loud as "divide a by b" or "a over b". A way to express division all on one line is to write the dividend, then a slash, then the divisor, as follows:
This is the usual way of specifying division in most computer programming languages, since it can easily be typed as a simple sequence of ASCII characters. Some mathematical software, such as MATLAB and GNU Octave, allows the operands to be written in the reverse order by using the backslash as the division operator:
A typographical variation halfway between these two forms uses a solidus, but elevates the dividend and lowers the divisor:
Any of these forms can be used to display a fraction. A fraction is a division expression where both dividend and divisor are integers, and there is no implication that the division must be evaluated further. A second way to show division is to use the division sign, common in arithmetic, in this manner:
This form is infrequent except in elementary arithmetic. ISO 80000-2-9.6 states it should not be used. This division sign is also used alone to represent the division operation itself, as for instance as a label on a key of a calculator. The obelus was introduced by Swiss mathematician Johann Rahn in 1659 in Teutsche Algebra. The ÷ symbol is used to indicate subtraction in some European countries, so its use may be misunderstood.
In some non-English-speaking countries, a colon is used to denote division:
This notation was introduced by Gottfried Wilhelm Leibniz in his 1684 Acta eruditorum. Leibniz disliked having separate symbols for ratio and division. However, in English usage the colon is restricted to expressing the related concept of ratios.
Since the 19th century, US textbooks have used or to denote a divided by b, especially when discussing long division. The history of this notation is not entirely clear because it evolved over time.
Computing
Manual methodsDivision is often introduced through the notion of "sharing out" a set of objects, for example a pile of lollies, into a number of equal portions. Distributing the objects several at a time in each round of sharing to each portion leads to the idea of 'chunking' a form of division where one repeatedly subtracts multiples of the divisor from the dividend itself.
By allowing one to subtract more multiples than what the partial remainder allows at a given stage, more flexible methods, such as the bidirectional variant of chunking, can be developed as well.
More systematic and more efficient, a person who knows the multiplication tables can divide two integers with pencil and paper using the method of short division, if the divisor is small, or long division, if the divisor is larger. If the dividend has a fractional part, one can continue the algorithm past the ones place as far as desired. If the divisor has a fractional part, one can restate the problem by moving the decimal to the right in both numbers until the divisor has no fraction.
A person can calculate division with an abacus by repeatedly placing the dividend on the abacus, and then subtracting the divisor the offset of each digit in the result, counting the number of divisions possible at each offset.
A person can use logarithm tables to divide two numbers, by subtracting the two numbers' logarithms, then looking up the antilogarithm of the result.
A person can calculate division with a slide rule by aligning the divisor on the C scale with the dividend on the D scale. The quotient can be found on the D scale where it is aligned with the left index on the C scale. The user is responsible, however, for mentally keeping track of the decimal point.
By computer or with computer assistanceModern computers compute division by methods that are faster than long division, with the more efficient ones relying on approximation techniques from numerical analysis. For division with remainder, see Division algorithm.
In modular arithmetic and for real numbers, nonzero numbers have a multiplicative inverse. In these cases, a division by may be computed as the product by the multiplicative inverse of. This approach is often associated with the faster methods in computer arithmetic.
Division in different contexts
Euclidean divisionThe Euclidean division is the mathematical formulation of the outcome of the usual process of division of integers. It asserts that, given two integers, a, the dividend, and b, the divisor, such that b ≠ 0, there are unique integers q, the quotient, and r, the remainder, such that a = bq + r and 0 ≤ r <, where denotes the absolute value of b.
Of integersIntegers are not closed under division. Apart from division by zero being undefined, the quotient is not an integer unless the dividend is an integer multiple of the divisor. For example, 26 cannot be divided by 11 to give an integer. Such a case uses one of five approaches:
- Say that 26 cannot be divided by 11; division becomes a partial function.
- Give an approximate answer as a "real" number. This is the approach usually taken in numerical computation.
- Give the answer as a fraction representing a rational number, so the result of the division of 26 by 11 is Usually the resulting fraction should be simplified: the result of the division of 52 by 22 is also. This simplification may be done by factoring out the greatest common divisor.
- Give the answer as an integer quotient and a remainder, so To make the distinction with the previous case, this division, with two integers as result, is sometimes called Euclidean division, because it is the basis of the Euclidean algorithm.
- Give the integer quotient as the answer, so This is sometimes called integer division.
Names and symbols used for integer division include div, /, \, and %. Definitions vary regarding integer division when the dividend or the divisor is negative: rounding may be toward zero or toward −∞ ; rarer styles can occur – see Modulo operation for the details.
Divisibility rules can sometimes be used to quickly determine whether one integer divides exactly into another.
Of rational numbersThe result of dividing two rational numbers is another rational number when the divisor is not 0. The division of two rational numbers p/q and r/s can be computed as
All four quantities are integers, and only p may be 0. This definition ensures that division is the inverse operation of multiplication.
Of real numbersDivision of two real numbers results in another real number. It is defined such that a/b = c if and only if a = cb and b ≠ 0.
Of complex numbersDividing two complex numbers results in another complex number, which is found using the conjugate of the denominator:
This process of multiplying and dividing by is called 'realisation' or rationalisation. All four quantities p, q, r, s are real numbers, and r and s may not both be 0.
Division for complex numbers expressed in polar form is simpler than the definition above:
Again all four quantities p, q, r, s are real numbers, and r may not be 0.
Of polynomialsOne can define the division operation for polynomials in one variable over a field. Then, as in the case of integers, one has a remainder. See Euclidean division of polynomials, and, for hand-written computation, polynomial long division or synthetic division.
Of matricesOne can define a division operation for matrices. The usual way to do this is to define, where denotes the inverse of B, but it is far more common to write out explicitly to avoid confusion. An elementwise division can also be defined in terms of the Hadamard product.
Left and right divisionBecause matrix multiplication is not commutative, one can also define a left division or so-called backslash-division as. For this to be well defined, need not exist, however does need to exist. To avoid confusion, division as defined by is sometimes called right division or slash-division in this context.
Note that with left and right division defined this way, is in general not the same as, nor is the same as. However, it holds that and.
PseudoinverseTo avoid problems when and/or do not exist, division can also be defined as multiplication by the pseudoinverse. That is, and, where and denote the pseudoinverses of A and B.
Abstract algebraIn abstract algebra, given a magma with binary operation ∗, left division of b by a is typically defined as the solution x to the equation, if this exists and is unique. Similarly, right division of b by a is the solution y to the equation. Division in this sense does not require ∗ to have any particular properties.
"Division" in the sense of "cancellation" can be done in any magma by an element with the cancellation property. Examples include matrix algebras and quaternion algebras. A quasigroup is a structure in which division is always possible, even without an identity element and hence inverses. In an integral domain, where not every element need have an inverse, division by a cancellative element a can still be performed on elements of the form ab or ca by left or right cancellation, respectively. If a ring is finite and every nonzero element is cancellative, then by an application of the pigeonhole principle, every nonzero element of the ring is invertible, and division by any nonzero element is possible. To learn about when algebras have a division operation, refer to the page on division algebras. In particular Bott periodicity can be used to show that any real normed division algebra must be isomorphic to either the real numbers R, the complex numbers C, the quaternions H, or the octonions O. | https://owiki.org/wiki/Division_%28mathematics%29 |
friday flakes episode five
In this week's episode, we talk about:
+ A Plaid, Plaid world without Darryl.
+ Darryl's replacement, or, Fake Darryl.
+ Delicious Swedish Fish.
We chat about Denny's and their Grand Slam goodness:
+ Denny's delicious giveaway.
+ Did Denny's change their public perception?
+ What is even in a Grand Slam breakfast?
We talk about computer tans vs. real tans:
+ What's computer tan all about?
+ Who at Plaid has been a repeat tanner.
We chat about Google and their new Latitude app:
+ Is it creepy, or cool?
+ How it works, and why you'd use it.
+ Would somebody as boring as Dave even want to use it?
Breakfast of February 06, 2009 Posted by darryl ohrt
Labels: fridayflakes, plaid, self promotion
5 comments:
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Is Sara wearing bright white socks??
- 1:06 PM
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She's so ridiculously good looking, it doesn't matter if her socks match her outfit.
- 1:39 PM
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Sara, stop logging in as anonymous and making comments about yourself.
- 3:46 PM
- sara said...
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David, don't be a hater.
- 5:33 PM
- Steve F said...
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@iRJ I don't think anyone that regularly eats at Denny's will be "running" to Denny's (or anywhere) any time soon. | http://www.brandflakesforbreakfast.com/2009/02/friday-flakes-episode-five.html |
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Nadine Coyle announces Girls Aloud will be reuniting in honor of the late Sarah Harding
Nadine Coyle has announced that Girls Aloud will be reuniting in honor of their late member Sarah Harding.
The 39-year-old singer died on September 5, 2021 after being diagnosed with breast cancer.
Now the girl band that made her famous will be holding a special event to raise money in her honor.
Fellow bandmate Nadine Coyle said OK! about their plans.
“We are planning an evening for an event to raise money in honor of Sarah. She’s very much on the forefront of our minds,” she said.
“We want to raise money for a medical device that will help diagnose cancer earlier so people can be treated. We definitely want to do something to help others.”
“[Sarah’s passing] still touches us deeply when I think about all that she went through,” she continued.
While the rest of the band, Cheryl Tweedy, Kimberley Walsh and Nicola Roberts all hope to be reunited with their children.
“Apparently Cheryl Bear and Kimberley have their three little ones (Bobby, Cole and Nate) and we planned to get all the babies together a while ago but never got around to it,” says Nadine, mother of 8-year-old daughter Anaiya, told the publication .
To keep Sarah’s memory alive, Nadine often spoke about her close friend and her grief.
video of the day
The month after her death, Nadine appeared on The Ryan Tubridy Show on RTÉ Radio 1 and admitted it had been very traumatic for her.
“It was awful, I have to say,” admitted the Derry native.
“It’s been awful since she got sick. It’s been a really traumatic year and a half – it’s almost two years at this point.”
“It is a cruel, cruel disease that I know many people suffer from and I wish it for all [going through it] All the best. We definitely lost a big one there. She was incredible.”
“It’s so fresh and I still think she’s going to call, so I’m in that phase … I’m definitely still in the processing phase.”
“Me and Sarah were close and have always remained close. We were in the band and a great support for each other in the years that followed,” she continued.
Nadine said Sarah sent her signs from beyond the grave.
“I was so close to her in life that it’s difficult to bridge that gap. But there were definitely things she made her presence felt on a couple of occasions.”
“There were a few days where my headphones would just fly across the table while I was sitting and putting on my makeup. This happened three days in a row.
“No reason, they just flew over and the girls with hair and makeup said, ‘It has to be Sarah.’ There’s no reason they would fly so far. | https://fry-electronics.com/nadine-coyle-announces-girls-aloud-will-be-reuniting-in-honor-of-the-late-sarah-harding/ |
Q:
How do I prove that $(A + B)^2 = A^2 + 2AB + B^2$
Assume that $A$ and $B$ are both $n\times n$ matrices, how would I prove that $(A + B)^2 = A^2 + 2AB + B^2$ for any $n\times n$ matrices?
A:
This isn't true in general since $A$ and $B$ might not commute. The most that we can say is
$$ (A+B)^2=(A+B)(A+B)=A^2+AB+BA+B^2 $$
| |
3 nights is the typical length of stay for people visiting Xewkija.
On average, rooms will be priced around £87 per night when booking a hotel in Xewkija; however the price you pay for your room will vary significantly depending on seasonality, location and facilities.
Room prices for hotels in Xewkija can be as much as 49% lower in the month of February. So this is a great time to book and save money.
Sunday is the cheapest day for hotel rooms in Xewkija. Saturday is the most expensive day.
£80 is how much a hostel (and up to 2-star hotels) in Xewkija could cost you each night. Booking a hostel could save you £128 when compared to the average price of a hotel in Xewkija. | https://www.momondo.co.uk/hotels/xewkija |
In this article I discuss machine learning and discrete-event simulation. I will introduce machine learning as a supportive technology for making discrete-event simulation more resource efficient and effective.
Discrete-event simulation is a technique used in manufacturing and logistics for problems that cannot be investigated with conventional analytical techniques. Conventional techniques e.g. include static calculations, mathematical programming or statistics. It is frequently the case that such conventional techniques do not suffice analysis requirements in complex production systems or complex logistics processes. For example, control logics or interpendencies between production equipment, logistics equipment and planning algorithms can often only be analyzed with a simulation model. The cost of building such simulation models can be huge, and deriving findings from the simulation results can be costly too. In both these cases costs can be reduced by applying machine learning. That is what I want to show in this article.
Combining machine learning and discrete-event simulation: Integrating reinforcement learning and neural networks
In this article I highlight exemplary applications of machine learning in the context of discrete-event simulation. These examples are applicable to simulation studies in factory planning, supply chain network design, production scheduling, process design and more. Topics addressed are reinforcement learning in simulation models, neural networks for extrapolating simulated sample spaces, and a comparison of reinforcement learning in simulation models vs. conventional model optimizers.
In the following sections of this article I will explain what discrete-event simulation is. I will also explain what reinforcement learning and neural networks are. I proceed by providing an overview of possible approaches for integrating machine learning and simulation. I will present a modeling approach that combines simulation and neural networks for extrapolating a simulated sample of the overall solution space.
Discrete-event simulation is appropriate for process modeling
In one of my earlier articles I provided a simulation technique classification system. Discrete-event simulation is my favorite simulation technique. It is a powerful technique for analyzing processes in manufacturing and logistics systems. I use discrete-event simulation to assess factory layouts, material handling concepts, and material flow optimization projects. I have also used discrete-event simulation for tactical production planning, i.e. production planning in the short and medium term. Examples include inventory simulation and production schedule simulation. Discrete-event simulation, compared to agent-based simulation, system dynamics and monte-carlo simulation, is an appropriate technique for modeling processes. Its focus is rather detailed and less conceptual as this modeling technique implements decision making on process level whereas other techniques neglect this level of detail.
Machine learning is comprised of supervised, unsupervised and reinforcement learning
In this article I highlight exemplary applications of machine learning, another powerful domain, in the context of discrete-event simulation projects. I have already published an article on this website covering the three machine learning paradigms: Supervised machine learning, unsupervised machine learning, and reinforcement learning. All of these paradigms have different scopes and are all powerful when applied appropriately. Reinforcement is also often described as artificial intelligence, since in its core it has a reinforcement learning algorithm that improves a state-based decision making policy over time as the algorithm learns from rewards and punishments received in the form of feedback from its environment.
Neural networks facilitate a black box that lacks transparency but is capable of complex prediciton making
Neural networks are a specific subset of machine learning technology, often associated with deep learning. At its core, a neural network is comprised of neurons that together reproduce a signal-and-response network. Neural networks aim at reproducing the behaviour in a human brain and are used for pattern recognition and problem solving without any particular analytical framework.
In below figure I illustrate the structure of a simple neural network. There are many different structures of neural networks, but they are comprised of this basic structural framework.
At the core, a network is comprised of neurons. In the figure displayed below illustrated the basic structre of a neural network with a defined number of input neurons (input laye), a hidden layer, and an output layer.
Each neuron converts input values into an output value. You can think of every neuron performing a regression analysis on the inputs provided, forwarding the result as an output to the next layer. The layers between original input and final output are referred to as hidden layers. The more hidden layers, the deeper the network (generally speaking).
Advantages of using a neural network model
Artificial neural networks can solve very complex real world problems. Models using a neural network practically facilitate artificial intelligence in that they are capable of learning relationships between input and output values, even when these are nonlinear or even more complex than nonlinear. This enables these models to reveal relationships that are otherwise difficult to predict.
Disadvantages of a neural network model
Artificial neural networks facilitate a black box model. This comes with risks, two major of them being 1) risk of overfitting the model, 2) difficulty of drawing generalizable findings from the model. Artificial neural networks are not good at explaining how and why they made their decisions. Artifical neural networks even tend to work well in cases of extreme variance and in the presence of extreme outliers.
Commercial applications of neural networks in SCM and beyond
In supply chain management neural network models can e.g. be used for inventory control and release of purchasing orders. As I will demonstrate neural networks can also be used to support discrete-event simulation studies, making them more efficient and effective. I have also seen applications of neural networks that were used for transport routing and transportation network optimization.
Beyond manufacturing and logistics, neural networks are e.g. used for:
- Credit card fraud detection
- Insurance fraud detection
- Voice recognition
- Natural language processing
- Medical disease diagnosis
- Financial stock price prediction
- Process and quality control
- Demand forecasting
- Image recognition
Reinforcement learning can facilitate self-learning, a novel example of machine learning and discrete-event simulation
Reinforcement learing is a machine learning paradigm that allows for decision making under uncertainty. In another article that I published on SCDA I explained how the three paradigms of machine learning are I) supervised machine learning, II) unsupervised machine learning, and III) reinforcement learning.
The class of supervised machine learning (I) algorithms describes algorithms that train models based on labelled data, i.e. data with known inputs and outputs. Linear regression is an example of supervised machine learning.
The class of unsupervised machine learning (II) algorithms describes algorithms that train models that can recognize patterns and structures in unlabelled data. k-means clustering is an example of unsupervised machine learning.
The class of reinforcement learning (III) algorithms differs from both unsupervised and supervised machine learning in that it facilitates itself through algorithms that can operate without any known data, i.e. do not need to be trained using input data. At their core they consist of a decision-making policy that describes what actions should be taken depending on a current state. By executing the decisions proposed by the policy, and by harvesting therefrom resulting rewards, the policy is adjusted. This alters decision making iteratively. The reinforcement learning concept is illustrated in the figure below.
Advantages of reinforcement learning
Some advantages of reinforcement learning algorithms include that they are capable of operating without training data. This means that they can be used in environments with a high level of uncertainty. Even when there is very little information available a reinforcement learning model might work well.
Disadvantages of reinforcement learning
In general, reinforcement learning models can be overkill. They may often represent a case of over-engineering. They also might require excessive amounts of computational power and might in some cases better be replaced by a supervised or unsupervised machine learning algorithm.
Commercial applications of reinforcement learning
One widely recognized application of reinforcement learning in supply chain management is inventory management. Another popular example can be found in robots and robot control. This is relevant for material equipment handling.
But there have also been commercial applications of reinforcement learning as part of discrete-event simulation already. The company Pathmind, not operating at this time (i.e. out of business), developed an AnyLogic tool that could be used to implement reinforcement learning directly in AnyLogic.
Machine learning and discrete-event simulation can be joined by integrating machine learning into the simulation model, or by running machine learning as external support
When integrating machine learning and discrete-event simulation I recommend one of two approaches: It, machine learning, can be integrated into the model as an alternative to conventional experiment planners or model optimizers, or machine learning can run on-top of the simulation model, to support the model and derive more information from its results and parameter configurations.
I refer to the first approach as “machine learning integration”, and to the latter as “machine learning support”. In the following sections of this article I proceed by introducing exemplary applications of machine learning integration and machine learning support.
Example of neural network used to extrapolate solutions from the sampled subset of simulation, as an example of machine learning and discrete-event simulation
In below figure I illustrate how a simulation study can be supported by artificial neural network models.
The neural network is responsible for inferring from a small sample of simulation runs onto a broader solution space. In other words, a neural network is trained from the model configurations that were simulated, with thereto associated simulation results. Using this small sample, the neural network is adjusted to minimize deviation between simulated results (KPI values) and predicted neural network model outputs.
Once the neural network has been trained it is used against another small sample of simulated model confiugrations to assess its validity for predicting previously unknown system configurations.
The simulation engineer can now use the neural network model to predict model outputs (KPI values of the system of interest) for system configurations beyond the solution space that he has implemented and tested in his simulation environment. In other words, the simulation engineer can predict system behaviour based on known simulation results without having to implement additional model configurations.
Integrating reinforcement learning provides an interesting alternative to conventional optimizers
The path taken by reinforcement learning represents a very different way of utilizing artificial intelligence for simulation studies. With reinforcement learning, much like with conventional simulation model optimizers, the aim is to find a good or even optimal system configuration as quickly as possible, i.e. with least possible effort (cost).
Conventional simulation optimizers are meant to support the simulation analyst in identifying promising system configurations quickly. These optimizers take the form of experiment managers and e.g. implement strategies such as (I) gradient descent, (II) factorial designs, and (III) evolutionary improvement etc.
In the figure below I illustrate how conventional simulation model optimizers aim at supporting efficient and effective searches for an optimum within the derived solution space.
Conventional simulation model optimizers are generally capable of handling even very large amounts of decision variables and variable types, but they usually require a lot of computational power. In many cases the optimizers are furthermore not capable of finding good solutions. To avoid excessive computational effort industrial engineers and analysts often apply heuristics. The problem with these, however, is that they are inherently inflexible.
Another alternative to conventional optimizers is provided by reinforcement learning. Pathmind was one exemplary application that provided a simulation-related reinforcement learning service in AnyLogic. Pathmind offered the possibility of handling high variability, scalability to large state spaces, and multi-objective optimization with even contradictionary objectives. In the video below I have embedded a Youtube reference covering reinforcement learning with Pathmind in AnyLogic.
Some other interesting sources that investigate or explain reinforcement learning for discrete-event simulation are listed below:
- Reinforcement learning in AnyLogic simulation model – a guideing example using Pathmind
- Patmind examples
- AI reinforcement learning digital twins can solve shortages and save Christmas
- Solving complex business problems with simulation and Pathmind AI
Summarizing machine learning and discrete-event simulation
In this article I have presented two procedures for how artificial intelligence can be used in discrete-event simulation engineering. Both procedures make use of artificial intelligence to enhance the effectiveness and efficiency of the simulation model. The simulation model itself does not represent artificial intelligence. I personally believe in neural networks being a strong support in making simulation study execution more efficient. The domain of reinforcement learning is a very interesting one, but it remains to be seen whether reinforcement learning can really gain a commercial and practical foothold in simulation engineering when e.g. compared to conventional optimizers.
If you are interested in hearing my thoughts on this subject in greater detail you can also watch the Youtube video that I referenced below. | https://www.supplychaindataanalytics.com/machine-learning-and-discrete-event-simulation-exemplary-applications/ |
The odds were against a result for either team before a ball was bowled in the drawn Test between Australia and India, as calls grew louder for a move to five-day games.
In the aftermath of the early finish to the day-night Test on the Gold Coast on Sunday, both Australian captain Meg Lanning and coach Matthew Mott said one more day of play would have garnered a result.
The match was the ninth women’s Test played over the past decade and the past four have all ended in draws.
Rain interrupted the opening two days, robbing the game of significant overs. But the game was already not long enough, according to one long-time cricket statistician.
Based on average runs per wicket in women’s Test matches since 2000, renowned stats man Ric Finlay said the match, which was scheduled to have 100 overs for each of the four days, was always going to be “30 overs short”.
“In Aus since 2000, wickets in women‘s Tests have been taken at the rate of 64.44 balls per wicket. If you want a 40-wicket Test, then that requires 2578 balls – but at 600 a day for 4 days, we are 30 overs short – we need 4.3 days,” Finlay posted on Twitter.
The captains shook hands at the drinks break in the final session on Sunday night after first Australia, then India, declared their respective innings over early to try to manufacture a result.
But with Australia set 272 runs to win from 32 overs, the match was called when India snared just two wickets in the first 15 overs of the chase.
In Aus since 2000, wickets in women's Tests have been taken at the rate of 64.44 balls per wicket. If you want a 40-wicket Test, then that requires 2578 balls - but at 600 a day for 4 days, we are 30 overs short - we need 4.3 days. The same calculation for men is 4.73 days. /2 | |
Number 935255865 has 9 digits. Number 935255865 can be formatted as 935,255,865 or 935.255.865 or 935 255 865 or in case this was a phone number 935-255-865 or 93-525-5865 to be easier to read. Number 935255865 in English words is "nine hundred and thirty-five million, two hundred and fifty-five thousand, eight hundred and sixty-five". Number 935255865 can be read by triplets (groups of 3 digits) as "nine hundred and thirty-five, two hundred and fifty-five, eight hundred and sixty-five". Number 935255865 can be read digit by digit as "nine three five two five five eight six five". Number 935255865 is odd. Number 935255865 is divisible by: three, five. Number 935255865 is a composite number (non-prime number).
Number 935255865 in binary code is 110111101111101101111100111001. Number 935255865 in octal code is: 6757557471. Number 935255865 in hexadecimal (hexa): 37bedf39.
The sum of all digits of this number is 48. The digital root (repeated digital sum until you get single-digit number) is 3. Number 935255865 divided by two (halved) equals 467627932.5. Number 935255865 multiplied by two (doubled) equals 1870511730. Number 935255865 multiplied by ten equals 9352558650. Number 935255865 raised to the power of 2 equals 8.747035330169E+17. Number 935255865 raised to the power of 3 equals 8.1807160939028E+26. The square root (sqrt) of 935255865 is 30581.953256782. The sine (sin) of 935255865 degree is -0.25881904416879. The cosine (cos) of 935255865 degree is 0.96592582653926. The base-10 logarithm of 935255865 equals 8.9709304403443. The natural logarithm of 935255865 equals 20.656330702223. The number 935255865 can be encoded to characters as ICEBEEHFE. The number 935255865 can be encrypted to chemical element names as fluorine, lithium, boron, helium, boron, boron, oxygen, carbon, boron.
289215734, 2419067877, 635376339, 726843059, 869778086, 914646340, 924193831, 9656568025, 6394615746, 858726229, 8548785177, 954025799, 474189455, 4366519269, 979526253, 220410048, 847156287, 660679941, 923568679, 955290873, 948691514, 310210304, 962403672, 933115128, 144212945, 751366172, 639372864, 361263605, 9304046626, 1682949, 583838053, 1786729046, 684409834, 913526967, 226875848, 401325280, 7387550552, 48452709, 987402692, 303023974, 7734091957, 1307071018. | http://each-number.com/number-935255865 |
This apartment is in the Seneca Springs neighborhood in Beaumont. Nearby parks include Noble Creek Park, Stewart Park and Three Rings Ranch Community Park.
1496 Flamingo St has a Walk Score of 15 out of 100. This location is a Car-Dependent neighborhood so almost all errands require a car.
Beautiful Home Located on a Quiet Cul-De-Sac and within Walking Distance to Park! 3 Bedrooms, 1 bonus room that can be used as a 4th bedroom, and 2. 5 bathr... List ID: 879293655 | RealRentals.com
Pets allowed: No
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Seneca Springs, Beaumont, 92223
Almost all errands require a car.
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Explore how far you can travel by car, bus, bike and foot from 1496 Flamingo St.
Bus lines:
9 Seneca Springs
0.2 mi
2 Beaumont, Banning and Cabazon
0.2 mi
4 Downtown Beaumont
0.2 mi
3 Walmart/Cherry Valley
0.2 mi
7 Fairway Canyon/Beaumont High School
0.2 mi
3/4 Saturday- Cherry Valley to Walmart
0.2 mi
1496 Flamingo St is in the Seneca Springs neighborhood. Seneca Springs is the 3rd most walkable neighborhood in Beaumont with a neighborhood Walk Score of 21. | https://www.walkscore.com/score/1496-flamingo-st-beaumont-ca-92223 |
FIELD
BACKGROUND
SUMMARY
DETAILED DESCRIPTION
This disclosure relates to photonics and optical computing.
FIG. 1
FIG. 2
FIG. 3
1
1
2
2
n
n
The use of photonic architectures to perform a variety of arithmetic functions is known. For example, illustrates a conventional photonic architecture that is configured to perform the addition of two digital signals A, B to form a result R. illustrates a conventional photonic architecture that is configured to multiply two digital signals A, B together to form a result R. illustrates a conventional photonic architecture that is configured to perform the arithmetic function a·b+a·b+ . . . +a·b=R composed of a plurality of multiply and accumulates.
Multiply and accumulate type calculations are often done on data streams, such as in signal or image processing algorithms, in an electrical digital signal processor (DSP). When the calculation is done in an electrical DSP, the data points must be shifted through memory or the pointers to the values shifted and the result constantly recalculated.
A windowed optical calculation architecture and process are described that efficiently performs high speed multi-element multiply and accumulates on a digital data stream. The digital data stream can be any type of digital data stream on which multi-element multiply and accumulates need to be performed. Examples of digital data streams include, but are not limited to, signal and image processing data streams.
In the process, a value from a digital data stream is impressed onto an optical source to create an optical value. The optical value is split into a number of branches. The number of branches equals the number of elements used in the calculation (which can also be referred to as the size of the kernel in a list convolution). In each branch, the optical value is modulated to reflect the coefficients in the calculation. Then, depending upon the branch, the optical value is delayed depending on its position in the calculation, with optical values at the beginning of the calculation being delayed longer than optical values at the end of the calculation. The outputs from the branches are coupled together to perform an optical sum, and passed to detection/analog-digital conversion circuitry to convert the optical result to a digital result.
An example of an optical architecture suitable for performing the process includes a data converter that receives digital data point signals from the digital data stream converts the digital data point signals into analog optical signals. A plurality of coefficient converters receive digital coefficient signals and convert the digital coefficient signals into analog electric signals. An optical splitter is connected to the data converter to receive the analog optical signals and split each received optical signal into a plurality of branches. Multipliers are connected to the optical splitter and to the coefficient converters to receive the branches and the analog electric signals, and multiply each branch by a respective one of the analog electric signals to create a plurality of partial optical products. A delay circuit is connected to each of the multipliers except for a last one of the multipliers to receive the partial optical product from the respective multiplier to which it is connected. Each delay circuit delays propagation of the partial optical product from the respective multiplier. An optical coupler is connected to the last one of the multipliers and each delay circuit, and an optical to digital converter is connected to the optical converter.
10
10
10
FIG. 4
1
m+1
2
m+2
n
m+n
An example of a windowed optical calculation architecture is illustrated in that is configured to perform high speed multi-element multiply and accumulates on data from a digital data stream. In particular, the architecture is configured to perform the arithmetic function a·x(t)+a·x(t)+ . . . +a·x(t)=R. Examples of digital data streams that the architecture can be employed with include, but are not limited to, signal and image processing data streams in applications such as, for example, noise reduction, edge detection on an object, and the like.
FIG. 4
12
10
12
12
In , digital data is input to the architecture . The data is a series of single data points (x), one data point (x) presented in each clock cycle. The data can come from a suitable data source including, but not limited to, memory, a tape storage device, and/or a sensor.
1
2
n
14
Also input into the architecture are digital coefficients a, a, . . . a for the arithmetic function. The number of coefficients equals the number of data points x or elements in the arithmetic function (similar to the size of the kernel in a list convolution). The coefficients can be generated by coefficient generators that use techniques known to those having ordinary skill in the art, for example averaging or Gaussian techniques. The coefficients are usually determined beforehand, either from theoretical calculation or from empirically tuning the coefficients on a fixed data set to obtain the desired result.
1
2
3
4
1
2
3
4
An example of theoretically determining the coefficients is an averaging function used in noise reduction. In this example, assume there are four elements to be averaged: (x+x+x+x)/4. This may be rewritten to (¼)x+(¼)x+(¼)x+(¼)x, from which the four coefficients are all (¼). In using this example on a fixed test set, further adjustments to the coefficients may yield better results leading to empirically adjusting the coefficients to, for example, (¼), (⅓), (¼), and (⅙).
16
18
The data point signals x are input into a data converter that converts the digital data point signals into analog optical signals, while the digital coefficients are input into coefficient converters that convert the digital coefficient signals into analog electric signals.
16
16
20
22
24
20
FIG. 4
The data converter can be any device(s) suitable for converting the digital data points into analog optical signals. As shown in , the converter comprises a digital to analog converter (DAC) which receives the data points and converts them to analog electric signals, together with an optical modulator that impresses an optical output from a laser with the analog electrical signal from the DAC and outputs an analog optical signal therefrom.
18
14
18
20
FIG. 4
1
2
n
The coefficient converters for the coefficients can be any devices suitable for converting the digital coefficients into analog electric signals. As shown in , the converters comprise digital to analog converters (DACs) which receive the coefficients and convert them to analog electric signals ae, ae. . . ae.
22
26
14
28
28
1
2
n
1
2
n
1
1
2
2
n
The output analog optical signal from the modulator is fed into an optical splitter which splits the analog optical signal into a plurality of branches b, b. . . b. The number of branches is equal to the number of coefficients . Each branch is fed into a multiplier which in the illustrated embodiment is an optical modulator . In addition, the analog electric signals ae, ae. . . aeare fed into the modulators , with the signal aebeing fed to the modulator receiving branch b, the signal aebeing fed to the modulator receiving branch b, and the signal ac being fed to the modulator receiving brunch b.
28
1
2
n
1
2
n
FIG. 2
The optical modulators multiply the analog optical signals of branches b, b. . . bwith the analog electric signals ae, ae. . . aeto create a plurality of partial optical products. How an optical modulator performs multiplication of an analog optical signal and an analog electric signal to create an optical product is known from the photonic architecture of .
30
32
30
32
30
32
Depending upon their position in the arithmetic function, all of the partial optical products except for the last partial optical product are fed into delay circuits , . The delay circuits , are designed to delay propagation of their respective partial optical products for a suitable time period measured in clock cycles. The delay circuits , can be any device(s) suitable for delaying propagation of optical signals including, but not limited to, loops of optical fiber.
28
28
30
32
28
FIG. 4
1
1
2
2
n
n
The amount of delay is based on the number of optical modulators and the position of each modulator in the architecture. In the example illustrated in , the delay circuit is configured to introduce 2 clock cycles of delay into the propagation of the optical product b×ae, the delay circuit is configured to introduce 1 clock cycle of delay into the propagation of the optical product b×ae. There is no delay associated with the last modulator producing the partial optical product b×ae.
30
32
28
34
36
36
38
40
The optical outputs from the delay circuits , and the last modulator are fed to an optical coupler that accumulates (i.e. adds or sums) the optical outputs to produce an optical result. The optical result is then fed into an optical-to-digital converter that is configured to convert the optical result into a digital result. Any device that is capable of converting the optical result into a digital result can be used. For example, as illustrated, the converter includes a detector which converts the optical result signal into an analog electric result signal, and an analog-to-digital converter (ADC) which converts the analog electric result signal into the digital result signal R.
FIGS. 5-9
FIG. 5
FIG. 6
10
26
26
28
m+1
m+1
m+1
1
2
n
1
m+1
2
m+1
n
m+1
m+2
illustrate the operation of the architecture , shows a first data point xthat has been input in a clock cycle and, and after being converted to an optical signal, is shown entering the optical splitter . In , in another clock cycle, the data point xhas been split by the splitter into the branches and fed into the modulators where the data point xhas been multiplied by the coefficients a, a, . . . ato produce partial optical products ax, axand ax. At the same time, another data point, x, has been input and is shown entering the splitter.
