text:
The 2012 general election is shaping up to be as hot and contested as the election in 2008.
While most eyes are focused on the presidential campaign, there are state and local races that voters in Ohio and West Virginia need to take just as seriously.
Nov. 6 is quickly approaching and the best voter is an educated voter. Take the time in the next couple weeks to get to know the candidates and the issues so when the time comes to vote, whether at the polls on Election Day or in early voting, you are knowledgeable about the candidates and the issues.
The last day to register to vote in this election in Ohio is Oct. 9. The deadline in West Virginia is Oct. 16
West Virginia voters, in addition to the presidential race, face choices on candidates for governor, U.S. representative and Senate and races on the county level.
Jefferson County voters have contested elections for U.S. senator and representative, state senator, two county commissioner seats and 21 issues and levies, including four school levies.
Voters can observe presidential candidates in action during the upcoming nationally televised debates.
There also are several local meet the candidate events scheduled during the upcoming weeks.
County candidates can be addressed on the local level through face-to-face interaction.
Voters need to understand the candidates and their platforms, beliefs and agendas. Making an educated choice is an important responsibility of living in a democracy.
Voter turnout is always high in presidential elections, so an above-average number of people will head to the polls. Some are only interested in the race for president. Others believe it is important to vote in every race and on issues or levies.
Getting to the polls or casting a ballot in early voting this year is more important than ever. With so much on the line, it would be disappointing if voter turnout isn't well above 70 percent. Elections with just local or state candidates, unfortunately, see more voter apathy.
Get to know the candidates and the issues and levies and then cast your vote.


