text:
Create a button object
- Display the Animation panel, and make sure the key editor (timeline) is displayed.
- On the Object menu, click Create Button.
The workspace enters editing mode. In editing mode, all other objects on the workspace are hidden.The Animation key editor displays a timeline for each button state. The button states are identified by an icon ordered as follows, from left to right:
By default, Initial State is displayed on the canvas.
- Use the drawing and text tools to create the button image in its initial state, and animate the Initial State button state as desired.
- In the Animation key editor, select the On Focus In state timeline.
- Modify and, if desired, animate the button image to define how the button appears when it has focus.
- Repeat Steps 4 and 5, for the On Focus Out and On Activate button states.
- On the Object menu, click End Editing.
- On the Inspector, add actions for each state, as necessary.


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Do you know how many calories in an Apple? although healthy and packed with vitamins and fiber and apple does contain calories. There is no such thing as a free food. So the calories in an apple can be higher
then you estimate aim for five a day. Fruit and vegetable servings of fruit juice or smoothies only count as one portion no matter how much you drink so very the fruits to eat daily. Try super foods like blueberries and red berries calories in fruits such as these is very low.
Apples are packed with nutrition and low in calories plus they provide your body with water. Apples contain at least eighty to ninety percent water and are high in vitamins and antioxidants. They are rich in the following nutrients: Beta carotene,vitamin A, vitamin C (mostly contained in the skin area of the Apple), iron, phosphorus, potassium, calcium, and two important antioxidants polyphenols and flavonoids.
You will be able to tell when an apple is at its perfect ripeness by the amount of send it gives off from the skin. Raw apple with skin per 100 grams 52 calories, extra small = 2 ½" diameter (101g) calories 53, raw apple without skin per 100 grams 48 calories small = 2 ¾" diameter (130g) 63 calories, large = 3 ¼" diameter (215g), 103 calories. One cup sliced (110g) 53 calories, boiled Apple per 100 grams 53 calories.
Good points of apples:
- No saturated fat
- No cholesterol
- Very low in sodium
- High in dietary fiber
- Very high vitamin b6
- Very high in vitamin C
I hope you enjoying reading this article about how many calories in an apple. Don't forget to share this article, thank you very much.

source: openbmb/Ultra-FineWeb


text:
La Flaca, a weekly known for its scathing ridicule of political, military and church leaders, was one of the first Spanish periodicals to include double-page color lithographs. In "Pobre España" politicians and military figures are shown as scavenging birds that pick at the ravaged and limp personification of Spain. The insatiable vultures recall the eagle that persecuted Prometheus and pecked at his liver after Zeus bound him to a rock. The birds embody the power struggle and social unrest that characterized the decade following la gloriosa – the 1868 revolution that overthrew the Spanish monarch Isabella II and resulted in the Third Carlist War.
Unless otherwise specified on this page, this work is licensed under a
Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.


Input and output formats
This section provides an overview of the input and output formats supported by DFTK, usually via integration with a third-party library.
Reading input formats supported by ASE
ASE is short for the atomistic simulation environment, a Python package to simplify the process of setting up, running and analysing results from atomistic simulations across different programs. If it is installed it is automatically used by DFTK in order to read a wide range of input files, such as xyz, CIF, input files of various other codes (e.g. Quantum Espresso, VASP, ABINIT, CASTEP,...). The full list of formats can be found in the ASE IO documentation.
As an example we start the calculation of a simple antiferromagnetic iron crystal using a Quantum-Espresso input file, Fe_afm.pwi. From this file the lattice, atomic positions and the initial magnetisation are read. For more details about calculations on magnetic systems using collinear spin, see Collinear spin and magnetic systems.
First we parse the Quantum Espresso input file to DFTK datastructures:
using DFTK
qe_input = "Fe_afm.pwi"
atoms = load_atoms(qe_input)
lattice = load_lattice(qe_input)
magnetic_moments = load_magnetic_moments(qe_input)
1-element Vector{Pair{ElementCoulomb, Vector{Float64}}}:
 ElementCoulomb(26, :Fe) => [-9.6, -9.6]
At this point a file of any format supported by ASE could be passed instead, e.g. an xyz file or an ABINIT input file. Behind the scenes ASE takes care to select the right parser and extract the required structural information.
Next we attach the pseudopotential information, since this information is currently not exposed inside the ASE datastructures. See Creating slabs with ASE for more details.
atoms = [ElementPsp(el.symbol, psp=load_psp(el.symbol, functional="pbe")) => position
 for (el, position) in atoms];
Finally we run the calculation.
model = model_LDA(lattice, atoms, magnetic_moments=magnetic_moments, temperature=0.01)
basis = PlaneWaveBasis(model, 10; kgrid=(2, 2, 2))
ρ0 = guess_density(basis, magnetic_moments)
scfres = self_consistent_field(basis, tol=1e-4, ρ=ρ0, mixing=KerkerMixing());
n Free energy Eₙ-Eₙ₋₁ ρout-ρin Magnet Diag
 1 -223._PHONE_ NaN 9.50e+00 -1.613 4.5
 2 -224._PHONE_ -2.20e-01 1.95e+00 -0.437 1.5
 3 -224._PHONE_ -3.27e-02 5.13e-02 -0.104 3.0
 4 -224._PHONE_ -5.98e-04 1.26e-02 -0.038 2.0
 5 -224._PHONE_ -4.54e-05 2.98e-03 -0.007 1.0
DFTK also supports using ASE to setup a calculation and provides two-way conversion routines between key DFTK and ASE datastructures. See Creating slabs with ASE for details.
Writing VTK files for visualization
For visualizing the density or the Kohn-Sham orbitals DFTK supports storing the result of an SCF calculations in the form of VTK files. These can afterwards be visualized using tools such as paraview. Using this feature requires the WriteVTK.jl Julia package.
using WriteVTK
save_scfres("iron_afm.vts", scfres; save_ψ=true);
This will save the iron calculation above into the file iron_afm.vts, using save_ψ=true to also include the KS orbitals.
Writing and reading JLD2 files
The full state of a DFTK self-consistent field calculation can be stored on disk in form of an JLD2.jl file. This file can be read from other Julia scripts as well as other external codes supporting the HDF5 file format (since the JLD2 format is based on HDF5).
using JLD2
save_scfres("iron_afm.jld2", scfres);
Since such JLD2 can also be read by DFTK to start or continue a calculation, these can also be used for checkpointing or for transferring results to a different computer. See Saving SCF results on disk and SCF checkpoints for details.
(Cleanup files generated by this notebook)


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Eight old master paintings that belonged to Dutch Jews before the Nazi occupation of the Netherlands in 1940 and later seized from their German owner by the Communist government of East Germany are being turned over to the Dutch government, Bloomberg News reports. The paintings to be returned by the German government include oils by the 17th-century painters Jan Steen and Philips Wouwerman.
Alfred Kummerle, the owner of a mill in the German city of Brandenburg, acquired the paintings from the Netherlands from 1940 to 1944. When he died in 1949 his wife inherited his collection. She fled East Germany in 1953 and her possessions were seized by the government. Thirty-two old masters from Kummerle's collection are in the Museum der Bildenden Kunste in Leipzig. "Provenance research on the remaining works has not yet been completed," an e-mail from Germany's Federal Office for Central Services and Unresolved Property Issues said, according to a report by Bloomberg News. "This partial decision affects eight paintings bought in the Netherlands that were formerly in Jewish ownership." In 2001 the Dutch government established a restitution panel to advise it on Holocaust-related claims for artworks in the national collection.

source: HuggingFaceFW/fineweb-edu


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Forecast Texas Fire Danger (TFD)
The Texas Fire Danger(TFD) map is produced by the National Fire Danger Rating System (NFDRS). Weather information is provided by remote, automated weather stations and then used as an input to the Weather Information Management System (WIMS). The NFDRS processor in WIMS produces a fire danger rating based on fuels, weather, and topography. Fire danger maps are produced daily. In addition, the Texas A&M Forest Service, along with the SSL, has developed a five day running average fire danger rating map.
Daily RAWS information is derived from an experimental project - DO NOT DISTRIBUTE


Benefits Of Using A Pressure Washer
Pressure washing is one of the most effective methods used for cleaning surfaces with tough stains and buildup at the residential, commercial, and or any other business property in Broward County. It is an excellent way to maintain or restore the look of the property. You can hire a professional pressure washer like Champion Power Washing Pro in Broward County for the task. If you have the experience, you can also get a pressure washer machine. It is great to use on the concrete surface and it quickly and efficiently removes all the dirt from the surface. Pressure cleaning should be done at least once a year to prevent major damages or mold buildup.
Here are some benefits of why you should do pressure washing.
It is easy and environment friendly – Heavy cleaning is commonly done with the application of chemical cleaners. This cleaning is effective but can be harmful to the environment. In pressure washing, there is no use of harmful chemicals. It is just a blast of water with high velocity and the power of the water removes the dirt or stains without the use of any chemical. A pressure washer uses less water as the amount of force applied by washer means less water needed. It saves approximately 75% of water than the methods of cleaning. It means a small amount of water can do power cleaning.
Increases the value of your house – It helps you in increasing the value of the house. A clean house motivates the seller in increasing the curb value of the house. Properties that are pressure washed have a higher value than others.


