text:
Elite 1080p Streaming Blu-ray Disc Player
- Stream Content from YouTube, Netflix, and RSS Feeds*
- BD-Live™ Compliant with Dual USB Inputs for Expandable Memory
- PQLS for Jitter-free 2-Channel and Multi-Channel Playback
- Free iControlAV App for iPhone® & iPod touch® *
- RS-232/IP Control
- Elite-exclusive Armored Chassis Construction
1080p High-Definition Picture as the Director Intended, with Custom RS-232 Support and Armored Chassis Construction
Pioneer's range of Blu-ray Disc® players bring you closer than ever to your movies, seen the way the director intended it. In the past, film displayed on television required stretching 24 frames-per-second to match the 30 frames-per-second of television. More often than not, this would result in annoying motion judder and unnatural on-screen images. With True 24fps at up to 1080p resolution, you see only what the director intended as all film sources are displayed at their actual speed.
The BDP-33FD Elite player brings you this unrivaled picture and audio quality with new media features like online streaming of popular video content sites, optional wireless connectivity with a USB dongle (sold separately), and a free application for your iPhone® or iPod touch® that turns your media player into a full-fledged remote. There's also a dedicated RS-232 port for integration into custom home automation systems like Crestron® and Control4®.
True-to-Life, High-Definition Audio with Dolby TrueHD, DTS-HD Master Audio, and Precision Quartz Lock (PQLS)
The BDP-33FD supports the latest high-definition audio formats like Dolby® TrueHD and DTS-HD® Master Audio to give your Blu-ray Disc movies a soundtrack that's true-to-life. Professional-quality DACs and the Pioneer-exclusive PQLS (when paired with a PQLS-equipped Pioneer A/V receiver) precisely control the audio bitstream signals from the video player for the absolute best jitter-free signal transfers of Blu-ray, DVD, and CD music during multichannel output.
Internet Streaming from Popular Video Content Sites
Connecting the BDP-33FD via an Ethernet cable or the optional wireless dongle lets you access select Internet video content sites such as YouTube -- so you're not just limited to your movie collection for home entertainment.
Wireless Ready with USB Dongle (sold separately)
The BDP-33FD has an Ethernet port for Internet connectivity, but you can connect it to your home network wirelessly using the AS-WL100 Wireless Adapter (sold separately). The dongle is 802.11/n-compatible and supports WPA, WPA2, AES, and TKIP encryption and features an on-screen GUI setup -- so you can integrate the BDP-33FD into any home network configuration quickly and easily.
BD-Live Support with Expandable Memory
Every Pioneer Blu-ray Disc player is BD-Live™ compatible, allowing you access to additional features like online games to stunning high-definition bonus content.
Free iPhone Application Turns Your iPhone/iPod Into a Video Player Remote
Download the free Pioneer iControlAV app and use your iPhone or iPod touch as a full-fledged video player remote when your BDP-33FD is connected to your home network. Use it for menu functions, play/pause commands, and even adjust the sound field during playback. Simply access the Apple® App StoreSM to download.
Armored Chassis Construction Eliminates Jitter for Crystal-Clear Reproduction
The BDP-33FD features an Armored Chassis Construction, a layered chassis concept that adds extra insulation and drive stabilization for the smoothest, most jitter-free playback possible.
*Requires Home Network
Specifications and design subject to modification without notice
Pioneer and the Pioneer logo are registered trademarks of Pioneer Corporation
iPhone, iPod and Apple are registered trademarks of Apple Inc.
DOLBY, Dolby TrueHD, and the double-D symbol are registered trademarks of Dolby Laboratories.
DTS and the Symbol are registered trademarks and the DTS logos are trademarks of DTS, Inc.


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I am trying to map a custom HTTP handler for *.pptx files and for some reason this is not working.
My HTTP handler does nothing else other than sending an email when a powerpoint file is accessed. I have checked the code with other extensions (*.txt, *.pdf etc) and they work without any issues. I have the same problem for *.docx, *.xlsx extensions.
I have checked HTTPhandler and handlers (System.WebServer) sections and they have correct entries.
HTTP Handler
<add verb="*" path="*.txt,*.pptx" validate="true" type="DownloadsAudit.Auditor,DownloadsAudit, Version=126.96.36.199, Culture=neutral,PublicKeyToken=879e70535c0e166f" />
<add name="PPT" path="*.pptx" verb="*" modules="IsapiModule" scriptProcessor="%windir%\Microsoft.NET\Framework\v2.0.50727\aspnet_isapi.dll" resourceType="File" />
This is for a MOSS 2007 application runing on IIS7. Is this a known issue? Am I missing someting?

subset: commoncrawl


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Wyoming Hostage Crisis Update: One Dead, Man in Custody
Updated 3:30 p.m.
Prosecutors have charged twenty-year old Jacob Dziewic with one count of Felony Possession of a Firearm, three counts of Felonious Restraint, and one count of Aggravated Assault.
According to investigators, one of the hostages told them that herself, her boyfriend and three other people were visiting Dziewic at the hotel, the night before.
Dziewic and another person left for awhile and came back with a suitcase full of drugs and also starting showing off their guns.
The two later refused to allow anyone to leave and police arrived on scene a short time later.
Prosecutors say Dziewic was on probation at the time, on an unrelated charge.
He is being held on 2-hundred thousand dollars bond awaiting trial.
One person is dead in connection to the hostage situation at a west-side Casper hotel.
Police say one person is dead and one person is in custody following a day long armed standoff at the Casper west-side Super 8 Hotel.
Casper Police Chief Chris Walsh says the unidentified male took his own life, near the end of the standoff.
Four hostages were released unharmed during the negotiations.
An explosion early Tuesday morning was the first spark of what local police are confirming turned into a full-blown hostage crisis at a Super 8 Motel in Casper, Wyoming.
Updated 5:00 p.m.
A hostage situation at Casper's Super 8 Motel on CY Avenue has been resolved. Around 4:00 p.m., the day-long armed-standoff ended. Casper Police Chief Chris Walsh said early Tuesday morning, reports came in that six people were in the motel room, including an armed suspect. The other five people were initially believed to be hostages, and law enforcement officials were able to negotiate their release throughout the day. None of the alleged hostages were injured. Around 3:00 p.m., officers fired chemical agents into the room where the suspected gunman was holed up. Around 4:00 p.m. the suspect was taken into custody. The suspect, a man whose identity has not been released, was taken to Wyoming Medical Center for treatment of undisclosed injuries. Police remain on the scene, and more details are expected to be released Wednesday.
Updated 1:45 p.m
New details are emerging about the ongoing armed-hostage situation at the Casper Super 8 Motel on CY. Casper Police Sgt. Deahn Amend tells K2 Radio that 4 people have been released from the room. She also said that an explosion was heard early Tuesday morning, but it's not yet known whether that was a gunshot or some sort of firework. Police are not releasing any details about how many people are left in the room.
Updated: 11:30 a.m.
Casper Chief of Police Chris Walsh has confirmed that the police standoff at the Super 8 Motel in Casper is a hostage situation.
According to Chief Walsh, two hostage have been released, but an unknown number of armed suspects still hold an unknown number of hostages in the hotel.
The Casper Police-Natrona County Sheriff Joint Task Force is on the scene and officials continue to negotiate the release of additional hostages.
The situation at the CY Ave. Super 8 Motel has forced the lockdown of several local schools on the first day of school and Wyoming's primary election day. In addition to CY Middle School, Fort Caspar Academy, Transitions Learning Center and Quality Child Care have been locked down as a precaution. Chief Walsh stresses that no students are in any danger.
At the request of Casper Police, the Wyoming Department of Transportation has closed Wyoming Boulevard from Fairside Road to CY Ave.
There has been at least one two-vehicle crash on CY ave. near the Super 8 Motel.
The hotel has been evacuated except for one room and according to eye-witnesses, at least one woman has been escorted from the building in handcuffs.
Stay with K2 Radio for the latest on this developing story.
K2 Radio's Brian Scott, Rich Denison and Tom McCarthy contributed to this story.


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This is a side trail where Paiute 001 meets up with the Kimberly road south of the Fremont Indian State Park and Interstate 70. The trail is approximately 1 mile long and terminates at the top of a ridge.
Utah is a state located in the westcentral region of the United States of America. Utah is the 13th largest state by area, ranks 34th by population and 10th by population density of the 50 United States. Utah was the 45th state to be admitted into the Union, on January 4, 1896. Utah is landlocked, being bordered by the states of Idaho to the north, Wyoming to the northeast, Nevada on the west, Colorado on the east and Arizona to the south. Utah is very mountainous and is a popular outing destination of the outdoorsman. The state population is about 2.82M with 95% being Caucasian, 2.4% Asian, 1.7% Native American and 1.3% Black. The state capital and largest city is Salt Lake City.Source: wikipedia


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Oh, for the good old days when being liberal meant you hated big government. What happened to that healthy mistrust of Big Brother? Somehow, liberals today decided that the kindhearted thing to do is give our lives over to the Feds because Big Government is so much more concerned about the well-being of their fellow man. They'll never be unethical, greedy, power-hungry tyrants like those capitalists pigs. But I digress. Continue reading »
Art, music and videos © Neal Fox and Foxalot Music. All rights reserved.


