11.5. Indexes on Expressions
This query can use an index, if one has been defined on the result of the lower(col1) operation:
CREATE INDEX test1_lower_col1_idx ON test1 (lower(col1));
As another example, if one often does queries like this:
then it might be worth creating an index like this:
The syntax of the CREATE INDEX command normally requires writing parentheses around index expressions, as shown in the second example. The parentheses may be omitted when the expression is just a function call, as in the first example.
Index expressions are relatively expensive to maintain, since the derived expression(s) must be computed for each row upon insertion or whenever it is updated. Therefore they should be used only when queries that can use the index are very frequent.
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Extended Common Events
This script replaces the way common events are created and managed. Instead of using the database to set up common events, you create a special "common event map" and all events on that map will be loaded as common events.
The advantage of using these extended common events include having multiple pages for a single common event and setting up complex common events using conditions.
These extended common events will replace the database common events, but you can still use the database common events to set the names so that you can reference them throughout your project.
Script: download here
In the script editor, place this script below Materials and above Main.
You should place this above other custom scripts.
Create a map for your common events, and then in the configuration set up
the filename of this common event map. Note that you don't have to use an
actual map in your current project: you can choose any name you want as long
as it is a map file. This means you can create the common event map in a
separate project.
By default, each event created on the map will be loaded as a common event
based on its ID. So for example, if the event's ID is 12, then it will replace
common event 12 in the database.
You can choose which common event an event will replace manually by writing
the following as its name:
Where x is the common event ID. This allows you to replace specific common
You may also like...
5 Responses
 1. Mahnermahner says:
 Is this not compatible with the scene interpreter? 🙁
 2. KanaX says:
 A compatibility patch with your scene interpreter script, perhaps?
 3. orathan says:
 Items can call common events. Is it also possible to use map-made common events the same manner as a regular common event?
 For an easier explanation: When I use an item 1 that calls common event 1, can I also set item 2 to call a map-made common event? If possible, how will it be set up?
 - Hime says:
 The same way you would set up any other common event. Basically, you can imagine that whichever common event you have in your database is being replaced by the event's data.
 1. February 13, 2015
 […] Extended Common Events […]
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text:
Do you need a place for child care in Middleport? Rainbow Day Nursery provides excellent day care for babies and young children. This nursery is an ideal place for your young children to spend their day time playing, learning, growing and being looked after with nurturing care. It has been providing a safe and loving environment for children to learn for over twenty years. If you have a child or children of ages between six weeks and five, Rainbow Day Nursery can meet all your requirements as a parent and all the needs of your child.
In Middleport, child care services can be found all over, however, they are not all reliable. Rainbow Day Nursery has a reputation amongst parents that is reputable and second to none. Their friendly relationship with the parents and the way they handle children with utmost care is exceptional. You can be confident that your child will be in safe hands. They also allow you to help your child settle in. This is a period where you stay with your little one during playtime and then gradually start to leave your child to go for play sessions on their own. Their facilities include a range of indoor and outdoor activity and play areas such as weatherproofed and grass areas for safe and educational play experiences.
Child care in Middleport that includes all the essential aspects of learning and nurturing can be found at Rainbow Day Nursery. Their staff are required to have at least NVQ level three qualifications. Speech and play therapists, health visitors and Senco trained workers are the types of professionals they work with and consult to ensure your child develops and grows healthily and all special needs are accommodated for. Educational games designed for children who are individual and develop differently are available to be enjoyed. The children get fed homemade meals that are healthy and include all nutrients required by children in order to grow. It is truly a fantastic environment for your child to be in to learn and have fun. For child care that leaves you and your child happy, contact Rainbow Day Nursery and have a look around their premises.

source: openbmb/Ultra-FineWeb


text:
3. Color - color diagram
From data in Tables 3 and 4, after the IRAS fluxes are transformed into magnitudes without color corrections according to Cheeseman et al. (1989), different infrared color-color diagrams can be plotted: () - () in Fig. 1; () - () in Fig. 2; () - () in Fig. 3 and () - () in Fig. 4. In those figures, the open and filled circles indicate S stars with and without Tc, respectively, and the straight line corresponds to the blackbody distribution.
It is obvious from Fig. 1 that although samples with Tc distribute in a rather wider area than the ones without Tc, both species are basically located in almost the same region. These distributions imply that, statistically, both categories of S stars have almost the same colors and temperatures in the near infrared, and they can not be clearly distinguished on the basis of their near infrared color.
It is shown from () - () diagram in Fig. 2 that a rather clear segregation between Tc-rich and Tc-deficient S stars is visible by different but not by except for a peculiar Tc-deficient star DY Gem (it will be discussed in more detail later). This implies that the color is a good probe for distinguishing these two kinds of S stars, and Tc-rich S stars really exhibit on infrared excess in the 12 µm and 25 µm bands. They have cooler temperature and hence are probably more evolved. On the other hand, Tc-deficient stars have no or little excess in the 12 µm and 25 µm bands which indicates a photospheric origin of the mid-infrared flux. It is also noted that a few Tc-rich S stars including NQ Pup, Ori, Cyg and HR Peg populate the same region as Tc-deficient S stars as Jorissen et al. (1993) already pointed out. In addition, it is seen from Table 4 or Fig. 2 that Tc-deficient S stars with good quality 60 µm flux are not numerous (only 7, out of 20 in Table 4). Therefore, other colors not involving 60 µm flux must be used to show their infrared property.
In order to include more samples than that in Fig. 2, the () - () diagram is plotted in Fig. 3 from which it is obviously seen that except for DY Gem and V Cnc (they will be discussed later), Tc-deficient S stars are concentrated on a very small region of and, and very close to the blackbody line, whereas almost all Tc-rich S stars are out of this region, far away from the blackbody line, and spread over a much wider area that corresponds to a much larger infrared excess either in or in colors, hence with much lower temperature and much higher mass loss. Only four stars: Ori, NQ Pup, HD 170970 and V679 Oph are located in the Tc-deficient sample region. This suggests that both and are good probes to distinguish Tc-deficient S stars from Tc-rich ones.
The () - () diagram is also plotted for the two kinds of S stars in Fig. 4. Again except for DY Gem and V Cnc, most Tc-deficient S stars can be separated from Tc-rich ones with color, but not with color. It should be noted that the () color has been used in Figs. 3 and 4, although the observational results in K and 25 µm were not obtained at the same epoch. From the previous observations in K (Gezari et al. 1993) it is found that, on the average, the difference between the previous data and the new ones is 0.22. This has no serious influence on the result shown in Fig. 3. However, the similar comparison is not possible for samples in Fig. 4 for lack of earlier data.
The conclusion that can be drawn out from the analysis of infrared color-color diagrams mentioned above is that the more sensitive colors for segregating Tc-rich and Tc-deficient S stars are and, hence the more appropriate color-color diagram for distinguishing them is the () - () diagram. Chen et al. (1995) gave more than 700 IRAS associations of S stars in their Table 1, but more than 2/3 of the samples have no good 60 µm flux. If one wants to extract candidates of Tc-deficient S stars according to their infrared colors, only color is not enough. Fortunately, if K magnitudes have been measured, by using the () - () diagram the candidates of Tc-deficient S stars can be well selected despite the absence of 60 µm flux for almost all samples.
© European Southern Observatory (ESO) 1998
Online publication: April 20, 1998

source: HuggingFaceFW/fineweb-edu


text:
This expression, meaning "very fashionably and elaborately dressed", is recorded from the 18th century. "The nine" or "the nines" were used to signify "superlative" in numerous other contexts. Theories include: 9, being the highest single-digit number, symbolized the best; a metanalysis of Old English to then eyne "to the eyes"; and a reference to the 9 muses
"Numbers are neither abstractions nor entities in themselves. Numbers are names applied to the functions and principles upon which the universe is created and maintained. Through the study of number - perhaps only through the study of number - these functions and principles can be understood."
The Ennead (Ancient Greek: ἐννεάς, meaning a collection of nine things) was a group of nine deities in Egyptian mythology. The Ennead were worshipped at Heliopolis and consisted of the god Atum, his children Shu and Tefnut, their children Geb and Nut and their children Osiris, Isis, Set and Nephthys.