FIG. 7
1
m+1
2
m+1
1
m+1
2
m+1
n
m+1
n
m+1
m+n
1
m+2
2
m+2
n
m+2
m+2
30
32
30
32
32
32
34
With reference to , in another clock cycle, the partial optical products axand axhave entered the delay circuits , . Because the delay of the circuit is longer than the delay of the circuit , the product axis still delayed in the delay circuit while the product axhas progressed through the delay of the circuit and is shown as exiting the circuit . At the same time, the partial optical product axhas reached and progressed through the coupler . In the illustrated example, since there are three products in the arithmetic circuitry, the processing or application layer of the implementation is programmed such that the first two products are to be ignored. In this case, the partial optical product axis simply ignored. At the same time, another data point, x, has been input, and partial optical products ax, axand axhave been produced from the data point x.
FIG. 8
1
m+1
1
m+2
2
m+1
n
m+2
2
m+2
2
m+n
n
m+n
m+n+1
30
30
32
34
32
In another clock cycle as shown in , partial optical product axhas exited the delay circuit , product axhas entered the delay circuit , and partial optical product has been created. Further, partial optical product axfrom the delay circuit and partial optical product axfrom the last modulator have reached the coupler and are ignored. At the same time, partial optical product axhas entered and progressed through the delay circuit , partial optical products axand axhave been created and another data point, x, has been input.
FIG. 9
1
m+1
2
m+2
n
m+n
10
34
34
Finally, in the next clock cycle shown in , partial products ax, axand axwhich form the partial products of the arithmetic function performed by the architecture , have reached the coupler . These partial products are accumulated (i.e. summed) by the coupler to form the optical result which is then converted into the digital result R. The remaining partial products and newly entered data point can either be ignored or used as part of a new arithmetic function.
The examples disclosed in this application are to be considered in all respects as illustrative and not limitative. The scope of the invention is indicated by the appended claims rather than by the foregoing description; and all changes which come within the meaning and range of equivalency of the claims are intended to be embraced therein.
DRAWINGS
FIG. 1
illustrates a conventional photonic architecture that is configured to perform the addition of two digital signals.
FIG. 2
illustrates a conventional photonic architecture that is configured to multiply two digital signals.
FIG. 3
illustrates a conventional photonic architecture that is configured to perform a plurality of multiply and accumulates.
FIG. 4
illustrates an example of a windowed optical calculation architecture.
FIGS. 5-9
FIG. 4
illustrate the flow of data through the architecture of to perform the illustrated arithmetic function. | |
Mandelbrot in MATLAB
Along the same vein as my last blog post, I decided to see how few lines of code it would take to come up with some cool Mandelbrot pictures.
The Mandelbrot Set is a set of numbers described by a very simple mathematical statement. The set is famous in mathematics for its properties of self-similarity, as well as other cool facts that you can find out about on its Wiki page if you’re interested. Here’s a visualization of the Mandelbrot set.
What exactly is going on in the above image? To answer this, we very briefly discuss what is the Mandelbrot Set. If you’re already familiar or don’t care to see the math, skip this section.
What is the Mandelbrot Set?
We begin by picking a complex number \(c\); let’s say \(c=-1\). Now we generate a sequence of numbers based on the following rules:
- The first number is \(0\)
- If the \(n\)th number is \(z\), then the \((n+1)\)th number is \(z^2+c\).
In our example, the second number would be \(0^2+(-1)=-1\), then the third number would be \((-1)^2+(-1)=0\), and so on. The Mandelbrot Set is the set of all complex numbers \(c\) such that, when you follow the rules above to create a sequence based on \(c\), every number in the sequence has magnitude less than or equal to \(2\). (From now on, I’m not going to use the word “magnitude”, I will just say greater than or less than \(2\)). Our example, \(c=-1\), generated the sequence \(0,-1,0,-1,0,-1,…\), so \(-1\) is certainly in the Mandelbrot set. However, if we chose \(c=1\), then the generated sequence would be \(0,1,2,5,26,…\), so \(1\) is not in the Mandelbrot set.
With this definition in mind, we can visualize the Mandelbrot Set by painting it on the complex plane - if a complex number is in the set, we paint it white, otherwise we paint it black. That process gives us this image:
But wait, how can we tell for sure whether a complex number will generate a sequence that hits a number greater than \(2\)? After all, we can’t check the whole infinite sequence! In my program, I check only the first \(10,000\) numbers in the sequence; the error from this approximation is very small, and imperceptible in the image.
With this in mind, it’s time to make the picture more colorful! Remember that the sequence for \(c=1\) is \(0,1,2,5,…\). In this sequence, the magnitude became greater than 2 by the fourth number of the sequence (which saved us from having to check 9,996 more values). However, for certain other complex numbers, the sequence doesn’t become greater than \(2\) until much later - for example, the sequence generated by \(c=0.254\) doesn’t become greater than \(2\) until the \(48\)th number of the sequence! With this in mind, we can do the following: instead of coloring every number that isn’t in the Mandelbrot Set black, we can color them based on how long it takes for their sequence to become greater than \(2\). Once that idea is converted to code, we get the colorful image at the top!
The MATLAB implementation
The program I wrote is only about 75 lines of MATLAB (available here), and allows the user to zoom into the image, toggle the colormap, and switch between viewing the Mandelbrot set and a Julia set.
Zooming in too far will make things bad because of floating point imprecision (this is fixable, and there is a lot of discussion about this on the Wiki page), but before that error kicks in, we can explore quite a bit, and begin to see the self-similarity. If you’re looking for a cover for your next album, this is the program for you!
This toy project began as a way to learn MATLAB, and in doing so, I also learned about colormaps. In the program, you can also toggle between 9 different colormaps. Here are the seasons!
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Summer
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Autumn
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Winter
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Spring
The code can be improved in many ways - feel free to download and play with it, and find a cool desktop background in the dizzying beauty of fractal mathscapes! | https://www.johnpaulryan.com/blog/2016/09/30/Mandelbrot-in-MATLAB |
Groundwater is stored in the open spaces within rocks and within unconsolidated sediments. Rocks and sediments near the surface are under less pressure than those at significant depth and therefore tend to have more open space. For this reason, and because it’s expensive to drill deep wells, most of the groundwater that is accessed by individual users is within the first 100 m of the surface. Some municipal, agricultural, and industrial groundwater users get their water from greater depth, but deeper groundwater tends to be of lower quality than shallow groundwater, so there is a limit as to how deep we can go.
Porosity is the percentage of open space within an unconsolidated sediment or a rock. Primary porosity is represented by the spaces between grains in a sediment or sedimentary rock. Secondary porosity is porosity that has developed after the rock has formed. It can include fracture porosity — space within fractures in any kind of rock. Some volcanic rock has a special type of porosity related to vesicles, and some limestone has extra porosity related to cavities within fossils.
Porosity is expressed as a percentage calculated from the volume of open space in a rock compared with the total volume of rock. The typical ranges in porosity of a number of different geological materials are shown in Figure 14.2. Unconsolidated sediments tend to have higher porosity than consolidated ones because they have no cement, and most have not been strongly compressed. Finer-grained materials (e.g., silt and clay) tend to have greater porosity — some as high as 70% — than coarser materials (e.g., gravel). Primary porosity tends to be higher in well-sorted sediments compared to poorly sorted sediments, where there is a range of smaller particles to fill the spaces made by the larger particles. Glacial till, which has a wide range of grain sizes and is typically formed under compression beneath glacial ice, has relatively low porosity.
Consolidation and cementation during the process of lithification of unconsolidated sediments into sedimentary rocks reduces primary porosity. Sedimentary rocks generally have porosities in the range of 10% to 30%, some of which may be secondary (fracture) porosity. The grain size, sorting, compaction, and degree of cementation of the rocks all influence primary porosity. For example, poorly sorted and well-cemented sandstone and well-compressed mudstone can have very low porosity. Igneous or metamorphic rocks have the lowest primary porosity because they commonly form at depth and have interlocking crystals. Most of their porosity comes in the form of secondary porosity in fractures. Of the consolidated rocks, well-fractured volcanic rocks and limestone that has cavernous openings produced by dissolution have the highest potential porosity, while intrusive igneous and metamorphic rocks, which formed under great pressure, have the lowest.
Porosity is a measure of how much water can be stored in geological materials. Almost all rocks contain some porosity and therefore contain groundwater. Groundwater is found under your feet and everywhere on the planet. Considering that sedimentary rocks and unconsolidated sediments cover about 75% of the continental crust with an average thickness of a few hundred metres, and that they are likely to have around 20% porosity on average, it is easy to see that a huge volume of water can be stored in the ground.
Porosity is a description of how much space there could be to hold water under the ground, and permeability describes how those pores are shaped and interconnected. This determines how easy it is for water to flow from one pore to the next. Larger pores mean there is less friction between flowing water and the sides of the pores. Smaller pores mean more friction along pore walls, but also more twists and turns for the water to have to flow-through. A permeable material has a greater number of larger, well-connected pores spaces, whereas an impermeable material has fewer, smaller pores that are poorly connected. Permeability is the most important variable in groundwater. Permeability describes how easily water can flow through the rock or unconsolidated sediment and how easy it will be to extract the water for our purposes. The characteristic of permeability of a geological material is quantified by geoscientists and engineers using a number of different units, but the most common is the hydraulic conductivity. The symbol used for hydraulic conductivity is K. Although hydraulic conductivity can be expressed in a range of different units, in this book, we will always use m/s.
The materials in Figure 14.3 show that there is a wide range of permeability in geological materials from 10-12 m/s (0.000000000001 m/s) to around 1 m/s. Unconsolidated materials are generally more permeable than the corresponding rocks (compare sand with sandstone, for example), and the coarser materials are much more permeable than the finer ones. The least permeable rocks are unfractured intrusive igneous and metamorphic rocks, followed by unfractured mudstone, sandstone, and limestone. The permeability of sandstone can vary widely depending on the degree of sorting and the amount of cement that is present. Fractured igneous and metamorphic rocks, and especially fractured volcanic rocks, can be highly permeable, as can limestone that has been dissolved along fractures and bedding planes to create solutional openings.
Why is clay porous but not permeable?
Both sand and clay deposits (and sandstone and mudstone) are quite porous (30% to 50% for sand and 40% to 70% for silt and clay), but while sand can be quite permeable, clay and mudstone are not.
We have now seen that there is a wide range of porosity in geological materials and an even wider range of permeability. Groundwater exists everywhere there is porosity. However, whether that groundwater is able to flow in significant quantities depends on the permeability. An aquifer is defined as a body of rock or unconsolidated sediment that has sufficient permeability to allow water to flow through it. Unconsolidated materials like gravel, sand, and even silt make relatively good aquifers, as do rocks like sandstone. Other rocks can be good aquifers if they are well fractured. An aquitard is a body that does not allow transmission of a significant amount of water, such as a clay, a till, or a poorly fractured igneous or metamorphic rock. These are relative terms, not absolute, and are usually defined based on someone’s desire to pump groundwater; what is an aquifer to someone who does not need a lot of water, may be an aquitard to someone else who does. An aquifer that is exposed at the ground surface is called an unconfined aquifer. An aquifer where there is a lower permeability material between the aquifer and the ground surface is known as a confined aquifer, and the aquitard separating ground surface and the aquifer is known as the confining layer.
Figure 14.4 shows a cross-section of a series of rocks and unconsolidated materials, some of which might serve as aquifers and others as aquitards or confining layers. The granite is much less permeable than the other materials, and so is an aquitard in this context. The yellow layer is very permeable and would make an ideal aquifer. The overlying grey layer is a confining layer.
The upper buff-coloured layer (K = 10-2 m/s) does not have a confining layer and is an unconfined aquifer. The yellow layer (K = 10-1 m/s) is “confined” by the confining layer (K = 10-4 m/s), and is a confined aquifer. The confined aquifer gets most of its water from the upper part of the hill where it is exposed at the surface, and relatively little by seepage through the fine silt layer.
14.1 Groundwater and Aquifers by Steven Earle is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. | https://opentextbc.ca/geology/chapter/14-1-groundwater-and-aquifers/ |
TECHNICAL FIELD
BACKGROUND ART
DISCLOSURE OF THE INVENTION
BRIEF DESCRIPTION OF THE DRAWINGS
BEST MODE FOR CARRYING OUT THE INVENTION
The present invention relates to a position teaching method applicable to robots for industrial and other uses, which operate according to a taught program, and, more particularly to a position teaching method for robots applicable when modifying the position which has already been taught (taught position).
When a robot for industrial or other use (hereinafter simply called a robot), which operates according to a taught program, is used to perform various operations, the need for changing the position taught by a program arises frequently.
In changing the taught position, one of the generally practiced methods is to move the robot actually to the modified position (that is, the taught position to be realized after the modification has been made) by manual feeding or with other means to store the position, or to input the data of modified position directly. However, when the amount of the modification is known in advance, it is popular for the operator to input the amount of position modification for changing the taught position.
As a typical example of modifying the taught position, there is a case where only the taught position is changing without changing the direction between taught positions in the program already taught before performing the actual operation.
For example, in the case where position teaching has been performed for a robot in a form of program teaching to perform operations such as grasping, carrying, or arc welding on a plurality of workpieces of a predetermined size L arranged linearly at predetermined intervals D, when the predetermined interval D or the predetermined size L is changed, it is apparently inefficient to perform teaching by manual feeding or re-preparation of the entire program. Thus, it is preferable for the operator to input the taught position modification data.
Conventionally, in such a case as is described above, the operator had to perform preparatory work to specify the position modification data represented on the same coordinate system as that on which the already taught position data are based or the data which can be converted into the position change data in the robot controller (the position modification data represented on the coordinate system which has been set in advance for the robot or on the reference coordinate system).
As described above, to input the taught position modification data by the conventional method, preparatory work is required to specify the position modification data represented on the coordinate system set in advance for the robot or on the reference coordinate system. However, it is not always easy for the operator to perform such preparatory work quickly and accurately, because the operators are not necessarily familiar with these coordinate systems in many instances.
Even if the operator is familiar with these coordinate systems, the actual position change is not always in parallel to the direction of either axis of these coordinate systems (direction of X-, Y- or Z-axis of the orthogonal coordinates, or direction of r, ϑ, or φ of the polar coordinates). Therefore, the change data for each axis component (X component, ϑ component, etc.) must be determined. In the case of the operation on the aforementioned workpieces arranged linearly, for example, the direction of the position change along the arrangement direction or the size change direction is not always exactly in parallel to one axis of the coordinate system set for the robot or the reference coordinate system.
It is therefore necessary in general to find the data corresponding to the cosine of direction of the vector, which is directed from the position before modification toward the position after modification and represented on the concerned coordinate system, and to calculate the component of the amount of modification based on such data. Such work is complicated, and sometimes extra measurement work (for example, the measurement in the workpiece arrangement direction, or the measurement in the size change direction) will have to be added for this purpose.
An object of the present invention is to provide a position teaching method for a robot designed to reduce the aforementioned loads on the operator in performing the taught position modification such that any taught position is changed along the direction between any taught positions in a program, and the taught position can be modified very easily without involving cumbersome procedure such as the identification of coordinate system and the conversion of position modification data (calculation of component).
To achieve the above object according to the present invention where the position of any taught point, out of a plurality of taught points taught in a program so as to be arranged on one straight line in space, is to be modified by moving the taught point a distance along the straight line, the modified position of the taught point to be modified is determined based on the position information before modification, the distance of movement along the aforementioned straight line, and the position information of two arbitrary taught points located on the aforesaid straight line.
Preferably, according to the present invention, where the position of any taught point, out of a plurality of taught points in a program taught so as to be arranged on one straight line in space, is to be modified by moving the taught point a distance along the straight line, the modified position of the taught point to be modified is determined as a position vector based on the position vector before modification, the distance of movement along the aforementioned straight line, and the respective position vectors of two arbitrary taught points located on the aforementioned straight line.
s
s
j
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s
〈OQ
s
〉 = 〈OP
s
〉 + (δ
s
/d
ij
) 〈D
ij
〉
〈D
ij
〉 = 〈D
j
〉 - 〈D
i
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d
ij
= |〈D
ij
〉|
Preferably, where the position vector before modification of the taught point to be modified is taken as 〈OP〉, the distance of movement along the aforementioned straight line as δ, and the position vectors for two arbitrary taught points located on the aforementioned straight line as 〈D〉 and 〈D〉, respectively, the modified position vector 〈OQ〉 of the taught point to be modified is determined from the following equation:
where,
FIG. 1 is a view for illustrating the principle on which the taught position is modified by the position teaching method of the present invention;
FIG. 2 is a block diagram of the principal part of a robot controller used in carrying out the position teaching method of the present invention;
FIG. 3 is a view showing the relationship between the originally taught position and modified taught position in performing the work on two types of workpieces that have different sizes;
FIG. 4 is a view of the taught position data change input mode shown on a display attached to a manual data input device; and
FIG. 5 is a flowchart showing an example of processing for modifying the taught position for the case indicated in FIG. 3.
FIG. 1 schematically shows the relationship between the robot movement locus including the taught position before modification (the position already taught) and the robot movement locus including the taught position after modification (the position to be taught newly) to illustrate the principle of the present invention.
In FIG. 1, each taught position is defined by an XYZ-axes orthogonal coordinate system Σ with the origin O being its center. This coordinate system Σ is normally a base coordinate system or a world coordinate system.
k
k+1
k+2
k+3
k+4
n-1
n
k+1
k+2
k+3
k+1
k+2
k+3
In this figure 1, the path of the taught positions already taught covers P₀ → P₁ → P₂ → · · · → P → P → P → P → P → · · · P → P (= P₀). Of these taught positions, the taught positions P, P and P are considered to be located on one straight line as shown in FIG. 1. Hereinafter, the interval connecting these positions P, P and P is called the linear interval (before modification).
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+3
k
k+1
k+2
k+3
k+4
n+1
n
k+1
k+2
k+3
k+1
k+2
k+3
Now, let us consider the correction in which the taught positions P, P and P are respectively shifted by δ, δ and δ, on one straight line that connects these taught positions. For these shift amounts, a plus symbol is applied where the shift takes place in the order of the position P, P and P, while a minus symbol is applied where the shift takes place in the reverse order. The positions shifted from the taught positions by P, P and P are referred to as Q, Q and Q, respectively. As a result, the path of the taught positions after modification is indicated by P₀ → P₁ → P₂ → · · · → P → Q → Q → Q → P → · · · P → P (= P₀). Of these taught positions, the positions Q, Q and Q are located on one straight line (that is, on one straight line connecting the positions P, P and P).
k+1
k+2
k+2
k+3
k+1
k+2
k+1
k+1
k+2
k+2
k+3
k+3
k+1
k+2
k+3
k+1
k+2
k+1
k+2
k+3
For the linear interval before modification, the vector directed from the taught position P to P and the vector directed from the taught position P to P are referred to as 〈D〉 and 〈P〉, respectively. Further, the vector directed from the position P to the modified position Q, the vector directed from the position P to the modified position Q, and the vector directed from the position P to the modified position Q are referred to as 〈Δ〉, 〈Δ〉 and 〈Δ〉, respectively (hereinafter, these three vectors are referred to as modifying vectors). All of these vectors 〈D〉, 〈D〉, 〈Δ〉, 〈Δ 〉 and 〈Δ〉 lie on one straight line.
k+1
k+2
k+1
k+2
k+1
k+2
k+3
k+1
k+2
k+3
The absolute values of the vectors 〈D〉 and 〈D〉 are referred to as d and d, respectively. The absolute values of the modifying vectors 〈Δ〉, 〈Δ〉 and 〈Δ〉 correspond to the aforementioned shift amounts of δ, δ and δ, respectively.
〈D
i
〉 (i=k+1, k+2)
〈Δ
j
〉 (j=k+1, k+2, k+3)
〈Δ
k+1
〉 = (δ
k+1
/d
k+1
) 〈D
k+1
〉 = (δ
k+1
/d
k+2
) 〈D
k+2
〉 (1)
〈Δ
k+2
〉 = (δ
k+2
/d
k+1
) 〈D
k+1
〉 = (δ
k+2
/d
k+2
) 〈D
k+2
〉 (2)
〈Δ
k+3
〉 = (δ
k+3
/d
k+1
) 〈D
k+1
〉 = (δ
k+3
/d
k+2
) 〈D
k+2
〉 (3)
〈D
k+1
〉 = 〈OP
k+2
〉 - 〈OP
k+1
〉 (4)
〈D
k+2
〉 = 〈OP
k+3
〉 - 〈OP
k+2
〉 (5)
〈OQ
k+1
〉 = 〈OP
k+1
〉 + 〈Δ
k+1
〉 (6)
〈OQ
k+2
〉 = 〈OP
k+2
〉 + 〈Δ
k+2
〉 (7)
〈OQ
k+3
〉 = 〈OP
k+3
〉 + 〈Δ
k+3
〉 (8)
〈OQ
k+1
〉 = 〈OP
k+1
〉 + (δ
k+1
/d
k+1
) 〈D
k+1
〉 = 〈OP
k+1
〉 + (δ
k+1
/d
k+2
) 〈D
k+2
〉 (9)
〈OQ
k+2
〉 = 〈OP
k+2
〉 + (δ
k+2
/d
k+1
) 〈D
k+1
〉 = 〈OP
k+2
〉 + (δ
k+2
/d
k+2
) 〈D k+2 〉 (10)
〈OQ
k+3
〉 = 〈OP
k+3
〉 + (δ
k+3
/
k+1
) 〈D
k+1
〉 = 〈OP
k+3
〉 + (δ
k+3
/
k+2
) 〈D
k+2
〉 (11)
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+3
The following relationship holds between the vector and the modifying vector .
Next, the position vectors for the positions P, P, P, Q, Q and Q, with the origin O being the staring point are represented as shown in the figure, and referred to as 〈OP〉, 〈OP〉, 〈OP〉, 〈OQ〉, 〈OQ〉 and 〈OQ〉. Then, the following relationships hold.
Substituting the equations (1) to (3) into the right sides of equations (6) to (8), respectively, give
Here, the position vectors 〈OP〉, 〈OP〉 and 〈OP〉 have already been taught. In other words, these position vectors are normally the information already stored in the memory of the robot controller in the form of position data on the coordinate system Σ (XYZ components).
k+1
k+2
k+1
k+2
k+1
k+2
k+2
k+3
i
i
i
i
i
i+1
i+1
i+1
i+1
d
i
= [(X
i+1
-X
i
)² + (Y
i+1
-Y
i
)² + (Z
i+1
-Z
i
)²]
1/2
(12)
δ
j
(j=k+1, k+2, k+3)
The absolute values d and d of the vectors 〈D〉 and 〈D〉 are determined by calculating the distance between the already taught positions P and P and the distance between the positions P and P. This is because the distance d between two points P (X, Y, Z) and P (X, Y, Z) defined by the coordinate system Σ can be determined by the following equation:
The shift quantity on the linear interval for modifying the taught position is a value directly relating to the modification amount of, for example, the size or arrangement interval of the workpiece, and is a scalar quantity which the operator can define without considering the coordinate system Σ.
k+1
k+2
k+3
k+2
k+2
k+3
k+2
k+2
k+2
k+2
k+3
〈OQ
k+2
〉 = 〈OP
k+2
〉 + (δ
k+2
/d
k+2
) 〈D
k+2
〉
〈D
k+2
〉 = 〈OP
k+3
〉 - 〈OP
k+2
〉,
d
k+2
= |〈D
k+2
〉|
The above equation means that, assuming that points P, P and P are located on one straight line in space, when a modification is made so that the point P is shifted by δ toward the point P along the straight line, the position of the modified point Q is determined as the position vector 〈OQ〉 by the following equation. That is, from Eq.(10),
where
〈D〉 can be determined from Eq.(5) as
and
In effect, the position vector of the taught point after modification can be obtained from the information of the position vector 〈OP〉 of originally taught point to be modified, the shift amount for modification, and the position vector 〈OP〉 of another taught point located on the same straight line.
k+1
k+2
k+3
Therefore, for example, if a program for executing calculations corresponding to Eqs. (9) to (11) using the above equations (4), (5) and (12) is stored in the memory of the robot controller, the operator can perform the work for making the desired modification of taught position by merely inputting the shift amount δ, δ and δ to the robot controller to command the execution of calculation, and by storing the calculation result into the memory as the renewed value of the taught position data.
k+1
k+2
k+2
k+3
k+1
k+2
k+2
k+3
In the above description, a plurality of continuous intervals (intervals of P → P; P → P; Q → Q; and Q → Q) for each path of taught positions before and after modification have been assumed, but this condition is not a prerequisite for the present invention.
s
s+1
As easily inferred from the above description, the position teaching method of the present invention can be applied to the process for modifying any taught position in which at least one vector that is parallel to each modification vector 〈Δm〉 (m may be discontinuous or continuous positive integer) and directed from a taught position P to P (s is 0 or any positive integer) is found.
FIG. 2 is a block diagram of the principal part of the robot controller used in carrying out the present invention.
In the diagram, the robot controller 10 has a central processing unit (hereinafter called CPU) 1. The CPU 1 includes memory 2 consisting of ROM, memory 3 consisting of RAM, nonvolatile memory 4 consisting of MOS etc., a manual data input device 5 with a CRT display (CRT/MDI), a teaching panel 6, and an interpolator etc., and a robot axis control section 7 for controlling each axis of a robot is connected to the CPU 1 via a bus 9. The robot axis control section 7 is also connected to the robot body 20 via a servo circuit 8.
The ROM 2 stores various programs which are executed by the CPU 1 to control the robot 20 and the robot controller 10 itself. The RAM 3 is used for temporary storage or calculation of data. The nonvolatile memory 4 stores the taught data inputted from CRT/MDI 5, teaching panel 6 or nonillustrated external devices. That is, the memory 4 stores programs and set values of various parameters as well as taught position data.
k+1
k+1
The above-described constitution is basically the same as that of the conventional robot controller. However, it differs from the conventional robot controller in that the memory 2 consisting of ROM stores a program for calculating the modified taught position data (XYZ components of Q) on the basis of the taught position modifying data (that is, shift amount δ etc.) inputted through teaching panel 6 and CRT/MDI 5 by an operator and further the above-mentioned Equations (4), (5), (9), (10), (11) and (12), to modify the address position data in RAM 3 which stores corresponding taught position data before modification.
The present robot controller also differs from the conventional robot controller in that a necessary program is stored in the memory 2 consisting of ROM so that a picture of taught position modifying mode as is shown in FIG. 4 can be displayed on a display of the CRT/MDI 5 or the teaching panel 6 by the command of the operator, by which the operator can perform the modification work in an interactive mode.
s
s
i
j
On the screen of taught position modifying mode shown in FIG. 4, the operator specifies and inputs the number s of the taught position to be modified, the modification amount δ (the shift amount of the taught position to be modified on the linear interval), the taught position numbers i and j necessary for specifying the direction of modification vector (the numbers of two taught positions for identifying the above linear interval), date, and the operator code number using the keyboard of the CRT/MDI or the teaching panel 6. The input of the modification amount δ involves + or - symbol. That is, if the direction of modification is the same as the direction from position P to position P which specify each linear interval, the plus input line is selected; however, if the modification direction is reverse, the minus input line is selected.
The modification program, which is stored in the memory 2 consisting of ROM, is prepared so that the position data of the block number (sequence number) corresponding to the taught program can be modified on the basis of the aforementioned specified content.
An example of the procedure for performing taught position modification by the method of the present invention using the robot controller 10 with the above-described constitution and function will be described for the case where work on two types of workpieces having different dimensions as shown in FIG. 3 is assumed with reference to the display of taught position modifying mode shown in FIG. 4 and the flowchart shown in FIG. 5.
k+1
k+2
k+3
k+1
k+2
k+3
k+1
k+2
k+2
k+3
FIG. 3(a) schematically shows three cylindrical workpieces Wa having a bottom radius R and a thickness (length) d and arranged linearly with one point G on the coordinate system Σ being the reference. The program of the work (e.g., welding or marking) to be done for these three workpieces is supposed to have been taught to the robot, and three points P, P and P are also supposed to have been taught as the positions where the robot should gain access to these workpieces Wa. Since these three taught points P, P and P are considered to be positionally equivalent equivalent with respect to each workpiece Wa, these points are arranged on one straight line at common intervals d. The vector directed from the taught point P to P is equal to that directed from P to P. This vector is denoted by 〈D〉. The absolute value of the vector 〈D〉 is the aforementioned interval d.
k+1
k+2
k+3
If the robot is operated according to the aforementioned taught program, the robot starts its operation from the initial position, gains access to the workpiece Wa, and moves sequentially passing P, P and P (and each of interpolation points) to carry out a predetermined work.
FIG. 3(b) schematically shows three workpieces Wb, in place of Wa shown in FIG. 3(a), having a bottom radius R, which is equal to the radius of Wa, and a thickness (length) d+δ, and arranged linearly with one point G on the coordinate system Σ being the reference as with the case shown in FIG. 3(a).
k+1
k+2
k+3
k+1
k+2
k+3
Considering the case of performing the same work on the workpieces shown in FIG. 3(b) by using the robot to which the program as taught in the case of FIG. 3(a) is incorporated, the taught points P, P and P must be modified into taught points Q, Q and Q, respectively.
k+1
k+1
k+2
k+2
k+2
k+2
k+3
k+3
k+1
k+2
k+3
When the vectors representing the position change (displacement) from the taught point P to the modified taught point Q, from the taught point P to the modified taught point Q, from the taught point P to the modified taught point Q, and from the taught point P to the modified taught point Q are taken as 〈Δ〉, 〈Δ〉 and 〈Δ〉, respectively, the magnitudes of the modification vectors are δ, 2δ and 3δ, respectively, as shown in FIG. 3(b).
k+1
k+2
k+1
k+2
k+3
k+1
k+2
k+3
Therefore, if taught position modification required in this case is explained with reference to FIG. 1, then either of vector 〈D〉 and 〈D〉 should be considered to be 〈D〉, either of intervals d, d and d be considered to be d, and further, shift amounts δ, δ and δ be considered to be δ, 2δ and 3δ respectively.
k+1
k+2
k+3
Therefore, to determine the position data of the modified taught points Q, Q and Q, calculation may be made using the aforementioned equations (9), (10), and (11) under the above-described conditions.
〈Δ
k+1
〉 = (δ/d) 〈D〉 (13)
〈Δ
k+2
〉 = (2δ/d) 〈D〉 (14)
〈Δ
k+3
〉 = (3δ/d) 〈D〉 (15
〈OQ
k+1
〉
= 〈OP
k+1
〉 + (δ/d)[<OP
k+2
〉 - 〈OP
k+1
〉]
= 〈OP
k+1
〉 + (δ/d)[〈OP
k+3
〉 - 〈OP
k+2
〉] (17)
〈OQ
k+2
〉
= 〈OP
k+2
〉 + (2δ/d)[〈OP
k+2
〉 - 〈OP
k+1
〉]
= 〈OP
k+2
〉 + (2δ/d)[〈OP
k+3
〉 - 〈OP
k+2
〉] (18)
〈OQ
k+3
〉
= 〈OP
k+3
〉 + (3δ/d)[〈OP
k+2
〉 - 〈OP
k+1
〉]
= 〈OP
k+3
〉 + (3δ/d)[〈OP
k+3
〉 - 〈OP
k+2
〉] (19)
k+1
k+2
k+3
k+1
k+2
k+3
Specifically, Eqs. (1) to (3) are expressed as follows:
)
Equations (4) and (5) are reduced to the following equation (16):
Using the above equations (13) to (15), equations (9) to (11) are reduced to the following equations.
Here, the XYZ components of the position vectors 〈OP〉, 〈OP〉 and 〈OP〉 are nothing but the position data already taught. Therefore, they can be read from the nonvolatile memory 4. The value of d can be determined by executing the calculation equivalent to that by the aforementioned equation (12) by means of the modification program stored in the memory 2 consisting of ROM, using the XYZ component data of 〈OP〉, 〈OP〉 and 〈OP〉 read from the nonvolatile memory 4. Since the value of d is the thickness of the workpiece Wa, the measured value thereof can be stored in advance in the nonvolatile memory 4 as a set parameter.
δ
s
(= δ
k+1
)
δ
s
(= δ
k+2
)
δ
s
(= δ
k+3
)
As easily seen from the above description, in order to perform the modification work shown in FIG. 3 using a manual data input device (CRT/MDI) 5 or a teaching panel 6 having a display for giving the information as is shown in FIG. 4, in the field [MODIFICATION 1] on the screen, k+1 is inputted to i, k+2 is inputted to j, k+1 is inputted to s, and δ is inputted to ; in the field of [MODIFICATION 2], k+1 is inputted to i, k+2 is inputted to j, k+2 is inputted to s, and 2δ is inputted to ; in the field of [MODIFICATION 3], k+1 is inputted to i, k+2 is inputted to j, k+3 is inputted to s, and 3δ is inputted to .
A flowchart of FIG. 5 shows an example of processing for executing taught position modification using the manual data input device (CRT/MDI) 5 or the taught panel 6.
s
First, the power for the robot controller 10 is turned on to allow the screen of taught position modification mode shown in FIG. 4 to be given on the display of the CRT/MDI 5 or the teaching panel 6 (Step S1). Then, the operator manually inputs the values of i, j, s and δ in the fields of [MODIFICATION 1], [MODIFICATION 2] and [MODIFICATION 3] while watching the screen (Step S2).
s
s
As an example, for three points P₅₁, P₅₂ and P₅₃ forming linear intervals, it is assumed that point P₅₁ is shifted 50mm (δ = +50) toward point P₅₂ in the direction of the straight line, point P₅₂ is shifted 20mm (δ = +20) toward point P₅₃ , and point P₅₃ is shifted 30mm (δ = +30) in the direction opposite to the direction of the shift of the point P₅₂. In this case, in the field of [MODIFICATION 1] on the screen, to define the linear interval by a straight line connecting point P₅₁ and point P₅₂ (needless to say, the linear interval may be defined by a straight line connecting point P₅₁ and point P₅₃), 51 is inputted to i, and 52 to j, and then 51 to s to specify point P₅ to be modified and +50 to δ to specify the shift quantity, by the operator. Likewise in [MODIFICATION 2], 51 is inputted to i, and 52 is inputted to j, by the operator (it is unnecessary to redefine the linear interval in another form ― for example, with P₅₂ and P₅₃). Further, the operator inputs 52 to s, and +20 to δ. Further, in the field of [MODIFICATION 3], 51 is inputted to i, 52 to j, 53 to s, and +30 to δ , by the operator.
After checking the inputted data on the screen, the operator answers the question given at the lowermost part of the screen by inputting Y indicating the completion of modification through the keyboard. Then, the CPU 1 starts modification processing.
First, the CPU 1 resets the modification number index α to 1 (Step 53), reads the taught position data corresponding to i, j and s specified in [MODIFICATION 1] from the program already taught, and temporarily stores the taught position data together with the address number into the RAM 3 (Step S4).
〈D
ij
〉 = 〈D
j
〉 - 〈D
i
〉
d
ij
= |〈D
ij
〉|
Then, the CPU makes calculation of
based on Eq. (4) or (5), and calculation of
based on Eq. (12) (Step S5).