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- Dog Beds
- Dog Grooming
- Dog Training Products
- Car & Travel Products
- Dog Cages & Crates
- Dog Run & Kennels
- Dog Flaps & Doors
- Dog Collars & Leads
- Dog Harnesses
- Dog Ramps
- Dog Steps
- Gun Dog Training
- Puppy Supplies
- Dog Bowls
- Dog Toys
- Dog Health Products
- Dog Clothing
- Dog Walking Products
Easy Animal has a range of different products available to make your dog's life a little bit easier. Whether you're looking for a new dog bed or rain coat, you will find everything you need in our online store.
We stock all sorts of items to allow your dog to have fun as well as live a comfortable life. Our extensive collection of accessories features things like steps, harnesses, toys and bed warmers.
You could easily find yourself with the world's most pampered dog, just by purchasing some of the amazing products on offer.
Of course, Easy Animal thinks about you as well as the dog so you can rest assured that you'll find everything you need to be the best owner in the world. Whether that is some wellies for walks in the wet, or a sturdy cage to keep your pup safe in the car, you'll find it all on our site.
A huge range of accessories includes a paw plunger and stain remover, allowing you to take your dog on the muddiest and messiest of walks, without worrying about the house getting covered in dirt afterwards.
If you have just brought a puppy into your life for the first time, you might want to check out some of the training products on offer to help them feel a part of the family and become well behaved.


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Lately, the big kids have been wanting to watch our home movies of their starts at life. Sadie's video starts with a big, pregnant, 22-year-old scared me getting ready to leave for the hospital. You can see worry written all over my face as I try to smile and do belly poses for my husband behind the camera. My husband did hourly video updates of me laying in the hospital bed trying to get a giant baby out of my body until I "politely" smiled at him and told him that it was no longer necessary to have the camera in my face. The next shot is of wiggly baby with a giant mop full of jet black hair being cleaned up and weighed and being attended to by a slew of capable nurses. Then you see the camera "walking" down the hall as the mister goes and tells a whole room of waiting family that we had a baby girl (which had been a giant surprise!). Cheers erupt and then the whole crew piled into the delivery room to take a peek at the newest member of the human race. There was so much fanfare. Everyone rejoiced at the birth of that little lady. She was so wanted and loved from the very minute we found out about her. There were hours of videos that followed of us walking Sadie in the door of our first little house, documenting her first bath, first feedings and hours upon hours of us just staring at her marveling at her amazement.
Noah's birth was a little bit different. I was in labor for what seemed like days on end. He was sunny side up and didn't seem to care too much about making an appearance in the world. By ten o'clock that night we realized that he wasn't going to be coming at any decent hour and we sent all of our family and friends home. They would have stayed because they love us so much, but we were tired and decided that if we were going to get any rest at all during what seemed like an endless labor than we probably ought to send the fan club home at bedtime. That little bundle came into the world in the middle of the night- screaming and kicking and being a booger. But man oh man, he was cute. In our video, Kamron turned the camera on himself after first laying eyes on our new son and his face, though tired, is so full of love for that new little bundle. For days and days at the hospital, there was a steady stream of visitors and well wishers to celebrate his coming with us. Then we brought him home and fussed over him and little Sadie spent long amounts of time picking out his clothing and teaching him how to play dolls. He was also loved from the minute that little plus sign turned blue. They love watching those moments unfold on the videos that we took of them. They treasure them and we all oooh and awe over how little and cute they were.
We were talking about some of our favorite parts of those old home movies in the car the other day. All of a sudden Sadie said, "I wonder if Miles will be sad that he doesn't have movies from when he was born." My heart jumped up in my throat. I tried to smile a sad little smile at her to let her know that sometimes life just isn't fair, but I found myself fighting back tears. For the first time, I realized that I've never even tried to imagine what Miles looked like as a baby. In my mind, time started at that referral picture. That is how he is etched in my mind. I know that he went through a lot to get to that point of referral, and I haven't blocked that out, it's just that I never tried to imagine what he looked like. I think it made it too real. We don't share most of what we know of Miles' story with very many people. That story belongs to him and when and if he wants to tell it, he can make that choice. But as I thought about those circumstances, I wondered how his life could have been so different. I wonder if his mom had had the resources and the system in place that she needed would that little boy have been adored and loved on and cared for. Would she have lovingly recorded his firsts and beamed with pride and thought to herself that surely a cuter and smarter baby has never existed?
I never think of my son as lucky. In fact, I cringe when people say that to him. If losing your mom and dad and brothers and sisters and culture and country in a traumatic fashion is lucky, then sure, chalk him up in the lucky category. I never lamented the fact that I missed those key firsts in my son's life. Perhaps its the fact that I'm not a "baby person". Or perhaps it's that I just prepared my heart for his life to begin at age 2 when we got him and not dwell on the rest. But the past sneaks in. While there is healing (oh my goodness, there is SO much healing) the past has a way of weaving in and out of our daily lives. Sometimes it is just a shadow sitting quietly in the corner and sometimes it is a cloud over the whole house. Sometimes the past gets celebrated when I get a giant hug from that precious boy and I remember the day when he wouldn't do that. We rejoice in the fact that those memories of the past are fleeting and that every now and then the passing of time is like a salve.
And then there are times when we grieve that past. We have tried hard to allow our son the space and time that he needs to grieve the losses that he's experienced in his life. He's done it in his own way and sometimes we've tried to show him new ways to cope. But I never felt like I needed to grieve until that moment in the car when my daughter reminded me that we don't have any memories to give to Miles. I have to grieve the fact that I will never know what my beautiful son looked like as a baby. Even when I close my eyes and try to imagine it, I can't. The image won't unblur. I never thought that it would bother me, but it does. It bothers me because it is not supposed to be this way. I won't be able to tell him how we stared at him for hours while he laid in his bassinet or how he squirmed during his first bath or tell his girlfriend's that he was bald when he was born. And that breaks my heart. For him. And, selfishly, a little for me. My biological children have this documentation of all of their milestones in those first crucial years and that is a gift that I can't give my Miles. We want to give our children the world and keep them from harm, but sometimes that is just out of our reach. I can only hold him and tell him that we wanted him so badly and love him so dearly and hope that that is just enough to make the hurts tolerable when the hurt comes. I won't count the losses. I'll acknowledge them, give them their moment and continue forward making new memories that he can look back on for years to come. I can't give him a birth video, but I can help him find the beauty and uniqueness in his own story. Because sometimes that's all we can do.
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Baseball, Business, Sports/Athletics
When Jamie McCourt was 9 years old, she came home one day and told her mother she was going to buy a baseball team. Forty-one years later, the tomboy who dragged her father to Baltimore Orioles games had partly made good on her promise. In 2004, McCourt and her husband, Frank, a commercial real estate developer, bought the Los Angeles Dodgers. Now vice-chairman and president of the club, McCourt is responsible for executing her husband's long-term vision for the franchise. As such, she is the highest-ranking woman in Major League Baseball.
McCourt, who served as president and general counsel for her husband's commercial real-estate firm, had previously practiced law for 15 years before going back to MIT's Sloan School of Management to earn an MBA.
This winter, she went back to school again, this time to teach a class, "The Pursuit of Leadership: A Female Perspective," at UCLA Anderson School of Management. The class, which dealt with issues ranging from gender differences in management approaches to work-life balance, was the first of its kind at UCLA. BusinessWeek's management editor Jena McGregor caught up with McCourt recently to learn more about the course. Here are edited excerpts:
How did you come to teach this course?
When I went back to business school at MIT, I tried to do my thesis on building a new ballpark or buying a team. I had no anticipation of doing that then, it was just something that I still loved. Not a single professor would sponsor that thesis, because (the emphasis during those days) was Wall Street. I ended up doing my paper on naked short-selling. It's kind of amusing that I had that interest, and you just zigzag your way through life.
The other thing I tried to do my thesis on was helping women. When I practiced law, a lot of what I did in my later years was family law, and I was really surprised at the need there was to educate women about real-life situations. I tried to do my thesis on something that was about empowering women and teaching them how to leverage skill sets, but again, Wall Street was the theme of the day.
I always loved the idea of teaching, and I thought this was the perfect time to do this course. I see so much in the business world, whether it's baseball, real estate, or the law, and I love the idea of helping women. So I presented a syllabus and (UCLA's former dean Bruce Willison) thought it was a great idea.
Was the class intended to be about women managers, women leaders, or women and the work-life balance issues they deal with?
I went in with the anticipation of teaching women to leverage their skill sets. What I personally believe is that it's important to talk about leadership from the perspective of figuring out what you do best, not trying to be someone else. Just because you've seen someone and they do something well doesn't mean you have to do it in the same way. You may not be as friendly or financially oriented, or you may not have as global a view.
What became apparent was that this particular group (of students) really wanted to learn more about managing the role of work-life balance. There was no question that this was the most important thing to them. Through the Q&A (portion of the class), it always came back to how students managed their work-life (balance).
What was the student make-up of the class?
Most of them were second-year business students. There were a few who were older -- say, 40ish -- and there were six or seven guys in the class. The class was designed for women, but when a few guys signed up I wasn't going to say "Don't come." If they want to subject themselves to what we were going to talk about, good for them.
Why did the guys say they wanted to take the class?
One of the touching (comments) for me was a guy who said, "My mother worked, and died when I was 12. I think she was a really strong woman, I wanted to hear what it was like to have gone through life as a woman in business." One of them, who was getting married soon, wanted to understand why his girlfriend thought a certain way. Another one simply (thought), "She's in baseball, this will be interesting." It ran the gamut. They were good counterpoints, and there's much overlap in terms of their own fears. But there was also a difference in how they perceive the world, approach problems, and analyze disappointment.
How did you structure the course?
It was a quarter system. There were 10 classes; we collapsed the two days a week into one class that met three hours a week. I made them talk about themselves, so they had to hear their own voices and had to open up. This class is no good unless there's real participation.
You brought in a number of women leaders -- from producers Marcy Carsey and Sherry Lansing to Los Angeles County Second District Supervisor Yvonne B. Burke -- to share their real-life experiences with students. What did they share?
Everything we talked about was confidential. There were themes of perseverance and keeping your voice, and it was clear that the speakers capitalized on their strengths. I think the one thing everyone believed is that one perspective women bring is that they are both more intuitive and collaborative, and that it's part of the way they make decisions.
Everyone had a different perspective on work-life balance. But we all agreed there was no such thing. You just pursue what you think is important at any given time. My perspective is you can have it all but maybe not all at once. You have to really evaluate your own priorities. A lot of time was spent by speakers talking about work-life balance. It's why they got divorced, it's why they ended up in therapy, it's why they had stay-at-home husbands, it's why they didn't have children or didn't get married.
What were your students' reaction to the class? Are you going to teach it again?
One of the things that came out of the course was that all of them -- without exception -- said the most amazing thing about the course, in addition to the real-life perspective, was that they had a chance to talk to one another. They learned they weren't the only ones thinking about all these issues.
(The students) actually put a book together for me, and every one of them signed it and talked to me about how much the class meant to them. It was incredibly touching, because I really feel like it did accomplish even more than I ever thought it would. They talked about how their perspective on life, not just career, was changed. I feel very fortunate to have done it. They've asked me if I would teach it again, and I really want to. If I can figure it out schedule-wise, I think it's important to do it again.