Oracle Reports Interview Questions and Answers
How many Types of Reports available in Reports?
There are eight different layout formats:
1. Tabular
2. Form Like
3. Form Letter
4. Mailing Label
5. Group Left
6. Group Above
7. Matrix
8. Matrix with group
What Types of Triggers are Available in Report?
Report Level Triggers:
1) Before report trigger:
Fires before the report is executed but after queries are parsed and data is fetched.
2) After report trigger:
Fires after you exit the Previewer, or after report output is sent to a specified destination, such as a file, a printer, or an Oracle*Mail userid. This trigger can be used to clean up any initial processing that was done, such as deleting tables.
3) Before Parameter trigger:
Fires before the Runtime Parameter Form is displayed. Using this trigger, you can access and change the values of parameters, PL/SQL global variables, and report-level columns.
4) After parameter trigger:
Fires after the Runtime Parameter Form is displayed. Using this trigger, you can access parameters and check their values. This trigger can also be used to change parameter values.
5) Between pages trigger:
Fires before each page of the report is formatted, except the very first page. This trigger can be used for customized page formatting.
Layout Model Triggers:
1) Format triggers
What are Format triggers?
Format triggers enable you to modify the display of objects dynamically at run time or to suppress display altogether For Headings, for repeating frames, for field, for boilerplate object To format a column based on certain criteria.
for example
To format the max (Sal) for particular department.
To format the Sal column with a Dollar ($) prefix.
What is Data Model?
Data Model is logically group of the Report Objects through query and Data model tools. Once query is compiled report automatically generates group. The queries build the groups and then Groups are used to populate the report. The only function of queries in report is to create the groups. The Report Editor's Data Model view enables you to define and modify the data model objects for a report.
What is Layout model?
Layout Model is to physically arrange Data model group objects on the Report. The Report Editor's Layout Model view enables you to define and modify the layout model objects for a report. In this view, objects and their property settings are represented symbolically to highlight their types and relationships.
What is Previewer?
Previewer is a work area in which you can preview your report and manipulate the actual or live data at the same time. In the Previewer you can customize reports interactively, meaning that you can see the results immediately as you make each change. In order to edit your report, such as changing column size, move columns, align columns insert page numbers, edit text, change colors, change fonts set format masks, insert field the Previewer must be in Flex Mode.
What is Parameter Form?
Parameters are variables for report that users can change at runtime immediately prior to the execution of the report. You can use system parameters to specify aspects of report execution, such as the output format, printer name, mailed or number of copies. We can also create own parameters through sql or Pl/sql at runtime. When you run a report, Report Builder uses the Parameter Form view as a template for the Runtime Parameter Form. If you do not define a Runtime Parameter Form in the Parameter Form view, Report Builder displays a default Parameter Form for you at runtime.
What is Query?
The first thing in data model is the query. Through query we access database objects with sql query. Compiled query creates groups. We can create query through query builder, sql query and import query from o/s file or database.
What is Group?
Groups are created to organize the columns in your report. When you create a query, Report Builder automatically creates a group that contains the columns selected by the query. You create additional groups to produce break levels in the report, either manually or by using the Report Wizard to create a group above or group left report.
What is Repeating Frame?
Repeating frames surround all of the fields that are created for a groupâ€™s columns. Repeating frames correspond to groups in the data model. Each repeating frame must to be associated with a group of data model the repeating frame prints (is fired) once for each record of the group.
What is Flex mode and Confine mode?
Confine mode
On: child objects cannot be moved outside their enclosing parent objects.
Off: child objects can be moved outside their enclosing parent objects.
Flex mode
On: parent borders stretch when child objects are moved against them.
Off: parent borders remain fixed when child objects are moved against them.
What is Page Break?
To limit the records per page.
What is Page Protector?
The Page Protect property indicates whether to try to keep the entire object and its contents on the same logical page. Setting Page Protect to Yes means that if the contents of the object cannot fit on the current logical page, the object and all of its contents will be moved to the next logical page. Ex: if you set yes, the object information prints another page.
What is the Print Condition?
The print condition type First, All, All but first, Last, All but last refer to the frequency with which you want to appear based upon the setting of the print condition object. A print condition object of Enclosing Object is whichever object encloses the current object (could be the parent or a frame within the parent), while Anchoring Object is the parent object (unless you have explicitly anchored the object in which case it is the object to which it is anchored).
What is Print Direction?
The Print Direction property is the direction in which successive instances of the repeating frame appear.
What is Vertical and Horizental Elasticity?
The Horizontal Elasticity property is how the horizontal size of the object will change at runtime to accommodate the objects or data within it, same for vertical elasticity to vertical direction.
Latest Updates


text:
Buzzard44 wrote:This seems pretty useless.
The article states that when the power is halved by a factor of four, then the light output is halved. This means when you increase the power by a factor of 4, the light output is only doubled.
Given it is "230% efficient" (which in itself is a BS play on semantics), let's say I wanted, oh, a watt of light. Just one watt. If the quadrupling the power to double the light holds true, we're talking megawatts of power.
Seems to me the concept is that you run each one at the almost vanishingly low power level where it works very efficiently, but make up for the low output by having millions of microscopic versions of this thing etched onto a single chip. Since light output will scale linearly with number of LEDs, this theoretically could get you useful amounts of light at very high efficiency.
Such a device would be the equivalent of a Peltier device where the "hot" side emits visible radiation instead of infrared (heat).
Another amusing implication of this phenomenon: Such a device would cool itself down as it operates, and eventually stop working because it gets too cold! There would need to be the inverse of a heat sink (a cold sink?) attached to it to enable it to operate reliably!
yogibbear wrote:Okay. Nothing is 230% efficient. I don't care what the article says. Or what they claim. Or why it "doesn't break" conservation laws. It just CANNOT break it. The energy comes from somewhere. Oh wow it "draws it in" from the surroundings... that's energy consumption. That's not 230% efficiency.
Actually, any engineering students who've done any undergrad level thermodynamics classes should be familiar with air conditioning systems which are greater than 100% efficient. Note however that entropy is not violated, as the heat output has higher entropy than the original system.
Yup, systems that utilize this effect can actually have a "coefficient of performance" of up to 5.0 (i.e. "500% efficiency", if we use the misleading interpretation from in the original article).http://en.wikipedia.org/wiki/Heat_pump#Efficiency


text:
I was reading French's Vibrations & Waves where he discusses Huygens-Frensel Principle.
The principle talks about how secondary sources give rise to secondary wavelets to form the displaced wavefront. However, any secondary source can form two wavelets one moving forward & other towards the original source as pointed by French:
[...] The Huygen's construction would define two subsequent wavefronts, not one. In addition to a new wavefront farther away from the source, there would be another one corresponding to a wavefront back toward the surface, But we know this does not happen.
Then he writes:
If the Huygens way of visualizing wave propagation is to be acceptable, it must introduce the unidirectional property of a traveling wave. This can be achieved by requiring that the disturbance starting out from a given point in the medium at a given instant is not equal in all directions. Specifically, if $O$ is the true original source,& $S$ is the origin of Huygens wavelet, & $P$ is the point at which the disturbance is being recorded, then the effect at $P$ due to the region near $S$is a function of $f(\theta)$ of the angle $\theta$ between $OS$ & $SP$.
I am not understanding how his reasoning actually averts the possiblity of formation of back-waves. Can anyone help me visualise what he is talking? How does his reasoning maintain the unidirectional propagation of waves? Can anyone explain his argument?


text:
Species with data from:
Kistiakowsky, G.B.; Stauffer, C.H., The kinetics of gaseous addition of halogen acids to isobutene, 1937, 165-170.
4 matching species were found.
For each matching species the following will be displayed:
- Chemical name
- Chemical formula
- Structure image (if available)
Click on the name to see more data.
- 1-Propene, 2-methyl- (C4H8)
- Propane, 2-chloro-2-methyl- (C4H9Cl)
- Hydrogen chloride (ClH)
- Propane, 2-bromo-2-methyl- (C4H9Br)


