text:
Profit Chart (Analysis Services - Data Mining)
You can view two types of charts in the Lift Chart tab of the Mining Accuracy Chart tab of Data Mining Designer: a lift chart and a profit chart. After you have configured the model and the data source to use, you can select the type of chart you want. After you select Profit Chart from the list, the Profit Chart Setting dialog box automatically opens. If you set the parameters that define a profit chart, the chart that is displayed in Mining Accuracy Chart tab automatically changes to a profit chart.
A profit chart displays the estimated profit increase that is associated with using a mining model. For example, if your model predicts which customers a company should contact in a business scenario, the profit chart incorporates information about the cost of conducting the targeted mailing campaign to contact x number of customers, and calculates the estimated profit. A typical profit chart shows an increase in profits up to a point, after which profits decrease as more of the population is contacted.
For example, in the Basic Data Mining Tutorial, you create a decision tree model, TM_Decision Tree, that predicts which AdventureWorks prospective customers are more likely to buy a bike. To generate a profit chart that represents the costs and benefits of sending a mailing to just those customers, you follow the general steps used to build a lift chart, and then configure the settings that are unique to profit charts. When you finish setting the chart parameters, the chart is automatically changed to a profit chart. The following diagram is based on these assumptions:
Which model should you use?
What value should be predicted?
[Bike Buyer] =1, meaning customers who are likely to buy a bike
What data set should be used to assess accuracy?
To assess accuracy and potential profit, you will use the test set that was saved when the mining structure was created.
When you actually create the mailing, you will use a different data set/
What is the total target population?
Out of all customers in the database, you will send targeted mailings to only 20,000.
What is the one-time cost of setting up a targeted mailing campaign for 20,000 people?
What is the per-unit cost for the targeted mailing campaign?
This amount will be multiplied by a number less than or equal to 20,000, depending on how many customers the model predicts are good candidates.
What profit or income can be expected from a successful result?
This amount will be used to project the total profit associated with high probability cases.
The Y-axis of the chart represents the profit, while the X-axis represents the percentage of the population that the company contacted.
The profit chart contains a gray vertical line that marks a percentage of the target population. You can move the line by clicking a location in the chart. Each time you move the line, the Mining Legend is updated to display the percentage value, a profit score, and the predict probability that is associated with the population percentage at the vertical gray line. If you move the gray line to the point in the chart where profits are the highest, you can use the predict probability value to determine a strategy for contacting customers.
By experimenting with this graph, you might determine that the peak of the profit curve is at 55 percent of the population and the associated predict probability is 20 percent. These results indicate that to achieve maximum profits you should only contact those customers whose response is predicted with a 20 percent or greater chance.
To create a profit chart, you follow these basic steps:
On the Input Selection, choose a model or models.
Choose a predictable attribute.
Optionally, specify a value to predict.
Choose the data source to use for evaluation
Change to chart view by clicking Lift Chart.
On the Lift Chart tab, select the type of chart you want by clicking the Chart Type list.
Configure options specific to profit charts.
For a step-by-step explanation of how to create all chart types, see How to: Create an Accuracy Chart for a Mining Model. The Basic Data Mining tutorial also contains a walkthrough of how to create a lift chart. For more information, see Testing Accuracy with Lift Charts (Basic Data Mining Tutorial).
The following list describes the parameters that you can set in the Profit Chart Settings dialog box.


Indian polity quick quiz 7
Please enter your email:
1. The High Courts in India were first started at:
2. The first woman Governor of a State in free India was
3. The Governor of which State has been vested with special powers regarding scheduledtribal areas?
4. The Concurrent List contains:
5. The first woman film star nominated/ elected to the Rajya Sabha was:
6. The Gram Panchayats are elected by Gram Sabhas consisting of:
7. The Constitution of India was promulgated on January 26, 1950 because:
8. The Governor does not appoint:
9. The Fundamental Duties of Indian citizens were provided by :
10. The first State to become bifurcated after independence was:
error: Content is protected!!