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Corporate Lending Solutions
When your business needs access to capital, the nature of the need is as unique as your individual business model and mode of operations. The corporate lending team at Castle Bank understands the many types of financing issues that impact businesses, and we are committed to a deep understanding of each business customer's particular needs. So we work closely with you to determine the right course of action, whether that involves term loans, lines of credit, specialized loans or a combination that suits your unique situation. Talk to our corporate lending team today so we can find the plan that works for you.
Term Loans
- Purchases of real estate or equipment
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- Repayment plans consistent with your cash flow
- Re-amortizing of existing term debt
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Operating Lines of Credit
- Tailored to suit your cash flow and other individual needs
- Funding seasonal build-up fluctuations in inventory
- Assisting in the timing differences of collecting your receivables
- Ability to take advantage of vendor discounts
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Renewable Fuels Lending
- A full complement of financial services to aid renewable fuels clients
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- Funding for acquisitions, treasury stock purchases, leveraged buyouts
- Restructure financing
- Repayment structure consistent with the cash flow of your business cycle


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Intravenous news: The NPSA report "There is a risk of the accidental over infusion of intravenous fluids and medicines to neonates associated with the setting up of specific intravenous infusions or the overriding of safety mechanisms on infusion pumps. This risk has the potential to result in death.
The Alert is for all NHS organisations that provide neonatal services. Departments providing neonatal services should:
1. Ensure that a local neonatal intravenous administration policy is available that specifies:
a) When using a syringe pump to administer intravenous fluids or medicines to neonates, a bag of fluid should not be left connected to the syringe.*
b) All clamps on intravenous administration sets must be closed before removing the administration set from the infusion pump, or switching the pump off. This is required regardless of whether the administration set has an anti-free flow device.
c) The frequency and responsibility for monitoring :
i. the intravenous infusion device
ii. the infusion administration equipment
iii. the patient receiving intravenous infusion
2. The above points should all be included in local standards for education, training, assessment and subject to audit to ensure clinical practice is in accordance with the local policy.
*This action does not apply to the administration of blood components to neonates. These should continue to be administered as per The British Committee for Standards in Haematology 'Guidelines on the Administration of Blood Components (2009) www.bcshguidelines.org/pdf/Admin_blood_components050110.pdf (pg.51)
Click here for further advice from the NPSA on this alert.