text:
The insurance industry is built on several fundamental legal principles that promote fairness, transparency, and efficiency. Understanding these key principles provides valuable insight into how insurance policies operate to protect individuals and businesses.
This article will examine the leading doctrines and concepts that form the foundation of insurance law.
Utmost Good Faith
The utmost good faith doctrine is essential for building trust between insurance companies and policyholders. This principle requires all parties to act honestly and disclose material facts when applying for, renewing, or making claims under an insurance policy.
Importance of Honesty in Insurance Contracts
Insurance policies are conditional contracts based on the information that the policyholder provides to the insurer. Because the insurer does not have full knowledge or control over the circumstances and risks involved, they must depend on the policyholder's honesty and forthrightness. The utmost good faith doctrine recognizes this information imbalance and obligates all parties to deal fairly and refrain from deception.
Acting in utmost good faith promotes efficiency and helps minimize costs in several ways. Accurate risk assessments allow insurers to set appropriate premiums. Honest disclosure reduces disputes over coverage and claims. Most importantly, candor and transparency allow insurers to meet their fundamental purpose: providing coverage to those with legitimate needs. By requiring utmost good faith, the law upholds the integrity of the insurance system.
Both Parties' Responsibility to Disclose Material Facts
The duty of utmost good faith applies mutually to policyholders and insurers alike.
Policyholders must disclose all information material to the risk being insured against. This includes prior losses, preexisting conditions, and any other factors that would influence the insurer's decision to offer coverage, the premium amount, or the policy terms. Even innocent mistakes or unintentional omissions can still breach good faith duties.
Insurers also must inform policyholders about relevant coverages, exclusions, and claim processes. Marketing materials and policy documents should accurately represent the protection being offered. Claims handlers must investigate diligently, interpret the policy fairly, and pay what is due. Failing to disclose paid commissions, tie-in sales requirements, or other inducements would violate utmost good faith.
Material facts are those that directly pertain to the insured risk. Minor omissions or errors typically do not qualify as breaches. But any deception relating to significant aspects of insurability or the claim's merits does break good faith obligations.
Remedies for Breach of Utmost Good Faith
Various legal remedies encourage compliance with utmost good faith principles. These include:
- Voiding the policy: Egregious breaches like fraudulent misrepresentations can allow insurers to nullify the policy from its outset. All premiums may be forfeited.
- Denying the claim: Innocent but material omissions often justify denying otherwise legitimate claims. Nondisclosures need not be intentional to trigger this consequence.
- Amending policy terms: Insurers can adjust premiums or coverages after discovering undisclosed facts affecting risk levels. This remedies the information imbalance.
- Damages: Monetary compensation may be awarded if a breach of good faith harms the other party. Damages require showing reliance and injury based on the deception.
The law grants insurers broad discretion over these remedies. Courts are usually deferential regarding underwriting practices and claims decisions made in the absence of full disclosure.
While harsh at times, these outcomes incentivize honesty from all parties. The overarching goals are transparency and equal access to information material in the insurance agreement. Utmost good faith is essential for aligning incentives around integrity and fair dealing.
Requiring an insurable interest prevents using insurance contracts for illegitimate purposes like gambling or profiting from losses. This doctrine adds an important layer of consumer protection and ethical grounding.
Definition and Requirements for Insurable Interest
An insurable interest exists when someone derives a financial, legal, or other benefit from a person or property remaining safe and intact. The insured must stand to suffer some detriment, disadvantage, or loss if the risk materializes.
Several relationships confer automatic insurable interest status:
- Ownership, like people insuring their cars, homes, or other possessions
- Families protecting loved ones and dependents
- Creditors safeguarding collateral for loans
- Business partners ensuring key personnel or assets
Insurable interest must exist when the policy is activated and when any loss occurs. The interest must also be objectively verifiable and calculable in monetary terms.
Role of Insurable Interest in Insurance Contracts
The insurable interest requirements serve two main purposes:
- Preventing wagers on losses: The law prohibits purely speculative insurance as a form of gambling. Requiring insurable interest keeps the focus on compensation instead of profit.
- Deterring intentional losses: Insurable interest aligns policyholders' incentives with protecting the insured assets and persons. Without it, perverse incentives could tempt orchestrating a loss.
In effect, insurable interest converts insurance contracts from wagers into mechanisms for indemnifying actual losses. This furthers constructive economic and social objectives.
Consequences of Lacking Insurable Interest
Insurance policies without adequate insurable interest are void as illegal wagering contracts. Courts will rescind these agreements and order restitution of all premiums paid.
If insurable interest is lacking when a loss occurs, the claim may be denied. Some states require interest only at the policy's inception. But the majority view is that interest must continue uninterrupted through the date of loss.
The remedy when insurable interest ceases mid-policy typically involves refunding premiums for the period after interest ends. This strikes the proper balance between fairness and preventing unjust gain.
Insurable interest is a defining feature separating legitimate insurance from impermissible gambling. Verifying policyholders' concrete interests adds prudence and integrity to the insurance industry.
The proximity between a loss and its alleged cause determines the scope of insurers' liability. This important causation principle provides predictable claims assessment standards.
Definition and Importance of Proximate Cause
Proximate cause refers to the primary and immediate reason a loss event occurs. The proximate cause must be connected to the damages through a significant, direct causal link.
Identifying proximate cause matters for several reasons:
- Sets clear boundaries on the scope of liability
- Allows insurers to underwrite and price risk accurately
- Prevents paying dubious claims that lack a causal foundation
- Upholds fairness by linking damages actually to their culpable source
By requiring genuine rather than speculative cause-effect relationships, proximate cause doctrine provides legal clarity and practicality.
Determining Proximate Cause in Insurance Claims
Investigating the proximate cause involves tracing back from the loss to find its essential triggering factor. Proximate cause inquiries center on:
- Directness: How closely tied is the cause to the effect? Is the chain of events leading to damages unbroken?
- Dominance: Was the cause the primary and overriding catalyst? Or were other contributing factors larger in magnitude or impact?
- Foreseeability: Should the resulting damage reasonably have been anticipated? Unexpected losses may indicate only a weak causal link.
Proximate cause determinations account for the unique circumstances of each situation. No single test applies in all cases. Rather, weighing the above factors together determines which pivotal event essentially led to the loss occurring.
Impact of Proximate Cause on Insurance Coverage
Finding that a peril outside the policy's scope was the proximate cause of a loss will bar coverage. When an excluded event sets the chain of causation in motion, insurers bear no liability.
Conversely, verifying that a covered peril proximately caused damages requires the insurer to pay the claim. Policy exceptions and limitations are unenforceable when a covered risk is the prime catalyst for harm.
Through principled reasoning about causal proximity, insurers can consistently apply policies while preventing arbitrary or unfair claim denials. Proximate cause analysis brings objectivity to the claims adjustment process.
The indemnity principle governs quantifying insurable losses. It pegs recovery amounts to the actual value necessary to restore someone to their pre-loss financial condition.
Meaning and Purpose of Indemnity in Insurance
Indemnity limits policyholders to claiming only their precise level of damages, no more and no less. Insurance aims to make claimants whole, not to enrich or otherwise benefit them.
Some key implications of indemnity include:
- Barring coverage for non-pecuniary losses like emotional distress or pain and suffering
- Prohibiting over insurance exceeding the covered asset's worth
- Recovering depreciated rather than replacement cost for worn items
- Coordinating benefits from multiple policies to prevent double recovery
Adhering to indemnity principles ensures fairness and eliminates motives for moral hazard. It also encourages economically efficient levels of insurance.
Conditions and Limitations of Indemnity
Several modifications qualify strict indemnity doctrine:
- Agreed value policies let parties fix insurable value upfront, overriding market fluctuations
- Value plus policies include cleanup and other costs exceeding mere asset value
- Replacement cost coverage pays the full price for rebuilding assets and new
- Lost income coverage often grants leeway for projecting earnings Potentially higher than the status quo
While injecting flexibility, these features still aim to approximate actual losses rather than overcompensating. The core focus remains to restore pre-loss financial condition.
Ensuring Fairness and Transparency in Indemnity Claims
To apply indemnity principles fairly:
- Insurers must specify policy bases like actual cash value or replacement cost upfront
- Adjusters should document claim calculations in detail for review
- Policyholders ought to honestly declare the insured assets' worth
- Both sides must guard against inflation, exaggeration, or duplication of recovery
Open communication and accurate data enable equitable indemnification. Insurers achieve their purpose while maintaining sustainability and customer confidence.
Subrogation entitles insurers to recover claim payments from negligent third parties. This upholds accountability while preventing unjust enrichment.
Definition and Purpose of Subrogation in Insurance
After covering a policyholder's loss, the insurer assumes their legal claim against any other responsible party. This transfer of rights is called sub


Cheyenne Botanic Gardens News and Events
Grocery Houseplant
pineapple plant Grocery HouseplantGet the most from you pineapple. Try recycling it into a houseplant. First, twist off the leafy top of the fruit and let it dry 1 week. Then, peel off the 4 bottom leaves. Place it in an 8-inch clay pot filled with 13rd sand and 2/3rds potting soil. Keep it slightly moist as overwatering causes rot and place it in a warm place with filtered light.Soon the plant will begin to grow anew. You may even see it produce another fruit which emerges from the top of the plant.


text:
Which influence does high-tech-equipment have on the innovation capability of enterprises? How can the technology and knowledge transfer be designed within a Second-Product-Lifecycle-Strategy? How can the transferred technology and knowledge contribute to fostering innovations in the target enterprises?
These are the questions the research project 2nd Tech-Cycle, funded by the Federal Ministry of Education and Research (BMBF) and the European Social Fund, strives to find adequate answers to. 2nd Tech-Cycle is regarded as an innovative concept improving the distribution of high-tech equipment into common small and medium-sized enterprises (SMEs) to enhance their innovative potential. It thereby enables SMEs to generate product and process innovations faster.


text: The SundStart intervention aimed at preventing the development of overweight and obesity among 2-6 years old Danish children who were yet normal weight, but were considered predisposed to future overweight and obese. The intervention gave individual advice to families of the young children to reduce family sterss and improve diet habits, physical activity, and sleeping habits. The project aimed to answer the question whether targeting high risk groups and initiating prevention early in life would successfully prevent excessive weight gain, as well as improve diet habits, increase physical activity, reduce stress and improve sleeping habits. The project is coordinated by Professor Berit L Heitmann, PhD and Postdoc Nanna Julie Olsen. The project is financed by TrygFonden, Dansih medical research council and Helsefonden.