〈OQ
s
〉 = 〈OP
s
〉 + (δ
s
/d
ij
) 〈D
ij
〉
s
s
Then, calculation of
is made corresponding to Eqs. (9), (10), and (11) to determine the position vector 〈OQ〉 of the modified position Q (Step S6).
s
s
s
Thus, as soon as the modified position Q of the point inputted in [MODIFICATION 1] is determined, the data of address number P which the nonvolatile memory 4 stores is modified to Q (Step S7). After the processing of [MODIFICATION 1] ends in this manner, 1 is added to the modification number index α (Step S8). If [MODIFICATION 2] exists, the procedure returns to Step S4 (Step S9), and the processings in Steps S4 to S7 are executed again for [MODIFICATION 2]. In this embodiment, since the modification for the data displayed on one screen ends when α = 3, three cycles of processings in total in Steps S4 to S7 are repeated to complete the taught position modification for one display. After that, α becomes 4 in Step S8, and the processing proceeds to Step S10.
s
In Step S10, the modification screen mode on the CRT/MDI 5 or the teaching panel 6 is reset to terminate the display of the data of i, J, s and δ. If there are any taught position to be modified other than those indicated in the fields of [MODIFICATION 1] to [MODIFICATION 3], the operator calls out the modification screen mode again (Step S11, Step S1) to perform the modification work in the same manner as the preceding cycle.
In the case shown in Fig. 4, the number of teaching positions to be modified is three in all, and there is no other taught positions to be modified, and so it is judged that the answer is No, and all of modification work ends.
Although the modification data has been inputted manually in the above description, the modification of taught positions can also be made in such a manner that the operator prepares modification data in an off-line mode and loads the data once into the nonvolatile memory 4 via a nonillustrated input device together with the data of the address number etc. of the data of taught position to be modified, and then the robot controller reads the data by the command of the operator to perform collective modification processing of the taught positions.
j
According to the position teaching method of the present invention, the operator can be saved from cumbersome work such as converting the position modification data by identifying the coordinate system in making the kind of taught position modification requiring only the change of the taught position without changing the direction between the teaching positions in the program already taught. That is to say, the operator needs to input only the value which can easily be understood as the modification amount at the actual work level (scalar quantity δ) into the robot controller etc. Therefore, very efficient work can be performed by utilizing the program which has already been taught.
j
In particular it is a notable advantage of the present position modification method that, even if there are variations in the size of workpiece or the number of arranged workpieces, the program already taught can be used effectively by providing it with only the least necessary modification such as specifying the modification amount (δ) and the position to be modified in the program already taught using a block number (sequence number) etc. | |
# Top Shot (season 1)
The first season of the History Channel television series Top Shot commenced airing on June 6, 2010, and concluded on August 15, 2010. The season contained ten episodes, and was filmed over a period of 33 days in the spring in Santa Clarita, California. The winner of the season was British ex-Army captain Iain Harrison.
Iain Harrison later appeared as a coach in Seasons 2, 3, and 4; J.J. Racaza appeared as a coach in Season 2; Kelly Bachand appeared as a coach in Season 4; and Blake Miguez appeared as a coach in Season 2.
Chris Cerino, Peter Palma, Kelly Bachand, Adam Benson, and Blake Miguez returned for Top Shot: All-Stars. Miguez finished in 15th, Bachand finished in 9th, Benson finished in 7th, and Palma finished in 6th, while Cerino was the season's runner-up. According to Colby Donaldson's Twitter, J.J Racaza became a father during filming and was unable to come out for the show.
## Episodes
### Episode 1: "The Long Shot"
The trainer for both challenges was Craig Sawyer, Navy SEALs instructor and former sniper.
### Episode 2: "Zipline of Fire"
The trainer for the team challenge was Ben Stoeger, practical shooting expert. The trainer for the elimination challenge was Matt Burkett, practical shooting expert.
### Episode 3: "Archer Enemies"
The trainer for the team challenge was Chris Palmer, longbow and traditional archery expert. The trainer for the elimination challenge was Bill Troubridge, crossbow expert.
### Episode 4: "Friend or Foe?"
The trainer for both challenges was Craig Sawyer, Navy SEALs instructor and former sniper.
### Episode 5: "The Good, the Rat and the Ugly"
The trainer for both challenges was Garry James, historical rifle expert.
### Episode 6: "Wild, Wild West"
The trainer for both challenges was Spencer Hoglund, historical weapons expert and four-time national champion speed shooter.
### Episode 7: "Trick Shot Showdown"
The trainer for the team challenge was Jon "Trick Shot" Wilson. The trainer for the elimination challenge was Scott Robertson, eight-time sporting clay shooting champion.
### Episode 8: "The Razor's Edge"
The trainer for the team challenge was Todd Abrams, member of the International Knife Throwers Hall of Fame. The trainer for the elimination challenge was John "Chief AJ" Huffer, slingshot world record holder.
Tara received news of her father's rapidly declining health (due to lung cancer) and withdrew from the competition after the team challenge. A note at the end of Episode 10 stated that he has since died.
### Episode 9: "The Shortest Fuse"
At the start of this episode, Donaldson announced that the teams were being dissolved, and that all players would compete head-to-head to determine who would be eliminated in each challenge. The seven remaining players were given green shirts to wear for the rest of the competition.
The trainer for the second elimination challenge was Craig Sawyer, Navy SEALs instructor and former sniper.
### Episode 10: "Season Finale"
No practice sessions were held in this episode. The five individual players eliminated prior to the final challenge returned to watch it.
#### Epilogue
The episode concluded with an epilogue revealing the recent activities and achievements of all 16 players, in order of their elimination.
Mike Seeklander is competing at the World Speed Shooting Championships. Frank Campana is working part-time as a bodyguard. Bill Carns continues to work on his radio show. Kelly has been a recent guest. James "Jim" Sinclair recently won a national match with historic rifles. Caleb Giddings now works for the NRA. Andre Robinson has returned to his Army base in South Korea. Brad Engmann is now competing nationally with a new pistol. It is not a Glock. Tara Poremba's father died. She continues to compete in his honor. Denny Chapman won the Men's All-Around World Championships (Cowboy Action Shooting + Mounted Shooting) at the SASS "End of Trail" Finals in 2011. Blake Miguez is running his father's company, which is helping cleaning up the Gulf oil spill. Adam Benson is looking forward to the start of hunting season. Kelly Bachand has taken up pistol shooting. He returns to college in the fall. Peter Palma's time as a reservist is nearly over. He is considering a move to Louisiana. Simon "J.J." Racaza still holds the world record in the Iron Sight Division. Chris Cerino just moved into a new house and still works as a shooting instructor. Iain Harrison is back managing a construction company. So far he has no plans for his winnings. | https://en.wikipedia.org/wiki/Top_Shot_(season_1) |
Abstract.
The Quantum analogue of the Fair Exchange cryptographic primitive is studied. In a Fair Exchange we want to guarantee that two parties either will exchange their secrets or neither will learn each other?s secret. More specifically, the two parties, say Alice and Bob, interact running a Fair-Exchange protocol. We require two properties:
1. Completeness: When both parties are honest, then at the end they successfully exchange their secrets.
2. Soundness: When a party is dishonest then, either both learn the secrets or neither does. In other words, even if Alice is cheating, Bob will never be disadvantaged.
Two different approaches to solve the problem are suggested.
In the first one a slightly different definition is used, that of Simultaneous Exchange. In such a protocol, we require the following: in every moment of the protocol, Alice?s probability of guessing Bob?s secret is almost the same as Bob?s probability of guessing Alice?s secret. In this case we can guarantee information theoretic security: we create a quantum protocol such that even a computationally unbounded adversary cannot break it.
In the second approach we use the definition of Coin Ripping. Now Alice wants to exchange money for some product. Using some recent results such as public Key Quantum Money and Quantum secure Zero-Knowledge Proofs we create a protocol such that:
1. If Alice is cheating then the best she can succeed is to take the product and prevent Bob from being paid, but she will surely lose her coin.
2. If Bob is cheating then the best he can succeed is to make Alice lose her coin, but he will surely not get the coin.
In other words, there is no strategy that they can use in their favor, but there is a strategy that can harm the honest one. In this case we can guarantee computational security: a polynomially bound adversary has negligible probability of breaking the protocol. | http://corelab.ece.ntua.gr/seminar/abstracts/2012-2013/2013.02.18.Quantum%20Fair%20Exchange.abstract.html |
Explore how perceptions of belonging and not belonging can be influenced by connections to places. Belonging is an indelible force pervaded by the human psyche. It...
person belongs wherever he or she chooses. Discuss with relation to the texts that you have studied, and at least 1 supplementary text. Our idea of belonging...
Belonging Peter Skryznecki explores the implications of belonging in the poems “Feliks Skryznecki” and “10 Mary Street”. These two poems imply that a sense of belonging...
Compare how different composers have presented the concept of belonging in the texts you have studied this year. Different composers use a range of language and stylistic...
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Good morning teachers and students. I will be talking about the concept of belonging in Peter Skrzynecki’s poem, 10 Mary st and my related text ‘Where the Wild Things Are...
In the Pursuit of Happyness the aspects of people and place are explored through Chris’ constant inability to pay the rent forces him eventually to homelessness. This...
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The first stanza is about how the Aboriginal culture has been lost because of the invasion by the Europeans. It tells us that the rituals, tribal stories and the memories of...
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Bruce Dawe’s poems do bring specific impressions of Australia to life. Today I will specifically talk about two of Dawe’s popular poems, Homo Surburbiensis and Homecoming...
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“Havisham” by Carol Anne Duffy is one poem in which the poet explores loss. The poem is written as the monologue of an elderly woman whose fiancé had, in her youth, left her... | https://www.cyberessays.com/english/60/poems/ |
TOKYO—Toshiba Corporation (TOKYO: 6502) has published the English edition of Toshiba Group Cyber Security Report 2022, a summary of Toshiba’s cyber security policy, measures and activities in FY2021.
As digitization advances in industry and society, cyberattacks are increasingly targeting social infrastructure control systems and devices, raising the risk of equipment hijackings and forced shutdowns. In these circumstances, Toshiba
Group has taken on the mission of providing society and its customers with enhanced support, and helping to realize a circular, carbon-neutral economy through digitization. In meeting these challenges, Toshiba Group is enhancing the security of its in-house information and production systems, and the products, systems, and services it offers to customers.
Toward realizing total security of information, products, control systems, and data across the supply chain, Toshiba Group is implementing strategies that incorporate the concept of cyber resilience: the ability to minimize and quickly recover from security incidents, including cyberattacks. This concept centers on preparing for cyber security incidents (P), mitigating losses during incidents (M), and reducing the response and recovery time (R).
This year’s report details Toshiba’s three key measures for realizing cyber resilience: Governance that clarifies decision-making and command systems; Security Operations that monitor, detect, respond, restore and defend; and Human Resources Development that trains the people needed to develop and operate security systems.
In Governance, Toshiba Group is promoting consistent security measures, thereby facilitating early detection of and response to cyber security incidents. As part of surveys of the systems and networks shared with partner companies, Toshiba Group regularly performs security assessments to determine whether all the security measures stipulated in its in-house regulations are in place. In addition, some Toshiba Group companies are using techniques to quantify and visualize cyber security risk in the assessment and selection of partner companies.
In Security Operations, Toshiba Group is implementing an initiative to minimize the impact of security risks on corporate activities by promoting the automation of prediction and detection, response and recovery, and the use of cyber threat intelligence(*1).
In Human Resources Development, Toshiba Group promotes e-learning programs that ensure that security personnel learn the importance of supply chain security according to their defined roles. In addition to training programs designed to develop specialists and highly skilled personnel capable of handling security vulnerabilities and incidents, Toshiba Group is enhancing its product security educational programs for managers responsible for improving security quality during product development. Furthermore, Toshiba Group offers training programs designed to promote the use of the acquired knowledge and skills in daily work, as well as a security contest for employees that aims to introduce, spread, and strengthen security practices.
As a data service provider, Toshiba Group is promoting an initiative for privacy governance. Public demand for privacy protection is growing as the utilization of personal data expands. Prior to the launch of a business that uses personal data, Toshiba Group has established a system and rules for identifying and evaluating privacy risks. Minimizing privacy risks is crucial for using personal data for business purposes. Toshiba Group is educating its employees on privacy protection in order to raise their awareness.
Toshiba Group will continue to fulfill its responsibilities in this crucial area, and ensure that stakeholders understand its thinking, strategies, and specific measures to enhance security, by issuing regular website updates, and the annual cyber security report.
*1 Information concerning the trends in security threats and attacks that is intended to help with decision-making regarding security
■Toshiba Group Cyber Security Report 2022 is available here: | https://www.global.toshiba/ww/news/corporate/2022/08/news-20220831-01.html |
Contributor post by Caitlin of The Merrythought
I’ve been working with a lot of jute lately because I love it’s simple, natural beauty and it’s ability to work with any room’s decor. This hanging basket is super easy to make, but can be a bit time consuming. Fill it with some fruit, plants, or anything else that needs a pretty place to be stored.
What you need:
-Jute
-Sewing Machine
-Leather
-Metal Loop
-Hot Glue Gun
How to make it:
(See instructional images below)
-Start forming a tight circle and use a zig-zag stitch to connect the pieces together.
-Continue wrapping the jute around and stitching them together until you have reached your desired size.
-Cut three strips of 1″ wide leather 6-8″ inches long each.
-Sew one end of the leather to the outside of the basket with the same thread used on the zig-zag stitch.
-Fold the other end down and secure it with two straight stitches across the top and bottom (through both layers of leather and the jute.) Repeat with each of the leather strips.
-Cut three long strips of of jute and put them through each of the three leather loops.. (Mine were 60″ each – adjust this depending on where you will be hanging it. Remember the length will be half of the original cut piece once it’s through the loop.)
-Take the ends of all the strings and pull them through the metal loop. Adjust the strings to make sure each side of the basket is level.
-Use another piece of jute to wrap tightly around the looped pieces of jute. You can use hot glue to secure the beginning and end of this wrap.
-Trim the six loose ends to be an inch or two under the wrap. | https://poppytalk.com/2014/04/diy-hanging-jute-basket.html |
Q:
ggplot selecting parts of data as y variable or confidence interval
I have data taken from some complex analysis in another program that I want to plot using R. I have an X variable and multiple Y variables and predicted confidence limits. I wish to plot them in R in the format of Y vs X with shaded confidence intervals. I know I can subset ggplot to only show main effects - I also know alternatively how to ggplot shaded areas - but I cannot work out how to do both at the same time from the same dataframe.
Example code:
library(reshape2)
library(ggplot2)
demo <- data.frame(cbind(
ID = c(1:10),
X = c(5.00, 1.03, 1.26, 2.03, 0.99, 4.24, 5.00, 5.00, 2.83, 5.00),
Y1 = c(0.17, 0.84, 0.79, 0.59, 0.85, 0.22, 0.17, 0.17, 0.40, 0.17),
Y1_lci = c(0.16, 0.81, 0.76, 0.56, 0.82, 0.22, 0.16, 0.16, 0.39, 0.16),
Y1_uci = c(0.18, 0.87, 0.82, 0.61, 0.88, 0.23, 0.18, 0.18, 0.41, 0.18),
Y2 = c(0.14, 0.85, 0.80, 0.59, 0.86, 0.20, 0.14, 0.14, 0.38, 0.14),
Y2_lci = c(0.11, 0.83, 0.77, 0.54, 0.84, 0.16, 0.11, 0.11, 0.33, 0.11),
Y2_uci = c(0.19, 0.88, 0.83, 0.64, 0.88, 0.25, 0.19, 0.19, 0.44, 0.19)))
demo.melt <- melt(demo, id.vars=c("ID", "X"), value.name="value", variable.name="var")
Now I can plot them all as lines like this :
ggplot(demo.melt, aes(x=X, y=value, group=var, col=var)) + geom_line()
...but that is not what I want. Alternatively I could subset to only the main response variables:
demo.sub <- demo.melt[demo.melt$var %in% c("Y1", "Y2"),]
ggplot(demo.sub, aes(x=X, y=value, group=var, col=var)) + geom_line()
...but then the CI data is not in the object and I can't/don't know how to plot that using geom_ribbon(). So my question is how to I plot my Y1 & Y2 as lines, and the lci & uci data as bounds for shaded areas at the same time/from the same object ??
A:
Why do you melt your data when you have everything in the first dataset as columns? Just try to modify the ggplot code a bit:
ggplot(demo, aes(x=X)) +
geom_line(aes(y=Y1), color="red") +
geom_line(aes(y=Y2), col="blue") +
geom_ribbon(aes(ymin=Y1_lci, ymax=Y1_uci), color="red", alpha=0.2)+
geom_ribbon(aes(ymin=Y2_lci, ymax=Y2_uci), color="blue", alpha=0.2)
There's a chance that this might look ugly if you do 3+ columns.
So, you might prefer this version to plot side by side:
library(gridExtra)
plot1=
ggplot(demo, aes(x=X)) +
geom_line(aes(y=Y1), color="red") +
geom_ribbon(aes(ymin=Y1_lci, ymax=Y1_uci), alpha=0.2)
plot2=
ggplot(demo, aes(x=X)) +
geom_line(aes(y=Y2), col="blue") +
geom_ribbon(aes(ymin=Y2_lci, ymax=Y2_uci), alpha=0.2)
grid.arrange(plot1, plot2, ncol=2)
Also, change ncol to nrow inside grid.arrange if it looks better.
This is if you want to include a legend (in this case it is "manually" created when in the other data format you get it much easier).
ggplot(demo, aes(x=X)) +
geom_line(aes(y=Y1, color="Y1")) +
geom_line(aes(y=Y2, color="Y2")) +
labs(title="TITLE", x="X_name", y="Y_name", col="Y")+
scale_colour_manual(values=c("red","blue"))+
geom_ribbon(aes(ymin=Y1_lci, ymax=Y1_uci), col="red", alpha=0.2)+
geom_ribbon(aes(ymin=Y2_lci, ymax=Y2_uci), col="blue", alpha=0.2)
There could be a better way of the legend creation, but I've been using this.
To use linetypes:
ggplot(demo, aes(x=X)) +
geom_line(aes(y=Y1, linetype="Y1")) +
geom_line(aes(y=Y2, linetype="Y2")) +
labs(title="TITLE", x="X_name", y="Y_name", linetype="Y")
| |
With 4.5 lakh professionals, the city also has more engineers than New Delhi and Mumbai put together.
The boom in engineering services, particularly the information technology (IT) services, is seeing more women take up engineering in Bengaluru, shows the recently released Census 2011 data.
With over 1.41 lakh women engineers — the highest in the country by a long margin — Bengaluru has more woman engineers than municipalities in New Delhi, Mumbai and Kolkata.
While this forms a little more than 30 per cent of the total number of engineers in the city, a closer look at the data shows an increasing number of women joining the workforce. For instance, among engineers below the age of 35, the ratio of women goes up to 40 per cent, while, at an older age group (above 35 years), the ratio dips to just 18 per cent.
Compared to other engineering sectors, the IT sector hired more women, said T.V. Mohandas Pai, former member of board of Infosys.
This seems to correlate with the experience of educationists who said that compared to traditional engineering streams like mechanical and civil, a large number of women prefer to join IT and allied subjects.
Why Bengaluru?
On why the city continues to attract a staggering number of engineers, Mr. Pai said, “The scale of the IT sector is an advantage. Currently, over 1.5 lakh people, many of them engineers, are hired yearly in industries here.”
He added that Bengaluru continued to be the “most attractive” city, as it was more cosmopolitan than Kolkata and Chennai, and was cheaper than Mumbai for the younger generation. “Unlike in many cities, language is not an issue. Locals form the minority in the IT sector,” he said.
Similarly, J. Crasta, former president of the Federation of Karnataka Chambers of Commerce and Industry, said the continuing expansion of the city from IT and biotechnology to aerospace and defence, will spur the arrival of engineers here. “Yearly, around 4 lakh engineering students are produced from the State and neighbouring areas. For any one setting up industries, there is manpower and skilled labour base already present… but for the government, there needs to be a thrust towards ensuring all these engineers are absorbed,” he said.
‘Historical trend towards engineering’
The glut of engineering students in the city traces its roots to the decision by the erstwhile Mysuru Maharaja to turn Bengaluru into a science city, said Narendar Pani, professor, School of Social Sciences, National Institute of Advanced Studies.
“Science institutes and engineering colleges were set up nearly a century ago. This was the making of engineering manpower here, which eventually attracted public sector units in the 60s. When this stagnated and migration out of the city increased, the information technology revolution brought back the engineering focus,” he said.
Accompanying an explosion of engineering college is the decline in non-engineering colleges. “Those tending towards B.Sc., now sought a B.E. degree. And the large IT companies were ready to absorb them,” he said.
Unlike the national capital, where IT parks came with an accompanying residential infrastructure, or Mumbai, where rising costs see many techies living outside the city, Bengaluru continues to develop largely within its folds. “IT parks have developed in the fringes of the city, but most of the residents are still inside. The concentration of engineers is greater, and perhaps this is why it seems so large compared to Delhi or Mumbai,” said Mr. Pani.
In numbers
Engineers in Bengaluru: 4.5 lakh
Men: 3.12 lakh
Women: 1.41 lakh
70 per cent of engineers aged below 34
Overall percentage of women: 30 per cent
Below 35 years: 40 per cent women
-----------
28 per cent of all graduates in the city hold engineering or technical degrees
Number of engineering colleges in the city: over 100
Number of students in colleges: 4.6 lakh
Number of students in vocational institutes: 1.61 lakh
Seeking work
Those unemployed or marginally employed with technical degrees: 43,118
Percentage below 35 years: 90
Percentage of women: 43
| |
When the score is deadlocked at the end of normal time in a soccer match, the game goes into ″extra time,″ which is utilized to decide which team came out on top. The extra time is broken up into two intervals of 15 minutes each, with an additional five minutes of stoppage time added to each period. The victor is determined by which side finished regulation and overtime with the most goals.
How many rounds are in soccer overtime?
- Is there any kind of extra time in soccer?
- There is such a thing as overtime in soccer.
- When the score of a game is tied at the end of the allotted amount of time for regulation play, the game goes into overtime, which is sometimes referred to as extra time.
- At this stage in the game, both sides will continue to compete for two further 15-minute minutes, with a break of one minute permitted between each of the two periods.
What happens if a soccer game is tied after 90 minutes?
Overtime. In a knockout round or a finals round, the game goes into overtime if the score is still tied after 90 minutes of game play. There were two periods of play in overtime that lasted 15 minutes, for a total of 30 minutes of overtime action in the game. The winner of the game is determined by whose team has the higher score following the completion of all overtime play.
How long is extra time after 90 minutes?
- In certain contests, the game will go into extra time if the score is tied after the first ninety minutes of play.
- In most cases, this consists of two additional halves that last 15 minutes each.
- Any goals that are scored during the extra time are counted toward the overall score of the game.
- In the event that after extra time the score is still tied, the game will go to a shootout decided by penalty kicks.
How does soccer ot work?
In the event that a soccer match lasts for 90 minutes and ends in a draw, the game will proceed into overtime, which is also referred to as extra time. The overtime session is broken up into two 15-minute segments, each of which is followed by a 1-minute break. In the event that extra time does not resolve the deadlock, the game will be decided by a shootout including penalty kicks.
How long is soccer half time?
- At the first half of the game, the players are entitled to a break that cannot be more than 15 minutes.
- During the extra time, players are authorized to have a brief drink break during the halftime break, but it cannot be longer than one minute.
- The length of the half-time break must be specified in the competition regulations, and the pause can only be shortened or lengthened with the approval of the referee.
Is extra time sudden death?
The game continues for a total of five 5-minute sessions during extra time, which begins one minute after the finish of regulation play. In the sevens game, unlike the 15-man game, the extra time is real sudden-death, and the winner of the match is determined by whichever side scores first. At the conclusion of each session, if neither team has scored, the direction of play is switched.
Is overtime sudden death in soccer?
Because of the golden goal rule, the overtime periods were played using sudden death until the periods were over, at which point shootouts would take place. The silver goal rule was implemented as a response to the widespread disapproval of the golden goal rule. This regulation required the game to be called if the scores were not tied after each of the first two 15-minute periods.
Why do soccer games go past 90 minutes?
- One of the reasons why the game went on for longer than 90 minutes is because there were several stoppages in the play.
- An injury, the ball moving out of bounds, or the players celebrating a goal are all examples of things that might cause a break in the action.
- The amount of time lost due to these interruptions is added to the overall game time, ensuring that there is always ″90 minutes″ of game activity.
How is additional time determined in soccer?
- Extra time, on the other hand, is not the same thing as stoppage time.
- When the score is tied after the allotted 90 minutes of playing time have passed, an additional period of extra time consisting of 30 minutes is tacked onto the end of the game.
- When it comes to certain aspects of the game of soccer, the outcome of a match that ends in a draw is irrelevant.
- However, there must always be a victorious side in certain contests.
Why does soccer game go more than 90 minutes?
The stoppage time that is played into soccer matches is the primary factor that causes them to last for more than 45 or 90 minutes. Stoppage time is additional time that is put onto the conclusion of each half to make up for the time that was lost during the game as a result of any substantial delays, such as time-wasting or substitutions. Stoppage time is also known as injury time.
How long is MLS overtime?
The Major League Soccer Cup will consist of a single championship match. In the event that the game finishes with the score tied, there will be two periods of extra time, each lasting 15 minutes, followed by five kicks from the penalty mark (and continue into sudden death kicks from the penalty mark, if necessary).
How long is Euro soccer overtime?
Extra time: two separate bouts of 15 minutes of extra time, each of which was played in its full; Penalty kicks: If there is still no winner after the allotted additional time, then a shootout using penalty kicks will be utilized to decide the victor.
How long can extra time go on for?
A winner must be decided in some football matches on the day they are played. In the event that the regular 90-minute period of play ends in a tie, the game may go into two periods of extra time, each consisting of 15 minutes. In the event that the game is still tied after extra time has been played, the winner of the match will often be determined by a penalty shootout. | https://macleayindoorsports.com.au/cricket/how-long-is-soccer-overtime.html |
Salmon were once so plentiful in the Tyne it is said that apprentices had clauses inserted in their indentures restricting the number of times employers could serve up the fish for dinner.
And in Berwick, servants had a similar stipulation restraining their masters from dishing up endless salmon meals.
But by the 1950s, salmon had vanished from the by then grossly-polluted Tyne.
Today, the salmon are back, largely through major improvements in water quality, while the Kielder hatchery in Northumberland has also played a significant part in restoring fish stocks.
Salmon eggs hatching at Kielder (Image: unknown)
The recovery of the Tyne and its current status as the best river in England and Wales for salmon rod catches is a bright spot in a picture of concerns over a marked decline in the abundance of Atlantic salmon across the species’ geographical range over the last 15-20 years.
To highlight the situation and the importance of the species, 2019 has been declared International Year of the Salmon.
The Kielder salmon hatchery, run by the Environment Agency, will be holding events. But this year will be a special one for the hatchery for other reasons.
It is the 40th anniversary of the first salmon bred by the hatchery being released into the Tyne.
Richard Bond releases young salmon and sea trout (Image: unknown)
It will also be the first full year for the £100,000 refurbished visitor centre at the hatchery, which tells the story of the salmon’s life cycle and also features a tank which replicates the underwater world of the North Tyne, containing salmon, bullhead, stone loach, minnow, dace and lamprey.
It is also the year when the first hatchery-raised juvenile freshwater pearl mussels, in danger of extinction in the North Tyne, will be released into the wild.
The hatchery was set up to produce 160,000 juvenile salmon a year for stocking the Tyne to compensate for the loss of the Kielder Burn spawning grounds, which were cut off from the river by the building of the Kielder reservoir.
Richard Bond releases young sea trout (Image: unknown)
For seven years the hatchery also stocked an additional 200,000 salmon to mitigate for the river disruption from the building of the second Tyne Tunnel, and incidents of mortality of adult fish returning to spawn from incidents of low oxygen levels in the estuary.
Last year the hatchery stocked 360,000 salmon and 20,000 sea trout in the Tyne and its tributaries. That included 4,000 sea trout offspring introduced into the Ouseburn for the first time, and also the River Team.
Read More
This year the stocking target for the Tyne catchment is 300,000 salmon and 20,000 sea trout.
Around 40,000 juvenile salmon will go into the Kielder Burn. When the fish grow to be smolts – ready to migrate to sea usually after two years - they are captured in a trap and carried around the reservoir to be released into the Tyne at Falstone.
Tagged fish have shown that the 107km journey down the river to the sea can take up to 36 days – and as little as four.
Salmon eggs hatching at Kielder (Image: unknown)
Estuary mortality for returning adults can be caused by a combination of factors such as hot, dry summers and neap - or small - tides which means lack of freshwater flow, leading to low oxygen levels. The last bad year was 2003 when around 1,000 fish died.
During the hot weather last summer, Kielder reservoir played a vital role in reducing the risk of fish deaths in the upper estuary. Additional releases of water from the reservoir made by Northumbrian Water at the Environment Agency’s request between June 22 and August 10 amounted to 35 billion litres.
Phil Rippon, fisheries technical specialist for the Environment Agency in the North East, said: “We continuously monitor the oxygen levels in the estuary during conditions such as we saw in the summer and do what we can to help migrating fish reach their spawning grounds.
The hatchery's Jess Anson releasing salmon and sea trout into the River Tyne tributaries (Image: unknown)
“This includes additional releases of water from Kielder reservoir to increase freshwater flows when oxygen levels in the estuary become critical. Previous research from similar summer conditions has shown that releases from Kielder sometimes triggers upstream movement of salmon and sea trout, helping them during hot and dry conditions.
“These additional releases have undoubtedly saved many salmon in 2018.”
Over the last eight years, an annual average of 30,000 salmon have returned naturally to the Tyne.
The hatchery has stabilised this improvement, as has the removal of obstacles to help fish reach their spawning grounds. It begins its breeding programme in November by capturing 55 pairs of returning adults. Eggs are fertilised at the hatchery and the young fish are gown on and set free in the summer.
Schools are given 100 eggs each so that pupils can watch the hatching and growing process, ending in them releasing their fish.
A female salmon lays between 6,000-7,000 eggs and it is estimated that around two will survive to go on and become spawning fish.
“At the visitor centre, people can learn about the life cycle of the salmon and their incredible journey from the Tyne to Greenland and back,” said hatchery manager Richard Bond. The visitor centre is open from April-September.
The hatchery’s bid to save the North Tyne’s freshwater mussel began in 2003. A total breeding stock of 81 mussels are now in an artificial stream outside the hatchery.
The mussels begin to breed at 15 to 20 years old and can live to be more than 100. But no mussels younger than 40 to 50 years old have been found in the North Tyne.
Read More
“If nothing was done in 15 to 20 years the population would become so small that it would not survive,” said Richard.
The female mussel produces two to four million barely visible juveniles which float in the water and seek to attach themselves to the gills of trout. Months later they drop off and settle on the bed of the river.
This year 768 two-year-old mussels raised by the hatchery will be released into the wild.
“We are absolutely delighted to have managed to raise the first North Tyne mussels bred in captivity, with the aim of preventing the population from becoming extinct,” said Richard. | |
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posted September 27, 2004
Here's a snapshot of the kind of thing that's involved in keeping the park in good shape. The Friends of Dufferin Grove Park interacted with the Parks Maintenance Manager over a period of a few days in September, and we recorded the results. Items that were still incomplete after the intervention are shaded in pink.
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Item
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Status, Monday September 20
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Reply/ timetable from Parks and Rec manager, Tuesday Sept.21
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Status on manager's timetable, Friday Sept.24
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1. the wood chips need to be spread over the mud area near the playground
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DONE by Friends of Dufferin Grove Park.
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2a. the playground fence by the rain shelter needs to fixed (damaged for at least two months)
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DONE by Parks crew
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2b. the fence by the sand pit needs to be stabilized so it doesn't fall over when a kid climbs on it (mentioned in April)
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NOT DONE
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TOMORROW
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Done on Wednesday
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3. The new boards on the rain shelter bench need to be painted
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DONE by Parks
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4. the playground sand needs tilling again, it's very hard again because of constant use, and a kid fell off the monkey bars and broke his arm today, even though the fall was not from a very great height
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NOT DONE, SURFACE STILL VERY HARD AND NON-COMPLIANT
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TOMORROW
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One-third of the high-fall areas were rototilled two days later, then the machine was removed
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5. the small playground sandbox needs filling (this was first mentioned in April, it appears never to have been done except for some wheelbarrow-loads put in by rec staff)
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DONE by Parks staff including supervisor and foreperson
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6. the new fence needs to be put in by the new garden area (not done since April, the temporay barriers are an eyesore)
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MOST OF THE POSTS ARE IN, OTHERWISE UNFINISHED
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TOMORROW
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On the "tomorrow' day (Wednesday) the park maintenance crew had a picnic in the afternoon instead, to give a send-off to the staff going on lay-off. So the fence only got about one hour of work. Only one additional post was put in (no gateposts) and the wire was stapled up. However because the top pieces of the fence need to go on before the wire gets put on, the wire will have to be removed again. After the staff picnic there was no more time, I guess, and not in the rest of the week either. Amazing, how long such a project can be drawn out, with confident assurances over and over that tomorrow is the day, or tomorrow, or tomorrow, or........
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7. the park's dirt thoroughfares need to be re-graded (various sections of erosion again; this grading was only done once this season)
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NOT DONE
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REGRADED TWO WEEKS AGO-WILL BE COMPLETED PRIOR TO WINTER
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The dirt path through the park evidently did have some work done on it and the erosion is not as bad as I thought
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8. the picnic tables need to have their bolts tightened and some need shims; community volunteers painted 13 tables (some so worn there was no paint left at all on parts of them), three benches, and 2 chairs last Saturday but the wobbly tables still need attention
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BOLTS STILL NOT TIGHTENED, SHIMS STILL NOT IN.
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There is a 2-4 MONTH TURNAROUND if completed through our tech services shop
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So if we don't want to lose the tables for 2-4 months just to get the bolts tightened, we'll have to do it ourselves.
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9. the four piper benches that were borrowed from the park by Parks staff need to be returned after a two-month absence -- despite our many locker-room discard benches, there are still not enough benches for park users to sit on.
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TWO OTHER BENCHES WERE BROUGHT BUT FOUR BENCHES STILL MISSING
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STOLEN FROM OTHER PARKS-REPLACEMENT BENCHES HAVE BEEN ADDED
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we will not get those benches back.
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10 . the compacted high-use areas need wood chips or leaf compost in the fall, especially around the playground and by the ovens
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NOT DONE YET
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NOT RECOMMENDED at this time
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11. the rink cracks need a plan
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NOT DONE YET
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An issue that just keeps on going and going and going.....