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WSSD Sustainability CommitteeThe Wallingford-Swarthmore School District Sustainability Committee recognizes the importance of protecting the natural environment to ensure a healthy and viable future for our children.
Toward that end, the Sustainability Committee seeks to:
1) Identify and recommend ways the District can use resources more efficiently
2) Promote and help coordinate sustainable practices throughout the District
3) Support K-12 sustainability and environmental education initiatives
The Sustainability Committee is committed to measuring the District's progress towards these goals and reporting results to the community it serves.
Below: WES fifth graders annually trek to Crum Creek to test for water quality.
In addition to collecting observational data about the presence of species that indicate water quality,
students complete testing for pH, dissolved oxygen, turbidity, temperature, phosphates, etc.
NPE Conservation Clubbers love getting outdoors for an activty, book reading, or snack
Superintendent Noonan poses with two SHHS members of Green Haven. Green Haven created a SIX foot tall sculpture of used plastic water bottles for display in various locations. The sculpture was created to encourage students to consider using reusable metal water bottles in lieu of single use recyclable bottles for their beverages.


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U.S. DEPARTMENT OF THE INTERIOR
BUREAU OF LAND MANAGEMENT NEWS RELEASE
Upper Missouri River Breaks National Monument
|Release Date: 08/16/10|
Pallid Sturgeon: Our Living Missouri River Dinosaur – A Struggle for Survival
Imagine if all people born in 1968 grew to adulthood and never had children; ever. What would happen to our population? This is the same situation faced by the remaining pallid sturgeon in the Upper Missouri River today.
It's a perplexing scenario and on Thursday, August 26, at 7:00 p.m. the Bureau of Land Management's Missouri Breaks Interpretive Center (701 7th Street in Fort Benton, MT) will host an entertaining program about the pallid sturgeon's status in the Upper Missouri River.
Mr. Bill Gardner, a fisheries biologist with the Montana Fish, Wildlife and Parks (MFWP), will present an informative 30-40 minute program about pallid sturgeon and will answer questions following the presentation.
Admission for the program is free.
Biologists think there are about 125 wild pallid sturgeon remaining in Montana. Today the pallid sturgeon is a Montana Species of Concern and it was federally listed as an endangered species in 1990. Biologists say no wild juvenile fish have joined the existing population in the past 30 to 50 years largely due to changes in the Yellowstone and Missouri rivers that have altered pallid sturgeon habitat and obstructed their reproductive processes.
The pallid sturgeon has plied the waters of the Upper Missouri River for 70 million years and can live to be 50 - 60 years old, grow to six feet in length and weigh up to 80 pounds. Biologists have been studying and learning about this little-known fish, searching for ways to keep it from going the way of the dinosaurs – total extinction.
Bill Gardner has studied the pallid sturgeon for 20 years with MFWP and has been on the Pallid Sturgeon Recovery Team for more than 10 years, working with other scientists to learn more about our unique population of this ancient fish.
Once again, all interested are encouraged to attend a free program about the pallid sturgeon, featuring Bill Gardner, on Thursday, August 26, at 7:00 p.m. at the Missouri Breaks Interpretive Center in Fort Benton.
The BLM manages more than 245 million acres of public land, the most of any Federal agency. This land, known as the National System of Public Lands, is primarily located in 12 Western states, including Alaska. The BLM also administers 700 million acres of sub-surface mineral estate throughout the nation. In Fiscal Year (FY) 2011, recreational and other activities on BLM-managed land contributed more than $130 billion to the U.S. economy and supported more than 600,000 American jobs. The Bureau is also one of a handful of agencies that collects more revenue than it spends. In FY 2012, nearly $5.7 billion will be generated on lands managed by the BLM, which operates on a $1.1 billion budget. The BLM's multiple-use mission is to sustain the health and productivity of the public lands for the use and enjoyment of present and future generations. The Bureau accomplishes this by managing such activities as outdoor recreation, livestock grazing, mineral development, and energy production, and by conserving natural, historical, cultural, and other resources on public lands.
Upper Missouri River Breaks National Monument 920 NE Main Lewistown, MT 59457
|Last updated: 06-28-2012|
|USA.GOV | No Fear Act | DOI | Disclaimer | About BLM | Notices | Social Media Policy|


text:
The Birthright: Song of Acadia #3
The Song of Acadia series began with two young women, one British and one French, who become close friends despite the fact their countries were at war. This book is about their daughters, Nicole and Anne, who share as deep a friendship as their mothers. Nicole's Uncle Charles wants to make her heiress to his vast property in England. Although Nicole doesn't want this, she feels led to join her uncle on his English estate, separating her from her family and Anne not long after being reunited with them. When Anne's life takes a dramatic change, she finds herself bound for England to join Nicole. Through joys and tragedies these two young women, unchanged by the wealth that surrounds them, struggle to discover what shape their lives are destined to take.
The plot seems forced at times, and circumstances are placed rather conveniently for the major characters. What the book lacks in plot is more than made up in historical detail. The authors authentically describe Halifax and Georgian England prior to the Revolution. Another strength of this work is the way affection is portrayed. The characters' true concern for each other is evident but not overwhelming.
This story is most meaningful when read after the two previous books in the series.