text:
Sponsored Programs
NAGT is proud to sponsor programs and activities in support of the mission of the organization. Sponsorship typically means endorsement of the program. Members may also approach the Executive Committee to request access to NAGT resources.Request Program Sponsorship »
Current Programs
The CIRTL Network: 25 Research Universities Preparing a National Faculty to Advance STEM Undergraduate LearningProject PI: Robert D. Mathieu (University of Wisconsin—Madison)
Graduate students and post-doctoral fellows at research universities will shape the future of science, technology, engineering, and mathematics (STEM) undergraduate education in the United States. These future faculty, trained at research universities, flow into the STEM faculties of more than 4,400 research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop a national STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices for all students.
Research universities can and will prepare STEM future faculty to be both forefront researchers and excellent teachers. In 2011 nearly 1500 future faculty from across STEM participated in the learning communities of the six research universities in the prototype CIRTL Network. A decade of research and evaluation demonstrates that STEM future faulty in such CIRTL learning communities understand, employ, and can advance high-impact teaching practices.
Climate Literacy and Energy Awareness Network (CLEAN) PathwayProject PIs: Tamara Ledley (TERC), Frank Niepold (NOAA), Susan Buhr (CIRES), Cynthia Howell (NREL), Cathy Manduca (Carleton College, SERC)
The Climate Literacy and Energy Awareness Network or CLEAN Pathway project will build on the efforts of the Climate Literacy Network and the establishment of the US Global Change Research Program to steward a broad collection of educational resources that facilitate students teachers and citizens becoming climate literate and informed about the climates influence on you and society and your influence on climate. The focus of our efforts will be to integrate the effective use of the resources across all educational levels with a particular focus on the middle-school through undergraduate levels grades 6-16 as well as to citizens through formal and informal education venues and communities.
EarthCube Education End-Users WorkshopProject PIs: Kim Kastens (Education Development Center), Ruth Krumhansl (Education Development Center), Cheryl Peach (UCSD Scripps Institute of Oceanography)
The workshop will bring together educators experienced in teaching with geoscience data, curriculum developers, students, and servers of large geoscience data sets who have education as one of their intended audiences, along with technologists and learning scientists. Sessions will address learning goals and learning performances for the data-savvy college graduate, obstacles to teaching and learning with geoscience data, instructional sequences that foster learning from data, interface design for making data more accessible to student users, and how EarthCube can support students in comparing model output with empirical data. At the end of the project, we will provide a report to the NSF and the EarthCube community addressing the education drivers impacting the design of EarthCube and current challenges in teaching and learning with data that EarthCube could help overcome, with recommendations for the design of EarthCube's cyberinfrastructure and associated social structures.
EET: Earth Exploration ToolbookProject PIs: Tamara Shapiro Ledley (Center for Science Teaching and Learning, TERC) and Cathy Manduca (Carleton College)
EET provides step-by-step instructions for using Earth science datasets and scientific tools in educational settings. Chapters walk users through case studies in which they use data and analysis tools to explore important issues and concepts in Earth system science. Chapters are designed for use by K-12 teachers, undergraduate faculty, and their students. Each chapter features specific datasets and analysis or visualization tools, and provides enough experience and in-depth knowledge of the resource to enable an educator to use it, apply it to other teaching contexts, or help students use the resource to explore and investigate aspects of the Earth system. Winner of a 2011 AAAS Science Prize for Online Resources in Education (SPORE) Prize
Earth Learning IdeaProject PIs: Chris King (Keele University), Peter Kennett (Keele University), and Elizabeth Devon (University of Bath)
Earth Learning Idea will publish a new idea for teaching Earth science every week during 2008—the International Year of Planet Earth. The ideas are specifically designed for classrooms with minimal resources - anywhere on Earth, while encouraging interactive teaching and the development of thinking and investigational skills in pupils. The ideas are aimed primarily at pre-service teacher trainers, as they will reach the widest teacher audience, but also welcomes interested teachers to subscribe. Each Earth Learning Idea will be accompanied by a blog, to encourage the development of a global discussion network of those interested in Earth science education. The Earth Learning Ideas will appear one per month during September—December and one per week thereafter and are being produced by voluntary effort with no funding.
Faculty Development to Support High Impact Activities that Transform Undergraduate Geoscience EducationProject PIs: Jill Singer (Buffalo State College) and Jeff Ryan (University of South Florida)
The objective of this project is to provide professional development (workshops) and online resources to help faculty prepare and submit competitive proposals to NSF-EHR educational funding programs (TUES, ATE) and related disciplinary funding programs (GeoEd, OEDG). The target audiences are all teaching faculty qualified to submit proposals to these programs, which a special emphasis on reaching faculty teaching at 2-year colleges and minority-serving institutions, critical classes of institutions for the geosciences from which proposal submissions have for a long time been frustratingly poor, in terms of both quality and quantity.
GEodesy Tools for Societal Issues (GETSI)
Project PIs: Meghan Miller, Beth Pratt-Sitaula, Donna Charlevoix (UNAVCO); Bruce Douglas (Indiana University); Becca Walker (Mt San Antonio College)
The GETSI teaching materials feature geodetic data and quantitative skills applied to societally important issues (climate change, natural hazards, water resources, etc.). These materials are designed and developed by teams of faculty and content experts, undergo rigorous review and classroom testing, and are ready for use in your classroom. Partner project with the InTeGrate Project, Geodetic methods featured include GPS, InSAR, lidar, structure from motion photogrammetry, altimetry, gravity, and more.
Higher Education Academy Subject Centre for Geography, Earth & Environmental Sciences (GEES)The GEES Subject Centre has been in existence since May 2000. Its purpose is to promote and support high quality learning and teaching across the disciplines of geography, earth and environmental sciences in UK higher education (including HE in FE). Based at the University of Plymouth, the GEES Subject Centre is a national and international hub for the exchange of knowledge on learning and teaching across the three disciplines. It provides a voice for the discipline communities, contributing to government consultations and policy developments. The Centre has a UK-wide brief and this is reflected in the locations of its activities and events.
Instructional Approaches to Promote Access and Inclusion in the GeosciencesProject PI: Christopher Atchison(Georgia State University )
The design and presentation of this course will be informed by current research focused on students with disabilities and understanding not only the external, physical barriers to access and inclusion to the geoscience curriculum, but also the internal, personal, psychological and social challenges that these students face away from public view. This short course will be entirely facilitated by members of the International Advisory for Geoscience Diversity (IAGD). Student members of the IAGD with disabilities will offer examples of best instructional practices for accommodation and inclusion. These students will share insights on what barriers they have encountered and what has helped them overcome these barriers in the pursuit of degrees in the geosciences.
InTeGrate: Interdisciplinary Teaching of Geoscience for a sustainable futureProject Team
This Center focuses on the contribution of geoscience to the grand challenges facing society, particularly resource issues (minerals,water, food) and environmental issues (climate change, hazards, waste disposal, environmental degradation). Work is focused at two levels: lower division courses designed to build a broad based understanding of the challenges and the role of geoscience, science and social science in the solutions; and upper division courses and degree programs designed to develop a geoscience workforce prepared to work collaboratively with experts from STEM, social science, business and industry. Inter-institutional curriculum development teams are developing and testing course materials in the full spectrum of institutional settings. These will be published on line and available in print with a full set of materials for faculty supporting implementation on the SERC website. A set of pilot programs will demonstrate department, institutional and multi-campus approaches to curriculum and program structures that enroll general education, STEM and Social Science majors, future teachers, and geoscience students in these courses. An integrated assessment program will measure the impact of new course materials and programs on students a) Earth science literacy including their understanding of the role of geoscience in addressing the grand challenges facing society, b) ability to address interdisciplinary open ended problems, and c) understanding of the process of science. A professional development program integrated with On the Cutting Edge and Building Strong Geoscience Departments programs will support widespread adaption and adoption of course materials and program structures. An overarching evaluation will research the impact of the program at the course, departmental and institutional levels focused on understanding how the program is influencing changes in instruction and program design, and the subsequent impact on enrollment and learning in courses addressing the role of geoscience in solving societal grand challenges.
Mars For Earthlings (MFE)Project PIs: Marjorie Chan (University of Utah)
Mars for Earthlings (MFE) is an integrated introductory geology with Mars planetary science course. Students will access, analyze and utilize Mars data to further understand geologic laws, principles, and processes. The target audiences are undergraduates seeking to fulfill their general science education requirements and/or STEM declared undergraduate majors. The goal, however, is to make all lesson modules accessible on the SERC website and NASA-SMD workspace for geoscience educators to use in their own courses. Content will leverage heavily on Mars-analog studies and lab/inquiry-style learning.
The Math You Need, When You Need ItProject PIs: Eric Baer (Highline Community College) and Jennifer Wenner (University of Wisconsin - Oshkosh)
The Math You Need, When You Need It modules cover quantitative topics that are important in introductory geoscience courses. Each topic includes a page for the instructor, quantitative information for the students, a set of practice problems and culminates in an on-line quiz that is automatically graded and submitted to the instructor. The project is designed to give students the quantitative knowledge that they need, just before they need to use it in their concurrent geoscience course. This program includes pre- and post-testing and self-paced modules.
On the Cutting Edge: Professional Development for Geoscience FacultyProject PIs: Heather Macdonald (College of William and Mary), Cathy Manduca (Carleton College), David Mogk (University of Montana - Bozeman), and Barbara Tewksbury (Hamilton College)
The NAGT/DLESE On the Cutting Edge project helps geoscience faculty stay up-to-date with both geoscience research and teaching methods. The workshop series and website combine to provide professional development opportunities, resources, and opportunities for faculty to interact on-line and in person with colleagues around the world who are focused on improving their teaching. An integral aspect of the project is development of an expanding community of geoscience educators with a strong and diverse leadership. Winner of a 2010 AAAS Science Prize for Online Resources in Education (SPORE) Prize
Project EDDIEProject PIs: Catherine O'Rielly (Illinois State University) and Dax Soule (University of Washington)
Project EDDIE (Environmental Data-Driven Inquiry & Exploration) is developing flexible classroom activity modules designed to (1) improve quantitative and reasoning skills; (2) develop the ability to engage in scientific discourse and argument; and (3) increase students' engagement in science. A team of interdisciplinary faculty from private and public research universities and undergraduate institutions have developed these modules to meet a series of pedagogical goals intended for a broad range of undergraduate class sizes and skill levels that include (1) developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; (2) developing students' reasoning about statistical variation; and (3) fostering accurate student conceptions about the nature of environmental science. This project is funded by an NSF TUES grant (NSF DEB 1245707).
Project Kaleidoscope (PKAL): Mobilizing Disciplinary Societies on Behalf of our Students ... and our PlanetProject PIs: Susan Elrod (AACU) and Cathy MIddlecamps (University of Wisconsin - Madison)
Project Kaleidoscope, Mobilizing STEM Education for a Sustainable Future, and the Disciplinary Associations Network for Sustainability (DANS) are joining expertise on behalf of students to increase their learning in undergraduate STEM courses, and better prepare them for the real-world 21st century "Big Questions" that relate to real-world issues such as energy, air and water quality, and climate change.
Big Questions, as defined in the Liberal Education and America's Promise (LEAP) initiative of the AAC&U, are those of value, fundamental, and enduring, that have "vexed human beings down through the ages." Big Questions directly connect to sustainability, how we live our lives, the choices we make, and our obligations to other people and to the natural world. We are promoting undergraduate STEM courses that: 1) provide more knowledge about real-world issues (e.g. energy, water, air quality, climate change); 2) connect these real-world issues to the concepts of sustainability; 3) offer students opportunities to analyze and implement choices that can help solve societal problems so they are better able to act on their choices both immediately and as future citizens and professionals.
To accomplish this work, we will engage, support, and connect with a select group of disciplinary societies in strategic ways that leverage their membership, programs and influence.
Supporting and Advancing Geoscience Education at Two-year Colleges through Workshops and Web ResourcesProject PIs: Eric Baer (Highline COmmunity College), Bob Blodgett (Austin Community College), Jan Hodder (University of Oregon), Cathy Manduca (Carleton College), and Heather Macdonald (College of William and Mary)
This program will offer professional development opportunities to two-year college faculty over a three year period (2012-2014). These will include two national workshops as well as several types of dissemination workshops that follow from the national workshops, a website building on the existing GEO2yc website, and a leadership development program.
Teach the Earth: A SERC Portal for Geoscience FacultyTeach the Earth is a portal to all of the geoscience teaching materials and pedagogical information that has been collected through the many projects in which the Science Education Resource Center of Carleton College has been a participant.
Transforming Geoscience Preparation for K-8 Pre-Service TeachersProject PI: Tim Flood (St. Norbert College)
This project is designed to synthesize content, process and pedagogy for K-8 pre-service teachers by integrating two existing courses, Introduction to Geology GEOL 105, and Science Methods EDUC 285. The two courses (4-credits each) will become a yearlong (8 credit course). A continuum of "learning earth science" and "how to teach earth science" will be the classroom focus. This same integration will occur in the laboratory portion. In addition to learning skills and problem solving techniques, students will develop methods of how to teach these concepts. Finally, a model, four-day intensive field course will be tested. If significant, it will become a required component to the education curriculum.
Web-based Interactive Landform Simulation (WILSIM)Project PI: Wei Luo, Northern Illinois University
WILSIM is an educational tool that helps undergraduate students understand how landscapes evolve under different scenarios. The site includes a pre-test, post-test, and a user survey to evaluate how well the simulator achieve its goals.
Past Programs
Building Strong Geoscience DepartmentsProject PIs: Cathy Manduca (Carleton College, SERC), Heather Macdonald (College of William and Mary), Geoff Feiss (College of William and Mary), Randy Richardson (University of Arizona)
Building Strong Geoscience Departments is a project focused on helping geoscience departments adapt and prosper in a changing and challenging environment. Through workshops, a website, and sessions at professional meetings, this project aims to stimulate discussions and disseminate community expertise on topics such as approaches to core content and curriculum, retaining and recruiting top faculty and students, and maintaining the department as a valued institutional partner.
DWEL: Digital Water Education LibraryProject PIs: Ed Geary (UCAR), Bryan Aivazian (Natrona School District), Tammy Sumner (University of Colorado - Boulder), and Shirley Ireton (Silver Spring, MD)
DWEL provides easy access to high quality digital resources related to the science, policy and economics of water. Experienced, practicing K-12 teachers who know the needs of their students and their peers are reviewing and selecting these exemplary resources, which best support teaching along core science concepts. The discovery tool allows users to search the library catalog by content area, grade level, resource type and by national science standards. Resources in the collection include high quality graphics, animations, visualizations, databases, simulations, and text resources.
Geoscience in Two-Year CollegesProject PIs: Bob Filson (Green River Community College), Laura Guertin (Penn State Brandywine), Kaatje Kraft (Mesa Community College), Heather Macdonald (College of William and Mary)
Two-year colleges (2YC) play an important role in the science and mathematics education of undergraduate students, enrolling approximately 45% of all undergraduate students in the country. With their diverse student populations, 2YC also have an important role in broadening participation in STEM fields including the geosciences. They also play an important role in contributing to the geoscience workforce, teaching science to pre-service K-12 teachers, and producing earth-science literate citizens. A planning workshop in the summer of 2010 will bring together faculty from two-year colleges, four-year colleges and universities, and representatives from professional societies and organizations to learn more about geoscience in TYC and their potential for increasing diversity in the geosciences and to discuss how to best support this important community.
MARGINS Data in the ClassroomProject PIs: Geoff Abers (Lamont Doherty Earth Observatory), Andy Goodliffe (University of Alabama), Andrew Goodwillie (Lamont Doherty Earth Observatory), Rosemary Hickey-Vargas (Florida International University), Cathy Manduca (Carleton College), Jeff Ryan (University of South Florida), Don Reed (San Jose State University)
The MARGINS program has been granted a NSF-CCLI grant to develop web-based undergraduate classroom teaching modules in cooperation with the Science Education Resource Center at Carleton College. As a part of this collaboration, a series of workshops for researchers and educators is underway. These workshops facilitate the creation of mini-lessons which are learning materials that repurpose data and resources developed through MARGINS for use in examining earth processes in undergraduate classrooms from a multidisciplinary perspective.
Starting Point: Teaching Entry Level GeoscienceProject PIs: Cathy Manduca (Carleton College), Mary Savina (Carleton College), and Dorothy Merritts (Franklin & Marshall College)
The Starting Point project is exploring the ability of on-line resources to catalyze improvements in undergraduate teaching. The goal is to develop a resource that intimately integrates pedagogy with teaching resources and fully supports a virtual community of educators.
Workshop on Atmospheric Science and Climate LiteracyProject PIs: Roberta Johnson (UCAR)
The goal of the workshop is to develop a consensus framework for enhancing atmospheric science and climate literacy in our nation that is informed by the participation of teachers, scientists, informal educators, policy makers, and parents. The workshop will build on the work of numerous organizations and subgroups that have sought to define standards and benchmarks for science education in general and, more specifically, to identify key concepts and linkages among weather, climate, and ocean literacy. A consensus framework will be drafted during the workshop and will be revised based upon further review and feedback from participants in meetings of the nation's leading goescience and science education societies, such as AGU, AMS, NSTA. As a result of broad community involvement, the framework will establish a foundation on which decision makers may more effectively shape the nation's priorities and strategies for research and education and prepare a diverse population of scientists to serve our atmospheric and climate endeavors for decades to come.