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Undergraduate Catalog
2014 – 2015
Office of Admissions
Emil H. Messikomer Hall
100 W. Rosedale Avenue
West Chester, PA 19383
Phone: 610-436-3411
Fax: 610-436-2907
Revised September 2014
25 University Avenue, Room 101
Kathleen Jackson, Chairperson
Clifford Johnston, Assistant Chairperson
PROFESSORS: Gallitano, Gallop, Glidden, Nitica, Rieger, Szymanski, Tan, Wolfson
ASSOCIATE PROFESSORS: Fisher, Gupta, Jackson, Johnston, Marano, McKibben, McLaughlin, McClintock, Moser, Parsell
ASSISTANT PROFESSORS: Bowen, Crossett, Fisher, George, Ilaria, Johnson, Kolpas, Sullivan, Zimmer
INSTRUCTOR: Kump
The Department of Mathematics offers a program leading to the bachelor of arts degree in mathematics, a program leading to a bachelor of science degree in education, and a program leading to a bachelor of science in mathematics.
1. The B.A. in MATHEMATICS enables each student to receive the basic preparation for the career of his/her choice, such as college teaching, research, and service in industry and government. In all cases, the student receives a sound preparation for graduate study in the field of mathematics.
2. The B.S. in EDUCATION - MATHEMATICS focuses on a heavy concentration in mathematics while the student earns certification to teach mathematics on the middle, junior high, or senior high school levels.
3. The B. S. in MATHEMATICS provides students with a wide choice of career-oriented programs by allowing the declaration of a concentration in various branches of applied mathematics. The program is designed to position its graduates for a career in applied mathematics.
Students enrolled in this program are required to declare a concentration. Current concentrations include actuarial science, statistics, mathematics of finance, industrial mathematics, computational mathematics, and mathematics. Students generally spend most of the first two years taking core requirements common to all concentrations or certain prerequisites. Mathematics and cognates (courses in fields closely related to mathematics) required for a specific concentration are normally taken during the final two years of the program. The mathematics courses are aimed at linking the course content to applications in the real world. Cognates are aimed at demonstrating the pervasiveness and importance of mathematics in other applied-oriented disciplines.
The Student Handbook for Mathematics Majors should be consulted for current requirements in mathematics degree programs.
120 semester hours
Students in the B.A. degree program are required to complete either a minor or, with the approval of the student's adviser and the Department of Mathematics chairperson, an additional nine credit hours of upper-division mathematics. The discipline chosen for the minor will reflect a student's post-baccalaureate goals. The department recommends completing a minor in the natural sciences (astronomy, biology, chemistry, earth sciences, geology, and physics), computer science, economics, or finance, but other minors may be selected with the approval of the student's adviser and the mathematics chairperson.
All math major courses must be pased with a C- or better.
125 semester hoursStudents should be advised that some required courses count in more than one of the categories listed below. Further information can be found in the current Department of Mathematics Student Handbook.
All math major courses must be passed with C or better.
All students seeking a B.S.Ed. must formally apply for admission to teacher education. (See Educator Preparation Programs in this catalog, see pages 91-93.) Only those students formally admitted to teacher education will be eligible to enroll in MAT 354.
120 semester hours
Baccalaureate students may receive transcript recognition for a minor area of study in mathematics by completing four required courses and two electives selected from the approved list.
Required courses:
MAT 101, 102, 121, 312, 313, 351, 353, and 390.
Course credit for success on AP exams in mathematics is awarded as follows:
|AP Test
|Score on AP Test
|Calculus AB
|Calculus BC
Q00 Fundamentals of Algebra (3) This course aims at strengthening basic algebraic skills. A student (other than an early childhood, elementary, and special education major) with a math SAT score greater than or equal to 440 and less than 480 must successfully complete this course with a grade of at least C- before enrolling in a 100-level mathematics course. Credits earned in Q00-level courses do not count toward the 120 hours of credit needed for graduation.
Q01 Fundamental Skills in Arithmetic (3) A course designed to strengthen basic arithmetic skills and to introduce the elements of algebra. Students, in general, are placed in MAT Q01 if their math SAT is less than 440. A student (other than an early childhood, elementary, or special education major) must complete this course and the subsequent course MAT Q00 with a grade of C- before enrolling in a 100-level mathematics course. An early childhood, elementary, or special education major with a math SAT score less than 480 must complete this course with a grade of at least C- before enrolling in MAT 101.
101 Mathematics for Teachers of Children I (3) Sets; functions; logic; development of whole numbers, integers, and rationals (including ratios, proportions, and percents); number theory; problem solving. For students seeking certification in grades PreK–4 or 4–8 only.
102 Mathematics for Teachers of Children II (3) Development of real numbers; geometry; measurement; probability and statistics; problem solving. For students seeking certification in grades PreK–4 or 4–8 only.
103 Introduction to Mathematics (3) This course is a liberal arts introduction to the nature of mathematics. Topics are chosen from among logic, graph theory, number theory, symmetry (group theory), probability, statistics, infinite sets, geometry, game theory, and linear programming. These topics are independent of each other and have as prerequisite the ability to read, reason, and follow a logical argument.
104 Introduction to Applied Mathematics (3) The course is designed to help prepare students to understand almost any quantitative issues they will encounter in contemporary society. Topics are selected from the following: principles of reasoning, problem-solving tools, financial management, exponential growth and decay, probability, putting statistics to work, mathematics and the arts, discrete mathematics in business and society, and the power of numbers.
105 College Algebra and Trigonometry (3) A unified course in algebra and trigonometry. PREREQ: High school algebra.
107 College Algebra (3) A thorough treatment of college algebra. Topics covered include the study of polynomial, exponential, and logarithmic functions, plus systems of linear equations. PREREQ: SAT score of 480 or above, or passing a placement exam, or obtaining at least a C- in MAT Q00.
108 Brief Calculus (3) An intuitive approach to the calculus of one and several variables with emphasis on conceptual understanding and practical application. PREREQ: C or better in MAT 105 or 107 or 110.
110 Precalculus (3) A preparation for MAT 161, Calculus I. Topics include polynomial and rational functions, algebra of functions, graphs of functions, transcendental functions, trigonometry, series, induction, and complex numbers.
121 Statistics I (3) Basic concepts of statistics. Frequency distributions, measures of central tendency and variability, probability and theoretical distribution, significance of differences, and hypothesis testing.
122 Statistics II (3) Continuation of MAT 121. Inference about the means, standard deviations and proportions, goodness of fit, analysis of variance, regression analysis, correlation, and nonparametric tests. PREREQ: MAT 121.
151 Introduction to Discrete Mathematics (3) Set theory, Boolean logic, elementary combinatorics, proofs, simple graph theory, and simple probability.
161 Calculus I (4) Differential and integral calculus of real-valued functions of a single real variable, with applications. PREREQ: C or better in MAT 110 or math SAT score of 590 or better and successfully pass challenge exam.
162 Calculus II (4) Continuation of MAT 161 including the study of series, methods of integration, transcendental functions, and applications to the sciences. PREREQ: C or better in MAT 161.
200 The Nature of Mathematics (3) Topics include the role of mathematics in contemporary society, career opportunities, mathematical notation and argument, structure of proofs, basic facts about logic, mathematical proofs, problem-solving techniques, and introductions to mathematical software packages. PREREQ: C or better in MAT 161. Course should be taken by end of sophomore year.
202 Elementary Functions and Essential Calculus I (3) Elementary functions from an advanced viewpoint with detailed discussion of formal manipulations. Special emphasis on applications and the use of technology. Open only to prospective grade 4-8 certification students. PREREQ: MAT 102.
203 Elementary Functions and Essential Calculus II (3) Continued discussion of elementary functions. Introduction to the intuitive ideas of derivative and integral with applications. PREREQ: MAT 202.
261 Calculus III (4) The calculus of several variables. Topics include polar coordinates, vectors and three-dimensional analytic geometry, differentiation of functions of several variables, multiple integrals, and line and surface integrals. PREREQ: C or better in MAT 162.
301 The Scientific Revolution (3) This course addresses how modern science began in the 17th century by examining its origins and including introductions to the heroes of science - Copernicus, Kepler, Galileo, and Newton. This course counts toward the writing emphasis requirement.
Approved interdisciplinary course. Writing emphasis course.
309 Topics in Mathematics for the Elementary Teacher (3) Introduction to programming in BASIC; computer uses for the classroom teacher; descriptive statistics with applications for teaching; and measurements of length, area, volume, and temperature that focus on the SI metric system with practice in the classroom. Additional topics in applied mathematics will be considered. PREREQ: MAT 102.
311 Linear Algebra (3) An introduction to linear algebra. Topics covered include matrices, systems of linear equations, vector spaces, linear transformation, determinants, eigenvalues, spectral theorem, and triangulation. COREQ or PREREQ: MAT 162.
312 Algebra for Teachers in Grades 4-8 (3) Formal structure of groups, rings, and fields with examples from the elementary curriculum. Topics from linear algebra including matrices, determinants, and linear programming. PREREQ: MAT 102.
313 Geometry for Teachers in Grades 4-8 (3) Modern informal approach to two- and three-dimensional geometric figures, measurement, similarity, congruence, coordinate geometry, and the postulational method. PREREQ: MAT 102.