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12. the field house washrooms need more attention and more toilet paper, especially since there are many events scheduled for September/October
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MUCH BETTER
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During the pow wow there was enough toilet paper for the first time in 5 years of the pow wow.
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AND PLEASE CONFIRM IF I HEARD YOU RIGHT -- ONE STAFF IS OFF AT JURY DUTY, ONE STAFF IS ON REHAB, TWO STAFF ARE ALREADY RE-ASSIGNED TO WINTER TASKS. DOES THAT LEAVE ONLY FOUR STAFF FOR YOUR WHOLE AREA?
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That's right. | https://www.dufferinpark.ca/maintenance/wiki/wiki.php?n=News2004.WorkingWithParkMaintenancePeople |
Domain adaptation for statistical machine translation and neural machine translation.
PhD thesis, Dublin City University.
Full text available as:
Both Statistical Machine Translation and Neural Machine Translation (NMT) are data-dependent learning approaches to Machine Translation (MT). The prerequisite is a large volume of training data in order to generate good statistical models. However, even if large volume of training corpora are available for MT, finding training data which are similar to the specific domains is still difficult. The MT models trained using the limited specific domain data cannot have sufficient coverage on the linguistic phenomena in that domain, which makes this a very challenging task. Because word meanings, genres or topics differ between domains, using the additional data from other domains can increase the dissimilar- ities between the training and testing data, and result in reduced translation quality. Such a challenge is defined as ‘domain adaptation’ challenge in the literature. In this thesis, we investigate domain adaptation in two different scenarios, namely a domain-awareness scenario and a domain-unawareness scenario.
In a domain-awareness scenario, the domain information is given explicitly in the training data. We are interested in developing domain-adaptation techniques which transfer knowledge gained from the other domains to a desired domain. In the approach proposed here probabilistic values indicating the domain-likeness features for words are estimated by the context rather than by the words themselves. We then apply those features to the combined translation models in an MT system. We empirically show that translation quality can be significantly improved compared with previous related work.
We then turn our interest to the recently proposed neural network training. We describe a domain-adaptation approach which can exploit large pre-trained word vector models. We evaluate our approach on both language modelling and machine translation tasks to demonstrate its efficiency, effectiveness and flexibility in a domain-awareness scenario. xiiIn a domain-unawareness scenario, the domain information is not given explicitly in the training data. The training data is heterogeneous, e.g. originated from tens or even hundreds of different resources without well-defined domain labels. We overcome such a challenge by deriving the topic information from the training corpora using well-estimated topic modelling algorithms. In this scenario, we pay particular attention to the most recent NMT framework. We are concerning with making a better lexical choice and improving the overall translation quality. Experimentally, we show that our model can perform better lexical choice, improve the overall translation quality and reduce the number of unknown words. | https://doras.dcu.ie/21949/ |
Apr. 5 8:52 PM PT9:52 PM MT10:52 PM CT11:52 PM ET3:52 GMT11:52 8:52 PM MST9:52 PM CST10:52 PM EST7:52 UAE (+1)05:5223:52 ET10:52 PM CT2:52 - Julius Randle scored 31 points Friday, going 13 of 24 from the field, as the New Orleans Pelicans lost to the Phoenix Suns 133-126 in overtime. Randle grabbed 14 rebounds and had three assists, accumulating a plus-minus of -14 in his 38:03 of playing time.
Apr. 3 6:47 PM PT7:47 PM MT8:47 PM CT9:47 PM ET1:47 GMT9:47 6:47 PM MST7:47 PM CST8:47 PM EST5:47 UAE (+1)03:4721:47 ET8:47 PM CT0:47 - Julius Randle scored 34 points Wednesday on 12-of-19 shooting as the New Orleans Pelicans fell to the Charlotte Hornets 115-109. Randle grabbed 11 rebounds and dished out three assists, tallying a plus-minus of 0 in his 34:08 on the floor. He added one block and two steals. Randle went 3 of 5 from 3-point range.
Mar. 31 4:33 PM PT5:33 PM MT6:33 PM CT7:33 PM ET23:33 GMT7:33 4:33 PM MST5:33 PM CST6:33 PM EST3:33 UAE (+1)01:3319:33 ET6:33 PM CT22:33 - Randle scored 17 points in 23 minutes Sunday against the Lakers before leaving the game to have an X-ray on his left index finger, which the team said came back negative.
Analysis: Randle, who is not on the injury report for Wednesday's game against the Hornets, is averaging a career-best 21.1 points and 8.6 rebounds this season.
Mar. 28 7:08 PM PT8:08 PM MT9:08 PM CT10:08 PM ET2:08 GMT10:08 7:08 PM MST8:08 PM CST9:08 PM EST6:08 UAE (+1)03:0822:08 ET8:08 PM CT1:08 - Julius Randle scored 34 points Thursday, going 12 of 24 from the field, as the New Orleans Pelicans topped the Sacramento Kings 121-118. Randle grabbed 10 rebounds and had three assists, tallying a plus-minus of +10 in his 31:11 of playing time. Randle went 3 of 5 from behind the arc.
Mar. 26 6:52 PM PT7:52 PM MT8:52 PM CT9:52 PM ET1:52 GMT9:52 6:52 PM MST7:52 PM CST8:52 PM EST5:52 UAE (+1)02:5221:52 ET7:52 PM CT0:52 - Julius Randle scored 24 points Tuesday, going 7 of 13 from the field, as the New Orleans Pelicans fell to the Atlanta Hawks 130-120. Randle pulled down nine rebounds and had five assists, tallying a plus-minus of -2 in his 33:32 of playing time. He added one steal. Randle went 1 of 4 from behind the arc.
Mar. 24 5:07 PM PT6:07 PM MT7:07 PM CT8:07 PM ET0:07 GMT8:07 5:07 PM MST6:07 PM CST7:07 PM EST4:07 UAE (+1)01:0720:07 ET6:07 PM CT23:07 - Julius Randle scored 15 points Sunday, going 6 of 13 from the field, as the New Orleans Pelicans fell to the Houston Rockets 113-90. Randle grabbed three rebounds and had two assists, accumulating a plus-minus of -2 in his 26:12 of playing time.
Mar. 20 5:30 PM PT6:30 PM MT7:30 PM CT8:30 PM ET0:30 GMT8:30 5:30 PM MST6:30 PM CST7:30 PM EST4:30 UAE (+1)01:3020:30 ET6:30 PM CT23:30 - Julius Randle scored six points Wednesday on 1-of-9 shooting as the New Orleans Pelicans fell to the Orlando Magic 119-96. Randle pulled down three rebounds and dished out two assists, accumulating a plus-minus of -25 in his 21:57 of playing time.
Mar. 18 7:28 PM PT8:28 PM MT9:28 PM CT10:28 PM ET2:28 GMT10:28 7:28 PM MST8:28 PM CST9:28 PM EST6:28 UAE (+1)03:2822:28 ET8:28 PM CT1:28 - Julius Randle scored 30 points Monday, going 14 of 24 from the field, as the New Orleans Pelicans topped the Dallas Mavericks 129-125 in overtime. Randle pulled down nine rebounds and dished out four assists, accumulating a plus-minus of +5 in his 34:13 on the floor. He added one block and one steal. Randle went 2 of 4 from 3-point range.
Mar. 16 6:16 PM PT7:16 PM MT8:16 PM CT9:16 PM ET1:16 GMT9:16 6:16 PM MST7:16 PM CST8:16 PM EST5:16 UAE (+1)02:1621:16 ET7:16 PM CT0:16 - Julius Randle scored 21 points Saturday on 8-of-20 shooting as the New Orleans Pelicans fell to the Phoenix Suns 138-136 in overtime. Randle pulled down 11 rebounds and dished out five assists, accumulating a plus-minus of -5 in his 31:58 of playing time. He added one steal.
Mar. 15 6:32 PM PT7:32 PM MT8:32 PM CT9:32 PM ET1:32 GMT9:32 6:32 PM MST7:32 PM CST8:32 PM EST5:32 UAE (+1)02:3221:32 ET7:32 PM CT0:32 - Julius Randle scored 45 points Friday, going 20 of 34 from the field, as the New Orleans Pelicans lost to the Portland Trail Blazers 122-110. Randle pulled down 11 rebounds and dished out six assists, tallying a plus-minus of -9 in his 42:06 of playing time. He added three blocks and two steals. Randle went 2 of 7 from 3-point range.
Mar. 12 6:44 PM PT7:44 PM MT8:44 PM CT9:44 PM ET1:44 GMT9:44 6:44 PM MST7:44 PM CST8:44 PM EST5:44 UAE (+1)02:4421:44 ET7:44 PM CT0:44 - Julius Randle scored 23 points Tuesday, going 10 of 19 from the field, as the New Orleans Pelicans lost to the Milwaukee Bucks 130-113. Randle grabbed six rebounds and had four assists, accumulating a plus-minus of -14 in his 35:42 on the floor. He tacked on one steal. Randle went 1 of 6 from behind the arc.
Mar. 10 4:34 PM PT5:34 PM MT6:34 PM CT7:34 PM ET23:34 GMT7:34 4:34 PM MST5:34 PM CST6:34 PM EST3:34 UAE (+1)00:3419:34 ET5:34 PM CT22:34 - Julius Randle scored 23 points Sunday, going 8 of 18 from the field, as the New Orleans Pelicans lost to the Atlanta Hawks 128-116. Randle grabbed three rebounds and added an assist, tallying a plus-minus of +2 in his 34:39 of playing time. He added one block and one steal. Randle went 4 of 6 from 3-point range.
Mar. 8 6:25 PM PT7:25 PM MT8:25 PM CT9:25 PM ET2:25 GMT10:25 7:25 PM MST8:25 PM CST9:25 PM EST6:25 UAE (+1)03:2521:25 ET8:25 PM CT1:25 - Julius Randle scored 18 points Friday on 6-of-15 shooting as the New Orleans Pelicans fell to the Toronto Raptors 127-104. Randle grabbed nine rebounds and had seven assists, tallying a plus-minus of -19 in his 32:21 on the floor.
Mar. 6 6:40 PM PT7:40 PM MT8:40 PM CT9:40 PM ET2:40 GMT10:40 7:40 PM MST8:40 PM CST9:40 PM EST6:40 UAE (+1)03:4021:40 ET8:40 PM CT1:40 - Julius Randle scored 23 points Wednesday, going 9 of 18 from the field, as the New Orleans Pelicans lost to the Utah Jazz 114-104. Randle pulled down six rebounds and had three assists, tallying a plus-minus of -4 in his 35:22 of playing time. He added one block. Randle went 1 of 3 from behind the arc.
Mar. 4 7:46 PM PT8:46 PM MT9:46 PM CT10:46 PM ET3:46 GMT11:46 8:46 PM MST9:46 PM CST10:46 PM EST7:46 UAE (+1)04:4622:46 ET9:46 PM CT2:46 - Julius Randle scored 30 points Monday, going 10 of 23 from the field, as the New Orleans Pelicans topped the Utah Jazz 115-112. Randle grabbed eight rebounds and dished out five assists, tallying a plus-minus of +17 in his 38:50 on the floor. He added one block and two steals.
Mar. 2 8:10 PM PT9:10 PM MT10:10 PM CT11:10 PM ET4:10 GMT12:10 9:10 PM MST10:10 PM CST11:10 PM EST8:10 UAE05:1023:10 ET10:10 PM CT3:10 - Julius Randle scored 28 points Saturday on 10-of-20 shooting as the New Orleans Pelicans topped the Denver Nuggets 120-112. Randle grabbed 10 rebounds and dished out four assists, tallying a plus-minus of +10 in his 37:55 of playing time. He added one block and one steal. Randle went 3 of 6 from 3-point range.
Mar. 1 7:45 PM PT8:45 PM MT9:45 PM CT10:45 PM ET3:45 GMT11:45 8:45 PM MST9:45 PM CST10:45 PM EST7:45 UAE (+1)04:4522:45 ET9:45 PM CT2:45 - Julius Randle scored 22 points Friday on 8-of-14 shooting as the New Orleans Pelicans defeated the Phoenix Suns 130-116. Randle grabbed three rebounds and had three assists, accumulating a plus-minus of +7 in his 27:51 on the floor. Randle went 1 of 3 from 3-point range.
Feb. 28 9:30 PM PT10:30 PM MT11:30 PM CT12:30 AM ET5:30 GMT13:30 10:30 PM MST11:30 PM CST12:30 AM EST9:30 UAE06:300:30 ET11:30 PM CT4:30 - Julius Randle scored 35 points Wednesday, going 11 of 22 from the field, as the New Orleans Pelicans lost to the Los Angeles Lakers 125-119. Randle grabbed six rebounds and dished out three assists, tallying a plus-minus of -10 in his 39:47 of playing time. He added one block and one steal. Randle went 2 of 7 from behind the arc.
Feb. 25 6:42 PM PT7:42 PM MT8:42 PM CT9:42 PM ET2:42 GMT10:42 7:42 PM MST8:42 PM CST9:42 PM EST6:42 UAE (+1)03:4221:42 ET8:42 PM CT1:42 - Julius Randle scored 19 points Monday on 6-of-18 shooting as the New Orleans Pelicans fell to the Philadelphia 76ers 111-110. Randle grabbed 14 rebounds and added an assist, tallying a plus-minus of +1 in his 34:13 of playing time. He added two blocks and three steals.
Feb. 23 5:44 PM PT6:44 PM MT7:44 PM CT8:44 PM ET1:44 GMT9:44 6:44 PM MST7:44 PM CST8:44 PM EST5:44 UAE (+1)02:4420:44 ET7:44 PM CT0:44 - Julius Randle scored 24 points Saturday, going 9 of 17 from the field, as the New Orleans Pelicans defeated the Los Angeles Lakers 128-115. Randle pulled down three rebounds and dished out five assists, tallying a plus-minus of +2 in his 38:03 of playing time. He added one steal. Randle went 2 of 7 from behind the arc.
Feb. 22 5:47 PM PT6:47 PM MT7:47 PM CT8:47 PM ET1:47 GMT9:47 6:47 PM MST7:47 PM CST8:47 PM EST5:47 UAE (+1)02:4720:47 ET7:47 PM CT0:47 - Julius Randle scored 15 points Friday on 5-of-11 shooting as the New Orleans Pelicans fell to the Indiana Pacers 126-111. Randle pulled down four rebounds and had two assists, tallying a plus-minus of -11 in his 25:22 of playing time. He tacked on one steal. Randle went 3 of 5 from behind the arc.
Feb. 14 6:35 PM PT7:35 PM MT8:35 PM CT9:35 PM ET2:35 GMT10:35 7:35 PM MST8:35 PM CST9:35 PM EST6:35 UAE (+1)03:3521:35 ET8:35 PM CT0:35 - Julius Randle scored 33 points Thursday on 11-of-21 shooting as the New Orleans Pelicans defeated the Oklahoma City Thunder 131-122. Randle grabbed 11 rebounds and had six assists, tallying a plus-minus of +19 in his 38:54 on the floor. He added one block and one steal. Randle went 2 of 3 from behind the arc.
Feb. 12 6:17 PM PT7:17 PM MT8:17 PM CT9:17 PM ET2:17 GMT10:17 7:17 PM MST8:17 PM CST9:17 PM EST6:17 UAE (+1)03:1721:17 ET8:17 PM CT0:17 - Julius Randle scored 15 points Tuesday on 6-of-11 shooting as the New Orleans Pelicans fell to the Orlando Magic 118-88. Randle grabbed four rebounds and dished out four assists, accumulating a plus-minus of -21 in his 21:44 on the floor. He added two blocks. Randle went 3 of 5 from 3-point range.
Feb. 9 6:32 PM PT7:32 PM MT8:32 PM CT9:32 PM ET2:32 GMT10:32 7:32 PM MST8:32 PM CST9:32 PM EST6:32 UAE (+1)03:3221:32 ET8:32 PM CT0:32 - Julius Randle scored 21 points Saturday on 7-of-13 shooting as the New Orleans Pelicans fell to the Memphis Grizzlies 99-90. Randle grabbed six rebounds and dished out two assists, tallying a plus-minus of -18 in his 30:47 of playing time. He added one block and one steal.
Feb. 8 8:19 PM PT9:19 PM MT10:19 PM CT11:19 PM ET4:19 GMT12:19 9:19 PM MST10:19 PM CST11:19 PM EST8:19 UAE05:1923:19 ET10:19 PM CT2:19 - Julius Randle scored 12 points Friday on 4-of-11 shooting as the New Orleans Pelicans topped the Minnesota Timberwolves 122-117. Randle grabbed eight rebounds and added an assist, accumulating a plus-minus of -15 in his 24:00 of playing time. He added one block and three steals.
Feb. 6 6:50 PM PT7:50 PM MT8:50 PM CT9:50 PM ET2:50 GMT10:50 7:50 PM MST8:50 PM CST9:50 PM EST6:50 UAE (+1)03:5021:50 ET8:50 PM CT0:50 - Julius Randle scored 31 points Wednesday on 10-of-18 shooting as the New Orleans Pelicans defeated the Chicago Bulls 125-120. Randle grabbed seven rebounds and dished out three assists, accumulating a plus-minus of +12 in his 30:32 of playing time. Randle went 4 of 6 from behind the arc.
Jan. 24 3:07 PM PT4:07 PM MT5:07 PM CT6:07 PM ET23:07 GMT7:07 4:07 PM MST5:07 PM CST6:07 PM EST3:07 UAE (+1)00:0718:07 ET5:07 PM CT21:07 - Randle (sprained ankle) is available to play Wednesday at Chicago after missing the last six games.
Analysis: Randle ranks third on the Pelicans with 19.9 points per game and second with 9.3 rebounds a contest.
Jan. 23 7:53 PM PT8:53 PM MT9:53 PM CT10:53 PM ET3:53 GMT11:53 8:53 PM MST9:53 PM CST10:53 PM EST7:53 UAE (+1)04:5322:53 ET9:53 PM CT1:53 - Julius Randle scored 13 points Wednesday, going 6 of 14 from the field, as the New Orleans Pelicans lost to the Detroit Pistons 98-94. Randle pulled down 13 rebounds and had two assists, accumulating a plus-minus of -1 in his 33:41 on the floor. He added two blocks.
Jan. 21 4:17 PM PT5:17 PM MT6:17 PM CT7:17 PM ET0:17 GMT8:17 5:17 PM MST6:17 PM CST7:17 PM EST4:17 UAE (+1)01:1719:17 ET6:17 PM CT22:17 - Julius Randle scored 20 points Monday, going 6 of 9 from the field, as the New Orleans Pelicans defeated the Memphis Grizzlies 105-85. Randle pulled down 12 rebounds and had five assists, accumulating a plus-minus of +10 in his 27:28 of playing time. He added two steals.
Jan. 19 9:06 PM PT10:06 PM MT11:06 PM CT12:06 AM ET5:06 GMT13:06 10:06 PM MST11:06 PM CST12:06 AM EST9:06 UAE06:060:06 ET11:06 PM CT3:06 - Julius Randle scored 19 points Friday, going 8 of 16 from the field, as the New Orleans Pelicans fell to the Portland Trail Blazers 128-112. Randle grabbed nine rebounds and had four assists, accumulating a plus-minus of -16 in his 36:58 on the floor. He added two blocks and one steal. Randle went 1 of 3 from 3-point range.
Jan. 17 9:40 PM PT10:40 PM MT11:40 PM CT12:40 AM ET5:40 GMT13:40 10:40 PM MST11:40 PM CST12:40 AM EST9:40 UAE06:400:40 ET11:40 PM CT3:40 - Julius Randle scored 23 points Wednesday on 6-of-8 shooting as the New Orleans Pelicans fell to the Golden State Warriors 147-140. Randle grabbed seven rebounds and dished out three assists, tallying a plus-minus of -5 in his 21:41 on the floor. Randle went 3 of 3 from behind the arc.
Jan. 15 9:20 PM PT10:20 PM MT11:20 PM CT12:20 AM ET5:20 GMT13:20 10:20 PM MST11:20 PM CST12:20 AM EST9:20 UAE06:200:20 ET11:20 PM CT3:20 - Julius Randle scored 27 points Monday, going 10 of 19 from the field, as the New Orleans Pelicans topped the Los Angeles Clippers 121-117. Randle grabbed six rebounds and had five assists, accumulating a plus-minus of +21 in his 33:04 of playing time. He added one steal.
Jan. 12 6:44 PM PT7:44 PM MT8:44 PM CT9:44 PM ET2:44 GMT10:44 7:44 PM MST8:44 PM CST9:44 PM EST6:44 UAE (+1)03:4421:44 ET8:44 PM CT0:44 - Julius Randle scored 22 points Saturday on 7-of-13 shooting as the New Orleans Pelicans fell to the Minnesota Timberwolves 110-106. Randle pulled down 11 rebounds and dished out three assists, accumulating a plus-minus of -10 in his 33:55 of playing time.
Jan. 9 6:54 PM PT7:54 PM MT8:54 PM CT9:54 PM ET2:54 GMT10:54 7:54 PM MST8:54 PM CST9:54 PM EST6:54 UAE (+1)03:5421:54 ET8:54 PM CT0:54 - Julius Randle scored 17 points Wednesday on 4-of-8 shooting as the New Orleans Pelicans topped the Cleveland Cavaliers 140-124. Randle grabbed eight rebounds and had four assists, accumulating a plus-minus of +14 in his 27:03 of playing time. He added two blocks.
Jan. 7 6:44 PM PT7:44 PM MT8:44 PM CT9:44 PM ET2:44 GMT10:44 7:44 PM MST8:44 PM CST9:44 PM EST6:44 UAE (+1)03:4421:44 ET8:44 PM CT0:44 - Julius Randle scored 15 points Monday, going 5 of 9 from the field, as the New Orleans Pelicans defeated the Memphis Grizzlies 114-95. Randle grabbed nine rebounds and had two assists, accumulating a plus-minus of 0 in his 33:25 of playing time.
Jan. 5 6:31 PM PT7:31 PM MT8:31 PM CT9:31 PM ET2:31 GMT10:31 7:31 PM MST8:31 PM CST9:31 PM EST6:31 UAE (+1)03:3121:31 ET8:31 PM CT0:31 - Julius Randle scored 22 points Saturday on 8-of-14 shooting as the New Orleans Pelicans defeated the Cleveland Cavaliers 133-98. Randle grabbed 12 rebounds and had eight assists, accumulating a plus-minus of +28 in his 32:57 on the floor. He tacked on one steal. Randle went 1 of 3 from behind the arc.
Jan. 2 6:09 PM PT7:09 PM MT8:09 PM CT9:09 PM ET2:09 GMT10:09 7:09 PM MST8:09 PM CST9:09 PM EST6:09 UAE (+1)03:0921:09 ET8:09 PM CT0:09 - Julius Randle scored 21 points Wednesday on 8-of-13 shooting as the New Orleans Pelicans fell to the Brooklyn Nets 126-121. Randle grabbed four rebounds and had two assists, accumulating a plus-minus of +5 in his 34:05 on the floor. He added two blocks and one steal.
Dec. 31 6:46 PM PT7:46 PM MT8:46 PM CT9:46 PM ET2:46 GMT10:46 7:46 PM MST8:46 PM CST9:46 PM EST6:46 UAE (+1)03:4621:46 ET8:46 PM CT0:46 - Julius Randle scored 33 points Monday on 13-of-23 shooting as the New Orleans Pelicans topped the Minnesota Timberwolves 123-114. Randle pulled down 11 rebounds and had three assists, tallying a plus-minus of -6 in his 37:53 on the floor. Randle went 2 of 4 from behind the arc.
Dec. 29 5:46 PM PT6:46 PM MT7:46 PM CT8:46 PM ET1:46 GMT9:46 6:46 PM MST7:46 PM CST8:46 PM EST5:46 UAE (+1)02:4620:46 ET7:46 PM CT23:46 - Julius Randle scored 23 points Saturday on 10-of-19 shooting as the New Orleans Pelicans lost to the Houston Rockets 108-104. Randle grabbed 11 rebounds and had four assists, accumulating a plus-minus of -2 in his 39:51 on the floor. He added one block and two steals. Randle went 1 of 2 from behind the arc.
Dec. 28 7:03 PM PT8:03 PM MT9:03 PM CT10:03 PM ET3:03 GMT11:03 8:03 PM MST9:03 PM CST10:03 PM EST7:03 UAE (+1)04:0322:03 ET9:03 PM CT1:03 - Julius Randle scored 22 points Friday, going 9 of 19 from the field, as the New Orleans Pelicans topped the Dallas Mavericks 114-112. Randle grabbed 12 rebounds and dished out two assists, tallying a plus-minus of +12 in his 37:45 on the floor.
Dec. 26 7:26 PM PT8:26 PM MT9:26 PM CT10:26 PM ET3:26 GMT11:26 8:26 PM MST9:26 PM CST10:26 PM EST7:26 UAE (+1)04:2622:26 ET9:26 PM CT1:26 - Julius Randle scored 23 points Wednesday, going 5 of 16 from the field, as the New Orleans Pelicans lost to the Dallas Mavericks 122-119. Randle pulled down four rebounds and had three assists, tallying a plus-minus of +14 in his 37:22 on the floor. He tacked on one steal. Randle went 2 of 4 from behind the arc.
Dec. 23 4:43 PM PT5:43 PM MT6:43 PM CT7:43 PM ET0:43 GMT8:43 5:43 PM MST6:43 PM CST7:43 PM EST4:43 UAE (+1)01:4319:43 ET6:43 PM CT22:43 - Julius Randle scored 18 points Sunday, going 8 of 16 from the field, as the New Orleans Pelicans fell to the Sacramento Kings 122-117. Randle pulled down nine rebounds and had two assists, accumulating a plus-minus of -3 in his 30:49 on the floor before fouling out.
Dec. 22 9:18 PM PT10:18 PM MT11:18 PM CT12:18 AM ET5:18 GMT13:18 10:18 PM MST11:18 PM CST12:18 AM EST9:18 UAE06:180:18 ET11:18 PM CT3:18 - Julius Randle scored 21 points Friday, going 9 of 15 from the field, as the New Orleans Pelicans lost to the Los Angeles Lakers 112-104. Randle pulled down eight rebounds and dished out two assists, tallying a plus-minus of -16 in his 33:37 of playing time. He added one block.
Dec. 16 5:34 PM PT6:34 PM MT7:34 PM CT8:34 PM ET1:34 GMT9:34 6:34 PM MST7:34 PM CST8:34 PM EST5:34 UAE (+1)02:3420:34 ET7:34 PM CT23:34 - Randle (sprained right ankle) will play Friday at the Lakers.
Analysis: Randle has been playing well lately with averages of 25.3 points, 11.1 rebounds and 3.1 assists over his last seven games.
Dec. 12 6:58 PM PT7:58 PM MT8:58 PM CT9:58 PM ET2:58 GMT10:58 7:58 PM MST8:58 PM CST9:58 PM EST6:58 UAE (+1)03:5821:58 ET8:58 PM CT0:58 - Julius Randle scored 22 points Wednesday, going 9 of 16 from the field, as the New Orleans Pelicans topped the Oklahoma City Thunder 118-114. Randle pulled down 12 rebounds and dished out three assists, tallying a plus-minus of +15 in his 31:42 on the floor. He added one block.
Dec. 10 5:52 PM PT6:52 PM MT7:52 PM CT8:52 PM ET1:52 GMT9:52 6:52 PM MST7:52 PM CST8:52 PM EST5:52 UAE (+1)02:5220:52 ET7:52 PM CT23:52 - Julius Randle scored 20 points Monday on 7-of-13 shooting as the New Orleans Pelicans fell to the Boston Celtics 113-100. Randle grabbed 11 rebounds and dished out four assists, accumulating a plus-minus of -4 in his 28:26 on the floor.
Dec. 9 2:14 PM PT3:14 PM MT4:14 PM CT5:14 PM ET22:14 GMT6:14 3:14 PM MST4:14 PM CST5:14 PM EST2:14 UAE (+1)23:1417:14 ET4:14 PM CT20:14 - Julius Randle scored 28 points Sunday, going 11 of 19 from the field, as the New Orleans Pelicans topped the Detroit Pistons 116-108. Randle grabbed six rebounds and had five assists, accumulating a plus-minus of +18 in his 33:35 on the floor. He added two blocks.
Dec. 7 6:46 PM PT7:46 PM MT8:46 PM CT9:46 PM ET2:46 GMT10:46 7:46 PM MST8:46 PM CST9:46 PM EST6:46 UAE (+1)03:4621:46 ET8:46 PM CT0:46 - Julius Randle scored 26 points Friday on 10-of-19 shooting as the New Orleans Pelicans fell to the Memphis Grizzlies 107-103. Randle grabbed 13 rebounds and dished out three assists, accumulating a plus-minus of +7 in his 34:52 on the floor. He tacked on two steals. Randle went 1 of 3 from behind the arc.
Dec. 5 6:44 PM PT7:44 PM MT8:44 PM CT9:44 PM ET2:44 GMT10:44 7:44 PM MST8:44 PM CST9:44 PM EST6:44 UAE (+1)03:4421:44 ET8:44 PM CT0:44 - Julius Randle scored 27 points Wednesday, going 11 of 16 from the field, as the New Orleans Pelicans topped the Dallas Mavericks 132-106. Randle grabbed 18 rebounds and added an assist, accumulating a plus-minus of +21 in his 35:29 on the floor. Randle went 2 of 3 from 3-point range.
Dec. 4 10:31 AM PT11:31 AM MT12:31 PM CT1:31 PM ET18:31 GMT2:31 11:31 AM MST12:31 PM CST1:31 PM EST22:31 UAE19:3113:31 ET12:31 PM CT16:31 - Julius Randle scored 37 points Monday, going 15 of 24 from the field, as the New Orleans Pelicans lost to the Los Angeles Clippers 129-126. Randle pulled down eight rebounds and had four assists, tallying a plus-minus of +7 in his 39:15 on the floor before fouling out. Randle went 3 of 4 from behind the arc.
Dec. 2 3:49 PM PT4:49 PM MT5:49 PM CT6:49 PM ET23:49 GMT7:49 4:49 PM MST5:49 PM CST6:49 PM EST3:49 UAE (+1)00:4918:49 ET5:49 PM CT21:49 - Julius Randle scored 13 points Sunday on 5-of-13 shooting as the New Orleans Pelicans defeated the Charlotte Hornets 119-109. Randle grabbed nine rebounds and did not have an assist, tallying a plus-minus of +2 in his 20:41 on the floor.
Nov. 30 6:45 PM PT7:45 PM MT8:45 PM CT9:45 PM ET2:45 GMT10:45 7:45 PM MST8:45 PM CST9:45 PM EST6:45 UAE (+1)03:4521:45 ET8:45 PM CT0:45 - Julius Randle scored eight points Friday, going 2 of 6 from the field, as the New Orleans Pelicans lost to the Miami Heat 106-101. Randle pulled down 10 rebounds and dished out two assists, tallying a plus-minus of -14 in his 25:58 of playing time. He added one block.
Nov. 28 6:49 PM PT7:49 PM MT8:49 PM CT9:49 PM ET2:49 GMT10:49 7:49 PM MST8:49 PM CST9:49 PM EST6:49 UAE (+1)03:4921:49 ET8:49 PM CT0:49 - Julius Randle scored 23 points Wednesday, going 10 of 15 from the field, as the New Orleans Pelicans defeated the Washington Wizards 125-104. Randle pulled down 12 rebounds and did not have an assist, accumulating a plus-minus of +18 in his 26:14 of playing time. He added one block and one steal.
Nov. 26 6:35 PM PT7:35 PM MT8:35 PM CT9:35 PM ET2:35 GMT10:35 7:35 PM MST8:35 PM CST9:35 PM EST6:35 UAE (+1)03:3521:35 ET8:35 PM CT0:35 - Julius Randle scored 15 points Monday, going 3 of 8 from the field, as the New Orleans Pelicans fell to the Boston Celtics 124-107. Randle pulled down five rebounds and dished out two assists, accumulating a plus-minus of -2 in his 21:01 of playing time. He added one block and one steal.
Nov. 24 6:50 PM PT7:50 PM MT8:50 PM CT9:50 PM ET2:50 GMT10:50 7:50 PM MST8:50 PM CST9:50 PM EST6:50 UAE (+1)03:5021:50 ET8:50 PM CT0:50 - Julius Randle scored 29 points Saturday on 10-of-16 shooting as the New Orleans Pelicans fell to the Washington Wizards 124-114. Randle pulled down 15 rebounds and dished out seven assists, tallying a plus-minus of -4 in his 38:37 of playing time. He tacked on one steal. Randle went 1 of 3 from behind the arc.
Nov. 23 6:31 PM PT7:31 PM MT8:31 PM CT9:31 PM ET2:31 GMT10:31 7:31 PM MST8:31 PM CST9:31 PM EST6:31 UAE (+1)03:3121:31 ET8:31 PM CT0:31 - Julius Randle scored 13 points Friday on 5-of-15 shooting as the New Orleans Pelicans fell to the New York Knicks 114-109. Randle grabbed 10 rebounds and had two assists, accumulating a plus-minus of -3 in his 28:52 on the floor.
Nov. 21 5:49 PM PT6:49 PM MT7:49 PM CT8:49 PM ET1:49 GMT9:49 6:49 PM MST7:49 PM CST8:49 PM EST5:49 UAE (+1)02:4920:49 ET7:49 PM CT23:49 - Julius Randle scored 22 points Wednesday, going 6 of 13 from the field, as the New Orleans Pelicans fell to the Philadelphia 76ers 121-120. Randle pulled down 10 rebounds and dished out three assists, accumulating a plus-minus of -10 in his 28:07 on the floor. He added one block. Randle went 2 of 2 from 3-point range.
Nov. 19 6:39 PM PT7:39 PM MT8:39 PM CT9:39 PM ET2:39 GMT10:39 7:39 PM MST8:39 PM CST9:39 PM EST6:39 UAE (+1)03:3921:39 ET8:39 PM CT0:39 - Julius Randle scored 21 points Monday, going 9 of 13 from the field, as the New Orleans Pelicans topped the San Antonio Spurs 140-126. Randle pulled down 14 rebounds and had 10 assists, tallying a plus-minus of +12 in his 25:20 of playing time. He tacked on one steal.
Nov. 17 5:40 PM PT6:40 PM MT7:40 PM CT8:40 PM ET1:40 GMT9:40 6:40 PM MST7:40 PM CST8:40 PM EST5:40 UAE (+1)02:4020:40 ET7:40 PM CT23:40 - Julius Randle scored 21 points Saturday on 8-of-13 shooting as the New Orleans Pelicans defeated the Denver Nuggets 125-115. Randle grabbed 10 rebounds and had three assists, tallying a plus-minus of -1 in his 27:21 on the floor. He added one block and three steals.