subset: commoncrawl


text:
New Battlefield 4 patch rolling out now on Xbox 360, numerous fixes introducedWritten by: / / 6 Comments
The final (but certainly not last) entry to a series of multiplatform patches on PC, PlayStation 4 and PlayStation 3, as well as Xbox One has arrived in the form of a title update for the Xbox 360 version of Battlefield 4, addressing a number of issues and bringing with it numerous fixes and much needed stability.
What's fixed and new with the latest Battlefield 4 patch on Xbox 360? Find out below:
Battlefield 4 – January 16th Xbox 360 Game Update Notes
– Various fixes for improving general stability
– Fixed a player feedback timing issue where blood was appearing before other damage indicators, and before damage was actually done
– Fix for bug where it looked like soldier was dying with 1 health instead of 0
– Fixed a bug where players' rank icons on the scoreboard would not be updated
– Normalized repair rates across all vehicles. Vehicles with lower health points, like aircraft and transport vehicles, now repair more slowly than before
– Fixed problem with killer health in kill card not being correctly updated (showing 100% health even though he was just hurt)
– Fix for friendly marker not always showing when needed to, resulting in players shooting team members
– Fixed a bug where the M1 Abrams Coaxial HMG ammo box was occasionally blocking the driver's camera
– Increased damage by 25% for the Stealth Jet 20mm cannons
– Stealth Jets now have more similar handling attributes to each other. F35 & J-20 are slightly more agile, Su-50 is less agile
– Attack Jets now have more similar handling attributes to each other, and all 3 are now slightly less agile than earlier
– Fixed camera glitch when switching weapons while moving in crouch
– Fixed an occasional bug where players could experience intermittent engine sound dropouts when driving wheeled IFVs
– China Rising: Fixed animation glitch for motorbike passengers ocuring when aiming
– Fix for first and third person soldier animations being out of sync while doing transition changes. This could potentially make the player get hit while in cover behind a wall or other obstacle
– Fix for map and minimap flickering on Rogue Transmission and Operation Locker
Let us know if there's anything in the list you've been waiting for to be addressed, and if you see a significant improvement after applying the patch.
Tags: battlefield4, dice, ea, patch, titleupdate


text:
Performance Tuning an Exalogic System
By RickRamsey-Oracle on Feb 26, 2013
I tend to get annoyed at my engineering pals for designing performance into automobiles such as the Chevy Corvette, instead of letting the driver feel the satisfaction of increasing performance by improving his or her technique. Many sysadmins feel the same about their craft. But as the story of Paul Bunyan demonstrates, we must adapt or die.
In a previous post I discussed how Exalogic changes the way you handle provisioning. In this post, I'll focus on the way Exalogic changes the way you handle performance tuning. First, the optimizations that are already done for you, then the optimizations you can still perform yourself.
Performance Optimizations Designed Into Exalogic
Because Oracle engineering knows the exact details of the environment in which each component is operating, Oracle has configured Exalogic components to use the internal network, memory, and storage for optimum performance, availability and security. It employs two types of optimizations:
Generic Optimizations (Exabus)
These optimizations will benefit any software running on the Exalogic machine, whether Oracle or 3rd party, in physical or virtual environments. The collection of Exalogic–specific optimizations are referred to as Exabus. The purpose of Exabus is primarily to integrate Infiniband networking seamlessly into all the hardware, software, and firmware distributed throughout the system. Examples include:
- Changes to the firmware and drivers in the network switches that increase performance by skipping protocol stack conversions
- Use of Exalogic solid state disk caching to increase the speed and capacity of local (shared) data read and write operations, such as JMS queues and run time metadata.
- Built in high availability at network and storage levels
- Native Infiniband integration with any other engineered systems, such as additional Exalogic machines, ZFS storage appliances, or Exadata Database machines.
- The ability to define Infiniband partitions, which ensure application isolation and security.
Optimizations to Run-Time Components
Oracle has engineered optimizations for Exalogic directly into Oracle WebLogic Server (WLS), Coherence, and Tuxedo. They benefit any application running on those software components, but they can only be activated on the Exalogic platform. They address performance limitations that only become apparent when the software is running on Exalogic's high-density computing nodes and very fast Infiniband switches. Examples include:
- WebLogic Server session replication uses the SDP layer of IB networking to maximize performance of large scale data operations. This avoids some of the typical TCP/IP network processing overhead.
- Cluster communication has been redesigned in Coherence to further minimize network latency when processing data sets across caches. Its elastic data feature increases performance by minimizing network and memory use in both RAM and garbage collection processing.
- Tuxedo has been similarly enhanced to make increasing use of SDP and RDMA protocols in order to optimize the performance of inter–process communications within and between compute nodes.
Tuning You Can Perform on Exalogic
Benchmarks and other tests show that applications that run well on Oracle middleware will run better on Exalogic. The degree to which they run better will be affected by how well optimised they are to take advantage of the Exalogic system, as well how well the Exalogic components are set up to balance resources.
However, if your workloads or configurations change, you may need to tune your Exalogic. Here are some general notes, extracted from the Exalogic: Administration Tasks and Tools white paper.
Tuning the Middleware
At the middleware and application level most of the standard options and techniques are available to you. WebLogic Server, JRockit, Coherence and iAS, etc. operate as they do on traditional platforms.
As for the rest of the Exalogic platform, Oracle's recommendation is: leave it alone.
Tuning The Platform
Exalogic manages itself, so you don't need adjust it unless you are sure that something needs changing. This is a major change in approach, since you are used to spending considerable time tweaking your systems to accommodate the needs of different groups. Knowing exactly when and how much (or how little) to tune an Exalogic system is a big topic, but here are some general guidelines.
- Because Exalogic has such a high density of compute resources across such a fast network, small configuration changes can have a large impact.
- Try out your changes in a test environment, first. Make sure its resources, configurations, and workload match those of your production system as closely as possible. Oracle Application Replay is a good tool for assessing the impact of configuration and infrastructure changes on the performance of your applications. Give it a try.
- Focus on reducing response times for users and applications. If response time is not a problem, you probably don't have an issue to resolve, regardless of internal alerts and indicators you may be noticing.
- Capture the right performance baselines ahead of time so you can compare the results of your tuning to them.
Tuning the Infrastructure
Storage, Infiniband, and OS are set up during initial configuration, so further tuning is not usually needed. If you need to review the kernel settings, network bonding, and MTU values, or perhaps the NFS settings, use Enterprise Manager. Finding the optimum changes tends to be an iterative process that varies with application workload.
Tuning the Middleware Runtime Environment
Ensure that Exalogic optimizations for WLS Suite are switched on (see MOS note 1373571.1), since they affect replication channels, packet sizes, and the use of the SDP protocol in the Infiniband networks.
Oracle Traffic Director is currently a unique feature of Exalogic, so is not available on other platforms. You can alter traffic routing rules for each application at any time. As workloads change and grow this is likely to be a key tuning task.
Tuning the Applications
At present you can tune business applications just as you would on traditional platforms. One possible side effect of running your business applications on Exalogic is that its enhanced performance may unmask poorly tuned applications or poorly written customizations.
For More Information
For more information, read the Exalogic: Administration Tasks and Tools white paper.
- Rick
Follow me on:
Blog | Facebook | Twitter | YouTube | The Great Peruvian Novel


text:
Some people pray quietly (except where praying aloud is recommended or required, as for the first verse of "Sh'ma"), others aloud, by which I mean loud enough to be heard from a few feet away, and yet others quietly but with occasional phrases said aloud. But at n'filas apayim virtually everyone says the whole thing quietly: why?
Sign up
- Anybody can ask a question
- Anybody can answer
- The best answers are voted up and rise to the top
I don't have a source offhand, but I remember learning that it is connected to the idea that we don't publicly announce our sins between man and G-d, and it is considered Chutzpah if we do publicly announce our sins that we sinned against G-d. (Rambam Hilchot Teshuva 2:5 - english).
Since we are confessing our sins, we do so quietly.
Taamei HaMinhagim, entry 133 quotes the Mateh Moshe to explain why we cover our faces during Tachanun. When the Jews would prostrate themselves in the Beit HaMikdash, there was (miraculously) a space of 4 cubits between every person. This was in order that one person would not overhear the confessions of another person, which would be embarrassing.
We therefore similarly hide our faces, as if we don't see or know what our fellow congregants are saying. [In a footnote, he connects this to a Shaarei Teshuva, who says that one should fall on their faces when the congregation is doing Nefilat Apayim, even if he is not at that point in the prayer].
Although he does not say anything about praying quietly, maybe this is the reason why people do Nefilat Apayim quietly, since we don't want that prayer to be overheard.
My own thoughts.
Similar to Shemona Esrei, Tachanun is an oppurtune time for a person to pray for personal needs. I would imagine that since people are praying for personal salvations it is done quietly.
The Torah tells us (Bereshit 46:29 and Rashi there) that when Yosef reunited with Yaakov, he fell on Yaakov's neck and wept. Yaakov however was silent. Rashi tells us it is because he was saying Shema.
I just came across this Shaar HaKollel(Vidui V'Nefilat Apayim 6). There, he quotes the Yalkut Chadash quoting the Asarah Ma'amarot, saying that we learn Nefilat Apayim from Yaakov's reunion with Yosef. Yaakov was saying Shema, and if he said Shema he definitely followed up with Shmone Esreh, in order to juxtapose Geula and Tefilla. Yaakov then continues (Bereshit 46:30), 'Now let me die, since I have seen thy face, that thou art yet alive.' This statement, the Asarah Ma'amarot says, is the self sacrifice of Nefilat Apayim.
If so, perhaps we can say that the reason people say nefilat apayim quietly is because Yaakov said Shema quietly when he reunited with Yosef.


text:
I currently have a Java class called "node" which has a number of fields. Which fields in the class are used depends on a field called "type". There are close to 10 (this can grow) different types of "nodes". I was wondering if it is good to have a single class to handle all types or have different class for each type. What is the best programming practice in these cases? I would like to know (or a link to similar question/tutorials) how the performance will be affected (like memory etc.) if I use a single class?
Sign up
- Anybody can ask a question
- Anybody can answer
- The best answers are voted up and rise to the top
This is a standard case for inheritance. You do not incur performance problems due to sub-classing. If you are performing any casting between sub types and super types several if statements will be executed at run time and are used to check for cast exceptions. In your single class model you would need to check your "type" field whenever a method or field is accessed to see if that particular "type" of node has those fields available. Memory should also not be a concern because you will be creating the same number of objects in either the single class model or the inheritance model.
The giveaway is in the name of your variable:
Each subclass should contain the fields relevant only to it. By doing this refactoring, your code will be easier to maintain and extend.
Good design generally trumps (and usually helps) performance. In this case - don't worry about it.
This situation is the perfect case for applying the factory pattern which basically creates the required subclass based on specific inputs. Also inheritance is not to be abused as changes to the super class trickle down to sub-classes.
It might be a decorator or state design pattern or a composition
since we are talking about nodes here, composite pattern is a good candidate and since every node might possibly behave differently depending on the type, we may consider each node instance as states with different handling of a more generic behavior or we could have a base abstract class for a node and several concrete classes that are just decorators to provide additional functionality or customized behaviors.
I'd say that you can use a design pattern, subclassing or even a single class. It depends on the sparsity of the fields.
Are most of the fields or only a few ones in a single class null?
Are there a lot of different "types" involved?
Those are questions to be answered before a decision can be made.