Take the 2-minute tour ×
I'm drawing a scene where the camera freely moves about the universe. The camera class keeps track of the view (or look at) point, the position of the camera, and the up vector. These vectors/points are then passed into gluLookAt.
Pan and zoom are nearly trivial to implement. However, I'm finding rotation about the look at point to be much more of an issue. I want to write a function Camera.rotate that takes 2 angles, one that rotates up/down and one that rotates left/right along an imaginary sphere that is centered about the look at point.
Is there an easy way to do this?
I've (briefly) read about quaternions, but I wanted to see if there was an easier solution given the relatively simple construction of my scene.
share|improve this question
Do you have anything in your toolbox to rotate a point around the origin, given an axis and an angle? – Sam Hocevar Dec 8 '11 at 15:55
Nothing other than my loose understanding of Quaternions, no. The more I'm looking at this, I think Quaternions might be the answer. However, I'm unsure how to calculate the axis x, y, and z values to use in the Quaternion formulas. – Luke Dec 8 '11 at 16:01
I won't tell you that quaternions are not the way to go. They are a very good solution to your problem. But you will need a quaternion class and ways to interact with GL and GLU, and I feel that you should first try to get familiar with transformation matrices. Others may disagree. – Sam Hocevar Dec 8 '11 at 16:12
4 Answers 4
up vote 13 down vote accepted
What you are asking for is called Arcball rotation. Quaternions are the easy solution only if you understand how they work. You can achieve the same without quaternions however.
Do you know how to rotate objects in general? Let's say you have an object at the origin. Do you know how you rotate it (hint: multiply by some rotation matrix)? If yes, then I am assuming you know what will happen if you translate the object first and then rotate it?
You must know how to calculate a rotation matrix from angle-axis (easy as pie, look at the myriad of equations online, a lot of them give you the code as well)
 - Get the camera's up and right vectors. Note that they should be normalized.
 - Get the vector from the focus point to the camera (camPosition - Focus). This is the vector that you are going to be rotating. Let's call this camFocusVector.
 - Decide how much you want to rotate in yaw/pitch in relation to the camera
 - Create two rotation matrices. The 1st rotation matrix will use the up of the camera as the axis and yaw angle that you decided. The 2nd rotation matrix will use the right of the camera as the axis and pitch angle that you decided.
 - Now rotate the camFocusVector with the new rotation matrices. This is now your new position of the camera relative to the origin. We of course, want it to be relative to the focus point...
 - Add the focus point position to camFocusVector. This is now your camera's new position. Translate your camera accordingly.
 - Finally, ask the camera to focus on the focus point by calling your lookAt() function
You will have to lookout for certain cases or singularities at which your camera will stop working. Looking straight down/up for example. I will let you figure out how to deal with those.
EDIT1: How to recalculate the orthonormal vectors of the camera
You already know the direction of the camera ( (cameraPos - focusPoint).normalize() ). Now assume that your camera's up is +Y (or w/e your world's current up axis is... that is up to you). Now simply cross the direction with the up to get the right. Done? Nope! Your up vector is no longer orthogonal to the other two. To fix that, cross right with direction and you get your new up.
Again, take a note of the caveats as this will fail to work in some cases (direction is parallel to up for example).
share|improve this answer
Note that the right vector can be obtained using normalize(up ^ camFocusVector) (or its opposite if left-handed). – Sam Hocevar Dec 8 '11 at 17:23
Looking good so far, worked beautifully for left/right rotation (I have the up vector so that's easy). What does the '^' mean in your comment _USER_? Is that cross product? Also, how can I recompute the up vector once I've made the translations? – Luke Dec 8 '11 at 21:18
_USER_: Check my EDIT1 – Samaursa Dec 8 '11 at 21:35
_USER_ Thank you very much. Your solution works perfectly, and I learned a lot in the process! – Luke Dec 9 '11 at 12:53
this is an EXCELLENT answer, thank you very much for your explanation. In my case, I wanted the camera to only rotate about the target point in the X-Y plane, and so after doing all the calculations, I always set the cameraRight.z to 0 and then calculated the cameraUp vector. This gave the desired effect. Just thought of sharing – codemonkey Oct 31 '12 at 15:21
What you need is a typical ArcBall camera, which is basically a camera that keeps a target location and allows you to move the camera in a "spherical" way around that target.
It's in XNA but IIRC I've used this implementation before, and it worked quite well:
share|improve this answer
That implementation appears to only move directly along the right vector, which will approximate an arcball for small values of amount. He's also moving the LookAt point, as where I want to move the camera (close, but subtly different). I believe Samaursa has provided the simplest complete way of achieving this. – Luke Dec 9 '11 at 12:59
Thank you for your feedback. I must admit that I used this implementation a bit as a "blackbox" but I did not notice any problem. To clarify were you perhaps talking about the MoveCameraRight/MoveCameraForward methods? Those methods were added in order to pan the camera around, but are not part of the Arcball interface. If you want to rotate the camera around the target, you simply change the Yaw or Pitch properties. – David Gouveia Dec 9 '11 at 15:37
Sorry, you're right, those are panning methods. I didn't notice how he set a dirty flag for the matrix when yaw and pitch were changed. – Luke Dec 12 '11 at 14:41
Here's my code for rotating around a point, found myself reusing it a lot.
float distance; // Straight line distance between the camera and look at point
// Calculate the camera position using the distance and angles
float camX = distance * -sinf(camAngleX*(M_PI/180)) * cosf((camAngleY)*(M_PI/180));
float camY = distance * -sinf((camAngleY)*(M_PI/180));
float camZ = -distance * cosf((camAngleX)*(M_PI/180)) * cosf((camAngleY)*(M_PI/180));
// Set the camera position and lookat point
gluLookAt(camX,camY,camZ, // Camera position
 0.0, 0.0, 0.0, // Look at point
 0.0, 1.0, 0.0); // Up vector
share|improve this answer
That's basically the way I did it initially. There are many issues with doing it this way (at least for me). Basically this implementation rotates only about 2 fixed axes. Let's say you rotate up nearly to the north pole. Then rotate right. You'll find yourself spinning in a tiny circle rather than following the right vector of the camera all the way around the globe. – Luke Dec 9 '11 at 12:43
Now that you mentioned that, I guess there are two different ways to look at the problem. In my application I used the ArcBall camera to rotate around a target island on the sea, and if I used 3 axes of freedom it would look plain wrong (such as seeing the island upside down or sideways). – David Gouveia Dec 9 '11 at 15:46
This very simple algorith to achieve that is pretty awesome:
Being P the center point about you want to rotate (the "look at"or "target" point):
rotate horizontal
rotate vertical
I used it and its nice.
Source found at sister-site stackoverflow: _URL_
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When Youth Are Struggling
When doing a challenging STEM project, there can be struggles. How do we keep from giving youth the answer as to what to do next? Using prompts that begin with "I wonder…" or "I notice…" before each question, the frontline staff build on what youth have done, and help them develop the next step through questions.
Research suggests: Frontline staff and volunteers ask open-ended questions throughout the activity and questions are related to the context. (STEM supplement to the Youth PQA)


text:
An exertion of strength or power, whether physical or mental, in performing an act or aiming at an object; more or less strenuous endeavor; struggle directed to the accomplishment of an object; as, an effort to scale a wall.
- The use of physical or mental energy to do something; exertion.
- A difficult exertion of the strength or will: It was an effort to get up.
- A usually earnest attempt: Make an effort to arrive promptly.
- Something done or produced through exertion; an achievement: a play that was his finest effort.
- Physics Force applied against inertia.


To Keep Fit Take A Dog As Walking Companion
Dog walking was highest among the young and educated, with 18 to 24 year old owners twice as likely to walk the dog as those over 65, and college graduates more than twice as likely as those with less education.
Younger dogs were more likely to be walked than older dogs. While larger dogs (20 kgs. or more) were taken for longer walks than smaller dogs.
Researchers from Michigan State University said that among dog owners who took their pets for regular walks, 60 percent met United States government criteria for regular moderate or vigorous exercise. Nearly half of dog walkers exercised an average of 30 minutes a day at least five days a week.
The dog walkers had higher overall levels of both moderate and vigorous physical activity than the other subjects, and they were more likely to take part in other leisure time physical activities. On average, they exercised about 30 minutes a week more than people who didn't have dogs.
Several studies now show that dogs can be powerful motivators to let people moving and keep fit. Not only are dog owners more likely to take regular walks, but new research shows that dog walkers are more active overall than people who don't have dogs.
Human walkers often complained about the heat and talked each other out of exercise, but that people who were paired with dogs didn't make those excuses, according to Rebecca A. Johnson, director of the human-animal interaction research center at the University of Missouri College of Veterinary Medicine.
A study of 41,500 California residents found that dog owners were about 60 percent more likely to walk for leisure than people who owned a cat or no pet at all. That translated to an extra 19 minutes a week of walking compared with people without dogs.


sample EmotoBook page
MM: Understanding Apposition
Sorry for the long absence! I'm finally reasonably settled back into my "day job," new house, and so forth. It's about time to dig back into my shadowy secret life of fiction-writing, reviewing, and blogging. I figured I'd kick things off with a post about commas. I mean, really, you can never talk too much about commas, right? So here we go: apposition.
Apposition is the placement of two grammatical elements (words, phrases) side by side in a mutually defining or modifying relationship. Here's an example:
My father, Frederick Brown, recently moved to Portland and bought a house next door to my sister Alice Smith.
In the above sentence, "my father" is in apposition to "Frederick Brown," and "my sister" is in apposition to "Alice Smith."
The $64,000 question is why "Frederick Brown" has commas around it but "Alice Smith" doesn't. The reason? "Frederick Brown" is a non-restrictive or non-essential appositive — since the speaker only has one father, "my father" and "Frederick Brown" are synonymous. "Frederick Brown" doesn't restrict the category of "my father," so it's non-essential. Non-essential or non-restrictive (these terms are interchangeable) appositives need commas before and after.
In contrast, "my sister" and "Alice Smith" might or might not be synonymous. Why? Because the speaker could have more than one sister. By not putting commas around "Alice Smith," the speaker is as good as telling you that she has other sisters besides Alice. "Alice Smith" is a restrictive or essential appositive because the category of "my sister" needs to be restricted: which of the speaker's sisters now has her father as a neighbor? Alice (rather than Susan or Tanya).
Errors in choosing whether or not to comma around appositives are quite common. My students often produce sentences like this one:
Shakespeare's play, King Lear, is bleakly nihilistic.
Why is that wrong? Because Shakespeare wrote many plays, so "Shakespeare's play" and "King Lear" are not synonymous. "King Lear" is an essential appositive because the category of "Shakespeare's play" needs to be restricted. Therefore "King Lear" should not have commas around it.
Now if you said, "Shakespeare's final romance, The Tempest, is less preoccupied with loss than his earlier forays into that genre," you'd be fine. Why? Because Shakespeare could only have written one of his romances last. That category can, by definition, only include one play, so "The Tempest" and "Shakespeare's final romance" are synonymous. "The Tempest" is a non-restrictive or non-essential appositive and therefore needs commas.
Incidentally, the same restrictive/non-restrictive rules apply to commas around clauses:
You should never ride motorcycles, which are dangerous.
You should never ride motorcycles that are dangerous.
In the first sentence above, "which are dangerous" is non-restrictive: the speaker is labeling all motorcycles dangerous and to be avoided. But in the second sentence, "that are dangerous" is restrictive: the speaker is telling you that only a subset of motorcycles (the dangerous ones) should be avoided. It's nice when writers use "that" to begin restrictive clauses and "which" to begin non-restrictive ones; it makes the distinction more evident. But the which-vs.-that rule isn't universal, and you will see "which" being used in both cases. That means the comma is the sole true indicator of restrictiveness vs. non-restrictiveness.