319 Applied Statistics (3) This course will cover simple and multiple linear regression methods and linear time series analysis with an emphasis on fitting suitable models to data and testing, and evaluating models against data.
325 Computational Mathematics (3) This course is designed to introduce the computer as an investigative tool in mathematics with emphasis on experimental techniques involving graphical and numerical displays, application of techniques from numerical analysis to data-driven problems, and the use of computers in solution techniques. PREREQ: C or better in MAT 162.
330 Using Technology in Teaching Elementary School Mathematics (3) Using computer software, calculators, and the Internet as aids in teaching elementary school mathematics. PREREQ: MAT 101 and 102.
331 Foundations of Geometry (3) Geometric foundations from an advanced viewpoint. Topics are chosen from euclidean and noneuclidean geometrics. PREREQ: C or better in MAT 162.
332 Differential Geometry (3) Classical differential geometry from a modern viewpoint. Curves and surfaces and shape operators. Introduction to Riemann geometry. PREREQ: C or better in MAT 200, 261, and 311.
343 Differential Equations (3) The general theory of nth order, and linear differential equations including existence and uniqueness criteria and linearity of the solution space. General solution techniques for variable coefficient equations, series solutions for variable coefficient equations, and study of systems of linear equations. PREREQ or COREQ: MAT 311; C or better in MAT 162.
350 Foundations of Mathematics Education (3) Historical overview of mathematics education with emphasis on influential curricular programs, programs for exceptional students, implications of learning theory, significance of research, identification of current issues, organizational alternatives for the classroom, and evaluation resources. PREREQ: MAT 261.
351 Methods for Teaching Children Mathematics I (3) Concepts, learning aids, syllabi, texts, and methods in elementary school mathematics. PREREQ: MAT 101-102.
352 Methods for Teaching Children Mathematics II (3) Techniques for teaching children concepts such as geometry in two and three dimensions, number sentences, graphing, ratios and percentages, quantifiers, etc. Use of laboratory materials will be emphasized. PREREQ: MAT 351, field clearances, formal admission to teacher education.
353 Methods for Teaching Middle School Mathematics (3) Techniques for teaching children mathematical concepts in the middle school standards. Topics covered include number, algebra, geometry, and probability and statistics. PREREQ: MAT 121, 312, 313, 351, Field Clearances, FATE.
354 Techniques of Teaching Secondary School Mathematics (3) Techniques used in the presentation of specific mathematical concepts, associated materials, including methods for exceptional students; levels of questioning, and motivational devices. Scope and sequence of secondary mathematics topics. Criteria for text evaluation. Preview of student teaching. PREREQ: MAT 350, formal admission to teacher education required. Writing emphasis course.
357 Teaching Mathematics to Diverse Populations (3) Methods and materials associated with the presentation of mathematics to the handicapped. Emphasis on individualization and involving thinking skills at the concrete level. Evaluative and interpretive techniques are included. PREREQ: MAT 101-102.
362 Calculus IV (3) The calculus of vector-valued functions of a vector variable. Derivatives and properties of the derivative including the chain rule, fields and conservative fields, integration, and Green's, Stokes's, and Gauss' theorems. PREREQ: C or better in both MAT 261 and 311.
381 Discrete Mathematics (4) This course is designed to provide a foundation for the mathematics used in the theory and application of computer science. Topics include mathematical reasoning, the notion of proof, logic, sets, relations and functions, counting techniques, algorithmic analysis, modelling, cardinality, recursions and induction, graphs, and algebra. PREREQ: C or better in MAT 162.
390 Seminar in Mathematics Education (3) This course is the capstone course for grades 4–8 certification students completing the 30-credit mathematics certification option. Topics selected from mathematics, statistics, the history of mathematics, and mathematics education for their significance and interest. Field experience may be required. PREREQ: FATE.
This course may be taken again for credit.
400 History of Mathematics for Elementary Teachers (3) History and development of elementary mathematics from primitive times to the discovery of calculus. Problems of the period are considered. PREREQ: MAT 212 and 233.
401 History of Mathematics (3) Development of mathematics from the Babylonian era to the 18th century. Some modern topics included. PREREQ: C or better in MAT 261.
Writing emphasis course.
403 Fundamentals of Actuarial Science (3) Students completing this course will have a better understanding of actuarial models of life contingencies. More specifically, students will understand that payments such as life insurance, life annuity, and pension are determined by financial random variables dependent on human life. PREREQ: C or better in MAT 261.
405 Special Topics in Mathematics (3) Topics announced at the time of offering. PREREQ: Written permission of instructor required.
This course may be taken again for credit.
406 Mathematics of Finance (3) This course covers the mathematical theory of interest in a deterministic setting. Students will become familiar with compound interest and time value of money and learn how the two are used to compute the present and accumulated annuities values and bond prices, yield rates on investments, and the time required to accumulate a given amount or repay a loan. In addition, students should be able to apply interest theory to amortization of lump sums, fixed income securities, depreciation, and mortgages to name a few. PREREQ: C or better in MAT 261.
409 Financial Calculus (3) This course provides an introduction to the mathematics behind derivative pricing and portfolio management. Pricing theory is first developed through the typical binomial model and then is extended to continuous time via the Black-Scholes model. In addition, students will learn how to use arbitrage in pricing more complicated derivatives, such as call options on dividend-paying securities and exotic options. PREREQ: C or better in MAT 261.
411 Algebra I (3) Abstract algebra. Algebraic systems, groups, rings, integral domains, and fields. PREREQ: C or better in MAT 200, 261, and 311.
412 Algebra II (3) Abstract algebra. Algebraic systems, groups, rings, integral domains, and fields. PREREQ: C or better in MAT 411. MAT 411 must precede 412.
413 Computer Algebra (3) The focus of this course will be to introduce students to computer algebra packages and review important topics in algebra, calculus, and linear algebra. PREREQ: C or better in MAT 162 and 311.
414 Theory of Numbers (3) Properties of integers; primes, factorization, congruences, and quadratic reciprocity. PREREQ: C or better in MAT 200 and 261.
415 Introduction to Cryptography (3) An introduction to the mathematics of cryptography. PREREQ: MAT 151 and 161 or MAT 161 and 200.
421-422 Probability theory, discrete and continuous random variables, distributions, and moment generating functions. Statistical sampling theory, joint and interval estimation, test of hypothesis, regression, and correlation. PREREQ: C or better in MAT 261, MAT 421 must precede 422, and must have a C or better in 441 to take 442.
423 Applied Probability (3) This course covers the standard concepts and methods of stochastic modeling as well as the applications of stochastic processes to other disciplines, including biology, management, social sciences, and statistics. PREREQ: C or better in MAT 261, 311, and 421.
425 Numerical Analysis (3) Numerical methods for the approximate solution of applied problems. Interpolation theory, curve fitting, approximate integration, and numerical solution of differential equations. PREREQ: C or better in MAT 261, 325, 343, and CSC 141.
427 Introduction to Optimization Techniques (3) Nature of optimization problems: deterministic and stochastic, and discrete and continuous. Computer methods of solution, systematic and random search, linear quadratic, dynamic programming, and others. PREREQ: C or better in MAT 261 and 311.
432 Topology (3) Elements of point set topology. Separation axioms. Connectedness, compactness, and metrizability. PREREQ: C or better in MAT 200 and 261.
441 Real Analysis I (3) A rigorous treatment of the calculus of a single real variable. Topics in several real variables and an introduction to Lebesque integration. PREREQ: C or better in MAT 200 and 261.
442 Real Analysis II (3) A rigorous treatment of the calculus of a single real variable. Topics in several real variables and an introduction to Lebesque integration. PREREQ: C or better in MAT 441.
443 Applied Analysis I (3) The techniques of analysis applied to problems in the physical sciences. Topics include partial differential equations, orthogonal functions, complex integration, and conformal mapping. PREREQ: C or better in MAT 261, 311, and 343.
444 Applied Analysis II (3) The techniques of analysis applied to problems in the physical sciences. Topics include partial differential equations, orthogonal functions, complex integration, and conformal mapping. PREREQ: C or better in MAT 261 and 311, MAT 443 must precede 444, and must have a C or better in MAT 443 to take 444.
445 Complex Variables (3) Introduction to functions of a complex variable. Analytic functions, mappings, differentiation and integration, power series, and conformal mappings. PREREQ: C or better in MAT 261.
491 Internship in Applied Mathematics (2-4) In cooperation with regional businesses and industrial companies, students will perform an internship in applied mathematics. PREREQ: 3.0 GPA in major and related cognate courses.
This course may be taken again for credit.
493 Mathematical Modeling (3) The idea of a mathematical model of a real situation. Techniques and rationales of model building. Examples from the life, physical, and social sciences. PREREQ: C or better in MAT 261 and 343.
499 Independent Study in Mathematics (1-3) Independent investigation of an area of mathematics not covered in the department's course offerings. PREREQ: Written permission of the instructor.
This course may be taken again for credit.
311 Introduction to Statistical Computing and Data Management (3) Course will give students the ability to manage and manipulate data effectively, conduct basic statistical analysis, and generate reports and graphics primarily using the SAS Statistical Software Program. PREREQ: C or better in MAT 121 or 421.