text:
LAKEPORT -- Lake County residents learned firsthand about the ecology of the Clear Lake hitch, a native fish, and the petition to list the fish as an endangered species at a workshop on Monday evening.
The workshop was sponsored jointly by the Chi Council and the Lake County Fish and Wildlife Advisory Committee, The workshop, which was held in the Board of Supervisors Chambers in the courthouse in Lakeport, drew a full house with many of those in attendance wanting to know the current status of the hitch and the process the U.S. Fish and Wildlife Service uses list them as endangered.
The Center for Biological Diversity filed a petition to list the Clear Lake hitch as endangered species on Sept. 25. The reason given was that surveys taken during the spawning runs have shown a dramatic decline in the number of fish migrating up the streams that flow into Clear Lake. John Ambrose, a fish and wildlife biologist and expert on endangered species, explained to the audience how the Endangered Species Act (ESA) works. He said that any group or individual can petition the FWS to place a species on the endangered list. The FWS has 90 days make an initial finding on the merits of the petition and whether the submission warrants a full status review. If the FWS decides that a species should be investigated the agency then has one year to determine if the listing is justified.
It can actually take longer than a year. Once a species is formally declared endangered
Greg Giusti of the University of California system gave a presentation on the ecology of the hitch. He said there are far fewer hitch today than there were 20 years ago. Giusti said there are a number of factors for the decline of the hitch and that they range from less plankton food for the hitch, poor spawning conditions to predation by other fish and birds.
The hitch is a member of the minnow family and has been in Clear Lake for thousands of years. They spawn in streams such as Kelsey Creek, Adobe Creek and other creeks that flow into the lake. At one time they numbered in the tens of thousands and were a valuable food supply for the local Indians. According to experts, the hitch population has been in a steady decline for more than 20 years.
The local Indian tribes have been doing hitch surveys and tagging in the spawning streams using FWS grant money. Their surveys also show the hitch numbers to be in a steady decline.

source: HuggingFaceFW/fineweb-edu


Curry Leaves(कढ़ी पत्ता)
Curry LeavesHindi Name: कढ़ी पत्ता
Nutritional Value
Curry leaves have anti-inflammatory and antioxidant properties. It is used as a cure for diarrhea and stomach ulcers. It is said to be beneficial for the skin and for people with diabetes. Curry leaves also aid in digestion.
Quick Tips
Dry leaves can be stored but lose most of their aromatics. Wet leaves break down quickly so avoid storing them wet. They do not have a very long shelf life. Detach them from the stems only before cooking.
Did you know?
Curry leaves excite the taste buds, probably that's why they are used as a tempering for various dishes.
Recipes using Curry Leaves
Listen to the latest songs, only on


text:
|Syntactic Confectionery Delight|
Re: Counter - number of tags per intervalby LanX (Chancellor)
|on May 04, 2013 at 22:08 UTC||Need Help??|
Just another idea based on tuning your current algorithm which is quite clever! (Well after being understood - you know my opinion about clear naming ;-)
After analyzing the numbers you provided, I suppose that intersections of different ranges are comparatively rare and if they appear they stretch over long distances.
So it doesn't really make sense to go into the count loop for each individual point, just go on counting the "1" till you reach the next "boundary" and add them collectively to your counter instead incrementing them one by one with++.
The boundaries are nothing else as the sorted list of range starts-1 and stops. In your example for ID "b"
this means [9,11,15].
and results in the following flow
As you see, you can also stop counting between ranges and even try to jump forward in the file with seek.
3e6 Intervals/50 IDs *2 Borders = 120000 Borders
6e9 Points / ID
=> in average 6e9/12e4=50000 points between two adjacent borders, where you can avoid the whole count loop.
This should lead to a considerable boost!
( addicted to the Perl Programming Language)

source: openbmb/Ultra-FineWeb


text:
Last Visited: November, 2002
As early as 1838 a naval officer recommended erecting a lighthouse at Crown Point near the south end of Lake Champlain. Fifteen years later the need was still being noted "to enable vessels to pass with safety through the dark narrow channel at Chimney Point". Finally, in 1858, the recently created Lighthouse Board erected another "Sister" on a seven-acre site at Crown Point near the historic ruins of Fort St. Frederic and the British Grenadier Battery. This station was similar to the two at the North end of the lake, an octagonal tower of gray limestone block with an attached wood frame Cape Cod cottage for the keeper. At a height of 55 feet, the fixed white light in a fifth order lens stood 83 feet above the lake and was visible for 15 miles.
In 1910, the Champlain Tercentenary Commission received permission from the new Lighthouse Bureau to commemorate the great explorer by altering the stone tower into a neoclassical memorial at a cost of $50,000. The plain limestone exterior was replaced with a granite base and eight Doric columns supporting an ornate cornice, parapet and elaborately detailed lantern. This monument formality almost obscured its function as a lighthouse.
The light station remained in operation until the Crown Point bridge crossing to Chimney Point, Vermont was completed in 1929, when the keeper's house was torn down. The site is now a State Park with public access to both the old light tower in the memorial and the historic forts.
Lake Champlain Lighthouses
Nearest Address: Adirondack Park Preserve, Crown Point, NY
- From Interstate 87 take exit 31. At the end of the ramp turn onto route 9N heading south.
- Stay on 9N for 16.8 miles, then turn left onto NY-185.
- Take NY-185 for 3.8 miles until you come to the Crown Point bridge and the light tower on your right.
View Larger Map