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What is 2 step on a car?
Two step is simply a secondary rev-limiter. Under a certain speed or when a switch is turned on, or a combination of both, ignition or fuel is cut at a certain RPM. This holds the engine at that set RPM, which is ideally the best RPM to launch the car at.... Two step can be used on naturally aspirated and boosted engines.
Is a 2 step bad for your car?
A two-step is a secondary rev limiter that holds a certain RPM for optimum power delivery, akaLaunch control. Unless the setup is wired to increase pressure inside the exhaust manifold, two-step rev limiters are generally not bad for your engine.
What does 2 Step do to dogs?
Aldicarb, also known as "Two-Step" is a common substance that is used to poison dogs and has been proven to be extremely toxic to the environment, people and animals. Aldicarb is primarily used as a nematicide which kills insects that are commonly found amongst crops and vegetation.
What are the signs of a dog that has been poisoned?
The following symptoms may indicate that your dog has been poisoned:
- Nausea and/or vomiting.
- Heart problems.
- Kidney failure.
Can a dog die from licking rat poison?
Rat poison is incredibly dangerous for your dog, not to mention incredibly toxic. If your dog ingests rat poison, it could easily kill or endanger your pup. Rat poison has a very distinct scent, and your dog, being led by scent, is certainly going to be attracted to it.
What rat poison can kill a dog?
Anticoagulants, bromethalin, cholecalciferol and zinc phosphide kill rodents as well as cats, dogs, raptors, other wildlife and humans. Nontarget species are exposed by eating the bait or through relay toxicosis, which occurs when mice that ingested the toxin are eaten by predators such as cats.
Can Tomcat poison kill a dog?
A: Tomcat® has bait stations that are Child & Dog Resistant. They have been proven resistant to tampering by children and dogs. However, as with all poisons, care should be taken to keep them away from children, pets, and wildlife.
Do rats bleed when poisoned?
The poisons in most rat baits cause depletion of the body's stores of Vitamin K, which is involved in the ability of blood to clot. This makes an animal more prone to bleeding, to the point where they can spontaneously start to bleed, both internally and externally, without the ability to stop.
How do rats act when poisoned?
When they consume the poison, they will suddenly have a strong, unquenchable thirst. That will lead them outside, in search of water, where they will eventually die.... Poison is not going to have this effect on rats or mice, or any other animal for that matter. Use of Poison Poison does not lead to thirst.
Is vitamin D rat poison?
Cholecalciferol (vitamin D3) is used both as a dietary supplement and a rodenticide. It appears to be toxic at a much lower dose when consumed in a bait form than when ingested as a technical grade agent. Most rodenticide baits contain 0.
Where do poisoned rats go to die?
When rats are dying from poison, they will sometimes come out into the open in search of water due to severe dehydration. However, they are often too weak to leave their lairs and die within walls or other out-of-reach places.
Is it dangerous to touch rat poison?
All rodenticides can be toxic to mammals and birds when eaten. Most rodenticides are also toxic when breathed in or touched. People, pets, and wildlife can suffer from serious health effects after exposure to just a single dose of rodenticide.
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English / Does Huckleberry Have A Prayer?
Does Huckleberry Have A Prayer?
This essay Does Huckleberry Have A Prayer? is available for you on Essays24.com! Search Term Papers, College Essay Examples and Free Essays on Essays24.com - full papers database.
Autor: anton 18 December 2010
Tags: Huckleberry, Prayer
Words: 1647 | Pages: 7
Views: 307
Does Huckleberry Have A Prayer?
In Mark Twainâ€™s Huckleberry Finn, the concepts of prayer, religion, and spirituality are introduced early on in the novel, and their influence on Huckâ€™s character and their role in the overall story is evident regardless of the theory of criticism that is employed for interpretation. A New Critic scours the text for conflicts, symbols, and resolutions while examining word choice in an effort to determine the literal meaning (Bressler 45-48). A Reader-Response Critic, particularly a subjective critic who advocates the readerâ€™s worldview over the text, reads the text and then relies on her own past experiences to give it meaning (Bressler 67). When these practices are employed, the Reader-Response Critic and the New Critic find that prayer and religion are essential components in the development of Huckâ€™s character as well as the perception of it.
Huck first mentions prayer when describing dinner at the Widow Douglasâ€™s home. He explains that â€œyou couldnâ€™t go right to eatingâ€ because you had to wait until a prayer was â€œgrumbledâ€ (Twain 33). From the beginning, there is conflict involving prayer because it impedes on Huckâ€™s desire to eat his dinner right away, and this gives Huck a reason to dislike the practice of praying. Huck never details exactly what the prayer states; he only refers to its â€œgrumblingâ€ sound, implying that he regards it as nothing more than discontented muttering. As a Sunday School teacher at a church, I have spent a lot of time with children who were just becoming familiar with praying. In the beginning, they often view it as a chore that is simply something that has to be done before a meal. However, unlike most chores, I have rarely seen a child dislike it, probably because they are in a clerical setting and have been told prayer pleases God. Huck, however, seems to be indifferent to praying and God, and I believe this is because he has not accepted them to be superior concepts like the children at my church have.
Huckâ€™s disinterest in religion is again evident when the Widow Douglas tries to teach him about Moses and the Bulrushers. Though he was â€œin a sweat to find out all about himâ€ (Twain 33), Huck loses interest as soon as he realizes Moses has been dead for a long time. Huck is concerned with the here and now, something that he can relate to, and because Moses lived eons before he did, Huck feels there is nothing to learn from him, as â€œhe takes no stock in dead peopleâ€ (Twain 33). A few children in my Sunday School class have the same attitude, but most of them appreciate the Bible and wish to learn its stories, even if they are thousands of years old. Their interest is again accounted for by their acceptance of God and their desire to know more about Him. Huck, however, has not accepted God and thus has no reason to mull over Him.
When Miss Watson tells Huck about heaven and hell, Huckâ€™s reaction indicates that he does not comprehend God or the significance of His presence, which is what Miss Watson is so desperately trying to stress. Upon hearing about â€œthe bad placeâ€ (Twain 33), Huck declares that he would like to go there, justifying his claim by expressing his desire to go somewhere else. This shows that while Huck may be oblivious to God and His legacy, he is not oblivious to the world around him or his own desires. He wants adventure, specifically adventure away from Miss Watson. When she tells him that she is going to heaven, Huck sees â€œno advantage in going where she is goingâ€ (Twain 33), and Huck resolves that â€œhe wouldnâ€™t try for itâ€ (Twain 33). His aspiration for adventure is again evident when Miss Watson offers a bland description of heaven by telling that life there is simple and consists of nothing more than singing and playing a harp â€œall day long forever and everâ€ (Twain 33). Huck is not impressed at all by this, a strong indicator that he wishes his life to be multifaceted and spontaneous rather than simple and predictable. The prospect of heaven presents two conflicts, the first is being with Miss Watson and the second is facing an eternal unadventurous existence. Huck resolves these conflicts by deciding he will go to â€œthe bad placeâ€ and enjoying the fact that Tom Sawyer will be there with him. As a Sunday School teacher, I have never had a child tell me that he or she wanted to go to hell, and I believe Huckâ€™s decision is based solely on Miss Watsonâ€™s inability to put across the notions of heaven and God. She condescendingly tells Huck about heaven, pompously bragging that she will be going there, while failing to realize that Huck is simply not grasping the true significance of either the good place or the bad place. She is overlooking Huckâ€™s desires and his belief in his own purpose, which is essential in fostering a relationship with God.
In the third chapter, Huck assumes an active role in prayer. For the first time, Huck tells of his own experiences praying, a practice Miss Watson encourages. â€œShe told me to pray everyday, and whatever I asked for I would getâ€ (Twain 39), Huck relays, but he finds that when he asks for material items, he does not always get them. When he asks Miss Watson to pray for the things he is praying for, she tells him he is a fool but refuses to offer an explanation why, and Huck is unable to figure it out on his own. Prayer again presents Huck with conflict, as it fails to help him obtain the things he wants, something he believes it is guaranteed to do. He also again finds conflict with Miss Watson, who condemns Huck for believing she should pray for materialistic things without offering any reason for her disapproval. This time, however, he gives prayer a second thought, as he takes time to think about it. He ponders why people are unable to improve their situations through prayer, a sign that he has accepted a concept of prayer, albeit a distorted one. Though a resolution is not fully reached at this point, it is evident that progress is being made, as Huck is becoming more open to the prospect of prayer. When I talk to children about praying, I assure them that they can pray for whatever they want while stressing that God will answer as He sees appropriate. Miss Watson fails to explain the relationship between God and prayer, something that Huck is unable to comprehend on his own. I feel Miss Watson segregates Huck and God, as she continues to fall short of truly explaining the concepts of religion.
The Widow Douglas is able to convey the principles of prayer and God more effectively than Miss Watson. When Huck cannot make sense of why people cannot obtain material things from prayer, he asks the widow who explains that praying results in â€œspiritual giftsâ€ (Twain 40). When he does not understand, the widow elaborates, and eventually Huck comes to realize that he has to put other people first. Even though he decides there is no advantage in doing so, Huck is still open to the Widowâ€™s ideas, mainly because she explains them. Listening as the widow describes God and comparing that depiction to the one Miss Watson relays, Huck concludes there are two different Gods. Conflict arises when Miss Watson demolishes the beautiful idea of God that the widow has relayed. This conflict is resolved when Huck chooses the widowâ€™s God, and even though he doubts that God would want him because he is â€œignorantâ€ and â€œornery,â€ Huck seems to be content with leaving whether or not he is accepted up to God. I believe the barrier between God and Huck increases because of Miss Watson. She continues to describe a God that is not just or loving, which is simply not how God is. Though I sometimes teach children who are mischievous, I always keep in mind that they are Godâ€™s children first and foremost, and my responsibility is to convince them of that to the best of my ability. By not teaching Huck that he is an important to God, Miss Watson continues to keep God and His legacy away from Huck.
Huck views prayer and religion as impediments because he has not been fully educated in their true significance. Two people, Miss Watson and the Widow Douglas, try to teach him about God and prayer, but they do so in different ways, which confuses Huck. He wants adventure but never recognizes that a life with God is an adventure. He wants to pray for things that are important, but he fails to understand that the important things in life are not materialistic. He wants to understand the things that Miss Watson is telling him, but she refuses to explain them to him. Huck struggles to ascertain a relationship with God because he is unable to acquire a sufficient understanding of Him. Because he does not immediately accept the


Mule 3 Architecture, Part 2: Introducing the Message Processor
September 27 2010
7 comments 0
In my last post I went back to basics and talked about how integration systems are built using messaging and explained the motivation for the architectural changes in Mule 3.0. Now I've set the stage and clearly explained the "Why?" we are ready to talk about the "What?"; the architectural changes themselves.
In this post we'll zoom in and look, more concretely, at how the Pipes and Filters style is used for message processing in Mule 3's with some API snippets to really bring things down to earth.
From Architectural Style to API
Let's start my revisiting the definition of the Pipes and Filters architectural style:
 - A Filter can be thought of as a black-box processing unit with a single entry-point that receives a message and processes before making the result of this processing available.
 - A Pipe simply represents the connections between Filters such that result of Filter n is passed onto and used as the the input of Filter n + 1.
This architectural style can be used in distributed fashion where each Filter can potentially be located in different places, on different hardware or operating systems. It can also be used within a single system as a way of architecting a very flexible and modular design; and this is the model we have used for Mule's internal architecture.
Mule's architecture needs to allow you to chain and compose Filters in order to implement and expose message processing flows. In it's simplest form the chaining of Filters is all done in a single virtual machine and no explicit pipes need to exist. The way I chose to implement this was to use the Decorator variant of the Intercepting Filter pattern where each filter has a reference to the next filter. The reason for the use of this variant is that it better supports the forking of message flows and runtime resolution of the next Filter as compared to the variant that uses a Chain object and iterates over the Filters.
interceptingfilterWhile pipes don't explicitly exist, they can very easily be added as required by simply implementing the same Filter interface. This technique could easily be used to transparently add message queuing between filters or more explicitly to distribute a flow.
The MessageProcessor
We choose to call our implementation of the Filter "Message Processor" for two reasons. Firstly because it more accurately describes the application of Filters in the context of Mule and secondly to prevent any confusion with message filtering or the interfaces we currently have for filtering messages.
As you can see from the interface below the MessageProcessor interface is very simple:
This is the single identical filter interface I talked about in the last blog post. It defines a single process method that is called with a MuleEvent. The return value is also a MuleEvent and this is the result of the invocation. A MuleEvent encapsulates the message that is being processed with additional context information such as the inbound endpoint, security credentials etc. In Mule 3 you'll notice that almost everything that does anything with a message now implements this interface.
In the Building Blocks page of the Mule 3 User Guide you'll find information about the different types of message processor that can be used with Mule organized by category.
Where do messages come from? The MessageSource!
I said that almost everything in Mule 3 now implements MessageProcessor. One of the few things that are not MessageProcessors are inbound endpoints. Why not? Because they do not process messages but rather act as sources of messages. We could potentially also have other types of message sources in the future too. A message source may receive or generate messages in different ways depending on their implementation means, but from the perspective of the rest of the flow it is just a source.
The MessageSource interface is simply one that allows a MessageProcessor listener to be set as you can see below. This listener may be a single MessageProcessor, or a chain of MessageProcessors: this does not matter and neither does the source need to know, that's the beauty of this model.
Let's create a chain…
Ok, so we now have the MessageProcessor and the MessageSource, and a MessageProcessor can be set as a MessageSource listener connecting them. This is all great, but it doesn't allow us to chain two or more message processors as described above. The chosen approach does not rely on iterating through a list of MessageProcessors but rather relies on each MessageProcessor knowing which MessageProcessor comes next. What this comes down to is that each MessageProcessors needs to be MessageSources too. So thats what we have, the InterceptingMessageProcessor that implements both MessageProcessor and a MessageSource.
An InterceptingMessageProcessor is used where the next item in the chain is known when the chain is created, otherwise alternative MessageProcessor implementations can be used determine the next message processor to be used in runtime. One example of where this is message routing.
How about routing?
With the above interfaces we can easily chain together as many MessageProcessors as we like but you'll notice that an InterceptingMessageProcessor, as it is a MessageSource, only has a single listener. This allows us to filter the flow or proxy the next MessageProcessor, but not route to a processor resolved in runtime or to multiple processors.
A MessageRouter by definition has multiple possible routes and is responsible for choosing which route should be used to continue message processing of a particular message. The MessageRouter interface below is a MessageProcessor (of course) but rather than allowing a single listener to be set, it allows multiple routes to be added (or removed).
MessageRouter implementations determine which route(s) should be used.
The quickest and easiest way to summarize is with a UML class diagram 🙂
What next?
I don't have another post for this series planned but if there is anything people would like me to cover I'm quite happy to cover it, just let me know via a comment.
Anyhow, now we've learnt about the streamlined architecture and it's API you are probably wondering what this means to you the user. we have a couple of blog posts on the way for you.
 - Configuring Message Processors on Endpoints describes how endpoints have been made more extensible and configurable using Message Processors.
 - Going with the in Mule 3" will describe and explain how to use the new construct in Mule 3 that allows you to build flow's how you want.
I'm sure others will also follow…
We'd love to hear your opinion on this post
7 Responses to "Mule 3 Architecture, Part 2: Introducing the Message Processor"
 1. […] the next blog post I'll return to Mule and talk about how the Pipes and Filters architectural style has been […]
 2. The MessageSource interface is confusing. The message source should produce a message and MessageTarget should consume/listen a message. Setting messageprocessor as a listener in MessageSource interface does not make any sense at all.
 3. The MessageSource does produce messages and for every new message that is produced the listener is invoked. Listener/MessageProcessor/MessageTarget are synonyms in my mind. Or are you suggesting that rather than the source having a single listener, processors should instead have 0-> sources?
 4. […] jersey support in Mule has been changed from being configured as an endpoint to what is called a message processor in Mule 3. The following shows how the configuration […]
 5. This is a wonderful article. Can you please publish an article which explains the way in which response messages are dealt in a request-response exchange pattern. Also how can I find which outbound endpoint was invoked after a response has come back?
 6. […] SDK will take every method that is annotated with _USER_ and build a Message Processor around it. The message processor will handle expression evaluation, argument transformation, […]
 7. Something based on this series should be the starting point of the Mule documentation! Thanks!
 The missing link to the followup post is