text:
Stono Market & Tomato Shed Cafe
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STORE HOURS: Monday - Friday 9 am to 6 pm - Saturday 9 am to 9 pm
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On our farm, Ambrose Family Farm on Wadmalaw Island, we grow strawberries, tomatoes, butter beans, okra, sweet corn, peas, squash, zucchini, onions, collards, potatoes, melons, bedding plants... you get the picture...and we do it naturally and as organically as practical. We field pack our produce to reduce damage from handling and to reduce harvest costs. We deliver the harvest to our Stono Market and local fresh fruit and vegetable venders DAILY. Our CSA (Community Supported Agriculture) program grows each week. If you want Fresh and Local, we are the farmer to look to!
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text:
This following text is notes and ideas for a text that I submitted (finally rejected), days ago, for an American journal of architecture on correlation between side effects of resource territories and the pressing question of climatic changing contexts in the context of architecture. What interested me was not so much the relation of climate and resource extraction. With a strong evidence, this issue of toxic emissions strongly contributes to change the biosphere's climatic and geological conditions. One of the central themes of my text was the emphasis placed on the objects generated by spatial and material destruction for extractive and processing purposes. What type of objects are they? And why do they matter? These objects are derelict, abandoned buildings, crumbling infrastructure, put it simply ruins. These very discrete material traces cannot capture our attention but are as toxic as the emission of contaminants, pollution and toxic waste that extractive and processing activities generate.
|An abandoned well tested by researchers of the Princeton University, the Allegheny National Forest. Photo credit The Princeton University. Originally appeared on PhysdotOrg.
I focused my submission on the transformation of Russian Arctic Circle's space during the Soviet era while I admit that I am not a specialist of this region (even of Russia). I view the Soviet era (in particular the Stalinist era in the 1930s, 1940s, 1950s) as a good example of the limit and contradictions of the production of space for economical and technical purposes, in particular in extreme environments. For these notes on this text, however, I'll be expanding on the entire resource territory, at the scale of the planet. Some examples: the Niger Delta, Sumgayit (Azerbaijan), parts of United States (Pennsylvania, for instance), parts of France (mining regions) to name a few. A very vast geography of resource production-related ruins at the scale of the planet.
|An abandoned, unplugged well near the Allegheny National Forest | Photo courtesy Scott Detrow/State Impact Pennsylvania. Originally appeared on State Impact, 2012
With regard to resource territories, as a technological space, we usually look at these spatial products, these platforms, tanks, storages, pipelines in activity. This, however, is a mistake to neglect those obsolete, crumbling infrastructures, those broken buildings, abandoned wells, destroyed pipelines due to lack of maintenance, to sabotage or as targets in warzones (we all know pipeline is a favorite target in war zones) since they provide us information of (1) the type, force, time, scale, and rhythm of spatial destruction related to the production of resource territories; (2) the lack of quality or, to put it simply, the obsolescence of many infrastructure as a legacy the 19th and 20th centuries; (3) as a result, they, simply, pollute soils, water and air affecting both environment and population.
|Discharge from an abandoned well killed an acre of vegetation in Oneida County. Originally appeared on Tom Wilber's blog
The intention of my submission was not to deliver positive messages in the form of architectural scenarios to remediate these challenging issues. Neither was my intention — in the worse case — to formulate negative messages that would blame architecture for its contribution to the accelerating climate change. This submission situates within the following problematic: What can architecture do with the déjà-là? Indeed it poses the question of the negative déjà-là, these ruins that expand their territory into far beyond their location and beyond this, the role and position of design practices in creating these spatial products with lack of quality standards in such particular sites as extreme environments — the desert, the Amazon, the Arctic, the Ocean —, conflict-pattern regions, or primarily sparsely populated regions (villages or small-scaled human settlements) over the late 19th and the 20th centuries.
|Abandoned Pipeline, near The Headland, Hartlepool, Great Britain | Photo courtesy Alison Rawson
According to Alison Rawson, "There are several of these rail topped pipelines heading out to sea. Once part of the now abandoned Steetley Magnesite Works."
Originally appeared on Geograph
With evidence these ruins pollute the territory they are shaping, the places where they have been erected in. But they also pollute the scale of the biosphere through the emission of toxic elements or oil and gas leakages. Most of these resource production-related infrastructures were built at a time when companies and governments did not take into consideration quality standards and, worse, side effects on both humans and nonhumans. In surveying these crumbling infrastructures, broken and collapsing buildings and factories, I attempted to look into the (in)direct correlation between the resource territories-related infrastructural space and climate change. It indeed is commonly admitted a direct correlation between resource extraction and climate change throughout emission of greenhouse gas, methane, sulfur dioxide, arsenic, oil leakage, and other negative by-products.
|Abandoned pipeline in Tarraleah Power Station, Wellington, Australia | Photo courtesy Simon Cullen/ABC. Originally appeared on ABC
Yet what about those derelict infrastructures and buildings that are abandoned after mining and drilling operation shut down? My research led to state that the very political importance of these ruins has been neglected over decades certainly in order for capitalism not to confess its non-interest in detrimental impacts of this technological zone on space and bodies. Let me borrow this concept from Timothy Morton, wicked problem which strongly illustrates these ruins. A wicked problem, Timothy Morton writes, means "a problem that one can understand perfectly, but for which there is no rational solution. A super wicked problem, he continues, is "a wicked problem for which time is running out, for which there is no central authority, where those seeking the solution to it are also creating it, and where policies discount the future irrationally.[1] There is no rational solution to deal with these ruins because of the high price of their maintenance and upgrading programme. Yet these issues will be revealed to us as dangerous or, even, wicked as their toxicity will become more relevant, more vivid. It's just a matter of time.
|Abandoned gas well in high grass | Photo courtesy Steve Hillbrand, U.S. Fish and wildlife service, originally appeared on Public Domain Image
In the world there are many abandoned objects in the forms creating their own zone and affect. Let's take for example, the extreme environment of Russian Arctic Circle with its numerous abandoned infrastructures, buildings, with industrial functions, many of them built in the Soviet era, next to, or part of the built environment. Images of crumbling infrastructures and buildings under snow and due to melting permafrost, broken or incomplete transport networks and factories, in Norilsk, Murmansk, and other Russian Arctic Circle's sites can easily be found on Internet. What these images show is the spatial and material traces as a factor of the destructive forces of the production of resource production-related space. Not only do these spatial products affect the natural processes generating viscous and violent phenomena — melting permafrost, rising land and water temperature, more frequent and violent cold storm, acid rains, boreal forest and tundra loss — and the population who lives there, but, and as a consequence, they also stick to us, are part of us[2]. The region has been suffering from some of the worst land and air pollution in the world with a population whose life expectancy is 10 years below the Russian average (which itself if particularly low)[3].
|An oil-pumping equipment standing abandoned at the oil well near Surgut in Siberia | Photo courtesy EPA/Vadim Rusakov |
Originally appeared on New Europe
Ruins obey their own logic, yet they interfere with us by disrupting the clear-cut rules of our logic (for instance to say it with Timothy Morton, the world in its entirety has since long evaporated, becoming a vast, planetary technological zone made up of clusters of technological zones)[4]. Given their toxicity, they also disturb the clear partition between their spatial and temporal inscription, and living and non-living bodies and space. Their discrete agency and power will reveal to us as we will be confronted with the question of climate change and its affiliated shifting contexts. In that respect, we will be forced to account not only for their presence as well as for their toxicity[5]. More precisely, these ruins, broken infrastructures and buildings are becoming "omnipresent planetary entities", or hyperobjects, to say it with Timothy Morton, 'vastly distributed agents' co-responsible for turning the surface, subsurface, air and water into dead land, waters and poisoned air at a dramatically accelerated pace[6].
|Abandoned Transpolar Railway in Salekhard-Igarka, Siberia, Russia. Originally appeared on Russia Trek
|Another view of the abandoned Transpolar Railway in Salekhard-Igarka, SIberia, Russia. Originally appeared on Russia Trek
For that matter, I convoked a series of texts that deserved to be read by architects interested in these industrial wastelands. These texts were a great source of inspiration to explore this critical issue of ruins within resource territories and see how they contribute to the accelerating environmental degradation, and by extension, climate change. I merely cite some of them. Henri Lefebvre unsurprisingly is on top of the list with his account of Production of Space[7] that I associated with Gaston Gordillo's excellent Rubble. The Afterlife of Destruction[8], in particular his concept of destruction of space. Gordillo, through the question of rubble, examines the destructive force of the production of space in the region of Gran Chaco, northern Argentine reminding us that the production of a new space for technological use — agribusiness, waste processing, resource extraction, military or scientific operations — or simply put, abstract space always results from the destruction of the original space which of course, in turn, generates tangible traces of former places. Henri Lefebvre, Gaston Gordillo reminds us, emphasizes that "this abstract space is inherently violent, a 'lethal' space that 'destroys these historical conditions that gave rise to it'". I was much interested in the material and spatial traces that the present abstract space produces as a factor of disruptive or side effects of this abstract space. These polluted, derelict, debilitating places, I repeat, are now living with us. As Timothy Morton forthrightly affirmed, "we are no longer able to think history as exclusively human, for the very reason that we are in the Anthropocene."[9]
|Cap of Kola Superdeep Borehole, Siberia, Russia | Photo courtesy Rakot13, 2012. Originally appeared on Inhabitat
These ruins, which are the negation of negation given their toxicity and viscosity, are forced on us. They have their own agency and power. As I wrote above, these 'politics' obey their own logic. The awareness of the lethal effects of these ruins will appear as terrible shock for us. In that respect, we will no longer be able to ignore or deny their presence near us. What this imposed presence of resource production-related ruins makes explicit is that human existence is situated in a complex space of toxicity, contaminants and pollution at the scale of the planet, a reality witnessable only as the form of indirect effects, but that is not yet, at least immediately, noticeable. This negation of negation is inscribed in a very critical, odd context where ruins, built environment, industrial sites and networks, and nature are intertwined, a context that gives these resource production-related ruins a strong political signification. As by-products of the age of industry, capitalism, and technology, they now are, menacingly, part of our life. While we humans are trying to fix this environmental degradation that we have been producing over centuries with our current system — capitalism —, tools and technical knowledge, these ruins will force us to take into account that "[…] capitalism is reactive rather than proactive, it might contain a flaw that makes it unable to address the ecological emergency fully."[10]
While these ruins are conspicuous to us (if you go to an industrial expedition in these places like Pyramiden, Norilsk, Niger Delta, to quote a few, you'll be facing with their massive scale, their material presence on site, their lethal interaction with both humans, non-humans and space), their toxicity are invisible and very discrete. Yet they affect us: not only are the population who live in the site affected — many of them die of radiation sickness — but they expand their toxicity into the scale of the planetary. Put it differently, bodies are caught in the force field of intermeshed zones — zones emitted by these broken objects, zones that climate change is producing, zones that we create for economic and technical purposes, and zones that constitute the world.
If I go further than the simple presence and visibility of these ruins of infrastructure and buildings, I will take account of their material dimension but not of their spatial and toxic dimension and implication. Nonlocal things, Timothy Morton writes, on account of their invisibility, float around "in an infinite void, since there is strictly no 'around' in which these things float: one is unable to locate them in a specific region of spacetime."[11]
Why did I decide of looking at resource production-related ruins? Geologist Jan Zalasiewicz delivers one but very simple response: "At an ever-increasing rate, we are currently creating examples of the most amazing (and, in the far distant future, perhaps the most puzzling) trace fossils likely to appear in the history of the planet."[12] Put it differently, resource extraction is one example of many forms of production of human trace fossils. So the question that can be posed is as follows: what will the far future architect, urban chronicler, or whoever excavate? Ruins, but not simple ruins. Negative, toxic ruins, debris, as material or human trace fossils, factor of ever-increasing human footprint on the Earth.
[1] Morton Timothy, Hyperobjects. Philosophy and Ecology after the End of the World, (Minneapolis: Minnesota University Press, 2013), 135.
[2] A walk on western ancient mining, oil and gas sites show thousands abandoned resource operation-related infrastructures many of them to be found to be leaking a certain amount of methane. An example can be found here. To have an idea of how such leakage can affect both natural process and living beings is the problem of arsenic as depicted in Mehrarg Andrew A., Venomous Earth. How arsenic caused the world's worst mass poisoning, (New York: MacMillan, 2005). Methane is added into the list of poisons as a proof that the Earth has evaporated. About this affirmation, see Morton Timothy, Hyperobjects).
[3] Sassen Saskia, Expulsions. Brutality and complexity in the global economy, (Cambridge: Belkamp Press, 2013) 156.
[4] Morton, Id., 101.
[5] When for instance poisons like methane will be clearly and officially detected in these derelict infrastructures and buildings.
[6] Morton, id., 53.
[7] Lefebvre Henri, Production of Space, (Bognor Regis: Wiley-Blackwell, 1991), 289.
[8] Gordillo Gaston, Rubble. The Afterlife of Destruction, (Durham: University of Duke Press, 2013), 79.
[9] Morton, id., 5.
[10] Morton, id., 21.
[11] Morton, id., 42.
[12] Zalasiewicz Jan, The Earth after Us: What Legacy will Humans leave in the Rocks, (Oxford: Oxford University Press, 2008), 165.