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Ancient Yoruba civilization believed that one's hair is tied to their spiritually. They believed it was an extension of the beings spiritually to the Orishas (African gods and goddesses). They actually created different braided hairstyles that females wore to be more spiritual.
"Dada", was the term given to people who wore loc'd hair and it was derived from a spirit child that was born with loc'd hair. The spirit child was born with full grown locs, meaning that straight out of the womb their hair would already be twisted. The tale behind the "Dada spirit child" was that the parents could not cut the child's hair, because they would feel the wrath of the spirit world. If the parents chose to cut the child's hair they could not do so without performing a ceremony. If the child chooses to keep his or her hair, Yoruba elders would acknowledge that child as going on a spiritual journey and that is why "Dada"are also said to be taking a spiritual journey as well.
Today, in Nigerian culture loc'd hair is viewed as evil and dirty, and the tradition of the Orishas and beliefs is no longer practiced. Even though when a "Dada spirit child" is born the parents still practice that ceremony before cutting the child's hair. Irony!
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This standard was last reviewed* in 2008.
ISO/IEC 21000 (MPEG-21) defines an open framework for multimedia delivery and consumption, with both the content creator and content consumer as focal points. The vision for MPEG-21 is to define a multimedia framework to enable transparent and augmented use of multimedia resources across a wide range of networks and devices used by different communities.
The basic architectural concept in MPEG-21 is the Digital Item. Digital Items are structured digital objects, including a standard representation and identification, and metadata. They are the basic unit of transaction in the MPEG-21 framework. Many MPEG-21 applications have the requirement to uniquely identify Digital Items.
ISO/IEC 21000-3:2003 provides a simple but flexible mechanism to:
- Uniquely identify Digital Items and parts thereof (including resources);
- Uniquely identify IP related to the Digital Items (and parts thereof), for example abstractions;
- Uniquely identify Description Schemes;
- Use identifiers to link Digital Items with related information such as descriptive metadata (non-normative).
The DII specification does not specify new identification systems for the content elements for which identification and description schemes already exist and are in use.
Identifiers covered by this specification can be associated with Digital Items by including them in a specific place in the Digital Item Declaration (ISO/IEC 21000-2).
Edition: 1 (Monolingual) ICS: 35.040 Status: Published Stage: 90.60 (2013-09-18) TC/SC: ISO/IEC JTC 1/SC 29 Number of Pages: 30
Note: This standard is updated by a Registration Authority
No revision information available


text:
Mickael Tanter interviewed in the French magazine La Recherche
In an interview given to the French magazine La Recherche, Mickael Tanter, director of the laboratory Physics for Medicine Paris (Inserm/ESPCI Paris/PSL University/CNRS), showcases functional ultrasound imaging and its expected impact in neuroscience.
The article goes through the past research work which gave birth to ultrafast ultrasound imaging, and details the more recent applications developed for brain imaging, including the latest results obtained in the past months : monitoring complex cognitive tasks and investigating sleep phases in animals, mapping and monitoring the brain activity of pre-term neonates in clinics.
Currently distributed in kiosks: La Recherche, issue 551, September 2019. Preview available here


text:
Slips (or Lapses)
One of two categories of error in addition to "mistakes". Unlike mistakes, slips are failures of schematic behaviors, or lapses in concentration. Slips occur in the face of competing sensory or emotional distractions, fatigue, and stress, Reducing the risk of slips requires attention to the design of protocols, devices, and work environment conditions, removing unnecessary variation in the design of key devices, eliminating distractions from areas where work requires intense concentration, and other redesign strategies. Historically, all errors including slips have been treated as mistakes resulting in remedial training or increased supervision.


text:
- Story Ideas
- Send Corrections
Mississippi elementary and middle school teachers have a new tool to improve academic performance in the classroom.
The Mississippi Department of Education has launched a new campaign to help teachers incorporate physical activity into lesson plans. The "Move to Learn" campaign is based on two academic studies that show a correlation between increased fitness and improved test scores, as well as fewer absences and fewer disciplinary incidents at school.
"The two studies, 'Fitness Among Mississippi Students,' and 'Increasing Fitness to Improve Academic Performance,' also showed this correlation applies across all socio-economic and demographic categories," said Anne Travis, chief executive officer of the Bower Foundation, in an email.
The Bower Foundation provided the funding to the Education Department for the "Move to Learn" campaign.
The campaign provides teachers with videos and lesson plans they can access online that incorporate physical fitness into the classroom. The "Move to Learn" website also includes examples of schools that are already using physical activity to improve academic performance.
"We started with a 13-minute video that highlights success stories in Mississippi schools that have incorporated physical activity into the day beyond physical education requirements," said Scott Clements, director of the Mississippi Office of Healthy Schools.
Clinton said MDE officials traveled the state looking for schools that were using physical activity in the classroom. In Clinton, they found a school where the children were dancing in the hallways. Tardiness went down at that school, Clements said.
The website includes 10 five-minute video segments — five for K-3 students and five for elementary and middle school students.
"The teacher can stream or download (these video segments) and do a video break," Clements said. "(The teacher) gets the kids moving and then they're better ready to learn."
He said the campaign, with its emphasis on physical activity, addresses his concern about obesity in Mississippi students. Studies have shown that Mississippi has the most obese children of any state in the nation.
"That's the win-win piece of it," he said. "We feel like we're winning every way around on this thing. We're in the bottom in health and education. With this one project, we can address both at one time."
Clements said MDE is getting the word out any way it can.
Officials are talking about the website at conferences, publicizing it when they go to school districts and sending out messages to teachers over the Internet.


Site Menu
January 9, 2018
What is Zero Waste?
But while most may not think too much about waste, there are some of us who think about it a lot…a whole lot. In fact, there are companies and organizations that have made it their business to figure out how to generate less, how to dispose of less, and how to define when we achieve some variation of a "Zero Waste" goal.
And while zero waste may sound pretty straightforward, it can actually be more complex than you might think.
What is Zero Waste?
Generally, "Zero Waste" is a philosophy of eliminating the generation of materials that have no viable or economic option for end-of-use management. In reality, there are varying interpretations for when (and if) it is achieved. Does zero waste really mean zero waste? Does it consider the waste that's produced in the production of materials upstream? Is a small amount of waste acceptable at the end of a material's end of life? What about Waste-to-Energy? The definition of zero waste varies widely, with various organizations defining zero waste differently, each with their own interpretation as to what it takes to get to "zero."
The generation of waste can be lowered through a variety of options, including reducing, reusing, recycling, or taking appropriate action to prevent waste through design and engineering solutions. Many individuals, companies and municipalities continue to strive to achieve zero waste goals, while our very own Waste Management Phoenix Open is the largest zero waste event of its kind in the world.
Zero Waste Certification
Because Zero Waste definitions vary, a handful of organizations have created Zero Waste Certification programs. While these organizations all use different definitions and standards in their certification programs, Waste Management has relied on the premier global standards company UL to validate the Waste Management Phoenix Open zero waste claims. UL has created definitions for Zero Waste to Landfill and a corresponding certification process, under which are three levels:
 - 100% diversion from landfill – which allows some waste to go to waste-to-energy facilities
 - "Virtually Zero Waste" with 98% landfill diversion – UL has other levels
 - "Landfill Diversion" label – 80 percent or more of material is diverted from landfill
UL evaluates the entire Waste Management Phoenix Open event for Zero Waste certification. This involves extensive review of records and processes before UL will certify any event or facility as "zero waste."
How is zero waste measured?
For the last 5 years, Waste Management has achieved the goal of diverting 100 percent of waste from a sporting event that sees more than 650,000 fans in attendance over the course of one week.
To meets UL's strict standards, the Waste Management Phoenix Open is planned year-round with zero waste in mind, and we do lots on-course to make sure waste material is reduced, reused, recycled, donated or avoided entirely (more on that here). After the tournament, Waste Management conducts audits at our recycling facilities to ensure compliance with the prescribed zero waste guidelines, and then works with UL for third party oversight and validation.
Is zero waste the best goal for the environment?
The answer may be more complex than you think. That's because – in the end – diversion for its own sake has no value if the materials collected for recycling and composting are not turned into worthwhile commodities that can be sold and made into marketable products. In fact, in some cases, diverting materials can increase negative impacts on the environment if a net increase in energy or emissions are a result of the diversion process. That's to say that some materials may contribute to higher greenhouse gas emissions through either the recycling and composting process, or through transportation to a recycling facility.
That's why it's important for every program and material to be evaluated according to its full lifecycle impact to ensure your primary sustainability goal is being achieved, whether that's high diversion or lower greenhouse gas emissions.
No matter what, the heart of any effective waste management program is not diversion, but avoidance. That means planning ahead on how to manage items that will be a challenge to recycle, whether that means reuse, donating, or using an item to produce renewable energy.
Starting the Journey and Best Practices
Before starting your zero waste journey, it's best to keep in mind UL's three steps to waste diversion: understanding, measuring, and rerouting.
 - Understanding: Determine the current waste streams and approximate volumes
 - Measuring: Establish goals for waste diversion and building processes for diverting the waste
 - Rerouting: Divert waste from the landfill whether by routing it to other facilities that can use that waste as a raw material, sending materials for recycling, or leveraging waste products for energy production
Zero waste is a big challenge, and the first step to any challenge is understanding. As an exercise, think of the last three items you purchased. Could they be used again (reuse)? Were they made with recyclable materials and can they be recycled (reducing resources)?
To read more about how the Waste Management Phoenix Open turns the largest sporting event into the greenest, check out