text:
Fees and Payment Schedules
The CSU makes every effort to keep student costs to a minimum. Fees listed in published schedules or student accounts may need to be increased when public funding is inadequate. Therefore, CSU must reserve the right, even after fees are initially charged or initial fee payments are made, to increase or modify any listed fees. All listed fees, other than mandatory systemwide fees, are subject to change without notice, until the date when instruction for a particular quarter has begun. All CSU listed fees should be regarded as estimates that are subject to change upon approval by the Board of Trustees, the Chancellor, or the Presidents, as appropriate. Changes in mandatory systemwide fees will be made in accordance with the requirements of the Working Families Student Fee Transparency and Accountability Act (Sections 66028 -66028.6 of the Education Code).
Student Accounts Office
The Student Accounts Office is a section of the Fiscal Services Department within the Administration and Finance Division. We are responsible for the accounting and administration of students' financial activities in accordance with Federal, State and CSU policy. Please visit the Student Accounts webpage for new student information, user guides and office contacts.
New Student Information
Guide for new students providing an overview of the charge and payment activity you should expect on your 'student account'.
Making a Payment
Current Fee Payment Amounts, Instructions, and Due Dates
- 2016/2017 Fee Payment Schedule - Fee amounts, due dates, financial aid deferral information, and fee policy.
- Summer 2016
- 2015/2016 Fee Payment Schedules - A summary of all fees, tuition, and room and board charges including payment due dates.
- Parking Permit Fees - Parking Permit information including fees and where to purchase.
- How & When to Pay - Information guide.
- Estimated Cost Calculator - Financial planning tool.
- Using Financial Aid to Pay Housing & Dining 2016/2017 - Information on financial aid deferral for housing and freshman dining plans including accepted aid amounts necessary to defer.
- Student Involvement and Representation Fee (SIRF) - New effective Fall 2015
- Commencement Fee - Fee increase effective Fall 2015
Fee Detail
Detailed listing of mandatory fees/charges and other university fees for current and prior terms. See Fee Detail.
More Information
- Fee Descriptions - A brief description of each mandatory fee and its use.
- Miscellaneous Course Fees - A detailed listing of mandatory fees by course.
- Fee Refund Policy
Fee Waivers & Veteran Benefits
**Summer 2016** Fee Waiver Programs Are Not Applicable
- Fee Waiver Programs - Faculty, Staff and Dependents
- Other Fee Waiver Programs & Sponsored Students - Cal Vet Dependents, Allan Patee, Third Party Payments, State Pre-paid Tuition Savings Plans
- Veteran Educational Benefits -Chapters 30, 31, 33, 35, 1606, 1607 (see link above for fee waivers)


text:
Patricia Ellis, M.F.A.
email@example.com // 601.925.3231 // Box 4020
adjunct, Department of Art
I am blessed every day that I teach at Mississippi College. The staff and students are very special. It is my hope that I add positive support for the education of students.
About Me
Patricia Potwin Ellis
Art Education: Art Curriculum Development, Discipline-Based Art Education, Interdisciplinary Curricula.
Studio Practice: Drawing and painting, Basic Design, Illustration, Art Appreciation, Architectural drafting and rendering.
Mississippi College M.F.A. in studio art
University of MS M.A. in Art Education
Delta State Univ. Art & Gifted Education
Univ. of So. FL Education courses
University of AL B.A. in Art and Biology
Teaching Experience:
Mississippi College
University of Mississippi
Leflore County Schools
Private & Public schools in Florida
Professional Affiliations:
American Watercolor Society, Associate Member
Florida Watercolor Society
National Art Educational Association
Kappa Pi International Honorary Art Fraternity
Exhibitions/ Shows:
One-man, Two-man and group shows and juried shows throughout Mississippi, Alabama, Georgia, and Florida. In permanent collections in Mississippi and Florida.
Class Schedule
Spring 2012
ART203 - Drawing I


text: I really do not know anything about comics, but occasionally I am intrigued enough to go to the comic store with the full intention of "getting into" something. Unfortunately it never seems to happen...I am too overwhelmed by the selection and end up with nothing. I am looking for a recommendation for something that might get me interested. To give some parameters, I would rule out *standard* super hero or horror stuff (but am open to something different) In general I am a science fiction/space opera fan. Long Epics with good characters. I would be looking more for story than for art. Any direction would be appreciated. Thank you


text:
STEUBENVILLE - No one knows who won the 2013 Law Day mock trial Friday morning but students from Steubenville High School, the Jefferson County Joint Vocational School and Buckeye Local High School used their debate skills to argue two cases in the Jefferson County Justice Center.
The mock trial judges stopped issuing a court ruling two or three years ago.
But students from the three schools learned the protocol of a courtroom environment and may have taken a step toward a legal career during the two trials.
Article Photos
LAW DAY — Acting judges, from left, Eric Reszke, William Galloway and Casimir Adulewicz listen to opening arguments from Cody Shanley of the Jefferson County Joint Vocational School. Seated next to Shanley was Adam Gallagher of the JVS school. The JVS students competed against Steubenville High School students Friday morning during the 2013 Law Day Mock Trial held at the Jefferson County Justice Center. -- Dave Gossett
During the first trial, attorneys Eric Reske, William Galloway and Casimir Adulewicz served as a three-judge panel and listened to arguments and testimony from the students who debated if a high school sophomore was denied his constitutional rights during a seven-hour interrogation by the police.
The suspect was charged with murder and arson after he made a statement claiming responsibility for setting a fire that killed a man.
"No Miranda rights were needed prior to the defendant's confession. Dakota Allan was provided with lunch and a restroom break. His cell phone was never taken away and he could have called his father at any time. His confession was voluntary," declared JVS student Adam Gallagher during his closing arguments.
But Allie Zimish of Steubenville High School, who was a defense attorney during the mock trial, said Allan, "was held in custody for more than seven hours and his confession was coerced and involuntary."
"Dakota Allan was shackled with pain and cuffed in fear," Zimish added during her closing arguments.
Alexandra Kilonsky also served as a defense attorney, while Cody Shanley was a co-counsel for the prosecution.
"I asked for my medication but the detective laughed at me. The detective seemed very annoyed while he drove me around and he drove really fast. I was nervous and afraid and I felt like I was going to be sick. I asked to be taken home. I didn't think it would ever end. After I finally confessed, I was taken to the jail and my father arrived with my medication. After I took my medication I returned to the jail with my lawyer and told them I didn't do the crime," testified Allan.
Both sides called two witnesses to testify during the trial including Allan, who was portrayed by DeSha Pendergrast.
Following the hour-long mock trial Reske cited, "a good job by both sides."
"The state gave a great opening statement and the I liked the constant eye contact by the defense attorneys and you laid out the facts first which is good," said Reske.
"I have been involved with the mock trial events for the past 30 years and I commend both sides. Everyone did a very nice job today," said Adulewicz.
Cherie Metcalf has been coaching the mock trial teams from Steubenville High School for the past 16 years.
"This is a valuable learning experience for our students. Some of our students who participated in the mock trials in past years have gone on to become attorneys and we have a couple of former students who are now taking pre-law classes," said Metcalf.
"This also teaches the students an appreciation of the legal process and a better understanding of court proceedings," she added.
Jamie Wells of JVS called the mock trial, "a fabulous experience for our students."
"We have a two-year criminal justice class at JVS and the mock trial gives the student actual courtroom experience. I appreciate this opportunity every year," declared Wells.
The second trial Friday morning saw Steubenville High School take the prosecution side of a case while Buckeye Local High School students were on the defensive side of the room.
Adulewicz served as a judge for the second trial with retired Common Pleas Court Judge John J. Mascio and Jefferson County Court Judge Michael Bednar.


text: Valparaiso University has entered into a partnership with International Education Programs. A unique asset to IEP is its strategic partnership with Center for International Studies Abroad (CISabroad) to offer additional programs to Valpo students. IEP at Valparaiso University offers traditional semester and summer programs, internship placements, volunteer projects and faculty-led programs to over 30 destinations worldwide. IEP is on campus in the Office of International Programs to advise on these programs. Students who are interested must be approved by the Valpo Office of International Programs in order to apply for CISabroad programs and to earn credit toward their degree requirements at Valpo. To get started click on this document: checklist IEP @Valpo Programs.pdf For more information, please contact email@example.com


text:
expert advice MORE
When to Stop Breast Feeding
Q: At what age should you stop breast-feeding? Is it uncommon for a child of 16 months not to want to walk?
A: Breast milk is the best choice for infants with its perfect balance of nutrients. It is most easily digested, best tolerated, and is all most babies need to grow. Breast feeding has many benefits for both you and the baby. Babies may be protected from gastrointestinal and respiratory infections. They also have a lower incidence of allergic disease in comparison with formula-fed babies. Psychologically, the breast feeding experience enhances the bond between mother and baby. It gives a wonderful sense of security for the baby and can afford an emotional high for mothers.
Breast feeding is generally recommended for the first 12 months of life. The amount of breast milk taken each day may decrease once solids are introduced (usually around four to six months). Of course, you may stop breast feeding anytime you need and want to, as formulas are available that closely mimic the qualities of breast milk. But cow's milk from the carton just doesn't have the same benefits as breast milk or formula in the first year of life.
Now to answer your second question. Your toddler probably does want to walk, but is just getting up the courage. Toddlers start walking on their own at different times. Some do it before their first birthday, others are older (even a year and a half). If your 16-month-old has been reaching other developmental milestones within the usual range while progressing in the right direction, I would not be alarmed. I suspect it won't be too much longer before you are chasing your toddler all over the house. If not, please discuss this with your baby's doctor at the 18-month checkup.
More on: Expert Advice
Henry Bernstein, M.D., is currently the associate chief of the Division of General Pediatrics and director of Primary Care at Children's Hospital, Boston. He also has an academic appointment at Harvard Medical School.