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This is the Epitaph of Seikilos. It is the earliest complete music composition with notation ever discovered. It dates from somewhere between 100 BC and 100 AD. There are earlier examples of music to be sure - the Delphic Hymns, of course, as well as some early Japenese and Chinese ceremonial music, but it's all either fragmented or unable to be dated due to oral tradition.
The original 'score', such as it is, doesn't look like much to our modern eyes:
If you translate that into Western notation, however:
This is music that is two thousand years old. It could have been played when Christ walked the earth. And thanks to music being a universal language, we can hear those exact same notes, like a piece of history coming to life in front of us. Isn't that just incredible?
This is so beautiful.
(Source: there-were-giants, via nextian)


text:
What is meant by "Constant Amortized Time" when talking about time complexity of an algorithm?
Amortised time explained in simple terms:
If you do an operation say a million times, you don't really care about the worst-case or the best-case of that operation - what you care about is how much time is taken in total when you repeat the operation a million times.
So it doesn't matter if the operation is very slow once in a while, as long as "once in a while" is rare enough for the slowness to be diluted away. Essentially amortised time means "average time taken per operation, if you do many operations". Amortised time doesn't have to be constant; you can have linear and logarithmic amortised time or whatever else.
Let's take mats' example of a dynamic array, to which you repeatedly add new items. Normally adding an item takes constant time (that is,
So each time you enlarge, you take about twice as much time as the last enlarge. But you've also waited twice as long before doing it! The cost of each enlargement can thus be "spread out" among the insertions. This means that in the long term, the total time taken for adding m items to the array is
It means that over time, the worst case scenario will default to O(1), or constant time. A common example is the dynamic array. If we have already allocated memory for a new entry, adding it will be O(1). If we haven't allocated it we will do so by allocating, say, twice the current amount. This particular insertion will not be O(1), but rather something else.
What is important is that the algorithm guarantees that after a sequence of operations the expensive operations will be amortised and thereby rendering the entire operation O(1).
Or in more strict terms,
It basically means that in the worst case scenario the algorithm runs in constant time, averaged over a large number of operations. Which is nice.
The explanations above apply to Aggregate Analysis, the idea of taking "an average" over multiple operations. I am not sure how they apply to Bankers-method or the Physicists Methods of Amortized analysis.
Now. I am not exactly sure of the correct answer. But it would have to do with the principle condition of the both Physicists+Banker's methods:
(Sum of amortized-cost of operations) >= (Sum of actual-cost of operations).
The chief difficulty that I face is that given that Amortized-asymptotic costs of operations differ from the normal-asymptotic-cost, I am not sure how to rate the significance of amortized-costs.
That is when somebody gives my an amortized-cost, I know its not the same as normal-asymptotic cost What conclusions am I to draw from the amortized-cost then?
Since we have the case of some operations being overcharged while other operations are undercharged, one hypothesis could be that quoting amortized-costs of individual operations would be meaningless.
For eg: For a fibonacci heap, quoting amortized cost of just Decreasing-Key to be O(1) is meaningless since costs are reduced by "work done by earlier operations in increasing potential of the heap."
We could have another hypothesis that reasons about the amortized-costs as follows:
Thus amortized-cost analysis + amortized-cost-bounds are now applicable to only the expensive operations. The cheap operations have the same asymptotic-amortized-cost as their normal-asymptotic-cost.


Convert Atomic Mass Unit to Metric Tonne (amu to ton)
In next fields, kindly type your value in the text box under title [ From: ] to convert from atomic mass unit to metric tonne (amu to ton). As you type your value, the answer will be automatically calculated and displayed in the text box under title [ To: ].
Metric Tonne (abbreviations: metric ton, or metric tons, or ton, or tons): is a SI metric unit of mass, also known as tonne. Although, it is used principally as a unit of mass, it has acquired a number of meanings and uses over long years. It is equivalent to 1,000 kilograms (Kg), or one megagram (Mg), or approximately 2,204.6 pounds (lb), or 1.10 short tons (US), or 0.984 long tons (imperial).
How to Convert Atomic Mass Units to Metric Tonnes
Example: How many metric tonnes are equivalent to 31.54 atomic mass units?
1 atomic mass units = 1.66E-30 metric tonnes
31.54 atomic mass units = Y metric tonnes
Y equals 31.54 times 1.66E-30 over 1
(i.e.) Y = 31.54 * 1.66E-30 / 1 = 5.23564E-29 metric tonnes
Answer is: 5.23564E-29 metric tonnes are equivalent to 31.54 atomic mass units.
Practice Question: Convert the following units into ton:
( i ) 68.67 amu
( ii ) 65.99 amu
( iii ) 33.22 amu
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Ikkyū and Sōgi on Art and Enlightenment: a koan
How can a thing be both path and obstacle at once?
The poet Sōgi said to Master Ikkyū, "I am vexed by the koan of the tree falling in the forest. It asks, if there is no one there to hear it, does it make a sound?
"Are you sure that's a proper koan?" replied Ikkyū.
"I think so," said Sōgi. "It's a paradoxical riddle demonstrating the inadequacy of logical reasoning, right?"
"Whatever. Go on."
"I fear I am that tree," Sōgi said. "I have written many poems. I have offered them to the world but none have been accepted. The tree falls and none hear it. The poet writes and no one listens. It is as though I have not existed at all."
"Congratulations, my friend."
"Congratulations? For failure?"
Ikkyū sighed. "We understand that nothingness is the path to Enlightenment. So it must be for Art. A poem which calls attention to itself is a creature of ego, as is a poet who desires acclamation.
"Poetry can only be Enlightened if it goes unread. Or better, unwritten. Our greatest poets are Unborn."
With his finger he traced in the dirt what may have been a Lotus flower, although it was hard to say, what with dirt being such a poor medium for fine detail.
Sōgi reflected on Ikkyū's words. "So, that means if I write a poem and someone reads it…"
"Yes," said Ikkyū. "You have impeded their path to Enlightenment."
"Then all expressions of Art must be…"
"But," said Sōgi, "Art is a way we refine and communicate the essence of Enlightenment. How can a thing be path and obstacle at once?"
"Perhaps," replied Ikkyū, "that is a koan for you."
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text:
A century ago, a British museum curator named John Alfred Carlton Deas organized sessions where blind children could handle objects in the Sunderland museum collection.
The event was so successful that he expanded the program to include blind adults.
The idea makes sense not just for blind people, but also for visual artists. If you know how a form feels, you can definitely draw it better.
An interesting drawing exercise is to confront a novel object blindfolded and then, without looking at it, figure out how to draw it. The experience gives you a whole new understanding of shading and contours.
These photographs come from the Public Domain Review.


text:
In a new book about Babylonian laborers of the 14th and 13th centuries, B.C., assistant professor Jonathan Tenney asserts that whether they were slaves or not, they lived in nuclear families.
They got married, had children, made beer. Although they lived 3,500 years ago in Nippur, Babylonia, in many ways they seem like us. Whether they were also slaves is a hotly contested question which Jonathan Tenney, assistant professor of ancient Near Eastern studies, addresses in the newly released "Life at the Bottom of Babylonian Society: Servile Laborers at Nippur in the 14th and 13th Centuries, B.C." (Brill).
The book is based on Tenney's dissertation at the University of Chicago, for which he received the 2010 Dissertation of the Year Award by the American Academic Research Institute in Iraq.
Some previous scholars identified the 8,000-strong group of government workers as temple employees. "But the problem is the records included food for little babies, which didn't make much sense," says Tenney, who joined the Cornell faculty this past fall. "And sometimes the workers ran away, and when they were captured they were put in prison."