text: As a former intern with Elvis Duran and the Z100 Morning Show and a native New Yorker, I pinch myself every time I crack the mic. Born and raised in Brooklyn New York being on air at Z100 is all i've ever dreamed of doing and I personally think when you love something you should do it all night long. Hang out with me on the overnights as I keep the party going :)


text:
St Monica's Parish School invites students/families to order and purchase their new uniforms online. It is a very easy service to use.
Items ordered will either be posted to you, or they can be picked up at the uniform shop. If picking up, confirmation your order is ready will be sent via email or SMS, please allow 3 work days for pick-up.


text:
Update: A Word About The Title. If you came here from Twitter, the line I used - "not unsound, incomplete" - referred to the original title of the article "Incomplete by design," which was based on my misunderstanding of the dominant terminology in static analysis (see updates, and thanks David and Sam in the comments for pointing out my wrongness). When I realized this, I renamed the article "Deliberate decisions," but that wasn't an interesting title. When I read Rafaël Garcia-Suarez's take on Dart this morning, Why Dart is not the language of the future, I decided to support his proposal of calling types as a "lint-type development aid, not a language feature" feeble typing, and renamed the article again. You should read Rafaël's post and this one; it is possibly the most agreement you will ever find between a Perl blogger and a Carnegie Mellon University programming languages graduate student.
There's a lot of feedback, and a non-trivial amount of snark, going around the internet based on the release of Dart, a proposed Javascript-killer by Google. My primary experience with Javascript is that people tell me it's the worst compiler target language that is widely used as a compiler target language, so I basically have nothing invested in the language, but was interested by the discussions it brought up.
The snark about Dart has centered around the following line on Page 72 of the language spec, which I believe was pointed out to the Twitterverse by Debasish Ghosh.
The type system is unsound, due to the covariance of generic types. This is a deliberate choice (and undoubtedly controversial). Experience has shown that sound type rules for generics fly in the face of programmer intuition. It is easy for tools to provide a sound type analysis if they choose, which may be useful for tasks like refactoring.But what does it mean for a type system to be unsound? I really think that the most illustrative snippet about Dart types came on the following page of the language spec was not the one that Debasish retweeted, but one that came on the next page:
A Dart implementation must provide a static checker that detects and reports exactly those situations this specification identifies as static warnings. However:This, for me, clarified what was going on substantially. Let me tell you a parable.
- Running the static checker on a program P is not required for compiling and running P.
- Running the static checker on a program P must not prevent successful compilation of P nor may it prevent the execution of P, regardless of whether any static warnings occur
How to anger students in an undergraduate PL course
Step 1
\[\infer {{\tt if}~e~{\tt then}~e_1~{\tt else}~e_2 \mapsto {\tt if}~e'~{\tt then}~e_1~{\tt else}~e_2 } {e \mapsto e'} \] \[\infer {{\tt if}~{\tt true}~{\tt then}~e_1~{\tt else}~e_2 \mapsto e_1} {} \qquad \infer {{\tt if}~{\tt false}~{\tt then}~e_1~{\tt else}~e_2 \mapsto e_2} {} \] \[ \infer {e_1 + e_2 \mapsto e_1' + e_2} {e_1 \mapsto e_1'} \qquad \infer {{\tt num}(n_1) + e_2 \mapsto {\tt num}(n_1) + e_2'} {e_2 \mapsto e_2'} \] \[ \infer {{\tt num}(n_1) + {\tt num}(n_2) \mapsto {\tt num}(n_1 + n_2)} {} \]
The implementation was to be an ML function step with type expr -> expr option, and the specification was that step e = SOME e' if there existed an e' such that e \(\mapsto\) e', and that step e = NONE otherwise (for instance, \(\tt true\) obviously can't take a step according to these rules).
Step 2
Describe how they can type-checking the language, by defining a type system like this. Have them implement this type checker as an ML function with type expr -> typ option, same idea.
\[ \infer {{\tt true} : {\tt bool}} {} \qquad \infer {{\tt false} : {\tt bool}} {} \qquad \infer {{\tt if}~e~{\tt then}~e_1~{\tt else}~e_2 : \tau} {e : {\tt bool} & e_1 : \tau & e_2 : \tau} \] \[ \infer {{\tt num}(n) : {\tt number}} {} \qquad \infer {e_1 + e_2 : {\tt number}} {e_1 : {\tt number} & e_2 : {\tt number}} \]
Step 3
Have students prove the theorem that this type system does something. The theorem statement goes as follows, and the proof is by the by-now standard technique of safety-via-progress-and-preservation.
Theorem (Safety): If \(e : \tau\) and \(e \mapsto \ldots \mapsto e'\), then \(e' : \tau\) and also there either exists some \(e''\) such that \(e' \mapsto e''\) or else \(e'\) is of the form \(\tt true\), \(\tt false\), or \({\tt num}(n)\).
Step 4
Test their ML code from Step 1 on expressions like if 4 then true else 9, breaking many of the students implementations of the dynamic semantics which were prepared only to handle well-typed inputs.
Analysis: is this fair?
Think about the perspective of the student who complained about the fact that their interpreter either crashed (or maybe returned SOME(Num 9)!) after being handed if 4 then true else 9. On one hand, they clearly violated the spirit of the assignment: Step 1 was a perfectly well-defined assignment all on its own, and they didn't fulfill the specification of that particular assignment. But on the other hand, they proved the theorem in Step 3, and perhaps feel as if they should get something out of the fact that they proved that theorem: the ability to only have to reason about the behavior of well-typed programs: why should it be surprising that garbage-in produced garbage-out?
Compiler writers actually get to think like that; indeed it's almost essential that they be allowed to. On a 32-bit machine, most values are compiled to plain ol' 32-bit words, and so the representation of \(\tt false\) might have the same in-memory representation as, say, \({\tt num}(0)\). Or it might have the same in-memory representation as \({\tt num}(1)\)! It doesn't matter, because, for the compiler writer, the safety theorem has already given a guarantee that the language has canonical forms - that if \(e : {\tt bool}\) and \(e\) eventually steps to an irreducible expression, then that irreducible expression must either be \(\tt true\) or \(\tt false\).
This means that the compiler writer need not worry about how if 1 then true else 9 and if 0 then true else 9 might behave - they may raise an exception, return (the memory representation of) true, or return (the memory representation of) false. The only programs upon which the compiler promises to behave the same way as the language definition are those that pass the typechecker, and the type safety theorem is a critical component of that promise.
In this way of looking at the world, the representation independence given by a type system is really quite important, and it means that an unsound type system could cause very very bad things to happen: if you're allowed to mess around with the representation of, say, a pointer, by adding things to it, then you have introduced buffer overflow errors to a language, which would be pretty awful if you allowed code written in this language to execute in a privileged way in your browser. That (hopefully!) is not at all what Dart means when they mean their programming language is unsound.
Theorems versus bugs
I think the problem here is that, as a broad overgeneralization, there are two ways to look at what people are doing with types in the first place. On one hand, there is the view that types are a tool to provably preclude certain classes of errors - like the possibility that you might end up with the expresion if 1 then true else 9 which is "stuck" according to the defined operational semantics. On the other hand, there is the idea that types are a language feature that is aimed at helping document code and reduce the number of bugs in a program without necessarily precluding any particular errors. In the academic circles I travel in, a type system is understood as a technical definition about the former: if you can't prove a theorem about what kind of errors your type system precludes, then it is something else besides a type system. I think it's quite fair to both type systems and static analysis researchers to call the latter notion of types a simple form of static analysis.
[Updated] There's nothing wrong, per se, with such a static analysis, though I think it's fair to call it an unsound static analysis instead of an unsound type system. To use the language of Ciera Jaspan's recent thesis, start with a particular class of error (gets-stuck, raises-a-certain-exception, divides by zero, whatever). An analysis is sound if it never passes a program with a particular sort of error (permitting a safety theorem about that analysis!) and complete if it fails only programs that will actually manifest the error at runtime.1 A sound but incomplete analysis is called conservative; the type checkers of ML and Java represent such analyses. An analysis that is neither sound nor complete is called pragmatic by Jaspan, as there aren't any theorems to be proved about such an analysis: they can be justified only by their utility in practice.
I can certainly think of situations where I'd want a pragmatic analysis. In the past, I have had occasion to write Python, which I will admit I have a certain fondness for. However, I have also complained about how my complicated Python program ran for half an hour and then failed with some cast exception that, upon inspection of the code, was always, statically, evidently going to happen no matter what the complicated bits of the code did and why couldn't it have warned me that it was going to do that before running for half an hour. Even if I implemented an analysis to generate such a warning, Python is and would remain a (hopefully) safe, strongly-typed programming language with exactly one type - the type of tagged data that causes an exception if you try to use an object as an integer (or whatever). The static analysis is trying to prove a different kind of theorem - one that says "you have indicated that raising ClassCastException is undesirable, and here's a proof that your current program will raise ClassCastException". If the static analysis can't prove that theorem (thus demonstrating a bug), I'm no worse off than I was when I used Python without that static analysis. A type safety theorem, however, would have the form "if the program passes the typechecker, then ClassCastException will not be raised."
And with my current understanding, the "unsound type system" of Dart is just such a "pragmatic analysis" as described by Jaspan. I hope my examples explain what might still be wrong with such a language - if you can't static preclude certain classes of errors, you must either allow "unspecified behavior" (and that way lies buffer overruns and security violations) or else you must be able and willing to check, at execution time, for the occurrence of those errors, which is not efficient (and for some classes of errors may be impossible). You're back in the world of our hypothetical angry student: you've got to be able to handle all the ill-formed programs and obey the language definition on a wider class of programs.
[Updated] ...you could argue, of course, that you're no worse off than you were when you finished Step 1. On some level, you're certainly right; my hypothetical Python+tool-to-catch-a-couple-of-errors is better, in my humble opinion, than Python without (and this view has the virtue of honesty). If you want to make that argument, however, I encourage you to read Chung-chieh Shan's related blog post about covariant generics, which argues from a less practical-compiler-optimizations and more philosophical point of view that I also find quite convincing. The point he makes is that the traditional view of types is important because types should mean things - unless you want to choke on pencils!
In summary: type systems are useful because of type safety theorems: a type safety theorem means that certain things can't happen. One reason this is nice is because the complier writer, the programmer, and the language designer needn't worry about what happens in the case that such an impossible thing happens.
Types are also a form of documentation, and they're a regular form of documentation that a complier can then take, generating warnings or errors about certain classes of bugs without actually promising to preclude those bugs. A static analysis that uses type information to preclude some (but not all) errors of a particular type is probably better termed an "pragmatic type-based analysis" than an "unsound type system." Garcia-Suarez called it "feeble typing" and I renamed my post accordingly. It's a bit more pejorative than the tone I was originally trying to take in the article, but I like it anyway.
I think that's a fair way of looking at things, and it puts decidable type systems, on a practical level, as a member of a larger class of type based-static analyses.2 In a type system, we must be able to ask a question about what sort of theorem is proved about programs that are well-typed, and if there's no such theorem, then the analysis is still within the class of type-based static analyses, but isn't so much a type system. At the end of the day, of course, English has no central authority, so asking people to distinguish "type-based analyses" from "type systems" may be a fool's errand,3 but I think it's worthwhile to delineate the difference, and I don't think my delineation significantly departs from current usage (apart from "feeble typing" which was, I think, coined the day after I originally posted this).
Something I started off wanting to talk about before this post got too long was why it is the case that "sound type rules for generics fly in the face of programmer intuition" (which is pretty clearly, in my opinion, missing the addendum "in languages with subtyping"), because two of the reasons why I think this is the case are quite interesting on their own. One of them has to do with polynomial data types and persistent data, and the other has to do with base types and refinement types as explored by William Lovas in his thesis. Neither of these ideas are adequately represented in existing programming languages, though they are more-or-less theoretically understood at this point. Another day, perhaps.
Last word
I noticed that one of the principal language designers was quoted as follows
You have to understand that the types are interface types, not implementation types – so the runtime cannot use the type information for anything. The types are simply thrown away during compilation.That is to say, insofar as this article goes, I think I've only said factual things that the language designers would essentially agree with; in particular, they seem to recognize that their use of the word "types" seems bound to confuse (or troll) others. But calling a "feeble type" an interface types and a "type" an implementation type seems to just be making up words. And, as made-up-words go, I really dislike "interface types" as a neologism (certainly it has nothing to do with Java interface or anything that comes up when I search for "interface type"). The theorist's critique of Dart is precisely that things you call "type" should define inviolate interfaces and not mere suggestions that are neither enforced nor checked. Calling them interface types makes them sound like contracts, which are not thrown away by the compiler. "Suggestion type" might be a less pejorative version of "feeble type," perhaps? And "implementation types" is a terrible term to use to describe types in a a type system, types that (by way of a theorem about canonical forms) can be relied upon by both the programmer and the implementation.
1 Godefroid, Nori, Rajamani, and Tetal call the sound analyses may analyses (though it should perhaps be may not, as a sound analysis precludes a certain behavior) and call the complete analyses must analyses (the error must happen) in the paper "Compositional may-must analysis."
2 This view really isn't fair to the reason that we are interested in type systems and believe they're supposed to be useful, but that has to do with Curry-Howard and the unreasonable effectiveness of mathematics and with other things Shan talked about in his linked post.
3 Honestly, it probably won't help the fool's errand if I try to call the other group's type based analyses "feeble typing," but here I am, doing it anyway.