text:
The London Suede's aquatic Night Thoughts
Contractions and negatives in song titles — "Don't Know," "Can't Give," "What I'm Trying" — convey the anguish
Andrew Hamlin 1 p.m., July 29
Photo courtesy Tyler Graham
Image posted by Brandon Hernández
March 22, 2013
Andrew Hamlin 1 p.m., July 29
Kate Peterson 12:30 p.m., July 29
Matthew Lickona noon, July 29
Ian Anderson 11 a.m., July 29
Don Bauder 10:30 a.m., July 29
John Kral 9 a.m., July 29
Ian Anderson 8 a.m., July 29
© 2016 San Diego Reader. All rights reserved. No part of this site may be reproduced without our written permission.
Each newsletter subscription means another chance to win!Close


text:
To the editor:
I am writing to thank all of the individuals and businesses who played a part in helping us hold a community carnival in July. When our pastor, Adam Bowman, brought us the idea for a carnival that would be completely free to all who came, we had some doubt that we could accomplish the task. But we prayed much, and God spoke and reassured us that this was something that he wanted us to do, so we set out to make it a reality.
Letters were sent to request donations or money, prizes or food that would be needed. The people responded. On July 29, we held the community carnival. More than 100 parents and children attended. They enjoyed inflatables, a dunk tank, games, food and prizes. We were able to give every child a bag of school supplies and free tickets to enter the Chinese auction, with the chance to win extra prizes. The turnout was way above our expectations, but not above God's.
The following individuals played an important role in this outreach: Anthony Bailey at Move'N and Grove'N Productions; Joe and Tim Anderson of AJT Anderson Construction; DeFelice Pizza; Ennino Barchiesi Construction; the Dove Restaurant; Tom Birney and Scott Campbell of M&M Hardware; Ruth Westfall; Stephanie Glasure; McBane Insurance; Kay Lash; and Atlas Gas.
Our thanks also go out to the congregation of Wintersville Community Chapel which went above the beyond to make this outreach successful. What a blessing for all of us to watch families enjoy the day without the stress of worrying about the cost. In these times of economic hard times, it is important that we do all we can, when we can, to bring joy back to the lives of our families.
Christine Anderson
Secretary, Wintersville
Community Chapel


text:
Ohio State Buckeyes vs Kansas JayhawksSat, December 22, 2012 - 4:00 PMValue City Arena at Schottenstein Ctr in Columbus, OH
We are sorry, the date for this event has already passed. This event took place on 12/22/2012. Click here to view upcoming events for Ohio State Buckeyes.
Still unsure? Check out our user reviews for:
Have a question? Need help? Call us at 800.477.5285


text:
Aside from the definition of "the Greater Taunton area," apparently Tauntonians will be required to go to a neighboring town/city to celebrate the 4th in a big way.
Taunton has absented itself from the national day of celebration. It is ironic that one of the signers of the Declaration of Independence, Robert Treat Paine, hailed from Taunton, but the city leaders have chosen to ignore his contributions on the day he signed the document.
Renaming the Fourth of July to "Family 4th Night" does not substitute for the Independence Day celebrations. If this were so, then thousands of towns, villages and cities would have followed suit, thinking that this is better than the national holiday.
I am surprised that veterans, Daughters of the American Revolution, Civil War families and current armed forces have not made some statement regarding the 4th of July celebrations.
Jack Donahue
Location, ST | website.com


text:
It Takes a Tiny Village – Small House Community
About five years ago, when I assisted Jay Shafer with the design and construction of my tiny home, the Mobile Hermitage, I intentionally designed the home with community in mind. It was because I leveraged my interdependence with the surrounding community and resources that I was able to make the house so tiny.
Community interdependence is the cornerstone and foundation of the movement toward simpler, smaller, and more sustainable living.
Sometimes referred to as New Urbanism, the principle is to have efficiency in the practical overlap and shared utilization of services and resources. An excellent example of this is The Cottage Company and their holistic approach to right sized communities.
The short-lived trend toward bloated and oversized homes was, in fact, a symptom of a pandemic societal illness of isolationsim and selfishness. This is similar to the phenomenon where illness, imbalance, and/or behavioral disorders can lead to obesity. Our homes were becoming obese because of an inability to interact interdependently and cooperatively with each other.
The Cottage Company is developing what they call smart communities. Through innovative land use codes, a higher quality of living is acheived.


text:
6 Artists You Didn't Know You Were a Fan Of
All artists hope that they will make a lasting impression on the world; something that carries their name for hundreds of years so that, long after the artist is dead, the name lives on.
Except these guys. These guys were just farting around on the side when they accidentally created something that would impact the world for decades and decades to come. They impacted the art scene forever, and changed things in our world, infecting pop culture in astounding ways. And you have no idea who any of them are.
#6. Benjamin Franklin
OK, well, yes, obviously you know who Ben Franklin is, but you probably don't think of him as an artist. Well, unless you count his whoring, drinking and mad skateboarding skills.
"Excuse me while I kiss the sky."
However, long before he invented the hoagie, Ben Franklin experimented with something that soon became as much a part of the democratic process as the super PAC or the middle finger. We speak of his 1747 editorial "Non Votis," or "The Waggoner and Hercules," which appeared in his pamphlet Plain Truth. The publication was a precursor to the zine -- which, incidentally, Ben Franklin is credited with inventing.
Via Librarycompany.org
Best in Show: Philly Zine Fest 1747.
According to his autobiography, "The Pamphlet had a sudden & surprising Effect," not unlike an 18th century equivalent to Cracked.com. Franklin revisited this phenomenon on May 9, 1754 in his Pennsylvania Gazette with his editorial "Join, or Die." Just like "Non Votis," Franklin made his message as idiot-proof as possible: It was just a drawing.
Via Wikipedia
Ben's poor understanding of reptile anatomy would cause thousands of tragic snake mutilations.
Not only did Franklin's experiment in zine-making permanently establish him as a hero to Philadelphia's punk rock scene, but his illustrated editorials simultaneously invented political cartooning in the United States. His depiction of the segmented snake -- which could be reunited to survive -- was widely reproduced up to the American Revolution decades later and served as a precursor to the Gadsden flag the Tea Party whacks off to every day. It essentially did for political cartooning what Machiavelli's The Prince did for political science, and it remains popular with political cartoonists to this day. Not too bad for a guy whose prior art experience likely consisted of doodles of naked women on cocktail napkins, is it?
#5. Platt Rogers Spencer
Penmanship may not seem like much now that most handwriting is outsourced to robots, but in the 19th century, that shit was treated like the first and second rules of Fight Club.
Such was the case when Platt Rogers Spencer developed Spencerian script in 1840. Despite enjoying the impressive reputation of a drunk, Spencer created a school of handwriting that set the standard for all business correspondence in the U.S. until the advent of the typewriter. Back then, you didn't just learn how to write; you learned how to write like Spencer. If you ever had to write something worth a damn from 1850 to 1925, odds are you wrote it using Spencerian script -- the Arial, Times New Roman and SpongeFont SquareType of its era.
Via Mcguffeyreaders.com
"He called me an asshole in a letter, but I feel strangely flattered."
But why should you care how some fancy-fingered boozehound used to sign his name at the police station? Because Spencer's artful handwriting was used by virtually every business from the Gold Rush until The Gold Rush, and after the turn of the century, some of these businesses decided to keep their company name the way it always appeared in their paperwork. Among them:
Via Coca-cola-art.com
Via Muscularmustangs.com
So, if you were ever tantalized by Coca-Cola's creative logo, aka one of the most celebrated logos of all time, that's Platt Rogers Spencer's surprisingly steady hand at work. All of you folks who are super into fonts now have a lovely little anecdote for your next crazy font party.
#4. Sir John Tenniel
Via Wikipedia
Sir John Tenniel was a Victorian cartoonist and illustrator whose contribution to pop culture was as immense and expansive as the breadth of his mustache.
Via Dbpedia.org
He's turning around! DUCK!
Tenniel started out as the primary political cartoonist for Punch, a humor and satire magazine perhaps best described as Cracked's 19th century equivalent. Tenniel illustrated more than 2,000 cartoons for Punch over the course of 50 years, cracking wise about every subject in Victorian England from the Irish question to Jack the Ripper.
Still, there have been plenty of successful cartoonists and hundreds of pamphlets and magazines, so why are we supposed to care about some mustachioed guy we've never heard of? Because in 1864, Tenniel was approached to illustrate Alice's Adventures in Wonderland after Lewis Carroll's first stab at illustrating ended, well ... piss poorly.
Via Alices Illustrated Adventures
Carroll may have been writing about mercury poisoning from personal experience.
John Tenniel and Lewis Carroll hated working with each other, but their unfriendly collaboration resulted in some of the most iconic illustrations in history. They're certainly responsible for how Wonderland looks and feels in all of our imaginations.
Via Alice-in-wonderland.net
Gosh, who could forget that famous scene where they had their crazy board meeting?
Via Alice-in-wonderland.net
Or what about the wacky antics of Smiley Treehead?
Via Alice-in-wonderland.net
OK, so we just looked at the pictures. Reading wasn't really our thing back then.
While Carroll never appreciated Tenniel's "Leave me the fuck alone!" approach to artwork, his detailed style set a new standard for children's illustrating that was carried on by Dr. Seuss, Edward Gorey and Maurice Sendak. Even more impressively, virtually every subsequent depiction of Alice was so deeply rooted in Tenniel's style that in many cases artists just said "Screw it" and threw Tenniel's illustrations into their product, as was the case with American McGee's Alice, Tim Burton's Alice in Wonderland and even freaking Batman: The Animated Series.
Via Fanpop.com
Gotham's primary export is mental illness.
All future illustrators and creators were incapable of seeing any vision that wasn't Tenniel's, so they didn't even try changing it.
It's not just that Tenniel's work influenced other illustrators; it shaped the way that we will forever think of Alice in Wonderland. For example, we all know that Alice is a cute little blonde girl, right? That's how she's depicted in the book, as well as in everything she's been in since. Well, there's one person who actually thought Alice was a brunette ... Lewis freaking Carroll, which is why he drew her with dark hair in all of his illustrations:
And according to these, she may have actually been a boy with long hair.


text:
Tom Duff and I had the privilege of speaking at Lotusphere 2012 on one of our favorite topics – Tivoli Directory Integrator. This year we chose to do a Best Practices session rather than a Show and Tell session, so at least for me, the BP session felt like speedgeeking as we had tons of content to fit into an hour!
Afterwards, we had some interesting questions and discussions about how to use TDI. There are so many different ways you can use this product, and when you get a bunch of nerds together to formulate some solutions – the sky's the limit!
Here's our slide deck. Be sure to drop either Tom or myself an email if you have a question about TDI. We'll do our best to point you in the right direction!