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I have a class WorkerPool that has an array declared as
private $live_resources = array();
In the class there is a loop that under a certain condition, adds an item to the array like this
$this->live_resources[$id] = 0;
After this there is a worker started as a new process. Once the worker has completed a task, it calls the method on WorkerPool called live_fixture_processed() by way of a callback. The callback is defined as
$callback = array($this, 'live_fixture_processed');
Then the callback is called in the worker by
call_user_func($callback, $id);
This method changes the value in the array like this
$this->live_resources[$id] = 1;
It then calls another method that uses that array, and the change to the array looks to have been successful.
Meanwhile the class continues on its loop, and after a while it gets to using the $this->live resources array, but the value has reverted to 0!
I have also added a string variable
private $called = ''
that is also set in the callback, but in the subsequent loop has not been changed either. Is there an issue with the scope of a private variable used in a callback?
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1 Answer 1
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Short answer: I can't do this.
Long answer: I was forgetting that the worker is in fact a separate physical process to the workerpool running process. What I am doing may appear to work, but that is because when the child process is forked from the pool process it contains all the code of the original parent process, but it is now just running its own event loop. If I need the child processes to communicate anything more than a simple exit signal back to the parent workerpool process I had to use some form of IPC (Inter Process Communication)
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text:
i'm solving sparse linear equations within scipy 0.18 which internally resorts to SuperLU (after umfpack got removed due to license-issues).
Current, i'm doing a complete re-factorization in each iteration of my algorithm, but now i want to re-use the permutation-ordering (at least the column-permutation; but maybe even row-permutation) calculated in the first iteration. How can i achieve this in a nice way using scipy?
I got no previous usage-history of SuperLU (and also not much practical experience with sparse-algebra packages), but the user-guide makes me believe, that this should be done through the
Fact Specifies whether or not the factored form of the matrix A is supplied on entry, and if not, how the matrix A will be factorized base on the previous history, such as factor from scratch, reuse Pc and/or Pr, or reuse the data structures of L and U. fact can be one of:
– DOFACT: the matrix A will be factorized from scratch.
– SamePattern: the matrix A will be factorized assuming that a factorization of a matrix with the same sparsity pattern was performed prior to this one. Therefore, this factorization will reuse column permutation vector perm c.
– SampPattern SameRowPerm: the matrix A will be factorized assuming that a factorization of a matrix with the same sparsity pattern and similar numerical values was performed prior to this one. Therefore, this factorization will reuse both row and column permutation vectors perm r and perm c, both row and column scaling factors Dr and Dc, and the distributed data structure set up from the previous symbolic factorization
As an alternative, there is also the following within
ColPerm Specifies how to permute the columns of the matrix for sparsity preservation.
– NATURAL: natural ordering.
– MMD ATA: minimum degree ordering on the structure of AT A.
– MMD AT PLUS A: minimum degree ordering on the structure of AT + A.
– COLAMD: approximate minimum degree column ordering
– MY PERMC: use the ordering given in perm c input by the user.
- Which part of SuperLU should i use to achieve my goal? One of the above? Something else?
- How can it be done within scipy?
ColPerm-parameter is missing
MY_PERMCin scipy's docs (maybe it's not usable)


text:
Legend for Color Coding
|10,000 feet or more|
|5,000 to 9,999 feet|
|3,000 to 4,499 feet|
|2,000 to 2,999 feet|
|1,000 to 1,999 feet|
|Below 1,000 ft|
About the Snapshot Year-Month Grid
- "-X" after a peak name means an unsuccessful ascent, for example "Rainier-X".
- A parenthetical name is a non-summit goal hike, for example, "(Snow Lake Hike)" or "(Rainier)".
- The Δ triangle symbol is a hyperlink to the detailed Ascent Page for that ascent. The peak name is a link to the Peak Page for that peak.
- The color of the cell shows how high, prominent, isolated, or high-quality the peak/ascent is, and the color ranges are shown in the legend to the left.
- If the color is based on altitude, prominence, or vertical gain, you can switch between meters-based ranges or feet-based ranges. These are set up to be generally equivalent.
This grid comes in seven "flavors", each one showing a different "top" peak for a month. The flavors or categories are:
- Highest Point Reached. Can be an unsucessful attempt or non-summit goal hike.
- Highest Peak Climbed. Sometimes not the same as highest point, if that point was an unsuccessful ascent or a non-summit goal hike.
- Most Prominent Peak climbed. Note that many peaks in the Peakbagger.com database do not yet have a prominence value.
- Most Isolated Peak climbed. Isolation values may not be 100% accurate, since most are cacluated to nearest higher peak in the database.
- Peak with most vertical gain hiked. Note that many climbers do not enter vertical gain information on their ascents. Also, if several summits are grouped in a "trip", then the total gain for all ascents in that trip is assigned to the trip high point.
- Peak with the highest "Quality" value--this is a subjective number from 1-10 given by the climber. Note that many climbers have not given any of their ascents quality numbers.
- Finally, "Top Ascents in All Categories", which shows, for each month, the unique peaks from all the 6 other categories. In many cases, one or two peaks will be the leader in the 6 categories, since often the highest peak climbed for a month is also the highest point reached, the most prominent peak, and the one with the most gain. But in some cases several peaks may appear for a month.
Notes on Regions:
- The "NJ-PA-MD" column includes DE and DC.
- The "Grt Lakes" column includes OH, IN, MI, IL, WI, and MN.
- The "Cent-Gulf" column includes IA, MO, AR, LA, MS, and FL.


text:
Loud Class Uses WizIQ to Instantly Reach ESL Instructors across 170 Centers in Korea
Loud Class provides English Language training to students of all age groups across Korea. 1300 teachers in 170 Loud Class centers, spread across the length of Korea, are addressing the need of more than 45000 students to get trained in the global language, English. The reason for the popularity of Loud Class is its unconventional method of teaching English to students. Instead of making students learn English grammar and usage, they use critical situations to help students learn the language. This is a very practical approach to learning English. The teachers at Loud Class are specially trained to provide such learning to students at Loud Class. Apart from 1 week training at the center HQ, teachers need to take additional 2 week training and additionally participate in workshops and training sessions once a quarter. The resources involved in getting the teachers trained were way too high. It's then that Loud Class decided to leverage eLearning platform for providing training.
After trying platforms like Adobe Connect, Skype and WizIQ, both the management as well as the teachers found WizIQ to be more cost effective, useful and effective in imparting the trainings.
WizIQ Virtual Classroom enabled Loud Class to:
- Significantly reduce training costs
- Increase attendance for each seminar
- Conduct as many seminars and training workshops as required
- Present highly useful and interactive workshops, using various media and features in one platform
WizIQ enabled Loud Class to continue to provide rich, interactive training sessions to its teachers at fraction of the original cost. With the ability to reach wider audience and engage each participant, Loud Class can now focus on its growth plans and extend its services to new regions and geographies.
Download this free case study and learn how WizIQ's advanced virtual classroom enabled Loud Class to maximize on its teacher training efforts at a fraction of the original cost.


Instrument-Based vs. Target-Based Rules
We study rules based on instruments vs. targets. Our application is a New Keynesian economy where the central bank has non-contractible information about aggregate demand shocks and cannot commit to policy. Incentives are provided to the central bank via punishment which is socially costly. Instrument-based rules condition incentives on the central bank's observable choice of policy, whereas target-based rules condition incentives on the outcomes of policy, such as inflation, which depend on both the policy choice and realized shocks. We show that the optimal rule within each class takes a threshold form, imposing the worst punishment upon violation. Target-based rules dominate instrument-based rules if and only if the central bank's information is sufficiently precise, and they are relatively more attractive the less severe the central bank's commitment problem. The optimal unconstrained rule relaxes the instrument threshold whenever the target threshold is satisfied.
Advance access at OUP
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Sydney, Australia
The purposes for which the Chapter was formed are:
 1. to provide a forum where Australian technical communicators can discuss their work;
 2. to adopt strategies that support active participation by members, irrespective of their location throughout Australia
 3. to promote industry and public awareness about technical communications and technical communicators within Australia;
 4. to provide services for Australian technical communicators in the form of meetings, publications, seminars and conferences;
 5. to assist in establishing and maintaining high standards of technical communication;
 6. to engage in research, education, and publishing activities designed to advance the theory and practice of technical communication;
 7. to guide and inform students and to aid educational institutions in the establishment of curricula for training in technical communication;
 8. to operate within the rules and guidelines established by the Society of Technical Communicators (Inc).
 9. to establish and maintain liaison with other organizations in all matters affecting technical communicators as a group;
 10. to do everything necessary and proper in connection with or incidental to the above purposes.
(Taken from the Chapter's Constitution)
 - Name: April Weiss


text:
In vitro analog of classical conditioning of feeding behavior in aplysia.
Learn Mem. 2003 November; 10(6): 478–494.
The feeding behavior of Aplysia californica can be classically conditioned using tactile stimulation of the lips as a conditioned stimulus (CS) and food as an unconditioned stimulus (US). Moreover, several neural correlates of classical conditioning have been identified. The present study extended previous work by developing an in vitro analog of classical conditioning and by investigating pairing-specific changes in neuronal and synaptic properties. The preparation consisted of the isolated cerebral and buccal ganglia. Electrical stimulation of a lip nerve (AT4) and a branch of the esophageal nerve (En2) served as the CS and US, respectively. Three protocols were used: paired, unpaired, and US alone. Only the paired protocol produced a significant increase in CS-evoked fictive feeding. At the cellular level, classical conditioning enhanced the magnitude of the CS-evoked synaptic input to pattern-initiating neuron B31/32. In addition, paired training enhanced both the magnitude of the CS-evoked synaptic input and the CS-evoked spike activity in command-like neuron CBI-2. The in vitro analog of classical conditioning reproduced all of the cellular changes that previously were identified following behavioral conditioning and has led to the identification of several new learning-related neural changes. In addition, the pairing-specific enhancement of the CS response in CBI-2 indicates that some aspects of associative plasticity may occur at the level of the cerebral sensory neurons.
Animals, Aplysia, Association Learning, Conditioning, Classical, Electric Stimulation, Electrophysiology, Feeding Behavior, Neuronal Plasticity, Neurons, Afferent, Synaptic Transmission