Nov. 16 6:43 PM PT7:43 PM MT8:43 PM CT9:43 PM ET2:43 GMT10:43 7:43 PM MST8:43 PM CST9:43 PM EST6:43 UAE (+1)03:4321:43 ET8:43 PM CT0:43 - Julius Randle scored 19 points Friday on 7-of-10 shooting as the New Orleans Pelicans topped the New York Knicks 129-124. Randle pulled down 11 rebounds and had two assists, accumulating a plus-minus of +4 in his 30:15 of playing time. He tacked on one steal.
Nov. 14 6:56 PM PT7:56 PM MT8:56 PM CT9:56 PM ET2:56 GMT10:56 7:56 PM MST8:56 PM CST9:56 PM EST6:56 UAE (+1)03:5621:56 ET8:56 PM CT0:56 - Julius Randle scored three points Wednesday, going 1 of 4 from the field, as the New Orleans Pelicans fell to the Minnesota Timberwolves 107-100. Randle pulled down three rebounds and did not have an assist, tallying a plus-minus of -7 in his 14:04 of playing time.
Nov. 12 6:08 PM PT7:08 PM MT8:08 PM CT9:08 PM ET2:08 GMT10:08 7:08 PM MST8:08 PM CST9:08 PM EST6:08 UAE (+1)03:0821:08 ET8:08 PM CT0:08 - Julius Randle scored 17 points Monday, going 7 of 12 from the field, as the New Orleans Pelicans topped the Toronto Raptors 126-110. Randle pulled down 12 rebounds and dished out four assists, accumulating a plus-minus of +15 in his 35:19 on the floor.
Nov. 10 5:32 PM PT6:32 PM MT7:32 PM CT8:32 PM ET1:32 GMT9:32 6:32 PM MST7:32 PM CST8:32 PM EST5:32 UAE (+1)02:3220:32 ET7:32 PM CT23:32 - Julius Randle scored 22 points Saturday on 9-of-19 shooting as the New Orleans Pelicans topped the Phoenix Suns 119-99. Randle grabbed 15 rebounds and dished out three assists, accumulating a plus-minus of +25 in his 37:32 of playing time. He added two blocks. Randle went 1 of 4 from behind the arc.
Nov. 7 6:33 PM PT7:33 PM MT8:33 PM CT9:33 PM ET2:33 GMT10:33 7:33 PM MST8:33 PM CST9:33 PM EST6:33 UAE (+1)03:3321:33 ET8:33 PM CT0:33 - Julius Randle scored 12 points Wednesday, going 5 of 8 from the field, as the New Orleans Pelicans defeated the Chicago Bulls 107-98. Randle pulled down five rebounds and dished out five assists, tallying a plus-minus of +4 in his 23:32 on the floor. Randle went 1 of 2 from behind the arc.
Nov. 5 6:43 PM PT7:43 PM MT8:43 PM CT9:43 PM ET2:43 GMT10:43 7:43 PM MST8:43 PM CST9:43 PM EST6:43 UAE (+1)03:4321:43 ET8:43 PM CT0:43 - Julius Randle scored 26 points Monday on 10-of-10 shooting as the New Orleans Pelicans lost to the Oklahoma City Thunder 122-116. Randle grabbed eight rebounds and added an assist, tallying a plus-minus of +2 in his 28:14 of playing time. He added two blocks and one steal. Randle went 2 of 2 from behind the arc.
Nov. 3 7:22 PM PT8:22 PM MT9:22 PM CT10:22 PM ET2:22 GMT10:22 7:22 PM MST8:22 PM CST9:22 PM EST6:22 UAE (+1)03:2222:22 ET8:22 PM CT1:22 - Julius Randle scored 10 points Saturday on 3-of-9 shooting as the New Orleans Pelicans fell to the San Antonio Spurs 109-95. Randle grabbed six rebounds and had two assists, tallying a plus-minus of -14 in his 26:12 of playing time. He added one block and one steal.
Nov. 2 9:30 PM PT10:30 PM MT11:30 PM CT12:30 AM ET4:30 GMT12:30 9:30 PM MST10:30 PM CST11:30 PM EST8:30 UAE05:300:30 ET10:30 PM CT3:30 - Julius Randle scored 29 points Thursday, going 9 of 16 from the field, as the New Orleans Pelicans lost to the Portland Trail Blazers 132-119. Randle grabbed six rebounds and dished out three assists, accumulating a plus-minus of -13 in his 25:57 of playing time. He added one steal.
Analysis: Randle played well despite continuing to deal with plantar fasciitis. He's probable for Saturday's game.
Nov. 1 9:34 PM PT10:34 PM MT11:34 PM CT12:34 AM ET4:34 GMT12:34 9:34 PM MST10:34 PM CST11:34 PM EST8:34 UAE05:340:34 ET10:34 PM CT3:34 - Julius Randle scored 11 points Wednesday on 3-of-6 shooting as the New Orleans Pelicans lost to the Golden State Warriors 131-121. Randle pulled down 10 rebounds and dished out two assists, tallying a plus-minus of -23 in his 22:52 on the floor.
Oct. 29 7:33 PM PT8:33 PM MT9:33 PM CT10:33 PM ET2:33 GMT10:33 7:33 PM MST8:33 PM CST9:33 PM EST6:33 UAE (+1)03:3322:33 ET8:33 PM CT1:33 - Julius Randle scored 24 points Monday, going 8 of 13 from the field, as the New Orleans Pelicans lost to the Denver Nuggets 116-111. Randle pulled down eight rebounds and had six assists, accumulating a plus-minus of -2 in his 26:30 on the floor. He added one block and one steal.
Oct. 27 11:37 AM PT12:37 PM MT1:37 PM CT2:37 PM ET18:37 GMT2:37 11:37 AM MST12:37 PM CST1:37 PM EST22:37 UAE20:3714:37 ET1:37 PM CT17:37 - Randle (foot injury) will start Saturday's game against Utah.
Analysis: Randle hasn't played more than 24 minutes this season, but could see an uptick with Anthony Davis out.
Oct. 27 5:46 PM PT6:46 PM MT7:46 PM CT8:46 PM ET0:46 GMT8:46 5:46 PM MST6:46 PM CST7:46 PM EST4:46 UAE (+1)02:4620:46 ET7:46 PM CT23:46 - Julius Randle scored 12 points Saturday on 5-of-11 shooting as the New Orleans Pelicans fell to the Utah Jazz 132-111. Randle pulled down three rebounds and did not have an assist, tallying a plus-minus of -17 in his 18:32 on the floor. He added one block and one steal.
Analysis: He's been dealing with a foot injury, but will play off the bench again Monday.
Oct. 26 6:46 PM PT7:46 PM MT8:46 PM CT9:46 PM ET1:46 GMT9:46 6:46 PM MST7:46 PM CST8:46 PM EST5:46 UAE (+1)03:4621:46 ET8:46 PM CT0:46 - Julius Randle scored 14 points Friday, going 7 of 14 from the field, as the New Orleans Pelicans topped the Brooklyn Nets 117-115. Randle pulled down seven rebounds and had three assists, tallying a plus-minus of -12 in his 23:16 on the floor. He added two blocks and one steal.
Oct. 25 2:18 PM PT3:18 PM MT4:18 PM CT5:18 PM ET21:18 GMT5:18 2:18 PM MST3:18 PM CST4:18 PM EST1:18 UAE (+1)23:1817:18 ET4:18 PM CT20:18 - Randle (plantar fasciitis) is probable ahead of Friday's game against the Nets.
Analysis: Randle also was listed as probable ahead of New Orleans' game against the Kings on Oct. 19, and ended up playing - finishing with 13 points and 14 rebounds in 24 minutes of a 20-point win.
Oct. 23 6:47 PM PT7:47 PM MT8:47 PM CT9:47 PM ET1:47 GMT9:47 6:47 PM MST7:47 PM CST8:47 PM EST5:47 UAE (+1)03:4721:47 ET8:47 PM CT0:47 - Julius Randle scored 18 points Tuesday, going 5 of 9 from the field, as the New Orleans Pelicans topped the Los Angeles Clippers 116-109. Randle pulled down five rebounds and did not have an assist, accumulating a plus-minus of -6 in his 21:52 of playing time before fouling out. He tacked on two steals. Randle went 1 of 2 from 3-point range.
Oct. 19 9:58 PM PT10:58 PM MT11:58 PM CT12:58 AM ET4:58 GMT12:58 9:58 PM MST10:58 PM CST11:58 PM EST8:58 UAE06:580:58 ET11:58 PM CT3:58 - Randle (left foot plantar fasciitis) is probable for Friday's game against Sacramento.
Oct. 19 6:47 PM PT7:47 PM MT8:47 PM CT9:47 PM ET1:47 GMT9:47 6:47 PM MST7:47 PM CST8:47 PM EST5:47 UAE (+1)03:4721:47 ET8:47 PM CT0:47 - Julius Randle scored 13 points Friday, going 6 of 12 from the field, as the New Orleans Pelicans defeated the Sacramento Kings 149-129. Randle pulled down 14 rebounds and did not have an assist, tallying a plus-minus of +14 in his 24:25 of playing time. Randle went 1 of 2 from behind the arc.
Oct. 17 6:48 PM PT7:48 PM MT8:48 PM CT9:48 PM ET1:48 GMT9:48 6:48 PM MST7:48 PM CST8:48 PM EST5:48 UAE (+1)03:4821:48 ET8:48 PM CT0:48 - Julius Randle scored 25 points Wednesday, going 9 of 15 from the field, as the New Orleans Pelicans topped the Houston Rockets 131-112. Randle pulled down eight rebounds and had three assists, accumulating a plus-minus of +5 in his 23:49 on the floor. Randle went 2 of 4 from 3-point range.
Oct. 11 6:59 PM PT7:59 PM MT8:59 PM CT9:59 PM ET1:59 GMT9:59 6:59 PM MST7:59 PM CST8:59 PM EST5:59 UAE (+1)03:5921:59 ET8:59 PM CT0:59 - Julius Randle scored 20 points Thursday, going 8 of 17 from the field, as the New Orleans Pelicans lost to the Toronto Raptors 134-119. Randle grabbed 11 rebounds and had four assists, tallying a plus-minus of -8 in his 24:35 of playing time. Randle went 1 of 3 from 3-point range.
Oct. 10 6:17 PM PT7:17 PM MT8:17 PM CT9:17 PM ET1:17 GMT9:17 6:17 PM MST7:17 PM CST8:17 PM EST5:17 UAE (+1)03:1721:17 ET8:17 PM CT0:17 - Julius Randle scored 23 points Wednesday on 6-of-10 shooting as the New Orleans Pelicans lost to the Miami Heat 140-128. Randle pulled down six rebounds and had four assists, tallying a plus-minus of -23 in his 29:46 of playing time. He added one block. Randle went 1 of 3 from 3-point range.
Oct. 9 12:10 PM PT1:10 PM MT2:10 PM CT3:10 PM ET19:10 GMT3:10 12:10 PM MST1:10 PM CST2:10 PM EST23:10 UAE21:1015:10 ET2:10 PM CT18:10 - Randle is starting Tuesday night against the Heat.
Analysis: Randle has been dealing with lower back soreness and a left hip issue.
Oct. 1 6:24 PM PT7:24 PM MT8:24 PM CT9:24 PM ET1:24 GMT9:24 6:24 PM MST7:24 PM CST8:24 PM EST5:24 UAE (+1)03:2421:24 ET8:24 PM CT0:24 - Julius Randle scored 11 points Monday, going 5 of 7 from the field, as the New Orleans Pelicans fell to the Atlanta Hawks 116-102. Randle grabbed seven rebounds and added an assist, accumulating a plus-minus of +1 in his 20:00 on the floor. He added two steals. Randle went 1 of 1 from 3-point range.
Sep. 30 5:39 PM PT6:39 PM MT7:39 PM CT8:39 PM ET0:39 GMT8:39 5:39 PM MST6:39 PM CST7:39 PM EST4:39 UAE (+1)02:3920:39 ET7:39 PM CT23:39 - Julius Randle scored 15 points Sunday, going 5 of 8 from the field, as the New Orleans Pelicans fell to the Chicago Bulls 128-116. Randle pulled down five rebounds and dished out five assists, accumulating a plus-minus of +9 in his 24:42 on the floor. He added one block. | http://sports.arkansasmatters.com/nba/players.asp?id=5318&fn=Julius&ln=Randle |
Today we are going to be identifying similes and metaphors. We have been using simile starters in our writing over recent weeks. You have been able to start and punctuate a simile at the beginning of a sentence, so we all know what a simile is.
A simile is where we say something is like something else
A metaphor is where we say something is something else.
Look at the model below. This is to show you how the similes and metaphors have been identified using a key.
The colour red = similes
The colour blue = metaphors
Similes
Let's have a look at the first simile we see in the model, 'The car moved like a snail'. This tell me that the car must be moving slowly because a snail moves slowly.
Metaphors
Let's have a look at the first metaphor we see in the model, 'The house was a zoo'. Obviously the house isn't a zoo. However, this tells me that the house had lots of animals in it. This was just like Mr Broadleday's house when he was younger. His friends would say, 'Your house is a zoo Mr Broadleday'. Not because his parents turned it into a zoo but because he has over 20 animals living in it.
Task
Identify the whether the phrase in the box below is a simile or metaphor.
Write the phrase in your blended learning book and write an equals sign next to it. Then, write simile or metaphor after the equals sign when you have determined the answer.
What it should look like in your book
Friday 20th November
LC: To collect words and phrases including metaphors and similes. | https://www.stoneyholme.lancsngfl.ac.uk/reading-269/ |
We recommend that gardeners test their soil before planting to de- termine the amount of lime and fertilizers needed. Soil testing can be done through a number of private and public labs. UNH Cooperative Extension also offers soil testing services.
With or without a soil test, however, gardeners may follow these general rules of thumb for fertilizing vegetable gardens.
Vegetable crops grow best in soils with a pH of 6.5-6.8. Our native NH soils are usually much more acidic than this (4.5-4.8), and lime or wood ash are added to raise and maintain a high pH, as well as to supply calcium and magnesium. Lime works slowly, so should be applied in the fall if possible. Wood ash acts more quickly, and can be applied in the spring before planting. It is easy to apply too much wood ash; if you are using wood ashes from your home stove, we do not recommend adding them to your garden every year unless a soil test indicates the need.
All fertilizers are sold with a nutrient analysis of three numbers, such as 10-10-10. These numbers refer to the percentage of nitrogen (N), phosphorus (P), and potassium (K) in the fertilizer. To get the same amount of nitrogen, you would need to use twice as much of a 5-5-5 fertilizer as you would for a 10-10-10 fertilizer.
Organic fertilizers are plant- or animal-based materials that provide these same nutrients: N, P and K. Organic blended fertilizers are sold with an analysis, but some excellent plant- or animal- based organic fertilizers such as soybean meal or alfalfa meal are sold as feeds and therefore do not come with fertilizer analyses. You can use either synthetic or organic sources, or a mixture of the two. Regardless of the type of fertilizer you use, incorporate fertilizer(s) thoroughly within the top few inches of soil before planting.
There are many fertilizer options! Clockwise from top right: organic blended fertilizer derived from poultry by-products (13-0-0), soybean meal (7-1-2), calcium ammonium nitrate (27-0-0), mined potassium sulfate (0-0-50), and ammonium sulfate (21-0-0). These vary widely in terms of nutrient content, speed with which they are available to the plants, and origin.
If you HAVE soil test results, you will know how many pounds of N, P and K you will need for a given area, and can calculate the amounts needed of the fertilizers you wish to use (see SIDEBAR, Fertilizer Math). If you don’t have soil test results, you can follow the general guidelines below.
As a general guidance; maintain pH by adding 75 lbs /1000 sq. ft. of dolomitic (high-mag) limestone every three years.
150 lbs /1000 sq. ft. of wood ash every three years.
25 lbs/1000 sq. ft. of 10-10-10 or the equivalent.
60 lbs/1000 sq. ft. of 4-3-3 or the equivalent organic blended fertilizer.
40 lbs/1000 sq. ft. of soybean meal (7% N) PLUS 15 lbs/1000 sq. ft. of bone char (16% P).
100 lbs/1000 sq. ft. of rock phosphate (3% available P) PLUS 8 lbs/1000 sq. ft. of sulpomag (sulfate of potash-magnesium, 22% K).
If you are using organic slow-release fertilizers, the entire amount of fertilizer that you need can be applied before planting. Make sure to incorporate it throughout the soil in the planting rows or beds, to a depth of 4-6 inches. If you are using synthetic or quick-release sources, apply one-half of the total amount needed before planting, and apply the remainder 4-6 weeks later in what is called a “sidedress” application. When you apply fertilizers during the growing season, place alongside the plants or in a circle around the plant, just around the drip line of the plant, or the distance away from the base that the furthest branches reach. Avoid contacting the base of the plants, and gently incorporate into the soil surface.
For safety, UNH Cooperative Extension recommends using only composted manures on garden crops, unless manure is incorporated to grow a cover crop first, with subsequent food crops grown after cover crop has decomposed. For more information, please see the fact sheet Guidelines for Using Animal Manures and Manure-Based Compost in the Garden. Continual use of manures and manure-based composts will result in high levels of phosphorus, which can cause nutrient problems in local lakes and ponds during runoff events.
These tomato plants are just starting to bloom, and are ready for a sidedress application of fertilizer. | https://extension.unh.edu/resource/fertilizing-vegetable-gardens-fact-sheet |
Media coverage attacking the character and trustworthiness of a scientist can diminish public faith in the research findings of that scientist. Ralph M. Barnes, Heather M. Johnston, Noah MacKenzie, Stephanie J. Tobin and Chelsea M. Taglang have investigated the degree to which such attacks do undermine trust in that scientist’s research, and the relative impact of various types of ad hominem attacks. Perhaps surprisingly, purely ad hominem attacks, such as accusations of a financial conflict of interest, for example, prove just as effective in undermining public faith in research findings as direct criticism of the empirical foundations of a science claim.
Most people consider science to be an institution that produces trustworthy facts about the world. However, for certain topics (e.g. evolution, global warming, vaccines, genetically modified organisms, etc.) many members of the general public deviate from scientific consensus. It is likely that there are many reasons for the disconnect between the scientific mainstream and the public, but in a recent paper in PLoS ONE, we focused our attention on the degree to which attacks on scientists may undermine claims made by those scientists.
Newspaper, magazine, and internet articles present the public with negative information about scientists. Articles in the mainstream media have attacked the integrity of Andrew Wakefield, Hwang Woo-suk, Anil Potti, Diederik Stapel, and many others. In addition to direct allegations of research fraud, it is also common for the mainstream media to point out conflicts of interest in science. For instance, those attacking GMOs claim that much of the research on GMO safety comes from researchers with financial ties to Monsanto, and those attacking vaccines claim that many of the scientists in the Centers for Disease Control and Prevention have financial ties to vaccine manufacturers. Attacks on the character and trustworthiness of a scientist may impact the faith that laypersons place in the research findings of that scientist. We know that the public is exposed to a number of different types of ad hominem attacks on scientists. What we wanted to find out is the degree to which attacks on a scientist undermine faith in that scientist’s research, and the relative impact of various types of ad hominem attacks.
In order to answer our questions about the impact of ad hominem attacks, we asked our participants to read a series of science claims, and indicate their attitudes towards each of those claims. In some cases, the claim was presented in isolation, and in others it was followed by either an attack on the research upon which the claim was based, or an attack on the scientist who conducted the research. In both conditions, participants were asked to indicate their attitude towards the science claim using a six-point scale, running from “strongly favour” to “strongly oppose”. From the initial scores we could calculate a difference score that would provide us with information about how much (if at all) the various kinds of attacks undermined faith in the original science claim. In an earlier paper, we found that the results obtained using this type of difference score were consistent with the results of another task that relied on choice as a dependent measure.
The two studies in our current paper employed six different kinds of attacks:
Sloppy – an accusation that the researcher had a reputation for conducting sloppy research. Education – an accusation that the researcher earned her/his degree from an institution with a poor reputation. Conflict of interest – an accusation that the researcher had a financial conflict of interest related to her/his research. Relevant misconduct – an accusation that the researcher committed research fraud (e.g. faking data) while conducting the study that the science claim was based on. Past misconduct – an accusation that the researcher had committed research fraud at some earlier time in her/his career. This fraudulent research was unrelated to the study upon which the science claim of interest was based on. Empirical – this was not an ad hominem attack, but served as a comparison for the effectiveness of the five ad hominem attacks. In the empirical condition the research was directly attacked by noting things such as use of the wrong dependent measure, failure to use a control group, improperly labelling the data, improper statistical analysis, etc.
So what did we find in the current study? In both studies (the second was a replication of the first) we found the same pattern of results:
Attacks on the educational background or competence of a researcher do not undermine faith in the claims made by that researcher.
Accusations of conflicts of interest and accusations of both types of research misconduct undermine faith in the claims made by the accused researcher.
Attacks on the empirical foundation of a science claim (our control condition) undermined faith in that science claim.
Accusations of deliberate misconduct, accusations of conflict of interest, and attacks on the empirical foundation of a claim were all equally effective. That is, we found no statistical differences between the past misconduct, relevant misconduct, conflict of interest, and empirical conditions in either Experiment 1 or 2.
The effects were moderate in size, Experiment 2 nearly perfectly replicated the results of Experiment 1, and the pattern of results did not vary as a function of gender, age, socioeconomic status, or education level of participants.
It is not surprising that accusations of research fraud are just as influential as attacks on the empirical foundation of a claim: an allegation of research fraud contains both an ad hominem attack and an attack on the empirical foundation of the data. What is more surprising is that purely ad hominem attacks (i.e. conflict of interest attacks) were just as effective as direct attacks on the empirical foundation of a claim.
Of particular interest is that our findings indicate that if members of the general public are aware of a conflict of interest connected to a scientific finding, then this may seriously undermine their faith in that finding. Such a finding might be interesting to a number of parties:
Journal editors – who have to make decisions about conflict of interest disclosure policies.
Science journalists – who decide whether to include conflict of interest information in their articles.
Decision-makers in private corporations – who have to decide whether to rely on neutral or in-house research. If they choose in-house research, they have to consider whether the conflict of interest inherent in the research will become general knowledge, and the possible consequences.
Policymakers – who have to decide policy on conflicts of interest.
We must note that our results are the result of two studies (n = 439 and 199 respectively). While some may find the current findings interesting or provocative, we would like to see future studies (preferably using different stimuli/methods/procedures) demonstrate the same effect we have shown.
This blog post is based on the authors’ article, “The effect of ad hominem attacks on the evaluation of claims promoted by scientists”, published in PLoS ONE (DOI: 10.1371/journal.pone. 0192025).
Featured image credit: Shout by Garry Knight. This work is licensed under a CC BY 2.0 license.
Note: This article gives the views of the authors, and not the position of the LSE Impact Blog, nor of the London School of Economics. Please review our comments policy if you have any concerns on posting a comment below.
About the authors
Ralph M. Barnes is a member of the Psychology Department at Montana State University, and his research interests include science communication, rhetoric, and judgement and decision-making. His ORCID iD is 0000-0002-6141-5491.
Heather M. Johnston is a Professor of Psychology at Columbus State Community College and her primary research interests are myths in psychology and the teaching of psychology.
Noah MacKenzie is an Associate Professor of Psychology at The Clermont College of the University of Cincinnati. His primary research interests include music cognition and the teaching of psychology.
Stephanie J. Tobin is a senior lecturer at Australian Catholic University, and her primary research interest is the psychology of social media use. Her ORCID iD is 0000-0002-3056-7767.
Chelsea M. Taglang is currently employed in the private sector, but was affiliated with Hood College during her involvement in this research.
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Only users who have booked on the platforms or a booking module of TheFork group and who have dined in this restaurant can leave a rating, with or without a review.
Inge W.
December 10, 2021 • 1 review10/10
Geweldige fondue. Heerlijk vlees en lekkere salade en sausjes. Fijne gezellige gastheer en prima bediening. Een absolute aanrader in het mooie Brugge.
Christy L.
December 26, 2019 • 3 reviews9.5/10
Was our first trip to Brugge and to De Nisse and I would definitely eat here again it was fun we even had a long walk in the rain to get there and that made it a more romantic memory for us.
Helen E.
December 18, 2019 • 1 review8.5/10
Lovely dinner, had the Fondue! Friendly and attentive staff. Would recommend. Decor a little bit dated but warm atmosphere. Plenty of food and drink choices.
Chris G.
October 30, 2019 • 3 reviews8/10
The service and wine was delightful. Our entree was not what we expected but was satisfactory.
Nenad N.
August 24, 2019 • 1 review9.5/10
An amazing place with really good food, friendly personnel and fair prices.
Sandra G.
December 8, 2018 • 1 review10/10
A short distance outside the Town but so worth it. We had the fish fondue (one of the reasons we booked it was to have a different kind of meal). It was brilliant, fun, excellent i
Pier Francesco M.
December 7, 2018 • 80 reviews10/10
Nice and cozy place, perfect for the kind of food they propose, that is mainly fondue. Well presented, meat was very good and sauces as well were a nice complement of the food. Ade
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December 2, 2018 • 1 review8/10
Great local, very genuine hospitality. Medium sized menu, but still gave some hard choices. Somewhat on the expensive side, but considering the portions and quality, not unfair.
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November 9, 2018 • 1 review10/10
Amazing, fantastic, perfect in every way during our evening visit. We at the beginning had thought it was a very conservative establishment but we were perceived wrong. The staff
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June 29, 2018 • 3 reviews7.5/10
Very nice setting, felt like a home. Excellent Belgian food. Service was very friendly, but at the end of the evening too friendly...
Amanda R.
December 27, 2017 • 2 reviews10/10
The owner and his wife were very friendly and helpful. Our food was amazing!
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August 2, 2017 • 3 reviews7.5/10
The owner/host was a friendly sort. We were a little disappointed at the table we got as it was right at the front door and there were several other tables available. The fondue wa
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Hypoxia increases glyceraldehyde-3-phosphate dehydrogenase transcription in rat alveolar epithelial cells.
Alveolar epithelial type II (ATII) cells are particularly hypoxia-tolerant in vitro. As one of the mechanisms of hypoxia tolerance is the induction of certain proteins, one of which is glyceraldehyde-3-phosphate dehydrogenase (GAPDH), we investigated whether hypoxia modified GAPDH expression in ATII cells. Hypoxia induced a time- and O(2) concentration-dependent accumulation of GAPDH mRNA in cultured rat ATII cells (2- to 3-fold the normoxic value after 18 h in 0% O(2)), an effect completely reversed by reoxygenation. GAPDH mRNA induction was accounted for by an increase in GAPDH gene transcription during hypoxia with no change in mRNA stability. GAPDH protein synthesis increased 3- to 4-fold after 18 h of 0% O(2), while the GAPDH protein steady-state level rose by 75%. GAPDH enzymatic activity in hypoxic cell homogenates increased by 45%. These results indicate that hypoxia induces GAPDH expression in ATII cells through an increase in transcription.
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Please click on one of the following links for information specific to your instrument/ensemble (or, scroll-down for the generic instructions):
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Why is it so Difficult to Find Printed Music?
- Author Searches are not recommended because composers are often extremely prolific. Try an Author Search on Mozart, Wolfgang...or Bach, Johann Sebastian...daunting!
- Title Searches do not work well either. Library of Congress Cataloguing Rules require use of titles in the original language of composition. e.g.The Magic Flute is entered as Die Zauberflöte, the Nutcracker ballet as Shchelkunchik.
- Many works have the same title. e.g. "sonata," "concerto" or "symphony".
- "Contents Notes" are not searched when you search by Title. Use a KEYWORD search to locate items whose titles are buried in contents of anthologies.
- Libraries prefer to purchase the complete version/edition (e.g. a volume of all songs by a single composer; all of his/her piano sonatas; a complete opera, etc.) to save money on binding costs. This means your required title is never searchable/viewable as a "title," and will be buried in a "Contents Note."
In the Western Libraries Catalogue
Keyword searching is a fast and efficient way to find repertoire.
To Find a Known Piece of Music by Keyword
- Use the plural of the musical genre e.g. sonatas, suites, concertos.
- Type your keywords in the search box. Just like with Google, a space equals the AND Boolean operator.
- Any Boolean operators MUST be typed in UPPER CASE: AND, OR, NOT (OMNI treats all lower-case words as regular keywords).
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- Include the composer's surmane or a distinctive first name to help narrow your results.
- Include a distinctive word (e.g. title word, opus number or thematic catalogue number).
- To find titles, opus or thematic numbers consult the composer's Works List in The New Grove Dictionary of Music and Musicians.
- Or, check the same composers' Works list in GROVEMUSIC ONLINE
- When including an opus or thematic catalogue number, include/use numerals only. (i.e. do not include the K, K.V., KV or BWV, B.W.V.. etc.)
- Limit your search results to "Scores" (use this limit judiciously: not all scores are in the "scores table" so you may miss what you seek - so be sure to scan the results' call numbers)
- Include your search statement within parentheses (for words/terms that need to be connected by AND), OR,
- Enclose your phrase in double quotation marks, and exclude "sound" from your search strategy.
e.g.
Search by Subject
A Subject search is NOT the same as a Keyword search. Library of Congress Subject Headings are assigned by cataloguers. They organize music by its genre, so that all sonatas for violin are grouped in one section and all concertos for violin are in another section. Each section is then organized alphabetically, by composers' surnames.
WARNING: If, for example, you use the Subject "trumpet music" you will find miscellaneous solo works only!
Most music will be found under the Subject Heading for a specific genre. For example:
- Sonatas (Trumpet and piano)
- Suites (Oboe and continuo)
- Concertos (Violin) [full scores and sound recordings]
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Other useful Subject Headings include:
Words or terms from Subject Headings may be used in KEYWORD searches.
Search using Uniform Titles
Uniform Titles frequently add an extra level of complexity to music-searching. However, compared to the task of finding ALL editions/versions of a single music score - which could be listed in three (or more) languages), Uniform titles are a godsend.
In library catalogues, you will find all the different versions of one work listed under the author's name. This can be easily done for books, which are unlikely to change title from one edition to another. But a musical work may be printed or recorded with titles that vary by language and/or wording.
E.g.
Different title pages of the same piano concerto by Mozart can begin with different letters of the alphabet!
- Concerto in A major for piano, K. 488
- Konzert A Dur, K. 488 fur Klavier
- Piano Concerto in A Major, K. 488
To be able to search for this ONE work (without having to search for all of these different titles) a distinctive or Uniform Title is created by a library cataloguer, and this appears immediately after the composer's name on all of the catalog records for that one composition, and, in OMNI, this can be searched via an Author/Creator search:
Mozart, Wolfgang Amadeus, 1756-1791. Concertos, piano, orchestra, K. 488, A major. | https://www.lib.uwo.ca/music/repertoire.html |
Many experts recommend you should save 10 to 15 percent of your pre-tax income each year for retirement. However, they come to that figure by making assumptions that may not be accurate for you. Here are ways that you can make a better estimation of your retirement needs by using your personal data.
When it comes to retirement savings, it literally pays to start early. Often expert calculations assume that you will save for retirement from ages 25 to 67. If you start saving at a later age or plan to retire at an earlier age, you need to save more than 15 percent annually. For example, Fidelity projects that someone who begins saving for retirement at age 35 needs to save 23 percent annually.
One way to lower the amount you’ll need to put aside is to work past age 67. Shortening your retirement by working longer reduces how much you need to save. You also get the added benefit of increased monthly benefits from Social Security after age 67.
There’s another way figure out your retirement savings rate. First, tally your current expenses for a typical month. Next, subtract any expenses that you won’t have during retirement such as childcare or your mortgage. Finally, add expenses you don’t have now but you will have during retirement. Think about how you’re going to spend your time in retirement to come with the additional retirement expenses. If you’re planning to travel often or take up an expensive new hobby, be sure to include those costs.
Multiply your estimated monthly retirement expenses by twelve to approximate how much you need each year during retirement. Finally, take the annual estimate you calculated and figure what percent of your current yearly income it represents. Experts refer to this percentage as your income replacement ratio, which tells you what percent of your pre-retirement income you need to keep your lifestyle.
To see how this works, look the example of a fictional worker named Robert who has $5,000 in monthly expenses now. After subtracting his commuting costs and mortgage, $3,400 was left. Adding another $100 for recreational activities during retirement brings his estimated monthly retirement expenses to $3,500. Robert estimates that he’ll need $42,000 annually during retirement, which is 70 percent of his current $60,000 salary.
Retirement seems like a ways away; however, it’s within best practices to start preparing as soon as possible to make your transition smooth and simple. | http://matthewlittlemore.net/how-much-should-you-be-saving-for-retirement/ |
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To qualify for membership you'll need to be an employee of Dudley Council, a local school or college, or one of the local voluntary organisation we support.
If you work outside Dudley in Local Government you'll need to get in touch with the UNISON branch that covers your area.
Please note if you are in the middle of a disciplinary, we may not be able accept your application. If you are unsure if we are the right union for you, call our office on 233870.
How much does membership cost?
Membership costs are staggered depending on how much you earn, so low-paid workers will pay less than high-paid, which is only fair. You will select your pay band on our application form.
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Students are entitled to UNISON membership for just £10 a year.
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There are two ways to pay for your union membership. You can have the money taken out of your wages as a deduction. We will contact your employer to request this.
Alternatively, you can pay by Direct Debit. Your Unison contributions will be taken from your nominated bank on a monthly basis.
How long does it take to become a member?
As soon as we recieve your form your membership will begin providing you qualify, though it may take several days for the form to be entered and for you to get a membership number. After about 3 weeks, you should receive a membership pack from our regional office. This will include your membership card, as well as benefits to joining our union.
You will need to have been a member for at least 3 weeks to be entitled to free legal advice from our solicitors Thompsons.
How do I cancel my membership?
If you decide that you wish to cancel your membership, then please contact our office, either by email, letter, or phone stating your intention to cancel. We can lapse you on our system, which will immediately end your membership.
If you pay through salaries and are continuing your employment, we will ask you to contact your salaries department to stop your unison deductions. We cannot do this on your behalf, as they will need your authorisation. | http://unisondudleygeneral.org.uk/how-to-join.html |
The eighth child and fifth daughter of John and Tildy Graham was born on 16 June 1904 in Red River Township, Searcy County, Arkansas, and they named her Stella Viona Graham.
Stella was first recorded on the 1910 census at the age of six, living with both parents and her seven siblings on the family farm in Red River Township.
On the 1920 census Stella was 15, still living on the family farm with both parents, and with her sisters Emma and Nona, and her baby brother Daniel. The occupation of mother Tildy and the children was recorded as “none”.
On 22 April 1923, Mister James Franklin Martin, 20, of unincorporated Campbell in Searcy County, married Miss Stella Graham, 19, of unincorporated Watts, Searcy County. The marriage was officiated by Justice of the Peace McKinley O’Neal.
One year later, the Martins welcomed their first child into the world. Their daughter Bernice Edna Martin was born on 23 April 1924.
On 16 June 1925 their second daughter Clessie Emogene Martin was born.