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July 16, 2015
ISDA has published FpML 5.9 First Working Draft
Changes compared to FpML 5.8 Recommendation (build#8):
- Equity Derivatives:
- Added support for Equity Volatility Swaps under ISDA 2011 and 2002 Definitions.
- Schema tightening - Certain structures were tightened to make the schema less ambiguous and improve guidance for implementers. This results however in non-backward compatible changes that should be viewed as fixes of existing flaws. As such, changes should not invalidate any existing, meaningful document.
- Within CalculationFromObservation type: Instead of sequence, create a mandatory choice of [InitialLevel and initialLevelSource] and initialLevelSource. The first branch would be used only for AgreedInitialPrice. If initiallevel is present this would infer AgreedInitialPrice, initialLevelSource= AgreedInitialPrice can be optionally provided for clarity. The second branch would be used for elections other than AgreedInitialPriceprice.
- Within extraordinaryEvents type, deprecated tenderOffer Boolean element in favor of using just tenderOfferEvents. Documented the tenderOfferEvents usage, as "If tenderOfferEvents is NOT provided, No Tender Offer is applicable. If provided, Tender Offer is applicable, all events within EquityCorporateEvents type are turned on and the consequences must be provided.
- Within EquityValuation, grouped into an optional choice elements: futuresPriceValution and optionsPriceValuation. Rationale: they should be mutually exclusive as they both answer the same question.
- Renamed ClassifiedPayment to ClassifiablePayment. Rationale: one can choose not to classify it. Note: under FpML guideline, it is considered a backward compatible change. The change affected products: CorrelationSwap, VarianceSwap, VolatilitySwap.
- Regulatory Reporting:
- Support for SEC SBSR rules (See recordkeeping example ex145)
- The following issues have been resolved:


text:
This instrument has become one of the
main symbols of the
medical profession. The origins of the
stethoscope can be traced back to the French physician, Laënnec, who
invented a crude model in 1819. It has undergone many modifications
since then. The original consisted of a wooden box that served to
help physicians hear the sounds within the chest cavity. In fact-the
name stethos means chest in Greek.
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Janitor Jeopardy gets Hirschi students engaged
Janitor Jeopardy gets kids engaged
Students didn't treat Hirschi High School janitor Gary Martin like a "dumb janitor" for long.
The retired Coast Guard medic who served 22 years in the military and was stationed in five locations from Alaska to Galveston began working as a janitor at Hirschi in 2005.
He's just one of those guys who likes to stay busy.
Martin, 57, already had a military pension, lived nearby, and figured the fast-paced job at the high school could replace a gym membership to keep him in shape.
But students watched him hauling trash, swabbing floors and changing lightbulbs and made the typical assumptions.
One day, a student told him that he was "dumb as a janitor," Martin said.
"By society's standards, a janitor is invisible. They talked as if I wasn't even standing there."
So Martin challenged them to ask him a question and see if he had the right answer.
One of the boys asked Martin a question from his most recent history class.
"I answered it correctly," he said. "They were aghast!"
Then Martin challenged the students with a question.
"I'll give you $1 if you can answer my question," he said. They couldn't.
Thus began Janitor Jeopardy — a daily game so popular with Hirschi students that 100 students a day ask him for his daily question.
What do you call the part of a stairstep between the actual steps?
Who is Jodi Arias?
Where is Timbuktu?
What do you call the little scooped place on the top of your upper lip?
"I'm trying to pique their curiosity," he said. "They always ask me, 'What's the answer?' I tell them, 'Go look it up. You never want to say the janitor told you. As a profession, we don't have that much credence.' "
He's stumped students, teachers and administrators with his questions.
He asked Assistant Principal Dr. Stephanie Phillips where America dumps its garbage in the ocean — a question that sent her straight to the web to read about The Great Pacific Garbage Patch.
Suddenly she understood why the retired Coast Guard member was so passionate about recycling.
Martin's favorite source for questions is the daily newspaper. He donates a subscription of the Times Record News every year to the Hirschi library so students will stay up-to-date with current events.
Martin has more than 1,000 books in his home — but no television set for the past 35 years.
He became a voracious reader after a ninth-grade swimming accident forced him to bedrest.
He picked up John Steinbeck's "The Grapes of Wrath," and was never the same.
"Don't get off the planet without reading 'Grapes of Wrath,' " he said Friday.
He went on to read all of Steinbeck's books in between high school activities of running cross-country, gymnastics and boxing.
After high school, he joined the Coast Guard, where he served on the cutter Storis in Kodiak, Alaska. He earned an associate degree of science and medicine from the College of Air Force while he served in Alaska, New Jersey, Seattle, Houston, and aboard a cutter that sailed all over the Gulf of Mexico, South America and the Caribbean.
If anyone had told him back then that he would one day carry a phone or computer in his pocket, he wouldn't have believed it.
But technology has created so many distractions that Martin said he uses his daily questions to slow students down to look at what's happening around them.
"This is a high-stress environment," he said. "Everybody's under the scope here. It's good to have a little bit of fun."
On a Friday he asks, "Where did the name Friday come from?"
On a Monday, "Name the Great Lakes."
On a Tuesday, "What is the name of the big blue lake near the tip of Florida?"
On a Wednesday, "What is an idiom?"
Martin chuckles over some answers students give. "I asked, 'Who was buried in Grant's Tomb?' A student said, 'Some captain.'"
When he asked, "Where was Washington going when he crossed the Delaware?" a student responded, "He was going somewhere?"
Hirschi senior Jordan Sepulveda, 17, said he looks for Martin every day and asks for the Janitor Jeopardy question. "I haven't known many," he said.
He remembers one day when Martin showed up with a plastic dodo bird and asked, "What animal is this? It can't fly." Sepulveda got that one right.
But so far, only a couple of students have figured out that Martin saves a special reward for the student who actually looks up the answers and returns to show Martin the three sources he consulted.
Now, test yourself. Friday was George Washington's birthday, so Martin pulled out a $1 bill and asked students, "How do we know what George Washington looked like?"
Answer: He was painted by contemporary Gilbert Stuart, and the likeness of that famous portrait was put on the $1 bill.
Follow Ann Work on Twitter _USER_


text:
T2. CU:Job of the Branch Manager: This topic will describe what the job of the branch manager entails, with information on employee-related and member-related activities in which the branch manager engages.
T3. CU:Employee and Member Needs: This course will inform the learner of the specific skills and abilities required to be an effective branch manager; some of these skills include effective communication, attention to detail, sales aptitude, and good judgment.
T4. CU:Branch Manager Challenges: This topic will illustrate the most common challenges that face branch managers in order for the learner to understand job expectations.
T5. CU:History of Your Credit Union: This topic will provide a brief overview of the three facets of a credit union that branch managers should be familiar with: experience, size, and future outlook.
T6. CU:Vision and Values: This topic will familiarize the learner with the importance of having a defined vision and values for the credit union, which can include honesty and integrity, member appreciation, and a commitment to the community.