text:
Wilmington, NC - Charlotte began their 2012 Fall Tournament schedule at the UNC Wilmington Landfall Invitational this weekend, September 7-9.
In Flight A singles, Charlotte's Kamil Khalil defeated Old Dominion's Terenzio, 6-4, 6-0, in the first round. Then, he lost to UNC Wilmington's Aita, 6-1, 6-1, in the quarterfinals. Charlotte's Alex Calott lost to VCU's Vazquez, 6-4, 6-3, in the first round. Then, he lost to East Carolina's Soriano, 7-5, 7-5, in the backdraw. Charlotte's Jack Williams defeated VCU's Voscek, 6-4, 6-4, in the first round. Then, he lost to UNC Wilmington's Cooprider, 6-1, 6-2, in the quarterfinals.
In Flight B singles, Charlotte's Paul Cisti defeated Old Dominion's Schweig, 7-5, 6-0, in the first round. Then, he lost to UNC Wilmington's Blank, 6-4, 6-1. Charlotte's freshman Jordi Massalle Ferer won his first college match with a 7-5, 6-2, win over Old Dominion's Glavin. Then, he lost to UNC Wilmington's Pereira in three hard fought sets, 6-4, 2-6, 6-1. Then, Charlotte's Forrest Edwards lost to UNC Wilmington's Reilly, 6-2, 7-6.
In Flight C singles, Charlotte's Alex Weber defeated East Carolina's Gregory, 6-4, 6-4 to reach the Championship match. . He had to default in the Championship match. Charlotte's Nate Shanok lost to UNC Wilmington's Hublitz. Then, he lost to East Carolina's Wolterbeek, 4-6, 7-6, 7-5.
In Flight A doubles, Charlotte's Khalil and Ferrer defeated East Carolina's Soriano and Brenard, 8-5. Then, they defeated Old Dominion's Lopez-Villa and Schweig, 8-4, to advance to the semifinals. Then, they lost to UNC Wilmington's Blak and Cooprider, 8-4. In other Flight A doubles action, Charlotte's Calott and Williams lost to UNC Wilmington's Mol and Reilly, 8-6. Then, they lot to Old Dominion's Lopez-Villa and Schweig, 8-3.
In Flight B doubles, Charlotte's Weber and Shanok lost to Old Dominion's Glavin and Cetinel, 8-1. Then, they defeated East Carolina's Gregory and Nigro, 8-5. In other Flight B doubles action, Charlotte's Cisti and Edwards lost to UNC Wilmington's Hublitz and Pereira, 8-4. Then, they defeated Old Dominion's Terenzio and Rodriguez, 8-0.
Charlotte returns to action when they host the 49er Pick'em at the Halton-Wagner Tennis Complex, September 14-16.


text:
My players are extremely strategic, and they're consistently (and too easily) defeating groups of enemies that I intended to present a real challenge. Probably for the same reason that I suck at chess, I suck at designing effective strategies and tactics for the enemies. Are there any books or other resources that I can read to help me make my monsters more effective in combat?
Sign up
- Anybody can ask a question
- Anybody can answer
- The best answers are voted up and rise to the top
First of all, remember that the purpose of the game is for players (and, secondarily, the GM) to have fun. As such, ask yourself if your battles need to be more difficult. Do you feel the ease in which the players beat all your monsters makes them bored, or are they excited that their tactics are so successful?
Remember that the game is not you versus the players. You're all playing together, and the purpose of the game is to have fun. You don't have to beat them.
Okay, next thought. I agree that, in some ways, conventional tactics can be useful to GMs. However, those tactics were devised for situations where the participants were in the thrall of nature. As a GM, you define it. Let me explain what it means. You have essentially many ways to provide (combat) challenges for your players, some of which are:
Note that the mere existence of some of those things (without any long-lasting effort on your part) can have a profound effect on battle, and possibly, on your players' lust for life.
Sigh Okay, there's some more, but this is what I have off the top of my head. The point is, don't restrict yourself to mundane tactics. Use your omnipotence to sculpt scenarios in which you can crush your players, body and mind. Shatter their psyche, and instill in them deep-seated fears of multi-sided dice.
Edit: Hmm, this looks like an interesting project. I think I'll make a more detailed and organized list of ways in which you can make players' lives a living hell. What was that? 'The purpose of the game is to have fun', you say? Why, whoever could have told you such nonsense?
I would suggest reading up on Sun Tzu, Alexander The Great, Hannibal, Scipio Africanus, Julius Caesar, Genghis Khan, Tamerlane, Napoleon, Wellington, Clausewitz, Guderian, Patton, and Petraeus... Just to name a few. And if you only have time for one, read The Art Of War by Sun Tzu.
How to apply this to RPG situation? This is not tricky. As a GM you control nearly everything: the terrain, the weather, the intelligence both sides have, and the moral/skill of the opposition. Use those to your advantage: Sun Tzu tells you what to look at and how things affect what. Use the terrain to block the characters from moving. Use the weather to stop those arrows or spells. Use the intelligence to come up with specific weapons/counters for the players. Never underestimate the power of hit-and-run -- especially if poison in involved: Now, all your characters are ill. Shame...
Side note: It is easy for the GM to swap the character and kill them all in one round. This is (generally) no fun for the players.
Edit: Why did I not include Musashi's Book of Five Rings and Machiavelli's art of war. The first one is because it is an individual fighting manual and not a treaty on tactics or strategy. Musashi's legends state that he was a great swordsman but he never commanded armies. Machiavelli, those political work is a must read, I did not include because while as a politician I rate him very highly, military wise, I do not. That is probably prejudice on my part.
Go read Greg's answer again.
But I'd like to add that if your players are extremely strategic, give them some different scenarios to test their flexibility and give them different goals to adjust to.
How often do you face the enemy in a open featureless plain in a fight to the death? The tactics have to change a lot if the other guy is holed up in a castle. Likewise, you'd be a fool to rush out and meet the enemy if they have a lot of cavalry and you have a really big wall. And it doesn't matter how good the rogue can tumble if you're in hallways facing an endless stream of people. Mr. Fireball is more or less powerless when the enemy is a single urchin darting through a crowded marketplace. Mr. Maginot, the dwarven defender was deeply shocked when the tigers simply skirted around him and began slaughtering the casters in back.
The goal doesn't have to be slaughtering everyone, it can be to simply bypass them somehow. Since actual combat isn't the focus, the DM can place some truly horrific monsters in play. Situations like this need to be conveyed to players. They need to learn the tactic of running away.
If you want a touch of realism, most forces will simply surrender or rout once half of them are taken out. This whole fanatically suicidal fight to the death thing is highly over-rated. And to turn that about, send them on a task to go slaughter a group that has self-preservation in mind. How will they deal with scattering targets? Smoke-bombs and sneaky targets?
Your players may be tactical geniuses, but if you change their goals, you may present new challenges to them.
The first thing that I would need to know to properly answer the question is what game system you are using is. Effective strategy can vary wildly depending on the mechanics.
Greg has a very good group of fundamentals to start with, and some of the key to that is the party itself. Most of the characters I encounter try to stack into being able to succeed at a straight fight, because 9/10 fights are "stand and deliver" setups beyond maybe a sucker punch. Don't be afraid to let the enemy be conservative and keep a few guys back. In an L5R 3e game I ran, I had a group of soldiers that had an ability based on their initiative come up against the party. Half of them sat back and used a rule (for everyone) stating that their initiative could be increased if they weren't hit that round and by the time it was their turn to fight, they easily doubled the party's initiative and had the potential to slaughter them handily despite being half their strength.
Terrain is also quite critical to a combat. Once again with the "stand and deliver" they are often in a broad room/vast plain where space isn't an issue. Feel free to catch them in a valley or a corridor and limit how many of them can fight at a time. In a D&D game I was a player in, we were in a 5' wide corridor and wandered into a nest of spiders (somewhat) giant spiders. They were able to crawl on the walls and ceiling but could ultimately swarm each member of the party at their leisure and we couldn't do much without risking damage to our own people.
Sometimes codes of honor make all the difference. In 7th Sea, an official duel with a member of the Swordsman Guild is a one on one fair fight. If the battle is against the player, nobody else can (legally) step in and do anything about it. This battle will resolve a lot differently than being surrounded by a couple groups of thugs.
Lastly? Stealth. Once again, it's usually an issue that is overlooked very frequently. Have a guy who has highly enchanted armor or is as dexterous as Jackie Chan? Hit'em in his sleep. Magic sword or state of the art gun? Steal it. Then see how much fun they have in a fight.
So with a little more information we can probably give you something to work with.
To learn strategy and tactics, do as real generals have done for centuries: read accounts of famous battles, study the way they've played out, and extract your own lessons from them. A visit to your local library and a chat with a research librarian is your best resource, as the sheer number of books that fall into this category is enormous.
Incidentally, this is exactly how top-tier chess players improve their game: by studying famous and not-so-famous games.


text:
Earlier this year, two Columbia Law School graduates joined the growing group of alumni accepting public service positions within government.
Linda M. Baldwin '93 will lead the Office of Sex Offender Sentencing,
Monitoring, Apprehending, Registering, and Tracking (SMART) as its new director. And John H. Guendelsberger '86 LL.M., '93 J.S.D. has become a member of the Board of Immigration Appeals, which is responsible for hearing appeals of decisions rendered by immigration judges or Department of Homeland Security officers.