Their son James K Martin was born circa 1928.
The 1930 census recorded that James, Stella, and the three children were living and working on a rented farm in Shady Grove Township, Searcy County. The value of the home was given as $1,200.
At some point between 1930 and 1938, the Martin family moved to Newton County, Arkansas, which lies at the western border of Searcy County.
On 12 January 1938 their daughter Matilda E Martin was born, but she died just three days later, on 15 January. She was interred at Mount Judea Cemetery in Newton County.
James Franklin was issued his Social Security number circa 1951 in Arkansas.
Stella was issued her Social Security number circa 1973 in Arkansas.
Stella died at the age of 70 on 18 December 1974 in Mount Judea, Newton County, Arkansas. She was interred at Mount Judea Cemetery.
James Franklin died on his 73rd birthday, 6 May 1975 in Mount Judea, Newton County, Arkansas. He was interred beside his wife at Mount Judea Cemetery.
Name Variations
James recorded as “J.F. Martin” on his marriage documents.
Bernice Edna listed as “Edna Bernice” on Find A Grave.
Questions
What is James K Martin’s full name and birth date? What was Matilda’s middle name? Were there any other children born to James and Stella?
Sources
Ancestry.com: United States Federal Census of 1910, 1920, and 1930; Social Security Death Index; Grimes Family Tree; Hampton Family Tree.
FamilySearch.org: Arkansas County Marriages, 1837 – 1957.
Find A Grave: Memorial for James Franklin Martin; Memorial for Stella V (Graham) Martin; Memorial for Bernice Edna (Martin) Earwood; Memorial for Matilda E Martin. | https://grahamancestry.com/2011/01/24/stella-viona-graham/ |
AN ORDINANCE RELATING TO DOGS RUNNING AT LARGE AND PROVIDING A PENALTY.
Harborer Defined. Any person who shall allow any dog or dogs to habitually remain or lodge or be fed within his or home, yard, enclosure or any other premises in which he or she resides or controls within the City of Eastborough shall be considered as keeping and harboring such dog or dogs within the meaning of this ordinance.
a dog on the premises of its owner or harborer.
Any person who either fails to comply with or violates any provision of this ordinance shall be deemed guilty of a misdemeanor, and upon first conviction shall be punished by a fine not exceeding $50.00; any subsequent conviction of the same person shall be punishable by a mandatory fine of not less than $50.00 and not more than $500.00 for each offense.
This ordinance shall take effect and shall be in full force from and after its passage and publication once in the official paper.
PASSED and adopted this 28th day of May, 1996. | http://www.eastborough-ks.gov/police/city-ordinances/1088.php |
Barnstable parents rally to preserve music in schools
HYANNIS — Tenacious parents are kicking off a campaign to raise money so Barnstable schools can have a music program in the fall.
A group of parents calling itself the "Friends of Instrumental Music in the Barnstable Public Schools" presented a plan to the school committee last week to raise money to keep the music programs going for another year.
They hope to collect $425,000, which would restore the entire music program from third through 12th grade. If they raise less, decisions on how to spend the money would be made by the administration.
Barnstable music took a hit this spring when voters rejected a $6.7 million override. Among the many cutbacks, this forced the music department to drop the band and strings courses in grades three through eight.
It also caused the high school marching band to be eliminated along with other musical groups that meet after school. High school students can still take band, orchestra and other classes during the school day.
But the quality of those classes will suffer. Without any musical instruction in elementary or middle school, the high school programs will have no trained freshmen.
"Ever since the override failed, more parents have said, 'I wish there was something we could do to re-establish the music program.' This is the forum where people can actually act on that wish," said Bill Erhard, a parent of four students involved in music, and a teacher at Osterville Bay Elementary School.
He and Pat L'Heureux, another parent, are running the capital campaign with about 30 others.
Already, Barnstable music has received a boost from the local charity, the Cobb Trust, which announced last week a $50,000 donation to restore one music teacher's position at the middle school level.
Cobb Trustee David Cole last week also gave $100 to become the first donor to the Friends of Instrumental Music drive.
Union negotiations with school officials continue to see which of the 62 teachers laid off would be hired back if enough money is raised. Administrators said union rules dictate the first teachers hired back are those with the most seniority, and who usually require more pay.
For that reason, the schools need another $5,000 to $10,000 on top of the Cobb donation to hire even one teacher, according to administrators.
"We made it clear that none of that money can come from our budget. We just don't have it," said Karen McDonald, chairwoman of the school committee.
Erhard said he knows $425,000 is an ambitious goal for just seven weeks of campaigning. The Friends want the money raised by the middle of September.
But both he and L'Heureux also know how strongly parents feel about the music program.
"It's just the epitome of everything you want your kids to be involved in school," L'Heureux said.
On a cautionary note, this money would carry the musical programs forward for one more year, said Janet Joakim, who created barnstableforkids.org a Web site that urged voters to pass the override.
The long-term answer may well be another override proposal next year, McDonald said.
"We still need the money," she said.
Donations may be made to Town of Barnstable Instrumental Music. Send checks to Cape Cod Five Cents Savings Bank, c/o Anne Walther, 209 Falmouth Road, Hyannis, MA 02601. | https://www.capecodtimes.com/story/news/2001/07/26/barnstable-parents-rally-to-preserve/50978585007/ |
Software program Engineering Requirements
What is a software program engineering need? A software technological innovation necessity is a information of the particular software is going to do for you and how it will undertake it. It is typically called a specification, because this way of software anatomist describes the steps a software creator must decide on develop a item according into a specific pair of specifications. The program engineering need can be very in-depth or incredibly broad.
The software development process starts with a thought for a fresh software program. A programmer is currently writing a series of (often abstractioned) user extrémité for a organization process and then implements these interfaces applying programming code. The business procedure may entail designing an instrument that can browse and manipulate large data. It could likewise mean authoring a program that performs current inventory control.
How do you know very well what the software engineering need actually is? A technique is to check out what it doesn’t do. For instance , a typical software that your business uses may not do exactly what you need that to do. If you do not specify what features the software should have, you run the risk of using a application that truly does everything but never achieves anything important. This is why the technology engineering requirement often does not describe what the software is going to do – the particular way to get from point A to point M.
A programmer also needs to determine what kinds of users will be enthusiastic about using the system. Basically will effect what features the software must provide, and also what kinds of programs it should support. Typically, a programmer definitely will write a software and add support for it making use of the same language as the program (e. g., C). However , if the program will be used by a staff of coders, each contributing a different set of skills, the developer will need to describe the program in different ways to describe the outcome, which leads to a new kind of software program engineering need.
The software design requirement will usually be developed in a encoding language, most commonly C or perhaps Java. That describes what the program need to do, how it can accomplish many tasks, and what kind of data models or structures the programmers will need to work with. Typically, the programmer uses a diagramming approach to create the program’s various items. When a new piece of software is necessary, a piece of code will be developed to convert between the two languages. Seeing that multiple persons will be authoring the same code, this approach assures consistency throughout the task.
One of the biggest concerns facing computer software engineers is normally defining the scope of any software system requirement. Frequently , they are forced to assume some thing unknown to the outside universe. Because of this, they are going to need to identify unknown features of the computer software, which will make that challenging to test this software. Testing the softdriven.net course can become very expensive, causing a large number of software programmers to choose to implement their own testing technology. Although this approach may resolve part of the problem, in the end, the program will fail the test due to its unknown attributes.
Another issue facing programmers is determining their requirements in a way that complies with both the business and technical teams. Occasionally the programmer will write the requirements themselves, but they could also receive requirements from the business. In cases where the business enterprise is engaged, it is important pertaining to the programmer to consider all their expectations from owner too. Writing certain requirements upfront can save time afterward when the business needs to modify this program.
Writing the software architectural requirements efficiently will help the programmers construction software systems. This ensures that the software matches the demands and requirements of the two customer as well as the business. In fact, quality software makes the lives of these using it much simpler and improves the bottom line. | https://www.qualitebio.net/2020/12/13/software-program-engineering-requirements/ |
Published at Monday, November 21st 2016, 15:57:04 PM by Nanine Deschamps. Dining Room.
You want to invite your friends for dinner party at your house, but your dining room is so ordinary that you are afraid your friends will be bored once they set foot into the room. There are ways to make your dining room look glamorous. I’m sure these points will surprise your guests when they come into your house. Let’s take a look.
Published at Monday, November 21st 2016, 14:55:19 PM by Nanine Deschamps. Dining Room.
Measure the spaceMeasuring the space is the most basic tips for decorating the room. You cannot buy the furniture if you haven’t measured the room’s space. Don’t forget to bring the measurement chart when you go shopping for dining table. Please keep this in mind that the space between table and the walls should be at least 36 inches wide when you put the table in the middle of the dining room. The reason for the space is to accommodate people getting up and pushing the chairs comfortably from the table. It is much better if you can make the between-space 42 to 50 inches wide. With this in mind, you can measure how big your dining table should be and pick the right one.
Published at Tuesday, October 11th 2016, 02:10:17 AM by Nanine Deschamps. Dining Room.
Dining room equipment is a must to have by those who often invite their friends and relatives to their dinner party. Nowadays, people use their kitchen as a place to have meals that will be completed with dining table or an island with chairs. Those who have separate dining room to have meals while entertaining guests they should make it comfortable and enjoyable with the equipment to ease them.
Dining Room. Published at Thursday, October 27th 2016, 14:00:00 PM by Orlene Besnard.
Minimalist Dining Room Interior to Determine the Choice of Paint ColorModern houses currently tend to wide the function of kitchen to be the only place for processing. A minimalist home concept ordinarily makes a wider room by applying an open plan strategy or uniting two functional rooms like kitchen and dining room to save the place. With that way, it requires concerning the right dining room interior for all family members in some special moments. The selection of dining room interior influences the choice of dining room paint color.
Dining Room. Published at Tuesday, October 25th 2016, 14:20:59 PM by Orlene Besnard.
A dining room is an important room in the house. It is a room in the house where all family can gather to eat together. Having a comfortably nice dining room boosts mood during eating. Thus, it must be designed carefully and creatively to increase a whole home interior. To present a beautiful dining room, here are several ways to do.
Dining Room. Published at Saturday, October 22nd 2016, 14:48:03 PM by Orlene Besnard.
Determining Dining Room DecorationYou may consider the style of house with your personal taste. Choose appropriate furniture for your dining room. Dining room table and chairs are available in some shapes and designs that can be bought in furniture store. Those are made of several materials like iron also wood plus glass with rattan and even natural fiber. Combining a dining room table with the other furniture items is important to create a unity and harmonization in the dining room. If you want to see a standing out dining room, it prevents inappropriate furniture to home theme. Adjusting furniture to the scheme of room color is crucial to do. The paintings and photos can boost eating appetite and also make it lively. In selecting the color, it is better to show yellow or orange colors for appetizing meal.
Dining Room. Published at Friday, October 21st 2016, 14:42:30 PM by Nynette Lesage.
Concerning on the Material, Shape and Dimension of Dining Room TableIf you want to put the best dining room table, here are several considerations. Firstly, choose material of dining room table. If you want a wooden table, choose hardwood material like walnut also teak with oak or mahogany. For composite material, you may choose MDF material. This is cheaper than hardwood material for dining room table. But, it is not as strong as hardwood table. Then, determine the shape of dining room table. There are several rules for selecting it.
Dining Room. Published at Wednesday, October 19th 2016, 15:10:51 PM by Nynette Lesage.
Determining the Style of Dining RoomYou need to consider the home style before buying some kinds of dining room furniture. What is your home style? It is modern also traditional plus minimalist or country. Actually it doesn’t become a problem with any home styles as long as a set of dining room furniture can be matched to all kinds of styles. It is importantly adjusting new dining room furniture for applied home style. There are several shapes and designs of dining room table and chairs that can be found. Some materials to make it are available including iron, glass, wood and many more. Don’t make a deal with dining room furniture purchase without regarding to the style of a whole house and especially dining room style.
Dining Room. Published at Monday, October 17th 2016, 15:30:05 PM by Nynette Lesage.
If you do not have any idea in what way you should arrange your tables and chair, then let me give you one: incorporate your dining room with another room such as kitchen. This simple idea is often overlooked by many because of their insignificance in the world of interior design. If you watch some Chinese movies, especially one that took place in a tight flat, you can see that they incorporated their dining room into their kitchen so that the transition from the kitchen into the dining room (albeit very small) can be seamless.
Dining Room. Published at Sunday, October 16th 2016, 13:23:40 PM by Nynette Lesage.
The only thing that I think will be beneficial by not having a dining room is that you will safe space and you utilize that space, turn it perhaps into something that is not as space eating as a dining room. That is the only thing I can think of, and I myself would not switch a dining room for any other kind of room. In the end, having a dining room or not is a matter of choice; one that I will not force my decision upon. Though you will save space by not having one, you can earn a lot more by actually having one.
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In November world leaders will gather at COP27 to discuss progress made since COP26 in 2021, when 141 countries signed the Glasgow Leaders’ Declaration on Forests and Land Use. The declaration recognised that a successful scenario to limit global warming to 1.5 C by 2100 must not just stop deforestation by 2030 but must maintain and expand forest cover.
However, almost nothing has been done since Glasgow. Four new countries joined the Glasgow Leaders’ Declaration on Forests and Land Use, bringing the total signatories to 145, but some G20 countries remain absent (India, Saudi Arabia and South Africa), and progress on the ground has been limited.
A successful transformation requires international-to-local actions that empower indigenous people and local communities and that depend on suitable information on where and why forests are changing. This is key to define policies and actions, to support implementation and enforcement on the ground, and to provide robust reporting on progress and performance.
In a rapidly changing and uncertain environment, timely, transparent and reliable forest information is crucial. However, there are two key challenges:
Make National Inventory data freely available
While open-access freely available satellite imagery - with ever increasing spatial and temporal resolution permits accurate remote monitoring of forests cover in near real time, it remains difficult to attribute longer, more gradual processes of forest regrowth, reforestation and restoration. Here National Forest Inventory commonly acquired in 5-10 year cycles is a major source. However public access is limited. Government agencies that produce taxpayer-funded NFIs should freely share geocoded plot data that address concerns from landowners including indigenous peoples and other local communities. Ensuring open access to both satellite and inventory plot data would permit anyone to assess, challenge or verify land use impacts globally and “bridge the gap” between decadal inventory cycles and (intra) annual satellite change assessments.
Involve communities
To address the scarcity of ground-based data, knowledge and expertise from indigenous peoples, local communities and others should be integrated into an inclusive global forest monitoring strategy as part of the $1.7 billion promised in Glasgow to support indigenous communities to protect and manage their land. Effective local forest governance and protection requires more than data but communities should benefit from their own observations while also contributing to new and ongoing NFIs and training data collection for remote sensing-assisted assessments
If the actions identified above are not well advanced in the coming months or next few years, then the ability to monitor targets set for 2030 (and beyond) will likely disappoint. International initiatives and institutes such as e.g. European Forest Information Network (EFINET), the Forest Data Partnership (FDP) and supported by e.g. ESA, NASA and World Resources Institute can coordinate swift and coordinated actions that are needed to ensure monitoring systems that can support Glasgow signatories and hold them accountable to their commitments. | https://efi.int/news/progress-glasgow-forest-declaration-impossible-without-forest-monitoring-2022-11-04 |
Q:
Printing out unwanted spaces in the results file C#
void PrintOutFatBooks(List<Book> books)
{
string[] lines = new string[books.Count];
for (int i = 0; i < books.Count; i++)
{
if (books[i].Pages > 400)
{
lines[i] = String.Format("Book with more than 400 pages name is: {0}"
+", it has: {1} pages", books[i].BookName, books[i].Pages);
}
}
File.WriteAllLines(@"FatBooks.csv", lines);
}
The results print normally except it makes unwanted spaces between each of it. For example, there's the results:
Book with more than 400 pages name is: Harry Potter, it has 512 pages
Book with more than 400 pages name is: Harry Potter 2, it has 800 pages
How do I remove the big space in between 2 results (can't put a big space in between the results in stackoverflow, but there's a big space)? This is my first post in stackoverflow, so please don't be very harsh, thanks and have a beautiful day :)
A:
The comment about a List is a little short, but the right way to go.
If you create an array the same size and only fill elements when the Pages > 400 at the same index as the book was. You only filtering the books.Pages <= 400 and leave them empty. A List<string> is dynamic on size and increase automatically.
void PrintOutFatBooks(List<Book> books)
{
var lines = new List<string>();
for (int i = 0; i < books.Count; i++)
{
if (books[i].Pages > 400)
{
lines.Add(String.Format("Book with more than 400 pages name is: {0}"
+", it has: {1} pages", books[i].BookName, books[i].Pages));
}
}
File.WriteAllLines(@"FatBooks.csv", lines);
}
If the assignment is all about using a for loop with an index. You should leave it like this, but a nice suggestion is using a foreach loop.
void PrintOutFatBooks(List<Book> books)
{
var lines = new List<string>();
foreach (var book in books)
{
if (book.Pages > 400)
{
lines.Add(String.Format("Book with more than 400 pages name is: {0}"
+", it has: {1} pages", book.BookName, books.Pages));
}
}
File.WriteAllLines(@"FatBooks.csv", lines);
}
You could also use linq for this (expert mode)
void PrintOutFatBooks(List<Book> books)
{
File.WriteAllLines(@"FatBooks.csv",
books.Where(book => book.Pages > 400)
.Select(book => $"Book with more than 400 pages name is: {book.BookName}, it has: {books.Pages} pages");
}
| |
Excerpt from Introduction to General Chemistry The volume of the gas must therefore increase in the ratio of 400 to 300, or it will become 43> 1000 c.c. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Title:Introduction to General Chemistry (Classic Reprint)Format:HardcoverProduct dimensions:328 pages, 9 X 6 X 0.75 inShipping dimensions:328 pages, 9 X 6 X 0.75 inPublished:August 18, 2018Language:English
The following ISBNs are associated with this title:
ISBN - 10:0265787890
ISBN - 13:9780265787892
Look for similar items by category: | https://www.chapters.indigo.ca/en-ca/books/introduction-to-general-chemistry-classic/9780265787892-item.html?ref=item_page%3Avariation |
What is Common Ground Healing?
We all have the ability and the right to heal physically, emotionally and spiritually.
No two experiences are the same and healing is very individual, but we all have some form of trauma that hasn't been released. We hold onto it like that old pair of ripped jeans that we just can't seem to let go of. There's lots of wear and tear, but it fits so perfectly and supports all the right areas. That's what makes them feel so comforting. Getting a new pair would be too risky and there's a break in period and oh my God, what if I end up not liking them? The problem is that eventually that worn part on the ass of those loyal pair of jeans will eventually give out.
It could even happen in public exposing a sensitive area of our being. Ever cried at work even though you tried like hell to hold it in? That would be your old jeans finally giving out because you put comfort over change. For some, old wounds serve them well. It is an excuse to withdraw, to remain angry or even resist personal growth in that with growth comes growing pains.
...
THE FOUNDER
Heather Lyn Hartford, RN BSN
From Damariscotta, Maine. In my late 40’s. Married 20 yrs with two young adult children.
Registered nurse for over 20 yrs.
Passionate about helping others navigate through life, learning new things and rocks. Seriously, I love rocks! | https://www.commongroundhealing.com/copy-of-about |
You have learned about the music in major and minor in the previous lesson. Today, let's try to play the melody of the "Mary had a little lamb" song in major. You have a virtual xylophone below.
Now, you can see the other kind of names of the notes written by alphabets on this movie and the virtual xylophone.
Names of the notes in the Alphabet is what musicians call musical notation or ABC notation. These are the common letter names for specific note frequencies and where they fit on the staff. Do re mi are solfege notes which help train ears to better hear pitch relationships and intervals.
In case if you are familiar to use Do Re Mi, just convert like below so far;
Do=C, Re=D, Mi=E, Fa=F, So(Sol)=G, La=A, Ti(Si)=B
*C means the C on the left side colored by violet for this song.
Lesson 6
11/1/2020
What is major and minor in music?
In western music, you often recognize there are two different kinds of music like you can hear in the following movies.
The first music is "major" and the second one is "minor".
How can you describe each of major an d minor music?
Lesson 5
10/25/2020
Review of the previous lesson
You had rhythm training in the previous lesson, please try this once again. This is a preparation for moving on to the next step.
As you know, it is getting faster little by little in this music (you can make sure with the "line rider" video in lesson 4).
Now, can you make your handclapping faster? Let's try!
Did you make them all?
So, please go back to the previous lesson and try to clap your hands with the "line rider" movie. Have fun and Happy Halloween!
Lesson 4
10/19/2020
Feel like Halloween?
This is "In the Hall of the Mountain King" by Norwegian composer Edvard Grieg. Let's enjoy listening to music at first!
Rhythm training
In this video, you can hear the main melody in the music of "In the Hall of the Mountain King" played by the sound of the bassoon. Please try to catch up the rhythm with hand clapping.
Please try to memorize this rhythm pattern, and this song will be continued in the next lesson!
Lesson 3
10/12/2020
La Ti Do Re Mi
Practice
This is a melody from one of the very famous singing training book "Fifty Lessons for the Voice" by Giuseppe Concone. It is not so easy, so you will have this melody sometimes in our E-learning classes.
Listen to the first movie and then go to the second one. You can practice tis melody phrase by phrase with that.
You don't have to care about the "Do-Re-Mi" so far, Just try to sing with "la-la-la" or any kind of vowels.
Could you recognize this melody is starting with Do-Re-Mi-Fa-So, then move up to La-Ti-Do-Re-Mi?
Lesson 2
10/5/2020
How it follows Do Re Mi Fa So?
You have learned "Do-Re-Mi-Fa-So" in the previous lesson, and I know so many people know about how it follows So... it is like this; Do-Re-Mi-Fa-So-La-Ti-Do.
Some of you would feel this scale is too simple, however, you can enjoy this with nice harmonies, please try to hum or sing in Do-Re-Mi with this movie.
You will hear the first note (Do) at first, and then you can start singing after 4 beats.
Ti or Si?
I am wondering if some of you might have a question about how you call the name of the notes like Ti or Si.
Both Ti and Si are correct. I know some of the people prefer to say "Sol" instead of "So" (actually I do!), and this is also correct. I need so many lines to explain why these are all correct, it would a kind of complicated... in the future, you could have some opportunities to learn about it, however, you can choose your preferred one for now.
Fun Music!
Lesson 1
9/27/2020
Hi everyone!
Do you know what is "solfege"?
You would get the answer if you search on internet like this; the study of singing and musicianship using solmization syllables.
Uuum... how do you think? It sounds not so exciting.?
Don't worry, you can learn solfege through some simple melodies and it must be fun, moreover, you can get very important skill as a musician! So, let's get started!
Do Re Mi Fa So
Let's sing "Kogitsune Song (こぎつね)″
This song is originally from German, however, it is also popular in Japan.
If you never heard this song before, go to these links before you start to sing with the movie at here.
https://www.youtube.com/watch?v=q5T4I3GvxzE
https://www.youtube.com/watch?v=cYe_r8MA5_E
Kogitsune kon kon,
Yama no naka, yama no naka
Kusa no mi tsubushite okesho shitari,
Momiji no kanzashi, tsuge no kushi.
Kogitsune kon kon,
Ana no naka, ana no naka.
Ookina shippo wa jama niwa narushi,
Kokubi wo kashigete kangaeru.
|
|
Eri Tsuchiya
TICC accompanist since 2013. | https://www.tokyochildrenschoir.com/e-learning/previous/2 |
First Online:
Preview
The fundamental theorem of algebra—that a polynomial of degree k has exactly k complex roots—enables us to get the “right” number of intersections between a curve of degree m and a curve of degree n. However, it is not enough to introduce complex coordinates: getting the right count of intersections also requires us to adjust our viewpoint in two other ways.
For these reasons, and others, algebraic geometry moved to the setting of complex projective space in the 19th century. In this chapter we see how this viewpoint affects our picture of algebraic curves. The simplest such curve is the complex projective line, which turns out to look like a sphere. Other algebraic curves also look like surfaces, but they can be more complicated than the sphere. It was discovered by Riemann that rational curves (curves that can be parameterized by rational functions) are essentially the same as the sphere, but nonrational curves have “holes” and hence are essentially different. This discovery reveals the role of topology in the study of algebraic curves.
- 1.
We must count intersections according to their multiplicity, which amounts to counting a root x = r of a polynomial equation p(x) = 0 as many times as the factor (x - r) occurs in p(x).
- 2.
We must view curves projectively, so that intersections at infinity are included.
KeywordsRiemann Surface Branch Point Fundamental Theorem Double Point Projective Line
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Preview
Unable to display preview. Download preview PDF. | https://rd.springer.com/chapter/10.1007/978-1-4419-6053-5_15 |
Interact on desktop, mobile and cloud with the free Wolfram CDF Player or other Wolfram Language products.
Requires a Wolfram Notebook System
Edit on desktop, mobile and cloud with any Wolfram Language product.
A wallpaper group (or plane symmetry group) describes the symmetries of a two-dimensional repeating pattern. The p3 group can be thought of as a hexagonal lattice, where each hexagon is comprised of three copies of a rhombus rotated around the hexagon's center. This Demonstration lets you change the three spline curves connecting three corners of the rhombus, which gives an interesting tessellation of the plane using a single tile.
Contributed by: Roger Glendenning (March 2013)
Open content licensed under CC BY-NC-SA
Snapshots
DetailsdetailSectionParagraph
Permanent Citation
"Design a Tile for the p3 Wallpaper Group" | http://demonstrations.wolfram.com/DesignATileForTheP3WallpaperGroup/ |
Greenland's ice sheets hold clues to global sea-level rise
Scientists are drilling deep into glaciers and using sophisticated equipment to better understand a critical piece of the climate puzzle.
GreenlandWord spread fast at the Kangerlussuaq International Science Support facility in Greenland: One of the bridges along Greenland’s longest road was now under the raging Watson River.
A research team was almost stranded on the far side of the bridge by the roaring water, and when they returned they warned Rutgers professor Åsa Rennermalm and her team, who were just about to head out to set up their field camp at the end of the road. Rennermalm opted to wait until the next morning when the temperature—and glacially fed river—would be lower to venture out to her research site.
Rennermalm’s team was delayed on July 15, just two days before one of the Greenland Ice Sheet’s three 2018 meltwater peaks, which occurred on July 17, July 31, and August 9. Summer is Greenland’s “melt season,” and these three “significant melt events” encompassed around 193,000 square miles—around one-third of the Greenland Ice Sheet’s surface—according to the National Snow and Ice Data Center. These melting events weren’t as severe as 2012’s extreme season, which led to a surface melt of over 97 percent of the ice sheet and washed out a major bridge along the same road, but researchers are concerned and many are investigating the ice sheet to see just how fast it’s disappearing.
If the Greenland Ice Sheet melts significantly, it will affect far more than a few bridges. It could cause significant sea-level rise, which could leave coastal communities throughout the world—and even entire island nations—underwater. To learn more about how quickly the ice sheet is expected to melt, scientists from all around the world, including Rennermalm, are conducting research at far-flung field locations to study different aspects of the ice sheet, track changes, and plan for the future.
Where does the water go?
Rennermalm has studied Greenland’s ice sheet and tundra for nearly a decade, and she is currently working on several projects, including one to determine how much meltwater actually leaves the ice sheet versus how much remains deep within. “You might think everything escapes, but our research points [otherwise],” Rennermalm says.
“We are studying what happens to water at higher elevations,” she says. “Instead of forming channels [that run off], it will infiltrate into the snow and ice [where it is stored].”
Rennermalm also studies surface hydrology, examining how water flows on the ice sheet using high-resolution satellite images and other techniques. Learning where meltwater goes, and how much stays within the glacier versus going out to sea, could greatly help scientists in predicting sea-level rise.
University at Buffalo professor Jason Briner’s team is also looking to learn how rapidly the Greenland Ice Sheet may be melting. His team hopes to see if warmer air, which typically carries more moisture, may end up depositing additional snow in the Arctic—a factor which could reduce the rate of ice sheet shrinkage.
His team is working to figure out whether precipitation, temperature, or a combination of the two is influencing melt rate. Knowing this will help scientists develop more accurate computer models.
“If the ice sheet gets more snowfall in warm times then we might want to know that in our computer model forecasts of ice-sheet shrinkage and sea-level rise,” he says.
These models will help answer key questions. “What we’re interested in figuring out is the sensitivity of the ice sheet to climate change,” Briner says, noting this will ultimately influence sea-level rise. “If there's an abrupt climate change versus a gradual climate change, does that affect the ice sheet differently?”
Drilling deep into ice
High on the windswept Arctic ice in North East Greenland, the East Greenland Ice-Core Project (EastGRIP) team spent a four-month field season this summer collecting an ice core from the North East Greenland Ice Stream—a moving mass of ice. Researchers are using this multi-year international collaboration to peek into the past and find useful clues for the future.
“Understanding previous warm climate periods like the Climatic Optimum 5,000 to 8,000 years ago and seeing that as an analog to the warm period we have now is certainly also of very big interest,” says Dorthe Dahl-Jensen, chairman of the EastGRIP Steering Committee and professor at Niels Bohr Institute in Copenhagen, Denmark.
A polar bear watches her cubs on the Hudson Bay in Manitoba, Canada. The bay is famous for polar bears, but their population is in decline.
“The Greenland Ice Sheet is losing mass in two ways: one is by melt along the margin along the coast of Greenland and the second is by discharge of ice through these ice streams,” says Dahl-Jensen. “We know very little about these ice streams and they’re responsible for about half of the mass loss from the Greenland Ice Sheet.”
This is the first time a team has drilled so deeply to extract an ice core from an ice stream, according to Dahl-Jensen. Snow trenches under the surface house the main research, and a team of scientists, bundled up in parkas, winter hats, and other extreme weather gear, is drilling through the ice stream all the way to bedrock—a projected distance of 2,550 meters (about 8,400 feet). The remote field location is accessed via a snow runway or “skiway,” which allows the U.S. Air National Guard's 109th Airlift Wing to transport personnel and equipment.
In 2017, ice core drilling began, with scientists collecting 900 meters (3,000 feet) of core that year and 750 more meters (2,500 feet) in 2018. With 900 meters left to go, the team anticipates drilling to bedrock by 2019 or 2020. Ice core samples are analyzed on site for electrical conductivity, stable water isotopes, and other measures, with sections flown to other research facilities for further analysis.
While the ice coring project focuses on what’s happening beneath the surface, University of Colorado professor Jim White and colleagues are also studying what happens in the air above EastGRIP by flying drones overhead to collect air samples at various heights in order to measure the isotopes in the vapor—another key part of the sea-level rise puzzle. | https://www.nationalgeographic.com/environment/article/greenland-ice-sheet-predicts-sea-level-rise-climate-change |
Within the financial markets, people are always looking for a new way to analyse or predict exactly what will happen to any given stock at any given time. Amongst these new methods of analysis, like technical analysis, is the notion of the “Beta” or β, which is a numerical value which describes how a particular stock might behave in the future. For an introduction on technical analysis, learning technical analysis and this course on analysis basics can really help you to understand the numbers involved.
So, Beta is a number describing a little about any given stock. The value of Beta can be
Generally, beta is used to measure risk and to inform traders and investors on the risk compared to any benchmark stock or index.
When the beta of any given stock = <0, this means that the stock / share / portfolio is moving in the other direction, to the compared benchmark stock / share / portfolio. Often, stocks that have been short sold will show a negative beta value.
If the beta is 0, this means that any given stock / share / portfolio is moving of its own accord, without any regard to other stocks in the area and the growth pattern for this stock / share / portfolio is uncorrelated to the stock market the stock is contained in.
When the beta is in between 0-1, the stock is generally moving up or down as the stock market it is contained in them. However, the beta is less than 1 so the stock isn’t moving at the same speed as the rest of the index. For example, this might be a battery company, where it follows the general pattern of the market but doesn’t fluctuate quite as much. Often, these companies are good to invest in to make slow, relatively low risk investments.
If the beta of a particular stock is 1, the stock / share / portfolio is moving at the same speed and direction of the rest of the index that it is contained in and will pretty much relate exactly to how the rest of the market fluctuates.
Generally, these stocks will be the ones that are contributing to the overall rating of the index and have a serious effect on the rest of the index. Any stock / share / portfolio with a higher beta value than 1 is a risky, strongly influenced stock that may suddenly change in value quickly. If the stock has a beta value of more than 1, the stock will be moving in the same direction as the market, but at a faster rate. These stocks are very likely to be affected by external factors.
Betas can often be calculated by using regression analysis against a suitable base stock or portfolio. For a little more information on regression, this is a highly informative course on regression.
While it is tempting to put a lot of thought and trust in to mathematical relations and analysis of the stock market, it is very unlikely that your predictions will come true. Most of the time, when people make a prediction on a stock they attempt to use figures like beta and technical analysis to see what companies are going to make lot of money and use this information to play the stock market. The problem with these things is that at any time, something could easily change the entire playing field of the market, throwing all prior knowledge to the wind and making any calculations that do not incorporate the new evidence in the calculation useless. As it is impossible to predict the future, it is impossible to predict the stock market due to the huge amount of variables present.
Other methods of dealing in stocks are generally more reliable than beta and mathematical analysis.
In general, most people note that the market you are looking at, has a beta of 1.
The market is moving alongside itself, as you would expect. Beta makes individual stocks rate themselves against the general trend of the market like the S&P 500. Stocks that perform well will get a beta value of above 1 and those that do worse than the general market is going to have a beta of less than 1.
Beta values are useful for investors, assuming they do not base their entire investment strategy on this value. If you have a stock with a beta value of higher than 4 for example, whenever the general index changes by 1%, this stock should change by 4%. Obviously, this means when the stock falls, it plummets and vice versa. Beta provides an at-a-glance view of how risky and possibly profitable any given stock is at the moment in time. The higher the beta, the riskier the stock, with the greater amount of potential profit. Of course, as beta is calculated on the back of regression, some data can throw off the calculations and make the number an oversimplification.
Often, beta values can throw investors off the track, however. Sometimes, beta values can be a bad plan to look at for financial advice, as sometimes, there are beta values that are low, yet end up being more profitable and less risky than those with high beta numbers. We recommend you take your time and find more information about the stocks you are going to invest in, before you make any investments.
The stock market can be very profitable, but you must bare in mind what kind of knowledge is necessary to succeed. As with any new skill, learning to play the stock market is difficult and you are likely to fail the first few times you make an investment. You should always find advice from a broker or take a course in finding good stock options, in the beginning. | https://blog.udemy.com/how-to-calculate-beta/ |
The possibilities are the same- me living or dying, but we can all agree that the crossing of the street is a bit boring, and the Russian roulette… maybe too exciting.
This is partially because we pretty much know what will happen when I cross the street, but we don’t really know what will happen in Russian roulette.
Another way of looking at this, is to say we gain less information observing the result of crossing the street than we do from Russian roulette.