live perception experiences, including hand tracking in MediaPipe and background features in Google Meet, accelerating inference speed from 1.2 to 2.4 times, while reducing the model size by half. In this post, we provide a technical overview of sparse neural networks — from inducing sparsity during training to on-device deployment — and offer some ideas on how researchers might create their own sparse models.
Comparison of the processing time for the dense (left) and sparse (right) models of the same quality for Google Meet background features. For readability, the processing time shown is the moving average across 100 frames.
Sparsifying a Neural Network
Many modern deep learning architectures, like MobileNet and EfficientNetLite, are primarily composed of depthwise convolutions with a small spatial kernel and 1x1 convolutions that linearly combine features from the input image. While such architectures have a number of potential targets for sparsification, including the full 2D convolutions that frequently occur at the beginning of many networks or the depthwise convolutions, it is the 1x1 convolutions that are the most expensive operators as measured by inference time. Because they account for over 65% of the total compute, they are an optimal target for sparsification.
Architecture Inference Time
MobileNet 85%
MobileNetV2 71%
MobileNetV3 71%
EfficientNet-Lite 66%
Comparison of inference time dedicated to 1x1 convolutions in % for modern mobile architectures.
In modern on-device inference engines, like XNNPACK, the implementation of 1x1 convolutions as well as other operations in the deep learning models rely on the HWC tensor layout, in which the tensor dimensions correspond to the height, width, and channel (e.g., red, green or blue) of the input image. This tensor configuration allows the inference engine to process the channels corresponding to each spatial location (i.e., each pixel of an image) in parallel. However, this ordering of the tensor is not a good fit for sparse inference because it sets the channel as the innermost dimension of the tensor and makes it more computationally expensive to access.
Our updates to XNNPACK enable it to detect if a model is sparse. If so, it switches from its standard dense inference mode to sparse inference mode, in which it employs a CHW (channel, height, width) tensor layout. This reordering of the tensor allows for an accelerated implementation of the sparse 1x1 convolution kernel for two reasons: 1) entire spatial slices of the tensor can be skipped when the corresponding channel weight is zero following a single condition check, instead of a per-pixel test; and 2) when the channel weight is non-zero, the computation can be made more efficient by loading neighbouring pixels into the same memory unit. This enables us to process multiple pixels simultaneously, while also performing each operation in parallel across several threads. Together these changes result in a speed-up of 1.8x to 2.3x when at least 80% of the weights are zero.
In order to avoid converting back and forth between the CHW tensor layout that is optimal for sparse inference and the standard HWC tensor layout after each operation, XNNPACK provides efficient implementations of several CNN operators in CHW layout.
Guidelines for Training Sparse Neural Networks
To create a sparse neural network, the guidelines included in this release suggest one start with a dense version and then gradually set a fraction of its weights to zero during training. This process is called pruning. Of the many available techniques for pruning, we recommend using magnitude pruning (available in the TF Model Optimization Toolkit) or the recently introduced RigL method. With a modest increase in training time, both of these can successfully sparsify deep learning models without degrading their quality. The resulting sparse models can be stored efficiently in a compressed format that reduces the size by a factor of two compared to their dense equivalent.
The quality of sparse networks is influenced by several hyperparameters, including training time, learning rate and schedules for pruning. The TF Pruning API provides an excellent example of how to select these, as well as some tips for training such models. We recommend running hyperparameter searches to find the sweet spot for your application.
We demonstrate that it is possible to sparsify classification tasks, dense segmentation (e.g., Meet background blur) and regression problems (MediaPipe Hands), which provides tangible benefits to users. For example, in the case of Google Meet, sparsification lowered the inference time of the model by 30%, which provided access to higher quality models for more users.
Model size comparisons for the dense and sparse models in Mb. The models have been stored in 16- and 32-bit floating-point formats.
The approach to sparsity described here works best with architectures based on inverted residual blocks, such as MobileNetV2, MobileNetV3 and EfficientNetLite. The degree of sparsity in a network influences both inference speed and quality. Starting from a dense network of a fixed capacity, we found modest performance gains even at 30% sparsity. With increased sparsity, the quality of the model remains relatively close to the dense baseline until reaching 70% sparsity, beyond which there is a more pronounced drop in accuracy. However, one can compensate for the reduced accuracy at 70% sparsity by increasing the size of the base network by 20%, which results in faster inference times without degrading the quality of the model. No further changes are required to run the sparsified models, because XNNPACK can recognize and automatically enable sparse inference.
Ablation studies of different sparsity levels with respect to inference time (the smaller the better) and the quality measured by the Intersection over Union (IoU) for predicted segmentation mask.
Sparsity as Automatic Alternative to Distillation
Background blur in Google Meet uses a segmentation model based on a modified MobileNetV3 backbone with attention blocks. We were able to speed up the model by 30% by applying a 70% sparsification, while preserving the quality of the foreground mask. We examined the predictions of the sparse and dense models on images from 17 geographic subregions, finding no significant difference, and released the details in the associated model card.
Similarly, MediaPipe Hands predicts hand landmarks in real-time on mobile and the web using a model based on the EfficientNetLite backbone. This backbone model was manually distilled from the large dense model, which is a computationally expensive, iterative process. Using the sparse version of the dense model instead of distilled one, we were able to maintain the same inference speed but without the labor intensive process of distilling from a dense model. Compared with the dense model the sparse model improved the inference by a factor of two, achieving the identical landmark quality as the distilled model. In a sense, sparsification can be thought of as an automatic approach to unstructured model distillation, which can improve model performance without extensive manual effort. We evaluated the sparse model on the geodiverse dataset and made the model card publicly available.
Comparison of execution time for the dense (left), distilled (middle) and sparse (right) models of the same quality. Processing time of the dense model is 2x larger than sparse or distilled models. The distilled model is taken from the official MediPipe solution. The dense and sparse web demos are publicly available.
Future work
We find sparsification to be a simple yet powerful technique for improving CPU inference of neural networks. Sparse inference allows engineers to run larger models without incurring a significant performance or size overhead and offers a promising new direction for research. We are continuing to extend XNNPACK with wider support for operations in CHW layout and are exploring how it might be combined with other optimization techniques like quantization. We are excited to see what you might build with this technology!
Special thanks to all who worked on this project: Karthik Raveendran, Erich Elsen, Tingbo Hou, Trevor Gale, Siargey Pisarchyk, Yury Kartynnik, Yunlu Li, Utku Evci, Matsvei Zhdanovich, Sebastian Jansson, Stéphane Hulaud, Michael Hays, Juhyun Lee, Fan Zhang, Chuo-Ling Chang, Gregory Karpiak, Tyler Mullen, Jiuqiang Tang, Ming Guang Yong, Igor Kibalchich, and Matthias Grundmann.
Source: Google AI Blog
Uncovering Unknown Unknowns in Machine Learning
The performance of machine learning (ML) models depends both on the learning algorithms, as well as the data used for training and evaluation. The role of the algorithms is well studied and the focus of a multitude of challenges, such as SQuAD, GLUE, ImageNet, and many others. In addition, there have been efforts to also improve the data, including a series of workshops addressing issues for ML evaluation. In contrast, research and challenges that focus on the data used for evaluation of ML models are not commonplace. Furthermore, many evaluation datasets contain items that are easy to evaluate, e.g., photos with a subject that is easy to identify, and thus they miss the natural ambiguity of real world context. The absence of ambiguous real-world examples in evaluation undermines the ability to reliably test machine learning performance, which makes ML models prone to develop "weak spots", i.e., classes of examples that are difficult or impossible for a model to accurately evaluate, because that class of examples is missing from the evaluation set.
To address the problem of identifying these weaknesses in ML models, we recently launched the Crowdsourcing Adverse Test Sets for Machine Learning (CATS4ML) Data Challenge at HCOMP 2020 (open until 30 April, 2021 to researchers and developers worldwide). The goal of the


American Conquest Review
If you are familiar with the Cossacks games, then American Conquest will appear familiar. The Cossacks developers have updated the game and adapted it to a new setting, the Americas from 1492 through 1813. While there have been a few games set during the conquest of the New World, the American Revolution has not received much attention. The opportunity to square off Redcoats and Minutemen in real-time combat is an intriguing one, especially in a game that can support up to 16,000 units. However, playing American Conquest can be a daunting task and while it provides some rewarding gameplay to those who put in the effort it may prove to be too much for all but the most dedicated strategy gamers.
The Spanish discover a Mayan fortress.
One of the reasons for the long game times is the complicated economy in the game. There are six different types of resources that must be gathered, not only to build new units and structures but to pay for their upkeep as well. Like most strategy games, peasants are the workhorse of the economy. Not only must they build farms and mines and work them as well, but they also serve as the source of manpower for training into military units. Constant peasant generation is a part of the game.
Building up your economy is slow and methodical work, as you must make your way down a line of prerequisite buildings before you can even build mines to collect mineral resources. Also, upkeep in the game is pretty expensive and you'll need to generate a large resource stream before you're ever able to build up and field a large army, let alone replace your losses in the field. Because of the work it can take to build a healthy economy, the random game modes allow you to set a no-attack grace period... and this grace period can be set to up to four hours. This is not a game for those who love executing rush attacks, but the builders out there will appreciate the size of the cities and infrastructure they can build.
Things get even more complicated when it comes to army management because the game models a lot of factors for its military units. Each unit's defense is rated for five different types of attack, distance and scatter affect attack effectiveness, and morale plays a big role in unit effectiveness. Even the field of fire of units garrisoned in structures is affected by the structure's window placement. Understanding which units form effective counters for each unit type in the game is important, but not enough in and of itself to be successful. To be truly effective, units must be placed into formations or else they'll essentially fight like an unruly mob.
In order to create formations you need to group the units with a special officer unit, and often with a drummer unit as well. You then must select which units to include in the formation and which type of formation to create. Needless to say this is impossible to do while facing an approaching attack, but luckily the game allows you to issue orders while paused. This is another reason why games of American Conquest can take some time to play through - you'll need to constantly pause the game to issue orders to large numbers of units. Once you have the units in formations, you'll still need to do a lot of hands-on guidance. For example, when managing musket troops and pikemen, you'll need to allow the musket troops to fire, advance the pikemen for protection while the musket troops reload, move the musket troops forward so that they can fire, and then repeat.


Mason Hillel Sends Twenty Students To Israel And West Bank
Fact Finders trip lets students understand political situation
Every year Mason Hillel, a Jewish community center at Mason, funds 20 to 25 students on a "Fact Finders" trip where students discover for themselves what Israel has to offer.
The trip's purpose is to understand the geopolitical situation of Israel and the West Bank.
From June 9 to June 20, twenty students from various majors were awarded a full-stipend trip by Mason Hillel on the Fact Finders program to explore, grasp and understand Israel and the West Bank. Mason students were chosen by Mason Hillel through an interview process.
Israel is wildly considered a conflict zone that is often highly scrutinized and dissected in international media.
Mason Fact Finders gives predominately non-Jewish students the opportunity to experience firsthand a country founded 70 years ago that continues to be engulfed in land disputes to this day.
Throughout the trip, students travel around Israel, visiting famous tourist sites, seeing Tel Aviv and venturing into parts of the West Bank. Sightseeing was a small part of the trip, as the main focus was to further interpret the geopolitical situation in Israel and the West Bank.
One student in particular, Jaelynn Brown, entered the trip feeling as if she was always "a couple steps behind the news" when it came to the situation in Israel and the West Bank. Now, Jaelynn said she "can identify bias more quickly" and accurately portray what the situation is today.
Some students reported the trip as being a "deeply impactful" time as they were able to discover what visiting a highly-analyzed region entails.
Both Brown and Logan Hansen, a Mason Fact Finders student, said the issue is not "as black and white" as many news sources "claim it to be."
"I learned you don't have to pick one side, you can be both," Hansen said.
Identifying the real issues behind the conflict was the main goal of this trip as the students were able to speak to professors, politicians, military personnel, and other experts on the matter.
After leaving Israel and participating in the Fact Finders program, many students were eager to bring their newfound knowledge back to the Mason community. A handful of Fact Finders 2018 students are planning to create a student organization in the upcoming academic year that represents both sides of the issue.


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Teach counting and number recognition, and learn the numbers 1-10! To play the fishbowl game, follow the directions to place the correct number of fish in the fishbowl. Then, trace and write the number on the fishbowl stationery page!
- 10 two-sided fishbowl mats
- 60 color fish
- Wipe-off crayons
- Activity guide
Common Core Materials!
11" x 17" Laminated Posters are only 2.99!
Enjoy the convenience of a school charge account at educator!