text:
SUBSTANTIVE CHANGE REPORTING POLICY
Longwood University recognizes the importance of compliance with the Substantive Change for Accredited Institutions of the Commission on Colleges policy statement of the Southern Association of Colleges and Schools (SACSCOC, 2011), which requires the university to report all substantive changes accurately and in a timely manner to the Commission on Colleges (COC). This policy exists specifically to establish, clarify and communicate the requirement that all university changes deemed to be "substantive" must be approved by the President and Board of Visitors, with subsequent notification to and/or approval by the COC for the university's regional accrediting body, the Southern Association of Colleges and Schools (SACS).
SACS accredits the university and its programs and services, wherever they are located or however they are delivered. The SACSCOC is recognized by the United States Department of Education as an agency whose accreditation enables its member institutions to seek eligibility to participate in federally funded programs. SACS requires accredited institutions to follow the substantive change procedures of the COC. In order to retain accreditation, the university is required to comply with SACS and COC procedures concerning substantive changes.
While the purpose of this policy is to document the approval and transmittal process to SACS, new, revised or discontinued degrees and establishment of distance learning sites may also require reporting and prior approval from the State Council of Higher Education for Virginia (SCHEV). The requirements of both agencies must be met; compliance with one does not constitute compliance with the other. This policy is primarily designed to address academic programs and curricular issues; although other defined substantive changes are also covered.
Branch Campus: A location of an institution that is geographically apart and independent of the main campus of the institution. A location is independent of the main campus if
- The location is permanent in nature.
- The location offers courses in educational programs leading to a degree, certificate, or other recognized educational credential.
- The location has its own faculty and administrative or supervisory organization and has its own budgetary and hiring authority. Source: SACSCOC.
- Degree Completion Program: A program typically designed for a non-traditional undergraduate population such as working adults who have completed some college-level course work but have not achieved a baccalaureate degree. Students in such programs may transfer in credit from courses taken previously and may receive credit for experiential learning. Courses in degree completion programs are often offered in an accelerated format or meet during evening and weekend hours, or may be offered via distance learning technologies. Source: SACSCOC.
- Distance Education: A formal educational process in which the majority of the instruction (interaction between students and instructors and among students) in a course occurs when students and instructors are not in the same place. Instruction may be synchronous or asynchronous. A distance education course may use the internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVD's, and CD-ROMs if used as part of the distance learning course or program. Source: SACSCOC.
- Dual Degree: Separate program completion credentials each of which bears only the name, seal, and signature of the institution awarding the degree to the student. Source: SACSCOC.
- Educational Program: A coherent course of study leading to the awarding of a credential (i.e., a degree, diploma or certificate). Source: SACSCOC.
- Geographically Separate: An instructional site or branch campus that is located physically apart from the main campus of the institution. Source: SACSCOC.
- Joint Degree: A single program completion credential bearing the names, seals, and signatures of each of the two or more institutions awarding the degree to the student. Source: SACSCOC.
- Level: SACSCOC's taxonomy categorizes institutions by the highest degree offered. Longwood University is designated as a Level III institution because it offers the master's degree as the highest degree.
- Merger/Consolidation: SACSCOC defines a consolidation as the combination or transfer of the assets of at least two distinct institutions (corporations) to that of a newly-formed institution (corporation), and defines a merger as the acquisition by one institution of another institution's assets. For the purposes of accreditation, consolidations and mergers are considered substantive changes requiring review by the Commission on Colleges. (Examples include: a senior college acquiring a junior college, a degree-granting institution acquiring a non-degree-granting institution, two junior or senior colleges consolidating to form a new institution, or an institution accredited by the Commission on Colleges merging with a non-accredited institution). Source: SACSCOC.
- Notification: A letter from an institution's chief executive officer or his/her designated representative to the SACSCOC president to summarize a proposed change, provide the intended implementation date, and list the complete physical address, if the change involves the initiation of an off-campus site or branch campus. Source: SACSCOC.
- Procedure One: SACSCOC procedure associated with a substantive change that requires SACSCOC notification and approval prior to implementation. Changes under Procedure One require notification, a prospectus or application, and may involve an on-site visit. Source: SACSCOC.
- Procedure Two: SACSCOC procedure associated with a substantive change that requires SACSCOC notification prior to implementation. Source: SACSCOC.
- Procedure Three: SACSCOC procedure associated with approval of a consolidation/merger. Source: SACSCOC
Significant Departure: A program that is not closely related to previously approved programs at the institution or site or for the mode of delivery in question. To determine whether a new program is a significant departure, it is helpful to consider the following questions:
- What previously approved programs does the institution offer that are closely related to the new program and how are they related?
- Will significant additional equipment or facilities be needed?
- Will significant additional financial resources be needed?
- Will a significant number of new courses be required?
- Will a significant number of new faculty members be required?
- Will significant additional library/learning resources be needed?
- Will the CIP code change?
Source: SACSCOC, SCHEV.
Substantive Change: A significant modification or expansion of the nature and scope of an accredited institution. According to SACS, a substantive change includes:
- Any change in the established mission or objectives of the institution.
- Any change in legal status, form of control, or ownership of the institution.
- The addition of courses or programs that represent a significant departure, either in content or method of delivery, from those that were offered when the institution was last evaluated.
- The addition of courses or programs of study at a degree or credential level different from that which is included in the institution's current accreditation or reaffirmation.
- A change from clock hours to credit hours.
- A substantial increase in the number of clock or credit hours awarded for successful completion of a program.
- The establishment of an additional location geographically apart from the main campus at which the institution offers at least 50 percent of an educational program.
- The establishment of a branch campus.
- Closing a program, off-campus site, branch campus or institution.
- Entering into a collaborative academic arrangement such as a dual degree program or a joint degree program with another institution.
- Acquiring another institution or a program or location of another institution.
- Adding a permanent location at a site where the institution is conducting a teach-out program for a closed institution.
- Entering into a contract by which an entity not eligible for Title IV funding offers 25% or more of one or more of the accredited institution's programs
- Teach-Out: The process by which the university provides instructional and academic support services to students enrolled at a site that has been closed and/or in a program that has been discontinued. The teach-out process often extends well beyond the closing of a site or program to allow time for enrolled students to complete their programs in a reasonable amount of time.
- Teach-Out Agreement: A written agreement between institutions that provides for the equitable treatment of students and a reasonable opportunity for students to complete their program of study if an institution, or an institutional location that provides 50 percent or more of at least one program offered, ceases to operate before all enrolled students have completed their program of study. Such a teach-out agreement requires SACSCOC approval in advance of implementation. Source: SACSCOC.
This policy applies to all university officers who can initiate, review, approve and allocate resources to any changes, including those to academic and non-academic programs and activities that may be considered a substantive change according to SACSCOC Policy for Substantive Changes for Accredited Institutions. Within academic areas, such changes can originate with individuals or groups of faculty members, Department committees, Department Chairs, Deans and Associate Deans, the Vice President for Academic Affairs, Faculty Senate, or any other area reporting to the Vice President for Academic Affairs.
In those areas outside of Academic Affairs, potential substantive changes may arise in individual units, among supervisors in each area, executive management teams within Vice Presidential areas, or with the Vice Presidents or Cabinet. Further, the need for a potential substantive change may come to the attention of the President or those in his/her direct reporting line.
Each individual hereby designated is required to be familiar and comply with this policy.
As the University pursues structural and programmatic changes, all of those changes deemed to be "substantive" changes require approval by the President, Board of Visitors and the SACSCOC.
The University will follow the substantive change procedures of SACSCOC, and inform the SACSCOC of such changes and proposed changes in accord with those procedures. Regardless of the origination point, all substantive


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Dalhousie University's Collaborative Health Education Building (CHEB) is designed to support a truly interdisciplinary approach to health education, where students of medicine, pharmacy, nursing and related professions will "learn with, from and about one another" and how to work together in collaborative healthcare teams. Facilitating this peer-to-peer learning process are interior spaces that encourage and support social interaction and informal collaboration, including a health science learning commons, clinical simulation laboratories and active learning classrooms with movable seating for impromptu group and individual study. A sheltered roof deck and outdoor terraces provide appealing social areas in good weather. Future-proof flexible planning allows rapid and cost-effective reconfiguration to accommodate changing pedagogical requirements.
CHEB houses the Centre for Collaborative Clinical Learning and Research. This program supports development of critical diagnostic and patient care skills through simulation-based learning and assessment methods. Purpose built for interprofessional learning, the building includes:
- A simulation centre for specialized clinical skills training in the health science professions.
- Simulated patient care labs, clinic rooms and seminar rooms.
- Specifically designed homecare, rehabilitation and hospital settings to enable realistic, simulation-based learning.
Moriyama & Teshima Architects in association with Barrie and Langille Architects
Target LEED Gold


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background-position property
Specifies the position of the background of the object.
CSS Backgrounds and Borders Module Level 3, Section 3.6Internet Explorer 9
background-position: [ [ percentage | length | left | center | right ] [ percentage | length | top | center | bottom ]? ] | [ [ left | center | right ] || [ top | center | bottom ] ]
Property values
One or two of the following values.
Integer, followed by a percent sign (%). The value is a percentage of the width or height of the object.
Floating-point number, followed by a supported length unit.
Horizontal alignment value.
Horizontal alignment is to the left.
Horizontal alignment is centered.
Horizontal alignment is to the right.
Vertical alignment value.
Vertical alignment is at the top.
Vertical alignment is centered.
Vertical alignment is at the bottom.
CSS information
Applies ToAll elements
Initial Value0% 0%
Standards information
If only one value is set, that value applies to the horizontal coordinate, and the vertical is set to "50%". If both values are set, the first value applies to the horizontal coordinate and the second value applies to the vertical.
Setting the values to "0% 0%" (initial value) positions the background-image to the upper left corner of the element's content block, which includes the padding.
Setting the background position using pixels positions the upper-left of the image at the specified x and y coordinates within the parent element. As the coordinates increase, the image moves to the right and down the visible area. By contrast, setting the background position with percentages uses a corresponding point on the image. At a position of "50% 50%" the image is effectively centered within the visible area.
This property can be set with the other background properties using the background composite property.
Starting in Windows Internet Explorer 9, the background of an element can have multiple layers. The number of layers is determined by the number of comma-separated values in the background-image property. Each of the images is sized, positioned, and tiled according to the corresponding value in the other background properties (background-attachment, background-clip, background-origin, background-position, background-repeat, and background-size). The first image in the list is the layer closest to the user, the next one is painted behind the first, and so on.
The following example shows how to use background-position to specify different background position settings for three div objects.