A formal way of putting that is to say the game of Russian roulette has more ‘entropy’ than crossing the street.
Entropy is defined as ‘lack of order and predictability’, which seems like an apt description of the difference between the two scenarios.
When is information useful?Information is only useful when it can be stored and/or communicated.
We have all learned this lesson the hard way when we have forgotten to save a document we were working on.
In a digital form, information is stored in ‘bits’, or a series of numbers that can either be 0 or 1.
The letters in your keyboard are stores in a ‘byte’, which is 8 bits, which allows for 2⁸ =256 combinations.
It is important to know that information storage and communication are almost the same thing, as you can think of storage as communication with a hard disk.
Examples of symbols and their 8 digit codesInformation StorageThe mathematician Claude Shannon had the insight that the more predictable some information is, the less space is required to store it.
Crossing the street is more predictable than Russian roulette, therefore you would need to store more information about the game of Russian roulette.
Shannon had a mathematical formula for the ‘entropy’ of a probability distribution, which outputs the minimum number of bits required, on average, to store its outcomes.
EntropyFormula from entropy from WikipediaAbove is the formula for calculating the entropy of a probability distribution.
It involves summing P*log(p) with base 2, for all the possible outcomes in a distribution.
Here is a function to do this in Python:import numpy as npdef entropy(dist): su=0 for p in dist: r= p/sum(dist) if r==0: su+=0 else: su+= -r*(np.
log(r)) return su/np.
log(2)Example: Russian RouletteIf we were to quantify the crossing the street example as having a 1 in a billion chance of death, and Russian roulette as 1 in 2, we’d get entropy([1, 999_999_999]) ≈ 3.
1*10^-8 bits , and entropy([50,50])=1 bit, respectively.
This means that if we repeated both experiments a trillion times, it would take at least 31,000 bits to store the results of crossing the street, and 1 trillion bits to store the results of Russian roulette, in line with our earlier intuition.
Some distributions and their entropiesExample: English LanguageThe English language has 26 letters, if you assume each letter has a probability of 1/26 of being next, the language has an entropy of 4.
7 bits.
However, some letters are more common than other letters, and some letters appear often together, so through clever ‘guessing’ (i.
e.
not assigning probabilities of 1/26), we can be much more efficient.
Random guessing on average takes us 13.
5 guesses to get the correct letter.
Let us say we are given the first letter of every word in this sentence:H_ _ /A_ _ /Y_ _ /D_ _ _ _ / M_ /F_ _ _ _ _?It would be very bad if it took us 13.
5*16=216 guesses to fill in the 16 blanks.
It would likely take us less than an average of two guesses per blank to figure out the sentence is “How are you doing my friend?”.
So even if we exhaustively guessed the first letter and it took us 13.
5 guesses, it would take us roughly 5.
1 guesses/letter to fill in all the blanks, a huge improvement on random guessing.
Experiments by Shannon showed that English has an entropy between 0.
6 and 1.
3 bits.
To put that into perspective, a 3 sided die has an entropy of 1.
58 bits, and takes on average 2 guesses to predict.
Also, note that the encoding system on your keyboard uses 8 bits per letter.
So it could theoretically make all files in only the English language at least 6 times smaller!ApplicationsShannon’s work found uses in data storage, spaceship communication, and even communication over the internet.
.
Even if we are not working in any of those fields, ‘KL divergence’ is an idea derived from Shannon’s work, that is frequently used in data science.
It tells you how good one distribution is at estimating another by comparing their entropies.
Communication and storage of information is what has made humans great, and Shannon’s work revolutionised the way we do so in the digital age.
. | http://datascience.sharerecipe.net/2019/05/19/information-entropy/ |
I'm a beginner pianist, and I asked my teacher about the possibility of playing some Persian music on the piano. He told me it's typically not possible, but didn't really elaborate on why. So why is it that the piano shouldn't be able to play that music? Could I play it on the guitar, or violin, then?
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1FWIW, our e-piano offers a specific tuning for Arabian music, which may or may not encompass Middle Eastern or Persian music. May 31 '21 at 10:42
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2Also, Kari Ikonen has invented a device called maqiano that allows you to temporarily retune a subset of the keys of a piano. Assuming you know how the tuning of the desired maqam differs from the default equal temperament tuning. I don't know if the device is commercially available yet. The last time I heard him give a demo, he told that the patent is still pending. May 31 '21 at 12:34
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1See also @JyrkiLahtonen's helpful post about maqiano.– AaronJun 1 '21 at 17:54
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1Are you asking about authentic Middle Eastern music, or Middle Eastern-inspired music (the theme to "Aladdin" for example)– CriggieJun 2 '21 at 2:24
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1@dbmag9 I agree, but then the question doesn't ask for traditionality or authenticity. That seems to have been assumed by most of the answers here. Jun 2 '21 at 11:55
A modern piano is tuned to 12-TET, 12-tone equal temperament. 12-TET is what's called a tuning system, almost all current Western music uses it. It basically means 12 notes per octave and the notes are spread equally, it's the same distance (measured in fractions of an octave) between all of them.
Persian music uses a different system. I'm no expert, but Essentials of Persian music says that there are three competing models to describe Persian music:
- 24-tone scale, like 12-TET but with an extra quartertone between each semitone.
- 22-tone scale, not tied to 12-TET
- "Flexible intervals" with regional variations, not tied to any particular scale or tuning system. A researcher recorded many performers and measured the intervals used in practice, and found that the whole tone and semi-tone were fairly stable intervals, but several other intervals between a semi- and a whole tone were very flexible. (Perhaps analogous to blue notes used in blues, where there is no standard for how "blue" or flat the note should be, it's up to the performer.)
Whether there are 24, 22, or some other number of tones per octave, it's more than the 12 on a piano, and many of the them are tuned differently. Demo of differences between quarter tones in Persian/Arabic/Turkish music.
Piano can't play that. Instruments that can fall in two groups: Some have continously variable pitch (e.g. violin or trombone), while others have a standard 12-tone fingering but can pitch bend a semitone or more so it can cover all the intermediate pitches as well (e.g. saxophone, synthesizer, probably fretted guitar).
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7It should be added that it's definitely possible to play the piano in a way that resembles traditional Persian music much more than the usual Western way of playing it, just not perfectly. (After all, it's possible to play jazz music on the piano even though it doesn't have blue notes either.) May 31 '21 at 8:52
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2@KilianFoth what do you mean it doesn't have blue notes? My (limited) understanding is that in, for example, A minor pentatonic, the blue note is the Eb which the piano is perfectly capable of playing. Sure, you can't bend the piano's strings to get to notes that are not on the keyboard (or you can't do so easily, anyway) but many blue notes are on the keyboard depending on the scale you're playing in. Is that wrong?– terdonJun 1 '21 at 10:36
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@terdon Yes, that's exactly my point. You can get a pretty good rendition of blue notes on the piano, but even so a jazz singer would feel incredibly hampered if they could only produce that one exact Eb frequency and not thousands around it. Jun 1 '21 at 10:43
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1Most pianos can't - but this one can... Also many digital pianos have the capability to bend tones in this way, which is probably a far cheaper alternative. Jun 1 '21 at 15:21
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@DarrelHoffman Thanks for the link, looks interesting. Yes, many digital keyboards can do it. Pure digital pianos very rarely have pitch bend, but things like arranger/workstation keyboards and stage pianos frequently do. Plus many/most digital keyboards and pianos have a set of alternative tunings, mine has about a dozen split between Indian, Middle-Eastern and alternative Western tunings like Pythagorean and meantone. Jun 1 '21 at 16:24
The issues of tuning systems have been addressed, but there is an additional problem.
Pianos can be — and have been — retuned to accommodate, for example, quarter-tone music.
The truly "impossible" part of Arabic and Persian music — not to mention Indian, Chinese, Japanese, and many, many other cultures — is the ornamentation, which plays an essential, central role. The ornamentation requires the bending of pitches, which a fixed-pitch instrument like the piano simply cannot accommodate.
For a significant discussion of ornamentation in Arabian music, see Lois Ibsen al Faruqī, "Ornamentation in Arabian Improvisational Music: A Study of interrelatedness in the Arts", The World of Music 20/1 (1978): 17–32.
Possible but effort prohibitivePersian music makes use of quartertones/microtones that fall in between the typical note progressions of western classical music (at least for the piano). Let's suppose we did have a kind of framework in mind (maqiano or otherwise) there is also the logistics of the process to consider. Tuning a piano even under normal circumstances is surprisingly complicated and potentially dangerous to you or the instrument if done improperly; many often turn to professionals for this. So we can only imagine how short the list would be for piano tuning services that understand oriental music. Absent professional help, we'd be attempting to tune a very sophisticated instrument by ourselves. At the very minimum we'd need beyond perfect pitch ears and an oriental tuner.
If we somehow got that far and tuned it full-Persian, then we may face other issues. The player interface of the piano is clearly designed for half-steps. Once you have quarter-tones in the mix, you'd lose the whole intuition of the white and black keys. This is especially problematic when the quartersteps don't line up with existing western scales and is further complicated if you did decide to play in a different Persian key -- probably feeling even weirder than normal and affecting muscle memory. So the process, would not be very scalable or intuitive, even if it is 'theoretically' possible.
Further issues arise once we view Persian music in the complete context: Dastgahs. These 12 scales/patterns form the framework for improvisation that provides the scaffolding of Persian music. In addition to your Persian piano, you'd need some really elaborate notation to handle not only the tones but irregular rhythms and other Oriental music quarks. I can recommend this book for more on Dastgahs:
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This. I don't know enough to be sure, but I think that with maqiano you can only retune a piano to support a single maqam at a time. In a live music performance the artist won't necessarily have the time to adjust the maqiano between pieces (even if it only takes a few minutes). I cannot tell whether that is prohibitive or just a nuisance. Jun 1 '21 at 9:18
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1You could use 2 pianos, one tuned a quarter-step off from the other. It would probably be easier to play and tune that way, althought requiring adjustment in the playing position.– simonJun 1 '21 at 9:25
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@simon I am little bit skeptical about that working. You see, the maqam scales typically have many notes on the TET scale, but there are a few oddballs that are a quartertone off. You definitely want a single instrument to support the entire scale, I think. The catch is that on different maqams the quartertone "misses" are located at different parts of the scale. Jun 1 '21 at 20:32
why is it that the piano shouldn't be able to play that music?
Without knowing much about Middle Eastern music, the obvious answer would seem to be "tuning". Within its range, which must be amongst the largest if not the largest of any instrument, it can only play the notes it is tuned to play. It cannot play the notes between them.
Could I play it on the guitar, or violin, then?
Not so easy on the guitar, because it is fretted and so suffers to a lesser degree to the same problem as the piano.
Should be easy on the violin, insofar as playing with correct intonation on the violin can be described as "easy".
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4Re the guitar, that's incorrect. Whilst it is fretted, string bending is considered a basic beginner technique which is key to playing the instrument at any level beyond simply strumming a chord. A little less so in classical, but certainly all other styles make widespread use of it. Quarter tones are often called "microbends", which comes directly from guitar string bending.– GrahamMay 31 '21 at 9:01
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There are many pipe organs that have a range of pitch far greater than the piano.– dmedineJun 2 '21 at 7:31
Pianos are tuned basically to '12tet'. Which means they can play anything in any key, and it will sound at least o.k.
There are many other tuning systems, and I believe Middle Eastern tuning systems use other tuning systems which will not align exactly with 12tet. So, on a 'properly' tuned piano, the discrepancies in pitch between certain notes are not available, making any other music using any different tuning systems basically unavailable.
Trombones, violins, and other instruments will be able to find those elusive pitches, because they can play notes 'in the cracks' as we say.
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1It's not the discrepancies in tuning - those are fairly small and usually close enough. It's the quarter tones which simply aren't possible.– GrahamMay 31 '21 at 8:54
Piano = you would need to re-program the keyboard to use a microtone scale. probably the easiest way to do this would be to use a midi keyboard and a program that allows microtone assignment. do a search for the "apotome" project
Guitar = they make microtone guitars that have more frets than a standard guitar. these are more difficult to play as the frets are much closer together
Violin = you should be able to do this on a standard violin, but your fingers and ears will need to be "re-programmed"
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The importance of frets to tuning is frequently exaggerated. Even on a fretted guitar it is possible to bend pitch.– phoogJun 1 '21 at 21:56
Unless the piano is a player piano, a piano can't play any type of music ;-)
Also, and I mean this seriously, I'm not sure what you mean by 'middle eastern music'. The Middle East is a large region comprised of many countries spanning 3 continents. There are and have been many musicians there and they do practice and have practiced many different styles.
But I think the answer you are looking for is already given. Modern pianos are tuned using equal temperament and many musical traditions from the Middle East use other tuning methods that feature pitches not found on a modern piano. This is a big, big topic and touches not only on music theory and ethno-musicology but also physics, acoustics, and cognitive science.
However, I am not very enthusiastic about some of the previous answers, and believe that they provide some very misleading and problematic information.
The link provided by @j-g-faustus (https://theoryofmusic.wordpress.com/2008/06/09/essentials-of-persian-music-part-2/) describes the intervals used in Persian music in terms of 'cents' which means percentage of an equal tempered whole-tone. Since equal temperament is not the tuning system with which that musical tradition derived its modes, it is not in any way shape or form an appropriate way to describe it. To do so is a bit like analyzing ancient Japanese prints using a theory of art developed to describe Renaissance Italian painting.
Nor is the notion of "Flexible intervals" a good description of what is actually going on. Many scales are built on harmonic relationships built on whole number ratios (3:2, for example, is the frequency ratio of a perfect 5th---this interval by definition does not exist in 12tet). Using such ratios to construct a theory of melodic intervals results in pitches that cannot be found on a piano.
Statements like this: 'Equal temperament makes the complex harmonies of modern Western music possible, and this impressed musicians from the Middle East who came into contact with western art music. These musicians viewed the absence of harmony in their own music as a sign of inferiority to western music. The desired musical advancement was thought possible only through the adoption of western harmonic practice. That, in turn, required equidistant tones.' should be eschewed at all costs. Ali-Naqi Vaziri may have thought that, but it rather assumes quite a lot about many people's relationship to their own musical traditions.
I also find this statement from the link in @j-g-faustus very difficult to believe: '..no Middle Eastern musical instrument is capable of producing intervals of such precision [as found in the theories of the medieval theorists]; and vocal music is even more unreliable in producing accurate intervals.' Granted, I don't know and cannot know what medieval theorists the author refers to or what their theories entail, but I do know that musicians, particularly vocalists, are capable of being very accurate about pitch---particularly when placing the pitches of notes in a scale based on whole-number frequency ratios against a drone.
@Aaron's answer is also somewhat problematic. While it is true that most keyboard instruments cannot bend pitch (certainly not a modern piano), they can still approximate glissandi ornaments in their own way. I would point out that in Classical Indian Music, singers are often accompanied by a harmonium player who plays the raga in unison with the vocalist---ornaments included. By the same token it is technically impossible to perform a slur on a piano. That did not stop Beethoven from writing literally hours of piano music with slurs in it. Nor has it stopped literally millions of pianists from having performed those slurs. | https://music.stackexchange.com/questions/114857/why-cant-the-piano-play-middle-eastern-music/114865 |
It's no secret that British singer Adele has moved people with her music — so many of her tracks are about heartbreak and working through emotions, touching many listeners. Her belted vocals have rightfully given her a fan base of millions, but does she write her own songs?
Adele has written most of the songs on all four of her albums.
While Adele is best known for her powerful vocals and immense range, she's actually a talented songwriter as well — in fact, she's credited as a writer on nearly all of the songs she's released on her albums.
The Grammy-winning singer isn't often seen with an instrument in her hand when she's performing, but she can play the guitar, piano, and drums (though she's reportedly not an expert with the latter two). She's played these instruments on some of her previous projects.
Adele is actually the primary writer for all of the songs on her debut album "19" (except, of course, her cover of Bob Dylan's "Make You Feel My Love"). Of the 12 songs on the album, half of them were solo-written by the British singer; other writing collaborators on the album include Eg White, Sacha Skarbek, Leon Michels, Jeff Silverman, Nick Movshon, and Clay Holley.
Adele's breakout second single, "Chasing Pavements," was written by her and Eg, who has also worked with artists like P!nk, Florence and the Machine, Ellie Goulding, Celine Dion, and many others.
Since her debut album, though, Adele has preferred to collaborate on the songwriting process, tapping talents like Inflo, Greg Kurstin, Max Martin, and Paul Epworth.
Both "21" and "25" have a long list of different songwriters who have worked on the albums, but for her most recent project "30," she mostly worked with Inflo and Greg for most of the tracks.
Adele had said she feels most confident in the tracks that move her to tears when recording.
Since Adele has a hand in the songwriting process, it's understandable that most of her songs are inspired by her life. While she doesn't share many details on the specific life events that inspire her hit tracks, she has previously admitted that the songs she's most confident in are the ones that bring her to tears when she's writing and recording.
“In order for me to feel confident with one of my songs it has to really move me. That’s how I know that I’ve written a good song for myself — it’s when I start crying," she told The New York Times in 2015 following her album "25." "It’s when I just break out in tears in the vocal booth or in the studio, and I’ll need a moment to myself.”
Even with her most recent album, "30," Adele said the songwriting and recording process was an emotional journey for her.
“It was like it really helped me, this album. It really, really did," she told Billboard. "And I truly do believe, like when we started the interview where I was like, ‘There’s not an occasion or a scenario or a feeling where there is not the perfect song for it somewhere.’ I really do believe, and I’m not being arrogant or anything like that here, it’s just like, it was my hell, but I really went to hell and back." | https://www.distractify.com/p/does-adele-write-her-own-music |
It was yet another sensational week for NFL quarterbacks as Week 10 broke the record for the highest average QB Index rating since 1970 at 59.1%. That means we have seen that record broken for a second time this season after Week 2 produced an average 57.7% rating. The 28 quarterbacks to attempt at least 10 passes had an average completion rate of 68.2%, the second highest ever and second only to week 2 of this season (69.3%). Season to date the average rating has risen to 54.0% vs 49.9% last year through 10 weeks.
In fantasy terms, quarterback scoring has gone through the roof in 2018. Total scoring through 10 weeks is up 15% for the top 10 fantasy quarterbacks (20.48 ppg) and +16% in the top 25 (17.10 ppg).
Week 10 was the first time in NFL history where four different quarterbacks achieved a rating of 90% or above in a single week. The Week 10 top ratings were led by two of the league's youngest quarterbacks, Mitchell Trubisky and Baker Mayfield, who both posted a 95.5% rating in wins for the Bears and Browns respectively.
For Trubisky, it is his second rating of over 90% this season and he now sits as the 13th rated quarterback in 2018, overtaking both Aaron Rodgers (=15) and Tom Brady (17). Trubisky is also up to the QB7 in fantasy scoring, averaging an impressive 28.02 over the past 6 weeks. Baker Mayfield is the first rookie to post a rating over 90% since Marcus Mariota in 2015. Mayfield has started to live up to his first overall draft pick status, as he establishes himself as the pick of the rookie quarterbacks. Mayfield’s 2018 rating of 51.3% is over 10% better than any of the other first round rookies through Week 10, with Sam Darnold, Josh Rosen and Josh Allen ranked as the lowest rated quarterbacks of 2018 (min. 100 pass attempts). Trubisky and Mayfield keep up the trend of a different quarterback leading the QB Index ratings very week of 2018.
Behind Trubisky and Mayfield came two players at the other end of their careers, Ben Roethlisberger and Drew Brees who both posted 93.9% ratings as they defeated the Panthers and Bengals respectively. For Brees, the rating takes him back to the top of the 2018 rankings and up to third in fantasy scoring with 22.99 points per game. Roethlisberger moves up four places and up to 8th overall and sits just one spot behind Brees as the QB in fantasy (22.77 ppg).
Andrew Luck makes up the top five passers of week, as he posted his highest rating of 2018 for the third consecutive week with an 86.4% rating, the second highest of his career.
A shout out to Matt Barkley who came off the street to start for the Bills and posted an out of nowhere 74.2% rating as the Bills demolished the Jets 41-10. On the flip side, Josh McCown started his first game of 2018 in the same game and posted a 7.6% rating, which sadly isn’t even is lowest grade of the last 12 months as he posted a 3.0% rating in the Jets’ 23-0 loss to the Broncos in Week 14 of last season. | https://www.faketeams.com/2018/11/15/18093300/fantasy-football-qb-index-week-10 |
Dyed bread is made using the same method as regular bread. You merely add 1 to 2 tablespoons of food coloring during the first kneading to provide the color. But you can do a more than dye the entire loaf one color. Bread that uses multiple segments of dough, such as pinwheel loaves and braided loaves, highlight the different colors most distinctly. Pumpernickel, perhaps the best known dyed bread, gets its color from caramel. Wear food-handler gloves to prevent staining your hands.
Portion the fresh dough into equal-sized balls, one for each color. Place the dough on a floured work surface.
Press a depression in the center of each dough ball with your thumb and add about 10 drops of food coloring; use a different color for each portion.
Knead each dough ball until it has a uniform color. You might have to add more food coloring as you knead to achieve even distribution. Place the dough balls in an oiled mixing bowl and let them rise until they double in size.
Set a dough ball on a floured work surface and punch it down. Roll the dough into a rectangle measuring 8 by 4 inches. Roll a second dough ball into a rectangle and place it on top of the first.
Repeat the rolling and stacking process for the rest of the colored dough balls. Roll the stack of doughs into a cylinder; roll from the 4-inch side of the stack.
Place the dough in an oiled loaf pan. Let the dough rise until it doubles in size, about 1 to 1 1/2 hours.
Bake the dough in an oven heated to 350 degrees Fahrenheit until the bottom center of the loaf reaches about 190 F, about 30 minutes.
Portion the fresh dough into three to six equal-sized balls, one for each color. Place the dough on a floured work surface.
Press a depression in the center of each dough ball with your thumb and add about six to10 drops of food coloring; use a different color for each portion.
Knead the color into the dough, adding more coloring as needed for uniformity. Roll the dough into balls and let them rise until doubled in size.
Punch the dough balls down and turn them out onto a floured work surface. Roll each ball to ¼-inch thickness and roll it in to an 8-inch-long cylinder using your palms.
Lay the dough strands beside each other and space the ends about 2 inches apart; keep the strands together at the top.
Braid the dough strands and fold the ends under. Cover the braided dough and place it in a warm place until it doubles in size, 2 to 2 1/2 hours.
Bake the dough in a 350 F oven until it reaches about 190 F in the bottom center, about 30 minutes.
To color pumpernickel bread, add 2 tablespoons of powdered caramel coloring to the dry ingredients in every loaf. | https://www.ehow.com/how_8264593_dye-bread.html |
Originally posted 2016-02-12 12:00:31.
The peace found in a steaming cup of herbal tea on a midwinter morning simply can’t be matched. Cara took the cup in her hands, melting icicles back into fingers as she admired the snow-covered trees from the safety of her kitchen. Snow brought back silent memories as it fell, and her gray eyes glimmered in the morning sunlight.
Cara retreated back from the kitchen of her small house. Everything was still new, and a myriad of boxes rested in the corner, untouched though she had moved in three months ago. Her kids were worried, but not worried enough to stop their busy lives and see her. “Sorry mom, but Laura picked up the flu, we can’t come.”…. “Mom, I’d love to see you, but Carl’s taking a trip to Germany and I have to go with him…” “I love you mom, but I can’t get away from the job right now, I used all my vacation days for the funeral and to help you move.” She sighed and took her usual place in her worn rocking chair before the TV. Remotes remained on the table and a crossword left undone. The walls of the small ranch were still bare and neutral, the necessary furniture and the kitchen were unpacked, but the place wasn’t home. She didn’t have the energy to make it home just yet.
She closed her eyes and rocked back and forth, creaking along the floorboards. Back and forth, she stabilized the mug to her chest, the warmth inching through her wool sweater and into her heart. She got through raising three kids on her own, she’d gotten through downsizing after she was laid off, she’d get through the loss of her mother.
But things were better now, she convinced herself. Life was better. Her wrinkled hands clutched the tea. Her kids were doing OK, she had a great support group in church, and she was no stranger to death.
Over her long life, Cara experienced a number of losses, some more painful than others. Her friends dying by car crash, cancer claiming the life of her uncle, her own child miscarried, loss of a friend to a heart attack… the list went on and on. But she considered herself lucky. Her first forays into the concept of death went easy, as far as she could remember. She was young, in sixth grade, when her grandmother passed away one February night. It had to be night, no one died during the day- at least-not in her sixth grade mind.
She rocked back and forth, her eyes closed, trying to remember something from that time. She did remember holding onto her mother, not crying, but comforting. Her little sixth grade arms trembling as she clutched the fearless woman who lay broken and crying on her bed. Just like my daughter did for me. She thought, thinking of her youngest, the one going to Germany. She’s not a little girl, though. Twenty two already and a beautiful woman. Most of her own children’s keepsakes had disappeared from her house either to a trashcan or to their own houses. She held onto a few cherished items. Christmas ornaments, school pictures, and the silly little cards Hallmark and elementary school teachers compelled them to write.
Cara stopped rocking. Where was that box?
As she started to quest for treasure, Cara came across a box with a precious plastic heart inside, another relic from a funeral. She remembered the roses on her grandfather’s coffin- one for each grandchild. Afterwards, they had been dried and sealed in plastic hearts, cushioned by baby’s breath. Cara smiled to herself, her cousins at one time had the same. She wondered if any of them still had theirs, it was so long ago.
Her hunt came to a halt when she unearthed the oil paintings. Her grandmother painted quietly, filling her house with beautiful artwork and the family fell in love with them. Cara had inherited a number of them from her mother’s house to add to her own collection from her grandmother.
A smile touched her lips as she looked through the pieces. She had no idea. The last Christmas her grandmother was alive, the entire family gathered around. Paintings were strewn out across the room, less organized but more cherished than any art gallery. Starting with the youngest grandchild and going through the oldest adult, the pieces were chosen, fought over, laid claim to, and praised. “The Lighthouse is mine!” “Fine, but only if you’ll let me have the sandpipers!” “Ok, but you’re doing the dishes for a week!” Good family bartering. Her grandmother sat back, watching this unfold, startled that her art was loved, valued above all other things. Cara remembered that day fondly. She barely thought of her grandmother’s condition- sitting in the wheelchair, tubes poking into her body, and a few limbs missing, claimed by the surgeons in the hospital trying to prolong her life.
As an adult, Cara now understood how complicated it would have been had they split up the paintings after her grandmother died. This time, it had been her own mother. This past year, on her mother’s last Birthday, she called the family to her house. To her and her brother, it might as well been middle school all over again. As a family, they squabbled over favorite Christmas decorations, paintings, photographs, and who would take home that creepy antique toy soldier that everyone believed was kind of haunted. Wars were fought over family heirlooms that were worth pennies to the lawyers and insurance companies. When the dust settled and the estate broken up, everyone went home with a piece of the family’s legacy.
And Cara hid them in boxes. Cara rocked back on her heels and rose to her feet. She was impressed that she remembered where she squirreled away the tools and soon armed herself with a hammer and nails. It was time to invite her family’s soul into her small house. Time to make it a place of refuge for herself and her kids, and in time, her grandchildren too. Give them a sanctuary where one day they will sit around her squabbling over priceless irreplaceable memories.
Cara hammered the first nail into the wall and she finally made the house her home. | http://geeksandgeeklets.com/2018/12/fiction-writing-friday-home/ |
Q:
Solve $\lvert \sin (\alpha x) \rvert = \beta x$ for $x \in \mathbb{R}$ for any $(\alpha, \beta) \in \mathbb{R}$ given
Let be $(\alpha, \beta) \in \mathbb{R}^2$.
We have $(E) : \lvert \sin (\alpha x) \rvert = \beta x$ an equation where $x \in \mathbb{R}$ is the unknown.
If we consider $\mathcal{S}$ the set of solutions of $(E)$, I would like to compute the cardinal of $\mathcal{S}$, eventually get a closed form of all solutions.
Here is my approach:
Necessarily, if such $x \in \mathbb{R}$ exists, then $\beta x \in [0, 1]$.
Let us suppose $\beta x \in [0, 1]$, otherwise, there'll be no solution.
Let be $x \in \mathbb{R}$ such that $\lvert \sin(\alpha x)\rvert = \beta x$.
Let us suppose $\sin(\alpha x) > 0$, without loss of generality.
Now, $\sin(\alpha x) = \beta x$ can be differentiated in respect for $x$:
$\begin{align*}
& \alpha \cos(\alpha x) = \beta \\
\text{i.e. } & \cos(\alpha x) = \dfrac{\beta}{\alpha}
\end{align*}$
Thus, we have $x = \dfrac{1}{\alpha} \arccos \dfrac{\beta}{\alpha} + 2n\pi, n \in \mathbb{Z} \quad (1)$ or $x = -\dfrac{1}{\alpha} \arcsin \dfrac{\beta}{\alpha} + 2n\pi, n \in \mathbb{Z} \quad (2)$.
By symmetry, if $\sin(\alpha x) < 0$, we also have: $x = \dfrac{1}{\alpha} \arccos -\dfrac{\beta}{\alpha} + 2n\pi, n \in \mathbb{Z} \quad (3)$ or $x = -\dfrac{1}{\alpha} \arcsin -\dfrac{\beta}{\alpha} + 2n\pi, n \in \mathbb{Z} \quad (4)$.
Now, let us verify that those are indeed solutions of $(E)$.
For $(1)$:
$\begin{align*}
\lvert \sin \alpha x \rvert & = \Big \lvert \sin \arccos \dfrac{\beta}{\alpha} \Big \rvert \\
& = \Big \lvert \sqrt{1 - \left(\frac{\beta}{\alpha}\right)^2} \Big \rvert \\
& = \dfrac{\sqrt{\alpha^2 - \beta^2}}{\alpha}
\end{align*}$
But, at the same time, I don't see very well how $\dfrac{\beta}{\alpha} \arccos \dfrac{\beta}{\alpha} + 2n\beta\pi, n \in \mathbb{Z}$ could be equal to some square root.
A:
Your error is assuming that
$\sin(\alpha x) = \beta x$
can be differentiated.
This is true at a specific value of $x$,
not a range of values.
| |
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In polyomino puzzles, we would frequently like to tile the simplest shape possible, and a rectangle usually seems to fit the bill. But sometimes a rectangle isn’t possible. For example, we can never make a 4×5 rectangle with the five tetrominoes. One way to prove this is with a checkerboard parity argument. Four of the 5 tetrominoes must always occupy even numbers of both black and white squares if they are placed on a checkerboard. The T tetromino must occupy odd numbers of each color. Therefore a rectangle must have odd numbers of each color, but any rectangle of size 20 will have colors evenly divided, 10 and 10. A similar argument can be made to show that the 35 hexominoes cannot tile a rectangle.
Rather than give up and accept that we’ll need to find a less elegant shape to tile, we have another option. If we wrap the edges of a 5×4 rectangle around to form a cylinder, (so that the cylinder is 4 squares tall and 5 squares in circumference) tiling is once again possible. To see why this might be so, imagine that you are coloring the squares as in a checkerboard. Once you got back around to where you began, you would find that in order to continue the pattern, you would need to use the opposite colors from those you already used. Note that this would not work if you wrapped the rectangle in the other direction; because the other side has even length, the checkering colors remain consistent.
There is a video by Edo Timmermans showing how a tetromino cylinder can be made with toy magnets. He claims that there are seven distinct tilings of a cylinder with the tetrominoes, and poses an interesting puzzle involving them. A commercially produced cylindrical polyomino puzzle is Logiq Tower, designed by Marko Pavlović, which uses wooden pentomino-based pieces that form a cylinder together with some other pieces. Because these pieces are inflexible, they lack some of the allowable symmetry actions of free pentominoes.
A cylinder isn’t our only option. We could give the rectangle a half-twist before connecting the ends; this gives us a Möbius strip. We could also connect both pairs of sides instead of one; this gives a structure that is topologically equivalent to a torus or doughnut. And then we could add twists to that— well, at this point it would be nice to be systematic so we can be sure that we’ve found all of the possibilities. One thing to note is that adding more twists doesn’t actually give us more possibilities. A strip with two twists will have exactly the same tilings as a strip with no twists, and in general, a strip with an even number of half-twists will have the same tilings as the no-twist strip, and a strip with an odd number of half-twists will have the same tilings as the Möbius strip. So for each dimension, we have three options: no connection, connection without a twist, and connection with a half-twist. This gives us the following matrix of possibilities:
Only six possibilities here, not nine, because the ones in the lower left are equivalent to the ones across the main diagonal from them. Note that the Möbius strip, Klein bottle, and projective plane are nonorientable surfaces, which means that they effectively have only one side.
An important consideration when working with these is that one-sided polyominoes don’t exist on nonorientable surfaces. With one-sided polyominoes, translation is allowed, but reflection isn’t. However, on a non-orientable surface, translating far enough leaves an object in a reflected state.
Another consideration is that coloring is harder when we leave the plane behind. On the plane, we have a theorem stating that we never need to use more than four colors to make all of the tiles differ in color from all of their neighbors. On a torus, this may require seven colors. In 2001, Roger Phillips found 18 heptominoes that could tile a 7×7 torus, and sent these tilings to MathPuzzle.com. Here’s one:
Depending on the dimensions of the torus, it may be possible for a polyomino to wrap around and touch itself. In a strict sense, this makes any coloring impossible, since we don’t let tiles of the same color touch. However, we can follow a looser standard, and allow self-touching polyominoes in our colored tilings. Patrick Hamlyn found a 3-coloring of a tiling of the 35 hexominoes in 7 3×10 tori using this scheme in 2003:
This problem has no solutions if the tori are replaced with rectangles or cylinders.
Problems #31-37:
Though it seems like a pretty basic problem, if anyone has counted the number of pentomino tilings of cylinders, I am not aware of it. Wrapping the short sides of the 3×20 together should not give any solutions beyond the two obtained by wrapping the solutions on the 3×20 rectangle. That leaves the 3×20 wrapped the other way, and both ways of wrapping the 4×15, the 5×12, and the 6×10 rectangles.
Problems #38-40: Find the solution counts for the 4×15, 5×12, and 6×10 tori. I don’t know if these are all computationally tractable, but I can hope. (The 3×20 will be the same as the 3×20 cylinder with long sides wrapped together.)
Even more possibilities for tiling become available when you choose parallelograms with diagonal sides to wrap around, but this post is long enough, so that will have to be a matter for another post. | http://puzzlezapper.com/blog/2013/05/a-polyformists-toolkit-practical-topology/ |
This photo from a recent issue of Real Simple magazine and the beginning of September have sparked the back-to-school spirit in me.
And Cheryl's recent post reminded me that I haven't taken time to practice any still life photography lately, so I grabbed my box of new colored pencils and set to work.
The rainbow of colors makes me smile, but I decided to add the apple to give it that true back-to-school feel.
Then I moved the apple and tried a few different angles.