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Source: Wales – City of Cardiff
5 things every Cardiff student should know about their waste and recycling
If your son, daughter, grandchild, friend or relative has started at Cardiff University this year they will be well aware there is a lot of information for them to take on board when living away from home.
If they're in private accommodation, it's important that students know how to dispose of their rubbish correctly.
These top tips will make sure they avoid any fines and ban the bin drama:
- Food waste can be recycled into energy. Make use of the food caddy for all unused food, including fruit and vegetable peelings, left-overs, egg shells, tea bags and coffee grounds in your kitchen caddy. More information on the food caddies can be found.
- Recycling is collected weekly in Cardiff, using FREE green recycling bags. They can be ordered online or collected from our local stockists. Using recycling and food waste collections will mean you won't have much waste left over for your black bin/red striped bags. Find your local stockists.
- If you're unsure of what belongs where, check out our Recycling A-Z – _URL_ – and type in an item to find out how to dispose of it correctly. From polystyrene to plastic and balloons to bubblewrap we've got it covered to make sure you put your waste and recycling in the right place.
- If you receive a pink sticker on your recycling bin or bag, firstly check if you've accidentally placed any of the following most common misplaced items in there:
- Food waste / leftovers in packets, tins, jars etc.
- Textiles -such as clothes, bedding, rags etc.
It's important to make sure that people are putting the right items in the correct containers so that we can recycle and compost as much as possible. Please make sure you take the recycling back in and remove the misplaced items before collection.
- Download the and never miss a collection date again. Check your recycling and waste collection dates and set up reminders. To download the App visit the Google Play Store or Apple's App store and search 'Cardiff Gov'.
COVID-19 cases are on the rise in Cardiff and neighbouring areas. Please help stop the spread of Coronavirus by following Government guidelines:
- Wash your hands with soap and water often – do this for at least 20 seconds
- Always wash your hands when you get home or into university
- Use hand sanitiser gel if soap and water are not available
- Cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze
- Put used tissues in the bin straight away and wash your hands afterwards
- Try to avoid close contact with people who are unwell
- Do not touch your eyes, nose or mouth if your hands are not clean
- If you have fever, cough and difficulty breathing, seek medical care early
- Stay informed and follow advice given by your healthcare provider
Good luck andCroeso iGaerdyddto all university students!


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Popular quotes: The meaning an history behind "The third-rate mind is only happy when it is thinking with the majority..."
"The third-rate mind is only happy when it is thinking with the majority. The second-rate mind is only happy when it is thinking with the minority. The first-rate mind is only happy when it is thinking." - AA Milne
While A.A. Milne's best known protagonist, Winnie-the-Pooh, believed himself to be a "bear of very little brain", his creator was very gifted in the brains department - earning a scholarship to Cambridge to study mathematics and then going on to be a playwright; editor of Punch, a leading British satirical magazine; author of adult fiction and nonfiction and creator of four books starring Pooh Bear and Christopher Robin: When We Were Very Young (1924), Winnie-the-Pooh (1926), Now We Are Six (1927) and The House at Pooh Corner (1928).
Alan Alexander Milne was born in London in January 1882, the youngest of John and Sarah Milne's three sons. He grew up at Henley House, a small private school run by his father, in Kilburn, London, where he was taught briefly by H.G. Wells who apparently admired the intellect of the then 7-8 year-old Milne. He went on to Westminster School and then to Trinity College, Cambridge. While there he edited the student magazine, Granta, collaborating on articles with his brother Kenneth, while also contributing articles to Punch. He became editor of Punch from 1906 until he enlisted in the army in 1915. While editor of Punch he published his first book and three collections of articles.
During his military service in World War I he served in France with the Royal Warwickshire Regiment and, after an illness, with the Royal Corps of Signals. During this time he wrote three plays which were performed on the London stage. After being discharged in February 1919 he settled in East Sussex with his wife Dorothy (known as Daphne). In 1920 their only son, Christopher Robin Milne, was born. When Christopher was one year old he was given a stuffed bear which he initially named Edward bear but later renamed Winnie-the-Pooh" after a Canadian black bear named Winnie, which was used as a military mascot in World War I and left to London Zoo after the war.
Apparently, the success of his children's books was an annoyance to Milne who had chosen not to return to Punch after the war in order to write whatever he pleased, but instead found himself typecast as the author of the Winnie-the-Pooh stories. Despite this, in addition to his children's books, during his life he wrote seven novels, four works of non-fiction, thirty plays and four screenplays. He had a stroke and brain surgery in 1952 and died in 1956.
Judge rules unused Borders gift cards to be worthless(May 23 2013) Borders owes nothing to holders of roughly $210.5 million of gift cards that had not been used by the time the bookstore chain shut down, a Manhattan federal...


Halau hula
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A hālau hula is a school in which the ancient Hawaiian dance form called hula is taught. The term comes from hālau, a workshed, and hula, the traditional dance of the Hawaiian Islands. Prior to European contact, the Hawaiian language had no word for "school," as children learned from their parents, aunts, uncles, and elders. Children who showed promise in a specialized art or craft would be apprenticed to a master and work in the master's hālau. School, as a specialized place of instruction, did not exist in Hawai'i prior to the arrival of Christian missionaries.
In ancient times, students joining a hālau hula would be dedicated solely to the study of hula for the duration of their training. Their families would provide maintenance for the support of the hālau. Today, students have set hours for study at the hālau, and often pay monthly dues to help the kumu, roughly "headmaster" of the hālau with support and maintenance.
There is great variation between hālau. Some focus primarily on ancient styles of hula, others on modern styles, and some study both. Some hālau continue to preserve very strict kapu, sacred protocols, while others are noa, or free of kapu. The styles of hula taught in different hālau also can vary greatly. Styles are passed down from kumu to haumana, and knowledgeable students of hula can tell which hula lineage is represented by watching the dancer's presentation.
Location of hālau also can vary widely, from the garage of the kumu's home to community centers to the lawns of parks, hālau hula can be found dancing wherever there is space and interested students.
Internal Structure of Hālau Hula[edit]
Internal structure of hālau also can vary quite a bit, but in general a hālau hula is led by a kumu hula. The position is roughly equivalent to that of headmaster of a private school. The kumu is responsible for maintaining the integrity of the style and traditions handed down by the kumu's own kumu. The kumu is responsible for the spiritual integrity of the hālau, and the kumu is responsible to instruct the students to properly care for their own physical well being by teaching good exercise, dietary, and hygienic practices through instruction and example.
The po'o pua'a, or head student, is often the kumu's protégé, and under the direction of the kumu oversees the protocols and rituals of the hālau.
The 'alaka'i, "guides," act as teaching assistants. The more advanced 'alaka'i are effectively student teachers. 'Alaka'i often will assist less experienced haumana with their lessons, and coach them with the more difficult steps and moves.
Kokua, helpers, assist in a variety of areas, from lei making, to helping other haumana dress, to making the phone calls, doing fund raising, and helping the 'alaka'i to coach less experienced students.
Haumana, the students, range in age from toddlers to senior citizens.
In ancient times, halau hula training was strict. Haumana were put on kapu or forbidden rules of conduct which banned the cutting of hair and the practicing of any kind of sexual activity. Presently halau hula each have their own set of rules for their haumana. Many halau hula today still enforce the ancient kapu of cutting one's hair.
Each year, the Merrie Monarch Festival is held in Hilo, where the distinctive style of each hālau can be seen.
Four basic steps are commonly used in all halau hula. The kaholo, or travel step usually consists of four beats. This step is probably one of the most common, especially for beginning students of hula, when a mele or song is danced. The kaholo is often the dance step used during the "vamp," musical measures between the verses of songs.
The hela is a step occupying a one beat count and requires one to point out one foot at a time in front of one's body. The foot slides forward just above, and parallel to, the ground in a graceful point.
The 'uehe is done by lifting and setting back one foot then elevating both heels and pushing the knees forward rapidly. Depending on the style of 'uehe, the knees may move straight forward or at angles of up to 45 degrees from the center line. The lifted foot alternates.
The ami requires the dancer to rotate his or her hips in an elliptical motion while keeping both feet firmly planted on the ground.
Each of the steps has many variants.
All of the basic steps in hula require the shoulders to remain steady and both knees to be in a bent position at all times.
Notable halau hula[edit]
 - Halau Na Mamo O Pu'uanahulu, Kumu Hula Sonny Ching (Honolulu)
 - Halau Na Meakanu O Laka O Hawai'i, Kumu Rolanda Mohala Valentin Reese (Los Angeles, CA) _URL_, _URL_
 - Halau Hula Olana, Kumu Hula Howard and Olana Ai (Pearl City, Hawaii)
 - Hula Halau 'O Kamuela, Kumu Hula Kunewa Mook and Kaui Kamana'o (Kalihi/Waimanalo, Hawaii)
 - Hålau Nå Mamo O Pana'ewa, Kumu Hula Keoki Wang (Los Angeles, CA) _URL_
 - Na Lei 'O Kaholoku, Kumu Hula Nani Lim Yap and Leialoha Amina (Kohala, Hawaii)
 - Halau Hula Moani'a'ala Anuhea, Kumu Hula Christina Nani Aiu-Quezada (Monterey Park, CA)
 - Halau Mohala 'Ilima, Kumu Hula Mapuana de Silva (Ka'ohao, Kailua, Hawaii)
 - Halau Hula a Kawika laua 'o Leinani, Kumu Hula Kawika Viloria and Leinani Viloria (Los Angeles)
 - Keali'i 'O Nalani, Kumu Hula Keali'i Ceballos (Los Angeles)
 - Aloha 'Aina, Kumu Hula Verena Kainz (Salzburg, Austria)
 - Na Lei Hulu I Ka Wekiu, Kumu Patrick Makuakane (San Francisco, CA)
 - Halau Hula Na Pua O Ka La'akea, Kumu Shawna Alapa'i (San Rafael, CA)
 - Hālau Hula O Malulani, Kumu Hula Kapena Malulani Perez (San Diego, CA.)
 - Halau O' Makani Kai Polynesian Dance Troupe (San Diego, CA)
 - Academy of Hawaiian Arts, Kumu Mark Keali'i Ho'omalu (Oakland, CA)
 - Hula Halau O Lilino'e, Kumu Sissy Kaio (Carson, CA)
_URL_ Hula Page
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