In the first div object, background-position is set to 90% 50%. This represents a horizontal offset of 90% relative to the width of the object and a vertical offset of 50% relative to its height. In the second div object, the value for background-position is left bottom, which is equivalent to 0% for the horizontal position and 100% for the vertical position. In the third div object, background-position is set to 50px 50px, which sets the vertical and horizontal positions at 50 pixels.
Three divs with background images demonstrating the background-position property
div {
 width: 150px;
 height: 150px;
 background-color: _TAG_;
.circle {
 background-repeat: no-repeat;
 background-position: 90% 50%;
.square {
 background-repeat: no-repeat;
 background-position: left bottom;
.triangle {
 background-repeat: no-repeat;
 background-position: 50px 50px;
See also
Build date: 2/14/2014
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Find instead of search – Fiarch it, the intelligent technical search engine
Find components specifically with a search engine for engineers and designers
Find instead of search is the motto under which the technical search engine Fiarch It was developed by the software manufacturer CADENAS from Augsburg. The search engine was especially designed to find 3D CAD components and offers engineers the possibility to precisely find the desired part under millions of components.
fiarch.it: Object search by sketch, reference model and word
The name "fiarch" says it all: On the one hand it's a slur of "find instead of search" and on the other hand - as the Urban dictionary tells us– also the slang term for "fetch":
The search engine is not only able to detect objects via full text search in more than 6000 manufacturer catalogs and product websites, but also allows to find the desired object with the Geometric Similarity Search via a sketch or by comparing it to a 3D CAD model similar to the object.
In the latter case only an already existing CAD model has to be exported in 3D STL format and then uploaded.


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The Critical Core Manufacturing Skills training modules give your
employees the tools they need to meet the changing demands of today's workplace and deliver consistently high
The critical core manufacturing skills combine powerful new training content with
real-world application. Each training module focuses on a specific skill in one
of four key areas—productivity, problem solving, teamwork, and
adaptability. Modules can be offered as single sessions or grouped into
a customized training package geared to your business objectives,
timeline, and budget.
- Core Productivity Skills: Modules are designed to give your business a competitive edge by optimizing individual performance.
- Module 1: Work Productively
- Module 2: Follow Directions
- Module 3: Maintain a Safe Work Environment
- Core Problem Solving Skills: Modules provide both a framework and process for dealing effectively with tough choices and situations.
- Module 4: Think Critically
- Module 5: Apply Problem Solving Strategies
- Module 6: Apply Mathematical Reasoning
- Core Team Skills:
Modules will help employees get information to the right people at the
right time, bring problems to the forefront, and build strong working
- Module 7: Work Cooperatively in Teams
- Module 8: Communicate Clearly
- Module 9: Listen Effectively
- Core Adaptability Skills: Modules will help workers respond quickly to unexpected events, contribute to innovative solutions, and think creatively.
- Module 10: Demonstrate Integrity
- Module 11: Demonstrate a Positive Attitude
- Module 12: Adapt to Change
resources are available to supplement instructor-led training, seminars
and assessment to assure sustainability of the concepts.
Critical Core Manufacturing Skills Training Resources
To arrange on-site or critical core manufacturing skills training, contact:
Fox Valley Technical College - Business & Industry Services
P: _PHONE_ |
P: _PHONE_ | F: _PHONE_


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Ergonomic Evaluation and Visualization in the Car Design Process 2001-01-2114
Industries strive to minimize their development costs, to shorten the time required for development and to increase the quality of the product. The paper summarizes three ergonomic evaluation methods developed for the automotive industry. The first method presents a manikin with a movement pattern similar to people. The second method is a tool to evaluate comfort that can be combined with a manikin. The third and last, is a methodology for eliciting user comments. Ergonomic evaluation methods and tests with a computer support and generate information that may lead to reduced product development cost. These kinds of tools are also suitably used in cross-functional project groups in order to visualize alternative designs, and evaluations in a participative process. Visualization of traffic, driver and eye-movements seems to open up the discussion and is a step to a more user-centered design process.


ov enjoy in 'Crime and Punishment'?
 10. Analyze typically the theme progress religious payoff over the course of 'Crime and Punishment. '
 11. Analyze the role of God and croyance in the book.
 12. Analyze the exact rationalization involving crime around 'Crime and even Punishment. '
 13. Analyze retributive justice around 'Crime and Punishment. '
 14. Analyze nature in the story.
 15. Analyze remorse in the story.
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LEADING IN A TOUGH ECONOMY: Prof Ndubisi Ekewe _TAG_ – Reinvent
Speaking at Edves Catalyst 2020 themed Reinvent. Prof Ndubusi Ekewe, The chairman Fasmicro group & thought-leader Harvard business review gave an inspiring and educating keynote speech during the event on finding the right balance in the ecosystem that can thrive and sustain the Nation.
Here are some excerpts with you from his remarkable speech.
The country has been besieged by a lot of anomalies like security threats, oil market fluctuations, the rise and fall in Naira, and the recent pandemic case making it extremely difficult to upscale the economy, however, companies exist to solve problems same as Education. It must be upscaled to create a sustainable platform and process for learning and developments. The process of leading is in building capabilities to solve problems that exist in the marketplace.
"The world is made up of Numbers"
We can have better Insights if we understand numbers. It also depicts the large demand for data. Leading must move beyond just meeting expectations to creating the ultimate perception for customers. Insights births those perceptions. Perceptions take customers into a new dimension that delivers huge values in how frictions are fixed. Educational sector is the key to unlocking the talent base of the country and so it is important to prioritise its development.
The crucial question to ask would be "How are we going to build the next school of the future? How do we prepare students for future change and deliver progressive educational structure?" Investing in new educational tools become the capabilities needed to drive the education
How then do unlock values using Educations:
- Thinking outside the box
- Taking a New dimension on restructuring educational model
We have to understand that the world is changing and the way education takes place is shifting also. Companies like Edves make it possible to improve the efficiency of using technology to improve the sector.
As we train students to be prepared for the opportunities ahead of them we become positioned to change the ordinance of things in our economy. Leading in a tough economy requires building a solid resilient and capabilities so that we can deliver the best possible value.


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Objectives: The Health Survey for England physical activity module interview, although not validated, is used as a performance indicator to see if people are achieving current physical activity targets and is the primary source of information for physical activity related policy making. The aim of this study was to assess the validity of the Health Survey for England physical activity module as a measure of physical activity in older adults with coronary heart disease.
Methods: Seventy-two older adults who had experienced a cardiac event completed the Health Survey for England physical activity interview and wore an accelerometer for seven consecutive days. Physical activity classification levels were derived from accelerometry and from the Health Survey for England physical activity interview, together with the number of episodes in which participants were moderately active for 30 min or more.
Results: The Health Survey for England physical activity interview exhibited high sensitivity (1.0) and specificity (0.76) for people engaged in high levels of physical activity, moderate sensitivity (0.40) and specificity (0.56) for people engaged in medium levels of physical activity and low sensitivity (0.35) and high specificity (0.92) for people engaged in low levels of physical activity. Compared with the accelerometer, the survey misclassified 63% of participants.
Conclusions: The Health Survey for England physical activity interview misclassified true activity levels in older adults with heart disease by overestimating actual activity in the less active participants. Similar biases on self-report physical activity measures have been demonstrated in the general population, suggesting that the Health Survey for England physical activity module interview may be providing inaccurate information on national activity levels.