text:
Final Thesis: Exploratory Data Analysis of Code Review Data
Abstract: The code review process is well established and an essential part during the development of open source software. To establish code reviews in open source projects, the process of code review is often supported and monitored by additional review tools like Gerrit. This thesis analyzed review data from Gerrit for some open source projects (i.e. Gromacs, Go and Typo3) with the main focus on the observation of the impact of highly active developers during the review process. Therefore, indicators to identify these active developers during the review process were introduced and used to prepare a selection of active developers. Based on this selection their impact during the review process was analyzed. By applying an appropriate threshold on the introduced indicators, the size of the selected highly active developers (top-k developers) can be customized. The final findings showed, that there is a small selection of top-k developers that have a strong impact on the review process of the open source project they participate in (e.g. 1% of the 2492 contributors in the Typo3 project provide about 70% of the measured review content). In addition to this analysis, the preparation of the review data from Gerrit and a short descriptive overview are presented.
Keywords: code review, network theory, social diffusion
PDFs: Bachelor Thesis
Reference: Jonas Zeuner. Exploratory Data Analysis of Code Review Data. Bachelor Thesis, Friedrich-Alexander-Universität Erlangen-Nürnberg: 2019.


Mazda 6 manuals
Mazda 6 Owners Manual: Operating the Radio
Radio ON
Select the icon on the home
screen to display the Entertainment screen. When selecting the desired radio, the following icons are indicated in the lower part of the center display.
AM/FM Radio
Favorites Radio
Selected stations can be registered for convenient operation. Up to 50 stations can be registered. The Favorites list is common to AM, FM, and satellite radio.
Registering to Favorites
Long-press the icon to register
the current radio station. The registration can also be performed using the following procedure.
1. Select the icon to display
the Favorites list.
2. Select.
3. Select.
4. The station is added to the bottom of the Favorites list.
If the battery is disconnected, your Favorites list will not be deleted.
Selecting radio station from Favorites
1. Select the icon to display
the Favorites list.
2. Select the radio frequency to tune in the radio station.
Deleting from Favorites
1. Select the icon to display
the Favorites list.
2. Select.
3. Select.
4. Select the radio frequency you want to delete.
5. Select.
Changing Favorites list order
1. Select the icon to display
the Favorites list.
2. Select.
3. Select.
4. Select a radio frequency. The selected radio station can be moved.
5. Slide the radio station or move it using the commander switch, then select.
Radio Broadcast Data System (RBDS) (Some models)
Radio text information display
Radio text information sent from a broadcasting station is displayed in the center display.
Radio text information is a function of FM radio only. There is no text function on AM radio. Text information is not displayed in the following:
Genre Seek
Some FM stations transmit Genre codes (Program type like a Rock, News, and so on). This code enables alternative stations transmitting the same Genre code to be found quickly.
(To scan for Genre Seek:)
1. Select the icon while in
the FM mode. 2. Select to open
the genre list. 3. Select the genre type you want to select. 4. Select the,
To change the desired genre, select the icon.
89.3 is currently being received. With Rock selected as the Genre, the radio stations broadcasting Rock are at the following frequencies.
98.3*1, 98.7, 104.3*1, 107.1
*1 Radio stations with good reception
The frequency changes as follows each time is pressed.
HD Radio
What is HD Radio™ Technology and how does it work?
HD Radio™ Technology is the digital evolution of analog AM/FM radio. Your radio product has a special receiver which allows it to receive digital broadcasts (where available) in addition to the analog broadcasts it already receives. Digital broadcasts have better sound quality than analog broadcasts as digital broadcasts provide free, crystal clear audio. For more information, and a guide to available radio stations and programming, please visit
Benefits of HD Radio™ Technology
The song title, artist name, album name and genre will appear on the screen when available by the radio station.
On the FM radio frequency most digital stations have "multiple" or supplemental programs on each FM station.
Listening to HD Radio™ Technology
If icon turns on by selecting
a radio station which is an
broadcasting station, the analog broadcast is switched to an broadcast automatically after
a few seconds and then received. If the broadcast is stopped and changed
to an analog broadcast, press down to turn off
Multicast channel selection (FM)
If multi-cast channels are available for an broadcast currently being received,
the multi-cast channel list is displayed. Select the desired radio station.
iTunes Tagging (for Apple devices with USB use only)
By tagging a song currently being aired, the song can later be purchased from the iTunes Store. One hundred tags can be stored. A maximum of 100 tags (for 100 songs) can be stored for later downloading.
1. Select the icon. The tag
is stored in the audio unit.
2. Connect the device via the vehicle's USB. Any stored tag(s) will be sent automatically to the connected device.
3. Once at home or after parking the vehicle safely, log onto the iTunes Store with your device. Your previously tagged song(s) can now be easily purchased.
Volume/Display/Sound Controls
Volume adjustment Turn the commander switch volume dial. The volume switch on the steering switch can also be pressed. Display setting Select the icon on the home screen to display the Settin...
Operating the Satellite Radio (Some models)
Other materials:
Mazda 6 Owners Manual: Bluetooth®
Bluetooth® Hands-Free outline When a Bluetooth® device (mobile phone) is connected to the vehicle's Bluetooth® unit via radio wave transmission, a call can be made or received by pressing the talk button, pickup button, or hang-up button on the audio remote control switch, or by operating...
Mazda 6 Owners Manual: Transaxle range (tr) switch removal/installation
1. Disconnect the negative battery cable. 2. Remove the air cleaner component. (See INTAKE-AIR SYSTEM REMOVAL/INSTALLATION.) Caution Water or foreign objects entering the connector can cause a poor connection or corrosion. Be sure not to drop water or foreign objects on the connector w...
© 2016-2021 Copyright