Taking inspiration from Cheryl's post, I then added a quote to one of my photos.
And since I was having so much FUN, I even added a quote and two of Cheryl's textures to another one!
Honestly, I didn't spend much time actually taking the photos - I simply wanted to take a few minutes and act on the inspiration from the magazine photo and Cheryl's post. Then I took a little more time today to upload, crop, edit, and add quotes & textures to the photos. So much FUN to just play around with photography this week!
I'm linking up with Cheryl's September Still Life Exercise - will you be joining us?
My favorite for the combination of composition, depth of field, lighting, and the quote is the one with the wisdom quote. Great way to play!
You have a group of really great photos here! I love seeing the different angles and points of view. Still life photography has definitely taken a back seat here. No excuses, though.
Oh Melissa - you have some SWEET still life going on here. I love that you took inspiration from the magazine and made it all your own. I think my favorite shot is.....the 4th one and the wisdom quote one. Okay, so I picked 2, I love them all!!
Thanks so much for playing along and I'm glad you had fun doing so!
I can't wait to see what you draw/color with those pencils!
Funny, I was going to comment that patience pays off and then when I read right to the bottom I saw that you hadn't needed too much time to get your shots after all! It's about taking enough pictures and being willing to discard one idea and move on to another . The apple works so perfectly. | http://www.melissagross.com/2014/09/back-to-school-photo-fun.html |
UPDATE Results confirmed for 1080p! Also, please note that the iPhone 4S does not let you record in a 720p mode, it’s 1080p or nothing!
Last year I calculated how much space you need for taking pictures and shooting 720p HD video on the iPhone 4. Now I’m going to revisit this with the iPhone 4S, which takes the camera to the next level.
Pictures
The iPhone 4 at 5MP has an average file size of about 1-2MB. Looking at the sample photos on the Apple website the iPhone 4S 8MP camera brings the size up to about 2-3MB. So using the same estimate as last year, storing 500 pictures on your camera roll, it would take about 500 MB more than the iPhone 4. It’s a respectable increase, but that’s based on a lot of photos, so not really worth the upgrade from 32GB to 64GB.
Video
Here is the same formula as last year for calculating the size in kilobytes (KB) of one frame of uncompressed video:
Frame size K = ( [Pixel Width x Pixel Height x Bit Depth] / 8 ) / 1024
Where 8 represents an 8-bit byte, and 1024 equals the number of bytes per kilobytes.
To determine the file size of one second of uncompressed video, multiply the image size by the number of frames per second (fps).
To determine how compression affects file size, divide the file size by the compression ratio.
Last year I used a final estimate of 60:1 compression ratio. This turned out to be very close to actual video. My estimate for iPhone 4 720p HD video was 79MB a minute and real videos came out to about 83MB. About 1 MB of this difference could be the audio recording, so only about 3 MB off. This little amount could easily vary depending on what you are recording and how well the compression can work. So I’m going to go with the same 60:1 compression ratio for calculations this year.
iPhone 4S video size per 1 min of video at 1080p (1920 x 1080):
( [1920 x 1080 x 24] / 8 ) / 1024 = 6075 KB / frame
6075 KB/frame x 30 frames/sec = 182250 KB/sec
182250 KB/sec / 60 compression ratio = 3037.5 KB/s compressed
3037.5 KB/sec compressed * 60 s / min * 1 MB / 1024 KB = 177.98 MB / min
Comparing the iPhone 4S 178 MB / min number to the iPhone 4 calculated number of 79MB / min, the iPhone 4S 1080p video takes up about 2.5 times as much space as the iPhone 4. So using a more moderate estimate of keeping 60 minutes of video on your camera roll you are looking at 10.4 GB of storage vs 4.6 GB for the iPhone 4, so that can add up quick.
Conclusion
Just like last year, pictures aren’t going to push you over the edge, but the HD video definitely will. You can see from the title of this article, I don’t even consider the 16GB model. If you really want to take pictures and shoot video, you simply can’t get away with 16GB unless you constantly move the data from the phone to computer. Just 60 mins of video alone (no music, pictures, etc.) would take up about 65% of the 16 GB model.
If you plan on shooting a decent amount of video, then there is no doubt you should just spend the extra money and go with the 64GB model. It’s really not that much more when you divide it out over 2 years. At $4 / month, that’s a tiny percentage of your monthly phone bill.
What about iCloud you ask? Yes, you could give iTunes Match a try to save on music storage space, but so far in my testing I don’t think the 3G networks are really ready. Listening in the car the other day, songs would stop and start (almost like buffering), when it had to download songs I didn’t already have on my iPhone 4. Also, it seems once you listen to a song it is then stored on your phone, just as if you synced with iTunes, so this isn’t a streaming service (yet). Over time this could take up more and more space, although this is so new maybe the iPhone will start removing old music download to free up room and just download again when needed.
So can you get away with the 32GB model? Sure, but you’ll be a much happier camper with 64GB.
Follow me on Twitter @justin_horn
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iOS 5, iPhone, iPhone 4S
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Comments
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[...] Check out the new post discussing the iPhone 4S photos and videos [...]
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[...] Here is my own blog post with the details if you aren't interested in how I got to that number: With the iPhone 4S improved camera and 1080p HD video, should I go 32GB or 64GB? | When Will Apple? Reply With [...]
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[...] UPDATE Check out the updated version for the iPhone 4S [...]
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[...] I recently predicted the iPhone 4S 1080p video storage “requirements”. [...]
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At 178MB per minute of video, for 60 minutes, is roughly 65% of the 16GB model. So it would stand to reason that at 30 minutes of video it is roughly 33%, not 65% as claimed, but I am sure that is just a mistype.
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Nice catch. Yeah, not sure why I put 30 mins in the conclusion section when I was using 60 mins everywhere else. This obviously should have also been 60 and not 30. Ooops!
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excellent – this was just the info I needed to make a decision. Thanks!
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[...] When Will Apple) Köp iPhone 4S utan bindningstid – från 5795 kr. Gratis [...]
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[...] at about 178MB per minute, which means an hour of HD video will clock in around 10GB, based on the calculations from whenwillapple. I am seeing similar numbers on my own iPhone 4S.MusicIf you have a large music library, make note [...]
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Keep in mind that IOS 5 is taking up 3.8GB of the 16GB leaving only 12.2GB available! Taking this into consideration that 10+GB per hour of 1080p vid is more like 80+% of the phone’s memory….
Anyone here with a i7 Macbook Pro it’ll take 16GB on RAM. The Older Core 2 Duo runs the 1333MHz that they just put in the update of the Macbook.
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I record some road trips with my iphone mounted to my dash. Takes about 60 minutes worth of Video with my Navigon app loaded on the phone. Takes a little over an hour to transfer from the phone to the PC. Awesome…… But the quality of the camera is riDICULOUS! And to add, it seems there is some sort of CMOS/software steady-cam built into it because it’s still as can be even going over bumps and train tracks or whatever. Shooting myself in the foot for not having the 64GB version though…………… Would be nice to have 6-hour recording capability… along with 8-hour offloading. Blargh
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[...] [...]
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[...] movies from the camera app can also eat up data quickly. According to When Will Apple, one minute of 1080p video can take up about 178MB of space, so any user that takes a lot of videos [...]
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[...] Trying to decide what size you need? Well last year I ran the numbers for photos and video size on the iPhone 4S and those still apply to the iPhone 5. Take a look: With the iPhone 4S (and iPhone 5) improved camera and 1080p HD video, should I go 32GB or 64GB? [...]
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[...] on the other hand, can really eat into your storage space. You can assume about 180MB for each minute of HD video you shoot. If you’re an amateur Stanley Kubrick, you might need to upgrade your storage [...]
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[...] on the other hand, can really eat into your storage space. You can assume about 180MB for each minute of HD video you shoot. If you’re an amateur Stanley Kubrick, you might need to upgrade your storage [...]
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[...] collection.Videos, on the other hand, can really eat into your storage space. You can assume about 180MB for each minute of HD video you shoot. If you’re an amateur Stanley Kubrick, you might need to upgrade your storage [...]
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[...] Data from WhenWillApple.com [...]
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[…] samé vás čeká při snaze natáčet 1080p video přímo foťákem. 1 minuta může mít kolem 170 MB. Tady vycházím z měření na iPhone S5, takže pro S4 se to může lišit. Ale co to udělá s […]
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[…] Some of the calculation metrics were borrowed from a similar calculation made for iPhones. […]
Sorry, the comment form is closed at this time. | http://whenwillapple.com/blog/2011/10/05/with-the-iphone-4s-improved-camera-and-1080p-hd-video-should-i-go-32gb-or-64gb/ |
Working with a partner, using a whiteboard, look at the starter first, be a detective and find the missing numbers.
Then read through the powerpoint on adding and subtracting 1 digit number from a 2 digit number and complete the worksheet. There is an extension attached if you have time.
English
Show the picture of the cover of the new story we will be reading from below.
Ask your child to look at the picture and talk about what they see,?
What do they think will happen in this story?
Using some prediction questions below what might happen if the story is unknown
If you have a copy of the story Snail and the Whale read it together
If you don’t have a copy then watch the retelling by clicking the link below
Next read the story stopping at key points;
and ask them to predict what will happen next, focusing on the snail’s decisions and choices:
Should he have gone with the whale?
What would the other snails have said to him?
Would you go if you were him?
What could the snail do to help the whale?
Why was he so determined to help?
What would you do if you were the snail?
How will the story end?
Read to the end of the story.
Spellings
Using year 2 tricky words which one is the odd one out?
should, shood, shud
could, cood , coud.
Ask an adult to choose some more tricky words from the spelling list and write 3 incorrectly and 1 correctly. can you spot the correct spelling?
Topic
Tomorrow is Shrove Tuesday, what do you know about this special day? Talk to your partner about what you know.
Read through the powerpoint and answer the questions at the end. Finally, use what you have found out to complete the missing words activity.
Tuesday
Maths
For a warm up have a go at counting backwards and forwards in 2s, 5s and 10s to 100.
Subtract a 1 digit number from a 2 digit number - crossing 10
Watch the PPT and complete the worksheet
English
Look at the front cover again
If the characters/animals were speaking what might they be saying?
Does this remind you of any other stories you know?
Read the shortened version to learn the story attached.
Then using the speech bubble paper can you write a conversation between some of the animals. Can you then draw the character to match the speech?
Topic
Today is St Davids Day, find out all about St David and have a go at making the daffodil craft. Have fun on this special day!!
Wednesday
Maths
As a warm up have a go at counting with Supermovers
Today look back at what you have learned on Monday and Tuesday. Is there anything you found tricky or didn't understand? Ask your adult to help you with some revision work.
Have a go at the PPT below. Hopefully it will help with your revision.
English
Look at snail powerpoint 1, read through the information carefully checking with an adult any unknown or unfamiliar words.
Share with an adult or sibling what you now know about snails.
Write some notes of your own, if you have any books on snail could you find an amazing fact to wow the adults in your house with.
Spellings
Dictionary work
If you have a suitable dictionary at home have ago at looking up some of your spellings given out before half term.
Choose a few can you write a definition for each? If you don’t have a dictionary, you can access the kids Britannica dictionary with this link and type in word searches.
Topic
Today in music you will be using the BBC Teach Ten Pieces Tasters webpage again. Remember using it back in January when you watched the video about Ravi Shankar playing the sitar then the video by Mahtab Hussein and had a go at capturing the ideas of raga and tala (learned in the previous video) using your hands, art materials and a camera ? I got some lovely photos for our gallery of your work relating to this. Well done!
This time I would like you to scroll down to the next activity
Write a rhyming couplet and turn it into a work of art with writer and artist Angry Dan.
and have a go.... I look forward to seeing how you get on.
Thursday
English
We are going to learn a shortened version of Snail and the Whale this week ready to write our own version based on the story next week.
Read the shortened version attached and make up some actions to help you remember the story. Can you read it a couple of times, enough to be able to tell the story to an adult in your house?
Finally, have ago at drawing your own snail using the link and instructions below.
Maths
Can you look at the different times below and match them to the events
Hometime 9 o’clock 12 o’clock go to school
half past 10, lunchtime half past 3 playtime
Now using the teaching clock link , discuss all the different parts of the clock, minute hand, hour hand, face, numbers. Ask how many minutes in an hour? How many minutes between each number?
Next, have a go at making , different times using o'clock, half an hour, quarter past and quarter to.
If confident use the clock to count around in 5's and talk about times which are 5,10,20,25 past the hour and 25,20,10,5 to the hour. How are these different to times which are o'clock? Half past? etc.
Talk about how O'clock, Half past, Quarter past, Quarter to times are displayed in digital form. Can you see a pattern?
Complete the activity below if you are able to.
RE
Today we are thinking about Lent and what it means to Christians. Read the powerpoint to find out all about this special time for Christians. Then choose an activity to complete from the choices below.
Friday
English
Read the shortened version again. can you now read the story without looking at the text?
Next, draw a text map for each part of the story. Remember you do not need to draw a picture for every word. Take a look at our example to help you get started.
finally, read the story from your text map. Does it make sense?
Maths
Watch the clip from maths shed
Ask how many minutes in an hour, how many seconds in a minute? etc
Recap on, days of the week, months of the year, do you know them all and in order?
Ask questions to check knowledge, such as:
How many hours are there in a full day? How many minutes are in an hour and a half? How could we calculate this? Could we count in half an hours?
How many half an hours are in one hour? How many half an hours will there be in two hours?
Can you draw your own clock, starting from midnight show every hour on the clocks for a full day, start with 12, 1, 2, etc, what happens when you get to lunch time? discuss how there are 24hours in one day
Spellings
New spellings will be given out today, have a look on the spelling star and have a practise, they will be tested next week.
How creative can you be to practise your spellings. Try using different activities to help remember your spellings. Have a look at the list below for some ideas.
GET ACTIVE!
Remember we have our own brilliant 'Get Active' P.E web page. In just one click you will find lots of fun activities you can do at home either on your own or with family members. It's brilliant! | https://www.bishopshull.somerset.sch.uk/week-beginning-28th-february/ |
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Gemini 8 Mission Patch
Gemini 8 (officially Gemini VIII) was the sixth manned spaceflight in NASA's Gemini program. The mission conducted the first docking of two spacecraft in orbit, but suffered the first critical in-space system failure of a U.S. spacecraft which threatened the lives of the astronauts and required immediate abort of the mission. The crew was returned to Earth safely. | https://www.aviationphotocompany.com/p264690304/h6DBE3BEA |
Konstantinos Gkiotsalitis defended his PhD dissertation on Dynamic destination and transport mode estimation for interdependent trips under spatio-temporal variations, July 2017
Konstantinos Gkiotsalitis defended his PhD dissertation titled: “Dynamic destination and transport mode estimation for interdependent trips under spatio-temporal variations”, on July 12th 2017. This PhD thesis was carried out at the Department of Transportation Planning and Engineering at the School of Civil Engineering of the National Technical University of Athens under the supervision of Emeritus Professor Antony Stathopoulos.
This PhD Thesis studies the optimization of the dynamic choice of means of transport for interdependent movements with changing destinations and develops an integrated system for optimizing the movements associated with such interdependent activities.
This system optimizes (a) the location and time of an interdependent joint activity; (b) the departure times of public transport modes for adjusting to the interdependent activities’ passenger demand; and (c) the combination of means of transport used by each user to attend this activity in order to meet his/her personal preferences.
The dissertation contributes to this module by creating a model for automatically categorizing the movements of each user based on the frequency of each movement in space and time. This model is used to automatically identify each user’s mobility/activity patterns based on spatio-temporal analysis of individual data from social media.
Then, an individual utility model is developed that determines the maximum distances that each user is willing to travel for participating in interdependent activities for different day times. This model is used to select the best place and time for group activities. The goal is to choose the location and time of interdependent activities that maximize the utility of all attendees. Because of the multitude of alternative locations in an urban environment and the exponential computational complexity of the problem, finding the global optimal solution is not possible. For this reason, the dissertation develops a method of stochastic evolutionary search which can calculate optimal locations and times for joint activities, improving up to 2 times the overall utility of users compared to other evolutionary methods (i.e., genetic algorithms or multi-start hill-climbing methods).
In addition, the dissertation models for the first time the problem of adapting the departure times of public transport routes to the starting times of joint leisure activities as a non-linear, discrete programming problem with non-linear constraints. Within this framework, a sequential heuristic search method is created that can calculate new departure times for all routes on a transport network in less than 5 minutes, demonstrating the possibility of improving waiting times up to 50% after its implementation in the bus network of Stockholm.
Finally, this thesis analyzes the problem of choosing an optimal combination of transport modes for traveling to the location of a joint activity while considering the personal preferences of each user. For this purpose, the thesis develops an augmented label setting method that deleted aggressively alternative paths that violate constraints and converges in real time into an optimal solution with an accuracy of more than 90% as validated from applications in simulated dense and sparse networks with up to 300 intersections and 30,000 transport links. | http://www.transport.ntua.gr/konstantinos-gkiotsalitis-phd-defense-july-2017-gr-2/ |
For other uses, see Tieback (disambiguation).
A tieback is a horizontal wire or rod, or a helical anchor used to reinforce retaining walls for stability. With one end of the tieback secured to the wall, the other end is anchored to a stable structure, such as a concrete deadman which has been driven into the ground or anchored into earth with sufficient resistance. The tieback-deadman structure resists forces that would otherwise cause the wall to lean, as for example, when a seawall is pushed seaward by water trapped on the landward side after a heavy rain.
Grouted tiebacks can be constructed as steel rods drilled through a concrete wall out into the soil or bedrock on the other side. Grout is then pumped under pressure into the tieback anchor holes so that the rods can utilize soil resistance to prevent tieback pullout and wall destabilization.
Helical anchors are screwed into place. Their capacity is proportional to the torque required during installation. This relationship is in accordance with the equation Qt = kT where Qt is the total tensile resistance, k is an empirical constant and T is the installation torque. These anchors are installed either for small loads in short sections (as pioneered by the AB Chance company) or for larger loads and in long continuous lengths (as pioneered by Helical Solutions Inc.).
External links
Topics in geotechnical engineering Soils Soil properties Soil mechanics Geotechnical investigation Laboratory tests Field tests FoundationsBearing capacity · Shallow foundation · Deep foundation · Dynamic load testing · Pile integrity test · Wave equation analysis · Statnamic load test Retaining wallsMechanically stabilized earth · Soil nailing · Tieback · Gabion · Slurry wall Slope stabilityMass wasting · Landslide · Slope stability analysis Earthquakes Geosynthetics Instrumentation for Stability MonitoringCategories:
- Geotechnical engineering
- Civil engineering stubs
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Look at other dictionaries: | https://en.academic.ru/dic.nsf/enwiki/6693364 |
Sufficient storage supplies of Markon First Crop (MFC) Red Delicious Apples from Washington remain available. Very limited quantities of MFC Fuji and Granny Smith Apples remain on the market from Washington. Storage crop MFC Gala and Golden Delicious Apples have been depleted. | https://www.markon.com/news/markon-updates/update-apples-7 |
Q:
Net present value given cash flows for 2 different projects
Project P requires an investment of $4000$ at time $0$. The investment pays $2000$ at time $1$ and $4000$ at time $2$.
Project Q requires an investment of X at time 2. The investment pays $2000$ at time $0$ and $4000$ at time $1$.
The net present values of the $2$ projects are equal at an investment rate of $10$%. Calculate X.
$4000+\frac{2000}{1.10}+\frac{4000}{1.10^2}=2000+\frac{4000}{1.10}+\frac{X}{1.10^2}$
$\therefore X=4220$
But the answer is $5460$
A:
Be careful of whether you have to invest or whether you are paid.
Solve for $x$:
$$-4000+\frac{2000}{1.1}+\frac{4000}{1.1^2}=2000+\frac{4000}{1.1}-\frac{x}{1.1^2}$$
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Peyton Manning threw for 55 touchdowns in the 2013 season, which is the record for most touchdown passes in a season.
Brady threw for 24 touchdowns in the 2006 season. He did not have any rushing touchdowns that season.
Tom Brady he threw 50 touchdowns
tom brady
Big ben
Peyton threw 49 touchdowns in the 2004 NFL season. it is the second most touchdowns ever thrown in a season by a NFL quarterback. there. you learned something new today.
Peyton Manning threw 31 touchdowns in 2007.
Tom Brady with 50.
David Klingler, the quarterback for Houston threw 11 touchdowns in a 84-21 victory over Eastern Washington University on November 17, 1990.
He threw for 50 in the regular season and 6 in the postseason
He threw 39 touchdowns in the 2011 season
Through the 2008 season, that is Tony Romo with 36 TD passes in 2007.
Tom Brady has thrown a total of 103 interceptions in his entire NFL regular season career. In the Playoffs he has thrown a total of 18 bringing the grand total to 121. He has thrown 254 regular season touchdowns and an additional 28 touchdowns in the post season. The most interceptions Brady has thrown an entire season is 14 which he has done three times. In the year the Patriots went 16-0 Brady threw 50 touchdowns and only 8 interceptions. The man is a football GOD!
As of the 2008 season, that is Vinny Testaverde with 29 TD passes in 1998.
Manning threw 31 TD passes in the 2006 season.
Brett farve for a fact has thrown the most touchdowns. But I'm not sure if he threw the most interceptions as well
Yes, he had the most dominant season we have seen in college football in years. He threw for 2700 yards and 30 touchdowns with a 60% completion percentage. He also ran for over 1500 and 20 touchdowns, becoming the third player ever to run for 20 and throw for 20 touchdowns in a season. (Tim Tebow was before him, then Colin Kapernick also did it the same day Cam did, just a few hours earlier.) He also became the first player in SEC history to run for 1000 yards and throw for 2000 yards in a season. Then he had the best rookie season ever, at any position, throwing for over 4000 yards, 22 touchdowns, and 60% completion percentage. The 4000 yards is a record for a rookie. He also ran for over 700 yards and 15 touchdowns, with the 15 touchdowns being a record for quarterbacks, and became the first quarterback ever to run for 700 and pass for 400 yards.
That was a tie between Philip Rivers of the Chargers and Drew Brees of the Saints with 34.
Johnny Unitas threw 290 passing touchdowns in his career from 1959 to 1966. 287 of them were thrown when he played for the Colts, and the other 3 when he played for the Chargers.
He threw 72 Touchdowns, and ran 20 Touchdowns
No has to be clear threw high school
He went to five Pro Bowls, won 82 regular season games and nine playoff games, threw for 32,873 yards (Eagles record) and 216 touchdowns, and rushed for 3,249 yards and 28 touchdowns.
In 2007 Tom Brady threw 50 touchdown passes breaking the previous record of 49 set by Peyton Manning.
Donovan McNabb threw 31 TD passes in the regular season and 7 TD passes in the playoffs.
Kyle Boller threw for seven touchdowns and nine interceptions during his rookie season. | https://sports.answers.com/Q/Who_threw_the_most_high_school_football_touchdowns_in_a_season |
Say I am given a point in an x1,y1,z1 coordinate system. I have a different coordinate system, x2,y2,z2 that has the same origin as the x1,y1,z1 system, but the axis are not aligned. I have roll, pitch, and yaw sensors fitted on the x2,y2,z2 coordinate system.
This picture may help:
How do I go about transforming the point in x1,y1,z1 coordinates to x2,y2,z2 coordinates? My original thought was that I simply just rotate by "head" degrees about y1 by the heading first, then rotate by "roll" degrees about z, then rotate by "pitch" degrees about x. This seems too easy and direct. Is this the correct approach? | https://math.stackexchange.com/questions/3138941/rotation-with-roll-pitch-and-yaw-in-different-coordinate-system |
In the last twenty years microprocessor speed increased by several orders of magnitude and Digital Signal Processors (DSPs) became ubiquitous. It became feasible and attractive to transition from analog communication to digital communication. Digital communication offers the major advantage of being able to more efficiently utilize bandwidth and allows for error correcting techniques to be used. Thus by using digital technology one can send more information through a given allocated spectrum space and send the information more reliably. Digital communication can use radio links (wireless) or physical network media (e.g., fiber optics, copper networks).
Digital communication can be used for different types of communication such as speech, audio, image, video or telemetry for example. A digital communication system includes a sending device and a receiving device. In a system capable of two-way communication each device has both sending and receiving circuits. In a digital sending or receiving device there are multiple staged processes through which the signal and resultant data is passed between the stage at which the signal is received at an input (e.g., microphone, camera, sensor) and the stage at which a digitized version of the signal is used to modulate a carrier wave and transmitted. After (1) the signal is received at the input and then digitized, (2) some initial noise filtering may be applied, followed by (3) source encoding and (4) finally channel encoding. At a receive device, the process works in reverse order; channel decoding, source recovery, and then conversion to analog. The present invention as will be described in the succeeding pages can be considered to fall in both the source encoding and source recovery stage.
The main goal of source encoding (and the corresponding channel decoding) is to reduce the bit rate while maintaining perceived quality to the extent possible. Different standards have been developed for different types of media. For example the JPEG standard applies to still images while the IS-127 standard applies to audio. In a concession to practicality, source encoders are often designed with using vector lengths corresponding to a DSP register length or an even multiple of the DSP register length (e.g., 128 bits). Now for each application there is some limit on the allocated channel bandwidth. Based on this limit, the designer of the source encoder/decoder will settle on a certain number of possible codes in view of all the degrees of freedom of each portion of the media being encoded. For example, in the case of speech encoding, there may be a certain audio frame duration established (e.g., 20 msec. during which 160 analog to digital samples are taken). From these samples, certain aspects of the signal are transformed into a vector that represents those aspects for one audio frame. The vector is designed to comprise a certain number of allowed audio pulses in each audio frame, and a certain number of total amplitude quanta to be allocated to the pulses. The choices made by the designer are intended to maximize the perceptual quality while staying within the allocated bandwidth. Because the pulse vector is discrete and quantized one can enumerate the total number of unique vector values into which the samples can be transformed. The total number of unique possibilities for each frame's vector is closely related to the allocated bandwidth because it must be possible to send through the channel during the time interval of the audio frame sufficient information to identify the one unique frame which best corresponds to the audio during that frame.
In some systems, such as those described by 3GPP2 C.S0014-B, published by the 3rd Generation Partnership Project 2, and U.S. Pat. No. 6,236,960 issued to Peng et al., the encoding of the vector into a code word that is ready for channel encoding determines coding pulse offsets of the pulses within the vector that form the code word using values determined from combinatorial functions. These methods are a form of combinatorial coding described as Factorial Pulse Coding (FPC) in US Patent Publication 2009-0234642 by Mittal et al. FPC is described as a technique that can code a vector xi using a total of M bits, given that
m = ∑ i = 0 n - 1 x i ( 1 ) and all values of vector xi are integral valued such that −m≦xi≦m, where m is the total number of unit amplitude pulses, and n is the vector length. The total M bits are used to code N combinations in an efficient manner, such that the following expression, which describes the theoretical minimum number of combinations, holds true:
N = ∑ d = 1 min ( m , n ) F ( n , d ) D ( m , d ) 2 d ≤ 2 M . ( 2 )
For this equation, F(n,d) are the number of combinations of d non-zero vector elements over n positions given by
F ( n , d ) = n ! d ! ( n - d ) ! , ( 3 ) and D(m,d) are the number of combinations of d non-zero vector elements given m total unit pulses given by:D(m,d)=F(m−1,d−1), (4)and 2d represents the combinations required to describe the polarity (sign) of the d non-zero vector elements. The term min(m, n) allows for the case where the number of unit magnitude pulses m exceeds the vector length n. A method and apparatus for coding and decoding vectors of this form have been fully described in the prior art. Furthermore, a practical implementation of this coding method has been described in 3GPP2 standard C.S0014-B, where the vector length n=54 and the number of unit magnitude pulses m=7 produce an M=35 bit codeword.
While these values of n and m do not cause any unreasonable complexity burden, larger values can quickly cause problems, especially in mobile handheld devices which need to keep memory and computational complexity as low as possible. For example, use of this coding method for some applications (such as audio coding) may require n=144 and m=28, or higher. Under these circumstances, the resource cost associated with producing the combinatorial expression F(n,d) using prior art methods may be too high for practical implementation. US Patent Publication 2009-0234642 by Mittel et al. describes methods to reduce the resources needed to compute combinatorial functions used for both encoding and decoding of vectors of the type described in equation (1), involving a technique of approximation. The technique uses an approximation of a geometric mean of a plurality of numbers to approximate F(n,d).
Although much of the discussion above is with reference to speech and discusses frames, in the more general case different types of signals e.g., image, video, telemetry & audio) may be characterized (in whole or in part) by vectors of the type described in equation (1).
Skilled artisans will appreciate that elements in the figures are illustrated for simplicity and clarity and have not necessarily been drawn to scale. For example, the dimensions of some of the elements in the figures may be exaggerated relative to other elements to help to improve understanding of embodiments of the present invention.
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How to cook sausage in a pan?
Wear a non-stick surface pan on medium heat and then add sausages. a little oil sausages as they warm up, they begin to appear, sausages in hot oil to cover. Hold cook Move them for 15-20 minutes pan and translate them all on a regular basis bake as well.
Do you need oil for cooking sausages?
Place the stove at a medium temperature and heat the pan or skillet for a few minutes until it is warm. Add about a spoon liquid oil in the pan. OF sausages quite greasy, they will be released oil paintings during cook, Yes cheerful just inquiry one touch Cooking oil start.
How to cook ready-made sausage burgers?
stove, oven, hob
- Remove the required amount burgers from a plastic bag.
- Place in a cold non-stick pan.
- Temperature MEDIUM pan and lid.
- heat it even spins occasionally, so it darkens. Cold: 6-7 minutes or until warmed up. Frozen: 8-10 minutes or until warmed.
How long do I have to fry grilled sausages?
Pierce the sausages with a fork and transfer to a pan (preferably cast iron) over medium heat. Fill the pan with enough water to reach a quarter of the sausages. Cook until the sausages are baked and the water evaporates, 10 to 15 minutes.
What is the best way to cook sausages?
How to cook sausage
- Boiling. Boiling it’s one easier ways I do, I do sausage home connection.
- We grill and grill. Baking and baking is performed at high temperature cooking methods dry heat users.
- Stir and stir.
- Frying.
- Cooking.
How do you fry sausages without burning them?
Three steps to perfection sausages
- make sure Sausage chef with without outside combustion, cook in boiling water for 8 minutes. Drainage-drainage.
- I do, I do their gold, bake in pan on medium heat to light brown color. Do not pierce, otherwise they may dry out.
- Raise the temperature to a high level.
How long do you have to cook sausages?
To make sure the product is well cooked, use a cooking or meat thermometer to make sure the sausage has reached an internal temperature of 160 ° F.
- Heat the pan to a medium temperature. add pasta.
- cook 10-12 minutes or turn burgers often until the sausage is cooked.
Can you cook sausage in a cast iron pot?
Residue sausages about 10 minutes and then raise the temperature Cast iron utensils and wraps sausages until it has a nice color.
At what temperature do you cook sausages?
Put Jones Dairy Farm sausage cakes in a pan. Cook over medium heat (375 ° F/190 ° C) at internal temperature 160 ° Φ/ 70 ° C or until the outside is light brown to medium brown, about 9 to 10 minutes to thaw (16 to 17 minutes to freeze), often spinning.
Can you make sausages in the microwave?
Sausage ordinary breakfast side dish, served with eggs or pancakes. establish microwave For bake about 45 seconds for each those meatballs chose. For example, two burgers lasts 90 seconds bake; three it happened It takes 135 seconds.
Do you need to defrost sausages before cooking?
Some manufacturers specify: I need a sausage decipher before cookingwhile other brands be able go straight to the pan. cook times sausage links or burgers varies accordingly cook method. In case of doubt – such as confusion burgers or links – wait until sausage It reaches 165 F.
How do you know that minced sausage is cooked?
minced sausage Done cook When it is firm to the touch and does not release any other fluids, Resnick adds. The frying process usually takes about 8 to 10 minutes.
What oil do you cook sausages in?
Pour healthy oil like coconut, oliveor avocado oil in a fryer and heat to 190 ° C. Fry the sausages for 5 minutes or until cooked. The above oils are ideal for frying because they are medium to high smoke point and less complicated than other options.
How to cook sausage so that the crust is not hard?
Basically, I put it in a pan with a little oil and fried it lightly in gold. later Add a tablespoon of water, reduce the heat, cover and steam until lightly cooked.
How do you cook sausages on the stove?
Heat the non-stick material pan medium low. Add sausage Connection. bake About 12-16 minutes baked and brunette, often turning. | https://lowereastkitchen.com/food/faq-how-to-pan-fry-sausage-patties/ |
At first glance, the formula seems inherently nonsensical. After all, is not a number, and therefore cannot be utilized in numerical operations in this way. However, one can get a sense of what Wronski may have intended by this equation. It appears that Wronski wanted to utilize to represent an infinite number, and modern mathematics actually gives us several tools for handling this sort of idea. One which might be of particular use, here, is Non-Standard Analysis with its infinite and infinitesimal Hyperreal numbers. In NSA, we have the ability to perform calculations with and upon infinite numbers perfectly consistently and reasonably.
Now, we can use our tools from NSA to find suitable substitutes for in the above equation. One immediate problem which a mathematician might notice is that replacing the three symbols with positive, infinite Hyperreal numbers , , and will lead to different solutions for the equation when one uses different values for , , and .
Let’s zoom in on our equation a little bit more, now. The expression is a Complex Hyperreal number which is infinitely close to the Real number, . As such, its reciprocal is also infinitely close to . Given this information, we know that the expression must simplify into some infinitesimal Complex Hyperreal number. Let’s call this number for Hyperreals and .
We’re still far from anything which clearly resembles the π which we all know and love, but now we are getting to a place where we can really start to see some of the implications of Wronski’s definition. Notably, either , or else NSA seems to show that Wronski’s π is not a Real number. As such, it seems like Wronski’s definition is a failure if — presumably, Wronski was not attempting to redefine π out of the set of Real numbers!
One of the properties of for all Real is that it has a magnitude equal to 1. This means that for any Complex number such that and are Real and that , it will be true that . The Transfer Principle of the Hyperreals allows us to extend this statement over the Hyperreal numbers, as well. Since the Complex Hyperreal which we were concerned with is , we therefore know that . Since is non-Complex, we know that its square must be positive or zero. Similarly, must be positive and greater-than-or-equal-to 1. As such, the only way for to be true is in the case that .
For this to be the case, then . In order for this to be true, it must be the case that . However, this contradicts our initial definition for as a positive, infinite Hyperreal number.
Unfortunately, it seems that Wronski’s attempt to create a non-geometric definition for π simply does not work. That said, I’m still very curious about his thought process, here. What led him to this particular formulation, in the first place? Is it, perhaps, possible to salvage his work? Could there be some actual truth hidden underneath the apparent incoherence? It will certainly be fun to unravel this puzzle even further. | https://boxingpythagoras.com/2017/11/28/on-wronskis-definition-of-%CF%80/ |
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