text:
Is it possible to connect more VPN networks at once via Network Manager?
I am running Ubuntu 12.04.1 LTS.
For now I am only able to switch between preconfigured VPN connections. It`s quite annoying as I need to be connected to two or more VPN networks simultaneously.
For example on Windows OpenVPN clients, it is possible.


text:
Mexico Detains Teachers Union Head on Fraud Charge
The head of Mexico's teacher union is arrested for embezzling as much as $160 million from union coffers. WSJ's David Luhnow joins The News Hub to explain why her arrest is a message from new president Enrique Pena Nieto to stay out of the way. Photo: AP.
This transcript has been automatically generated and may not be 100% accurate.
... the the ... all the head of Mexico's teachers union has been arrested on suspected role and then in puzzlement of one hundred and sixty million dollars ... to issue yet why does this mass that we've updated ... the end of the will Street gentle joining us now from Mexico City ... ALM ... that David this is a fascinating story who was this woman ... the last twenty years she's basically running says her personal peace ... I she's able to strike terror into the hearts of any politician Mexico because as you can imagine and one point four million public school teachers walk off the job by any government would have trouble or aunts ... now what one of the interesting what with that one of the many interesting things in here is that in in addition to allegedly embezzling hundred and sixty million ... dollars the Alba as to what the oh ... aam had a three million dollars credit Kapil from and Neiman Marcus ... she stay Mr. a taste ... for fine tastes ... she travels around in private jets ... armored cars surrounded by bodyguards ... wears designer clothing and and ... really is a no ... go the last twenty years high ... in fact she sort of wanted and told people I hate you know your eye on that ... so somebody finally dead ... and Dom this union is so powerful that apparently the government doesn't know exactly how many teachers that are in Mexico and how much that day ... it's pretty powerful ... be sure is they've also lot any real attempt by the government to improve Mexico's three global education system to support the country's future prosperity ... I knew president giving any of those trying to change that he was two or more minute ... basically allow the government to fire teachers to underperform and Reagan ... and she's been pushing against that so many people think his ... arrest was long overdue but also link to the current plan was to teach so why now I mean this this is the fact that ... I'm that that may have been or may not been almond and basil lemon corruption and have been a candle for vignettes ... that has been informed about for awhile and then this happens now ... the arrests came a day after the new president signed into law constitutional reform ... that would have been in the union's powers ... from what we understand tightening people ... she was planning behind the scenes start ... moves toward a national strike ... so it's it seems like it was a convergence of factors they have to lose honor ... she is about to launch a strike and so they made when after an eighty eight cents in our lives each other a special interest in Mexico that this president means business ... Conley omnipresent dolls and the formal great nuggets of ... aam information in the story thank you my much David Lewin of The will Street gentle joining us now from Mexico City