text:
Arab Spring's bitter fruit
The gardens of the Arab Spring are being watered by the blood of innocents.
This week, American blood was added to the flow. U.S. ambassador to Libya Christopher Stevens and three embassy staffers were murdered by Muslim jihadists who presumably were angry at a film that "defamed" Muhammad. The consulate in the city of Benghazi, site of last year's anti-Gadhafi insurgency, was set on fire, and the American victims were killed by a hail of rocket projectiles while attempting to flee to safety.
Read more of this story and more!
7-Day Subscribers have FREE access to everything on rep-am.com and our E-Edition.
CLICK HERE to register and activate your access,.
Not a subscriber?
You can purchase a single-day subscription for only $0.75 to read this and access all of our content and our E-Edition.
CLICK HERE purchase a single day subscription.
Become an electronic subscriber to the Republican-American for only $8 a month. CLICK HERE.
Follow Us
Post a reader commentWe encourage your feedback and dialog.
Please be civil and respectful.
If you're witty, to the point and quotable, your reader comments may also be included on the Around the Towns page of The Sunday Republican.
Readers must be registered and logged in to post comments on the site. Registration is free. Click Here to register.
A Subscription is not required to post comments only a Registration.
Log In
|Register / Forgotten Password?
More stories from Commentary


text:
Object Groups
Your search found 1 records from National Museum of American History collection..
- No Image Available
Fred S. Rosenau Papers, 1944-1945
- Notes
- Rosenau was a student at Swarthmore College, Pennsylvania, when he joined the Overseas Branch of the Office of War Information, May 1944. After training, he traveled to Calcutta, served as Assistant Representative. The Calcutta office was part of the China-Burma-India theater and its psychological warfare activities were directed towards Burma and Thailand. Initially Rosenau was responsible for leaflet production, including supervising printing and delivery to air crews.
- By spring 1945, he became more directly involved in the development and editing of "strategic" literature. In Calcutta, devoted spare time to writing letters home, sightseeing in the city and neighboring Bengal, and attending cultural events. Heat and poor sanitation frustrated Rosenau as he attempted to adjust to an Asian lifestyle. Once the war had offically ended, he was offered a position by the Director of Psychological Warfare in India--William Carter--to join a new O.W.I. news operation in Bangkok.
- Its intent was to fulfill the "need for American news" in Asia, but he declined the offer and left for U.S., late Sept. 1945. B.A., University of Chicago, 1947. Subsequent career unknown.
- Summary
- Personal papers of Fred Rosenau and examples of air-dropped psychological warfare literature created by the O.W.I.
- Personal papers: Information guidebooks and language aids for India and Burma, many Indian newspaper articles, and photographs taken by Rosenau in Calcutta; letters to his family in New York City compose the bulk of the personal series. Along with detailing the experience of a young American living in India and his reactions to a distinctly different culture, the letters document the organization of his O.W.I. office and the duties of its workers. Also letters from the O.W.I. headquarters in New Delhi to Rosenau.
- Series 2: General information about the O.W.I. and its aims; mainly documents and photographs relating to Rosenau's office; includes many examples of propaganda leaflets directed towards the Burmese and Thai peoples (translations attached), produced by the Calcutta team. Includes news bulletins on the war's progress; warnings about future Allied bombings; a variety of anti-Japanese and morale-boosting literature; examples of leaflets dropped over Japan, which were directed at soldiers rather than civilians in an attempt to undermine their faith in the military leaders.
- Cite as
- Fred S. Rosenau Papers, 1944-1945, Archives Center, National Museum of American History
- Date
- 1944
- 1944-1945
- 1940-1950
- 1901-1946
- author
- Rosenau, Fred Simon
- collector
- Armed Forces History, Division of (NMAH, SI)
- Subject
- United States Office of War Information
- Local number
- 1986.3115 (NMAH Acc.)
- Data Source
- Archives Center - NMAH


text:
Who's the boss? HUGO BOSS!
As if they didn't already have enough of a monopoly on sleek and luxury vehicles, the Germans have definitely proved their attention to detail and methodology can filter into clothes, and not just any kind … the tailored, exceptionally well fitted world of suiting and corporate wear. The German bred brand, HUGO BOSS, is admired […]Read more →


text:
What are the names and categories of LEGO bricks? Is there a consistent naming scheme? Does Lego have an official name or identification for different pieces?
It's been worked out by multiple groups who decided on different systems. The disagreement is based on what information was publicly available from the Lego Group at the time, what pieces had been manufactured up to that point, and what features the category authors thought were salient.
To really appreciate the magnitude of the problem, just try classifying every part in your own collection. Make your own categories or try to follow somebody's elses. You will raise a lot of questions about how broad the categories should be. Everybody with a storage system goes through this.
Existing Classification Schemes
In the end, some parts are placed into categories primarily by geometry, others by function, yet others by historical origin. You could also conceivably group bricks by building function (I'm thinking of direction-changing rectilinear bricks) or even by simply the number of studs (I'm thinking of a Kanji dictionary.)
Part Names Make Classification Muddier
Consider the language barrier: if you read Lego's English Pick-A-Brick names, you realize it's translated (from Danish). A major category is "Brick, Bow" also known as an Arch.
Consider 30367, LEGO's "Final Brick" filed under Bricks, Special. Perhaps they meant Finial? LDRAW calls it a Cylinder with Dome Top. BrickLink puts it under Brick, Round (remember BrickLink has both categories Cylinder and Brick, Round from its LDRAW heritage.)
Jumper Plate
Jumper Plate is one name that made perfect sense to Europeans but baffled Americans; to James Jessiman (Australian) it was a Plate 1 x 2 with 1 Stud. I recall Auczilla used the adjective Offset in there. In Pick-A-Brick it's now a Plate 1x2 With 1 Knob. Or should it be a tile because it's mostly flat?
Then there are multi-purpose parts: describe 4349 geometrically and it's another cone. But it could be a Minifig Weapon, or just Minifig Utensil. In LDRAW, it's a Loudhailer and has no category as such. The American term would be a Megaphone but many know it as Star Wars Blaster.
Multiply this complexity by thousands, and you get an idea that the task of naming is never settled.
Part Numbers
Many LEGO bricks have part numbers imprinted from the mold. This is now called a "Design ID" by LEGO. It served as the original basis for LDRAW part numbers. However, LDRAW invented its own numbers for parts with no number.
About the year 2000, LEGO introduced a 7 digit "Element ID" to designate a particular design in a particular color. These numbers began to be used internally at LEGO for Building Instructions software, and externally in LEGO Creator software products. They are now shown in official set inventories and in Pick-A-Brick.
This should give you an idea why different name and category schemes don't align. We start by talking about the same LEGO pieces but we bring preferred names from childhood or later (I always referred and still refer to 1xN bricks as 1-bumper, 2-bumper, etc.) We group them according to geometry or function, but find new reasons to subdivide or revise to make the groups more intuitive. New parts challenge these categories. LEGO does not seem to have given the problem much thought or care, lumping parts into catch-all categories. I derive immense satisfaction from solving a problem of devising a part's genus and differentia, but I realize that just like in the taxonomy of living things, there is competition between systems, and endless revision.


text:
Mono 2.8 was released on the 22nd August 2010 this is before ubuntu 10.10 was released however ubuntu 11.04 is shipping with mono 2.6 which is really very old now.
Why is this?
Novell who is the major sponsor of mono has chosen not to provide Ubuntu packages. The packages used in Ubuntu come from the community. The Community has not yet packaged ubuntu 2.8 and so ubuntu 11.04 is stuck using the old mono 2.6 packages.
Maybe this is a solution
The Debian Mono Group packages Mono for both Debian and Ubuntu. Our focus is on providing a quality and stable experience for users. This does not always mean having the latest version available at all times. Remember that Mono is also the basis for a large number of applications, including some which are in the default install. It's therefore critical that it functions as well as possible. Basically "new" isn't always what is best for the distribution.
Furthermore, packaging and QAing a major upstream revision is a huge effort, and as the team is comprised entirely of volunteers, this has to be done when time presents itself.
The groundwork towards making 2.10 available (rc1 was recently released) is under way.
I have ubuntu 11.04, with mono 2.6.7 - see http://mono-project.com/DistroPackages/Ubuntu
To get the latest ironpython 2.7.1 working, I have to update mono.
So I install mono 2.10.5, nicely build by Jo Shields on http://badgerports.org/
He said it is for ubuntu 10.04, but knowing from the first link that 10.04 and 11.04 both used mono 2.6.7, I try the update and bingo ! no errors, and ironpython starts :


text:
Does an application exist where I can input an image and then the application indicates what parts of the image are in focus? I imagine it as a sort of post-process focus peaking.
The simple recipe is to convolve with a Laplacian of Gaussian kernel (3x3, with 8 in the middle surrounded by -1 and take the abs(result)) . After this you get some artifacts if it is a jpeg image, and out of focus borders that have a high intensity difference will also "ping". The result you can threshold to detect the strongest edges and remove teh artifacts. Let the threshold be generous, letting a few fake specks through. Then median filter the image and you get a cleaner result.
For the example below I used Image View Plus More: 1. original 2. abs(LoG convolution ) 3. threshold 4. median filter
There are more advanced approaches using Gabor filters in fourier domain, and using the gaussian pyramid approach. Halcon (which is very expensive) has some examples with these methods.
For example you can use Photoshop (or any other program which has a High Pass filter) for that. In Photoshop:
You will see (if you have good eyes) the focused edges having a different gray tone than the background. At the step 3 you can play a little bit with the Radius to obtain different results.
The method works in common cases but there are some situations in which an out-of-focus object might appear as 'focused'. But these cases are usually rare.