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How To Solve Circles For CAT
Circles for CAT forms a big part of the geometry topic in the quantitative section. Clear your basics with this article prepared by IIM Skills – online CAT coaching
Circles and their concepts are an important topic of the geometry section of CAT quantitative ability. CAT asks many questions from circles in the quant section. Many questions in quant CAT that are not directly asking circles make use of some indirect concepts of circles.
Here we will learn important concepts of circles for CAT, theorems, principles, definitions, properties of circles, and how to prepare for CAT quantitative ability easily.
Definition of Circle:
A circle is a closed two-dimensional figure formed by a set of points that lie on the same plane and are at an equal distance from a certain point. That point is called the center of the circle and the distance of any point on the circle from its center is called the radius of the circle.
Terms related to a Circle:
Let us talk about various concepts and definitions that come in circles for CAT.
The diameter is the distance between two opposite points on a circle. The diameter passes from the center of the circle. The diameter is double the length of the radius. All diameters have the same length. A circle can have many diameters since it is a line segment joining any two diametrically opposite points.
Any line segment from any point on the circle to the center of the circle is the radius. The length of the radius is half of the diameter.
In a circle with center O and two points A and B on the circle, and are the radii of this circle. The radii of any circle are all equal in length.
One half of a circle cut along any diameter is a semi-circle.
An arc is just any part of the circle. An arc is measured in degrees of the angle it makes with the center.
Learn about The Top CAT Coaching Institutes In Kolkata here
Important properties of Arcs:
(i) The measure of an Arc
- A semi-circle is also an arc with a measure of 180 degrees.
- The measure of a minor arc is the measure of the smaller angle it makes with the center. Let us consider a circle where BC is the minor arc. With measure 45 degrees.
- The measure of a major arc BAC is 360-(measure of corresponding minor arc) =360-m(Arc BDC) = 360– 45= 315 degrees
(ii) Intercepted Angle
An angle with vertex (A) as one point on the arc apart from its end-points( B and C here) and forming a triangle BAC so the sides BA and CA make an angle CAB. This Angle CAB is inscribed by the arc BAC.
(iii) Intercepted Arc
An arc is intercepted by an angle when sides that make the angle contain an endpoint of the arc, and the arc lies in the interior area of the angle, except for its endpoints. Arc DB and arc CA are intercepted by the COA.
Any line that touches the circle only once is called a tangent to that circle. All tangents are perpendicular to the radius at the point of contact.
In the above figure, the line with points B and C is a tangent to the circle. The tangent touches the circle at point B and is perpendicular to the radius OB ie. BC is perpendicular to OB.
A chord is a line segment with both ends lying on the circle, but it does not have to pass from the center of the circle.
It is a line that intersects the circle at two different points. A secant is just an extended form of a chord.
The circumference of the circle is the length of the perimeter of a circle.
The formula for the circumference of a circle is
Circumference of circle C =?d = 2?r (? =3.142)
where C = circumference, d = diameter, and r = radius.
The area of a circle is the area inside the boundary of the circle.
The formula for the area of the circle is:
Area of a circle, A =?r2
where A = area and r = radius.
Types of circles:
These are various types of circles you need to know for circles for CAT.
(i) Concentric Circles:
Circles having the same center and lying on the same plane are called concentric circles.
(ii) Tangent Circles:
Circles that lie in the same plane and have only one point in common are called tangent circles
Only one circle can pass through any 3 non-collinear points.
An infinite number of circles can be drawn passing through any 2 points.
Properties Of circles: Chords, Tangents, and Secants:
QUestions in quantitative ability CAT for circles for CAT can come either directly or indirectly on these properties.
PROPERTY 1: A line from the center of a circle perpendicular to a chord of the circle bisects the chord into two equal parts. Conversely, it can be said that the line segment joining the center of the circle and the midpoint of any chord makes a right angle with the chord.
PROPERTY 2: Chords of a circle or congruent circles that are equal, are equidistant from the center of the circle.
Conversely, two chords inside a circle or two congruent circles that are at the same distance from the center of the circle, that make the same angle with the line drawn from the center are equal.
PROPERTY 3: "Equal chords subtend equal angles at the center". This is true for one circle or a group of congruent circles.
Conversely, chords that subtend equal angles at the center of one circle or congruent circles, are equal in length.
Tangent Perpendicularity Theorem:
Any tangent to a circle and the radius through the point of contact are perpendicular to each other. If O is the center of the circle, A is the point of contact of the tangent X, then OA 丄 X
Take any point on the circle, there is only one line passing through that point that is the tangent to that circle.
From any point outside the circle, precisely two tangents can be drawn onto that circle.
No tangents can be drawn from any point inside the circle.
PROPERTY 5: The lengths of two tangents to the circle, from any external point, are equal.
If two tangents are drawn from a point C lying outside the circle touching the circle at points A and B, then AC=BC
5.1) In two tangent circles, the point of contact lies on the straight line through the centers of both circles.
5.2) In two tangent circles, the distance between the centers of both circles = sum of their radii.
5.3) If any two circles touch each other internally at one point, the distance between the centers=difference of the radii.
Distance between centers AB = | AC-BC | where B is the point of contact
PROPERTY 6: Angle subtended by a diameter
(i) The diameter subtends an obtuse angle at any point E lying inside of the circle AEB>900
(ii) The diameter of a circle subtends an acute angle at any point E in the exterior of the circle AEB<900
(iii) The diameter of a circle subtends a right angle at any point lying on the circle. AEB=900
Also, if a line segment subtends a right angle at a point on the circle, then the line segment is the diameter of the circle
Angles inscribed by one arc on any point on the circle are equal ∠AOB=∠ACB as they are inscribed by the same arc AB. O and C are two distinct points on the circle.
PROPERTY 8: Equal arcs of a circle make equal chords. Conversely, equal chords of a circle make arc equal to each other.
PROPERTY 9: Inscribed angle theorem: The measure of an angle inscribed by an arc (at any point on the circle) is half the measure of the arc.
The sum of opposite angles of a cyclic quadrilateral is always 180 degree
If a and b are opposite angles, a+b=180
PROPERTY 11: "If a line segment joining two points subtends equal angles at two other points lying on the same side of the line containing the segment, then the four points lie on the same circle."
Points A, B, C, D lie on one circle; i.e. they are concyclic points.
PROPERTY 12: If two secants intersect outside of the circle, the angle that they intersect at is equal to half of the difference of the length of the arcs intercepted by them on the circle.
PROPERTY 13: If two secants intersect inside the circle, the angle they intersect at is equal to half the sum of the measures of the arcs intercepted by them.
If a tangent and a secant intersect outside the circle, the angle of intersection is half the difference of the length of the arc intercepted by them.
PROPERTY 16: Common Tangents
16.1)The two circles that have centers A and B, Where QP and SR are two direct common tangents and DC and FE are two transverse common tangents of both circles(Only two of each of direct common and transverse can be made with two circles).
Where r1 and r2 are the radii of the two circles
Length of Direct common tangent PQ = √ ((AB)2 – (r1– r2 )2 )
Length of the transverse common tangent CD = √ ((AB)2 – (r1+ r2 )2 )
These were all the properties you need to learn to score in circles for the CAT section in quant.
Importance of Quantitative ability
So why does CAT ask quant problems? And specifically questions on circles for CAT?


envelope
 Cloudflare supports Privacy Pass
 3. The sealed envelope is given to the certifier
 Cloudflare supports Privacy Pass
 4. The certifier signs the outside of the envelope. The pressure of the signature transfers the signature from the carbon paper to the ballot itself, effectively signing the ballot.
 Cloudflare supports Privacy Pass
 5. Later, when the ballot counter unseals the envelope, they see the certifier's signature on the ballot.
 Cloudflare supports Privacy Pass
With this system, a voting administrator can authenticate a ballot without knowing its content, and then the ballot can be verified by an independent assessor.
Privacy Pass is like vote certification for the Internet. In this analogy, Cloudflare's challenge checking service is the vote certifier, Cloudflare's bot detection service is the vote counter and the anonymous visitor is the voter. When a user encounters a challenge on site A, they put a ballot into a sealed envelope and send it to the server along with the challenge solution. The server then signs the envelope and returns it to the client. Since the server is effectively signing the ballot without knowing its contents, this is called a blind signature.
When the user sees a challenge on site B, the user takes the ballot out of the envelope and sends it to the server. The server then checks the signature on the ballot, which proves that the user has solved a challenge. Because the server has never seen the contents of the ballot, it doesn't know which site the challenge was solved for, just that a challenge was solved.
It turns out that with the right cryptographic construction, you can approximate this scenario digitally. This is the idea behind Privacy Pass.
The Privacy Pass team implemented this using a privacy-preserving cryptographic construction called an Elliptic Curve Verifiable Oblivious Pseudo-Random Function (EC-VOPRF). Yes, it's a mouthful. From the Privacy Pass Team:
Every time the Privacy Pass plugin needs a new set of privacy passes, it creates a set of thirty random numbers t1 to t30, hashes them into a curve (P-256 in our case), blinds them with a value b and sends them along with a challenge solution. The server returns the set of points multiplied by its private key and a batch discrete logarithm equivalence proof. Each pair tn, HMAC(n,M) constitutes a Privacy Pass and can be redeemed to solve a subsequent challenge. Voila!
If none of these words make sense to you and you want to know more, check out the Privacy Pass team's protocol design document.
Making it work in the browser
It takes more than a nice security protocol based on solid cryptography to make something useful in the real world. To bring the advantages of this protocol to users, the Privacy Pass team built a client in JavaScript and packaged it using WebExtensions, a cross-browser framework for developing applications that run in the browser and modify website behavior. This standard is compatible with both Chrome and Firefox. A reference implementation of the server side of the protocol was also implemented in Go.
If you're a web user and are annoyed by CAPTCHAs, you can download the Privacy Pass extension for Chrome here and for Firefox here. It will significantly improve your web browsing experience. Once it is installed, you'll see a small icon on your browser with a number under it. The number is how many unused privacy passes you have. If you are running low on passes, simply click on the icon and select "Get More Passes," which will load a CAPTCHA you can solve in exchange for thirty passes. Every time you visit a domain that requires a user challenge page to view, Privacy Pass will "spend" a pass and the content will load transparently. Note that you may see more than one pass spent up when you load a site for the first time if the site has subresources from multiple domains.
Cloudflare supports Privacy Pass
The Privacy Pass extension works by hooking into the browser and looking for HTTP responses that have a specific header that indicates support for the Privacy Pass protocol. When a challenge page is returned, the extension will either try to issue new privacy passes or redeem existing privacy passes. The cryptographic operations in the plugin were built on top of SJCL.
If you're a Cloudflare customer and want to opt out from supporting Privacy Pass, please contact our support team and they will disable it for you. We are soon adding a toggle for Privacy Pass in the Firewall app in the Cloudflare dashboard.
The web is for everyone
The technology behind Privacy Pass is free for anyone to use. We see a bright future for this technology and think it will benefit from community involvement. The protocol is currently only deployed at Cloudflare, but it could easily be used across different organizations. It's easy to imagine obtaining a Privacy Pass that proves that you have a Twitter or Facebook identity and using it to access other services on the Internet without revealing your identity, for example. There are a wide variety of applications of this technology that extend well beyond our current use cases.
If this technology is intriguing to you and you want to collaborate, please reach out to the Privacy Pass team on GitHub.
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