text:
7 Insane Festivals You Won't Believe Are Legal
#3. Festival of Colors: The Hit-Me-in-the-Face-with-Poisons Festival
Holi, the festival of colors, takes place in early March of each year in India and Nepal. Holi is a beautiful time when both humans and nature shake off the gloom of winter to rejoice in the wonders of spring. Obviously, this is best accomplished by hurling poisons at one another. It's not intentional, for the most part: It's just that the tinted powders and dyed water that festivalgoers fling and smear across literally everybody they see -- which are supposed to be from natural herbs -- are sometimes comprised of oxidized metals mixed with industrial dyes, acids and engine oil. Aluminum bromide, lead oxide, copper sulphate and a whole host of other toxins that can make you make you sick and cause skin conditions and even blindness are playfully, joyously sprayed all over just ... everything.
"Open wide, so it coats your lungs!"
Although maybe that's the true lesson here: You should appreciate the many varied and wondrous colors of nature while you can, because any day now, you could go blind.
Oops. Sorry, that was a typo. We meant "will." You will go blind.
#2. The Festival of St. Vincent: Beware of Falling Goat, Drunk Assholes
On the fourth Sunday of every January, the pious folk of Manganeses de la Polvorosa celebrate their patron, St. Vincent, by rounding up the unluckiest goat in the European Union. Said ungulate is then carried in a procession to the local church, where it is carted up to the top of the bell tower.
Marbella Guide
Of course.
Historians don't fully know how this began, but it may be that the custom is a reenactment: An old legend says that there once was an 18th century priest who had a goat that he would milk for the needy. Then, one day, the goat followed him into the church and made its way up to the belfry. When the bells started ringing, the goat, scared shitless by the racket, took a flying leap off the tower. Luckily, he was rescued by villagers below, who were holding blankets out to catch him.
Of course, that warrants the question: How did the villagers know that the goat was even up there, much less to already be in position with blankets to save him?
The legend of the jumping goat may be quaint and charming, but there's actually a far more reasonable and likely explanation for the festival, put forth by historians earlier this year: There's a lot of drinking going on in Manganeses de la Polvorosa.
A lot.
Travel Huanqiu
And yet somehow, clearly, not enough.
#1. Entroido: Antball-Hurling Madness
Entroido is the name of a popular festival in Laza, Spain, that celebrates the end of winter and the beginning of spring. Colorful and ornate "Peliqueiros" costumes are donned, and a general revelry is engaged in by all.
"Hey, it's like the Burger King Guy dressed up as a transsexual pope. I'm not planning on
having nightmares about that later at all!" -- Fucking Nobody
The festival lasts approximately five days, beginning with the weekend, during which folks run through the streets with flaming torches, while others throw dirt on them from second-story windows.
But why? You, the logical, sane reader might ask.
And that's a good question, actually, but now you're on fire and about to be buried in the street, so you don't get to hear the answer. Later, all of the participants gather to dance, whip one another and eat grilled goat and pig head.
But I don't understand, what's the cultural significance of that?
Because those are the words their fingers landed on while they were flipping through the dictionary. What, you think there's some rational motive here that you're missing? OK, try this on for size: To signal the end of Entroido, they hold the "sardine's funeral," in which a huge artificial sardine is constructed and then set on fire. Some dress in black to mourn the sardine's passing, while others choose white to imitate sardine ghosts.
Maybe the sardine is sacred to --
NOPE. We're not done. On Monday, a battle is waged in which the weapons of choice are mudballs filled with live ants. Of course, what antball is complete without a good seasoning of vinegar first, to make sure the ants are good and pissed off pre-hurl.
Stop. Please. You're just making noises with your mouth now, these aren't even words I --
Stop this madness.
When this blind orgy of torch-wielding, dirt-tossing, sardine-ghost-busting, antball-hurling madness is in full swing, there enters the "morena": "A morena, or brown cow masquerader in a carved wooden mask, appears amidst the ant-throwing to butt people, lift women's skirts and add to the chaos."
Carnaval Exhibit.org
Any festival where a key figure exists solely to "add to the chaos" is OK by us.
I give up. I give up trying to understand this. I'm confused and angry for reasons I do not fully understand. I think I might throw ants on people. Why do I want to do that now?
Heeeyyy, that's the spirit! Happy Entroido! Now twirl! Twirl or the Cow God of Chaos will not honor you with his fire! Morena! MORENA!
Carnaval Exhibit.org
You've won us over with your antballs and horse anarchy, Spain.
For more insanity from around the world, check out The Most Needlessly Sexual Asian TV Commercials and The 6 Weirdest Fan Tributes to Super Mario Bros..


text:
Carl throws 100 g of Bohrium-262 (Half life: 0.10 seconds, undergoes alpha decay) to Sukhdeep with a initial horizontal velocity of 20.0 m/s at an initial height of 2.00 m above the ground. What is the mass and final energy of the ball of Bohrium if Sukhdeep is only 5.00 m away from Carl?
Since the halflife is short enough and the ball is massive enough, we can assume that many decays take place, and the produced alpha particles are emitted in a spherically symmetric pattern away from the ball. This means that the recoil from the decays averages to zero, and the ball moves at constant velocity (i.e. momentum per unit of mass is conserved), so $$t = \frac{x}{v_x}$$ Note that this is not even an approximation.
Now, the number of Bohrium atoms as a function of time is $N=N_0 * 2^{-t/t_{half}}$. Each successive decay makes a single Bohrium atom lose the mass of about 4 proton masses, so it retains only 258/262 of its original mass. Thus, the mass at any time $t$ would be: $$m(t) = m_0 * (2^{-t/t_{half}}+\frac{258}{262}(1-2^{-t/t_{half}}))$$
Plugging in the time of flight above yields the final mass. Since mechanical energy per unit mass is also conserved (again, because of the symmetry of the emission), the final energy is the sum of the initial kinetic and potential energy when the ball is thrown times that fraction of remaining mass when the ball is caught.
Conceptually, you can figure out how long the ball will take to reach Carl, by recognising that it is going to move at a (for practical purposes) constant horizontal velocity. This will allow you to figure out how much it has decayed in that time. Lay out your equations:
$${x \over t} = v$$
$$m_{final} = m_{initial} \left({1 \over2}\right)^{t \over t_{halflife}}$$
where $x$ = distance, $t$ = time, and $v$ = initial velocity
Just scanning those equations, already you're given all but two of them directly in the question:
Two equations and two unknown variables means you can solve for all variables --
Calculate the final mass and, use that to get its final energy.
(note that the final energy will have both horizontal and vertical components, so you'll need to figure out how much it's accelerated towards the ground due to gravity.)


text:
While there was a good discussion of using a lab vs. a personal printer, I'm curious what folks see as the advantages to using a pro photo lab as compared to the local drugstore or supermarket. Why should a photographer send files to someone like Miller's or White House Custom Color instead of just having images printed at the local WalMart or Walgreen's?
From a photography business owner's perspective, the reasons I use a pro lab are:
Now I do realize that some of the above only apply to business owners, but in general even my students can see the benefit of #1, #2, #3, and #5 even for their personal projects and work that they just want to hang in their own homes...
The big trade-off is quality for convenience.
Grocery and department stores (like Walmart and Target) are pretty common, so they are fairly convenient to get to. Most of those types of stores are limited to prints that are 8x10 or smaller. Their decent enough for family pictures and sharing physical pictures with your friends. However, I find the quality to suffer. The colors are flat, you're forced to buy glossy paper, the kid behind the counter doesn't always know what they're doing. In some cases I've seen the focus on the picture get a little soft, and in other cases it was artificially over-sharpened.
Pro shops have a vested interest in keeping their professional customers happy. They are going to make sure the machines are properly calibrated and color balanced. If you are printing from slides (as I do often enough), they will ensure the colors match the slide as best they can. You can choose several different paper finishes from matte to glossy and a few in between.
If I'm printing a bunch of vacation photos for my wife to use in her scrap booking, I'll go for convenience and cheap. At 4x6, or in a pinch 5x7, the grocery/department store prints are quite acceptable.
if I'm doing any critical work, or submitting something for a competition, I will go for quality and getting it done right. My local pro shop will spend some time with me to understand what it is that I really need when I have special orders. When I did a poster size enlargement, it was just right.
There are a few key differences typically.
Even among the pro printers, there can be differences. See the Smugmug Photo Lab comparison, for instance.
A while back I sent out the same image to about 10 labs, ranging from consumer to professional, with walk in and mail order labs at either end of the scale. Unsurprisingly, the pro lab images were much higher quality, but usually took longer to arrive (the cheapest lab had amazing service, but a rubbish image).
Taking everything into account, including uploading images etc I ended up going for a pro lab in the next town, mainly for the reasons mentioned in by Jay Lance Photography.
So my advice is to try a few options and see what works best for you!
The main difference is that the mass-market option is going to assume that the source is lousy. Every image gets the equivalent of the "one click photo fixer" option in mass-marketed image editors -- your contrast, sharpness, white balance, and so forth are going to be "fixed" for you. It doesn't do much if your image meets the limits of the histogram profiles they match against, but if you do high-key or low-key images, they'll "fix" them for you in most cases.
Of course, there are some outlets that have conscientious people working there who will override the auto settings on the equipment, but you'd probably have to shop around to find the Robin Williams guy/gal at one of your local minilabs -- and then there's no guarantee that that person will be doing the work next time around.
Of course, there are other benefits to professional finishing, as Jay Lance Photography detailed, that can mean a lot to somebody who wants to display or market their work, but even if all you want is a physical copy of your image for your own viewing, it's worth the trouble to get something that accurately reflects your work.


text:
Free standard shipping over
$ 95.00
Please enter search term
$ 59.00
Make sure that luck is on your side with this eye-catching four leaf clover charm! Sparkling in a stunning gradation of green crystals set in Pointiage®, it makes a beautiful good luck talisman or a meaningful gift for someone special.
Subscribe to the newsletter and stay up to date
Please enter a valid email address!
It seems that cookies are not enabled in your web browser. Please activate cookies and reload this page.


text:
I have the problem of having the
unknown filesystem: rescue grub screen come up.
I recently deleted the partition of my hard drive that had Ubuntu Studio on it in an effort to clear up more space on my computer. I also have Windows 7 installed on the computer. Also I cannot access the BIOS and there is no splash screen option for me to boot from CD. Please help.


text:
1 May 2013 12:08 AM #1
Support for touch 2.2 js/css platfrom filter
Does the latest Cmd (18.104.22.1684) supports the platform attribute in app.json for js/css files.
For example: ["path": "my.js", "platform": ["chrome", "safari", "ios", "android", "firefox"]]
How can I specify the platform using the command line or ant integration?
2 May 2013 5:52 PM #2
- Join Date
- Mar 2007
- Location
- Gainesville, FL
- Posts
- 39,174
- Vote Rating
- 1258
You specify platform it in app.json and it will include the proper assets before and after a build. Not really a Cmd thing, more of a Sencha Touch and microloader thing.Mitchell Simoens @LikelyMitch
Sencha Inc, Senior Software Engineer
Check out my GitHub, lots of nice things for Ext JS 4 and Sencha Touch 2
Think my support is good? Get more personalized support via a support subscription. https://www.sencha.com/store/
Need more help with your app? Hire Sencha Services firstname.lastname@example.com
Want to learn Sencha Touch 2? Check out Sencha Touch in Action that is in print!
When posting code, please use BBCode's CODE tags.