text:
Cell Selection and Re-Selection
Cell selection entity handles the cell selection/ reselection functionality, it is responsible for selecting the most suitable cell to camp on for the UE. The cell selections are made on different parameters. These parameters include the Power parameters and the parameters included in the system information Broadcasts.
Cell Selection Criteria
In order to be the candidate for a suitable or acceptable cell, the following criterion is to be met:
Srxlev > 0
Srxlev = Qrxmeasured – Qrxlevmin – Pcomposition
Cell Re-Selection Criteria
The cell reselection is performed on the basis of the ranking of the current and the neighboring cells. The ranking is performed on the basis of the following R values
Rs = Qmeas,s + Qhysts
Rn = Qmeas,n – Qoffsets,n
Cell Selection Process Diagram
In the Idle mode the CSE performs the following tasks in order to select a cell:
1. When a PLMN is selected the cell selection is made through one of the cell selection procedures
2. If suitable cell is found the UE camp normally on the cell.
3. In camp normally state the cell reselection is made depending upon the triggers described later in this document.
4. If no suitable cell found in 2, the UE searches for an acceptable cell and enters the camp on any cell state
5. In camp on any state the cell reselection is made depending upon the triggers, if no suitable cell found the UE move to any cell state
6. If suitable cell found in 5 the UE move to the camp normally state.
7. In either state i.e. camped normally or camped on any when ever the UE returns from the connected mode to the idle mode the UE tries to camp on the last cell used for camping in the connected mode.
8. In case last cell in 5 is not a suitable or acceptable cell, procedure 1 and 4 are repeated depending upon the camped state.
The following figure shows the process diagram of the cell selection and re-selection
in idle mode for LTE.


text:
Indexed on: 14 Mar '12Published on: 14 Mar '12Published in: KI - Künstliche Intelligenz
Continuing advances in modern data acquisition techniques result in rapidly growing amounts of geo-referenced data about moving objects and in emergence of new data types. We define episodic movement data as a new complex data type to be considered in the research fields relevant to data analysis. In episodic movement data, position measurements may be separated by large time gaps, in which the positions of the moving objects are unknown and cannot be reliably reconstructed. Many of the existing methods for movement analysis are designed for data with fine temporal resolution and cannot be applied to discontinuous trajectories. We present an approach utilising Visual Analytics methods to explore and understand the temporal variation of spatial situations derived from episodic movement data by means of spatio-temporal aggregation. The situations are defined in terms of the presence of moving objects in different places and in terms of flows (collective movements) between the places. The approach, which combines interactive visual displays with clustering of the spatial situations, is presented by example of a real dataset collected by Bluetooth sensors.


Underneath the Golden Gate Bridge lies the wreck of the City of Chester, a steamboat that sank on August 22, 1890 at 10 a.m.
The boat was impaled on the steamer Oceanic, arriving from Asia, and sunk in six minutes. It traveled to the seafloor and settled in, still upright.
Two years later, the U.S. Coast and Geodetic Survey thought they'd located the ship by dragging a wire through the water with a tugboat. But for the last 120 years or so, no one has thought much of the City of Chester, not even when the Golden Gate Bridge went up just to the ocean side of the wreck.
But recently, a NOAA team got interested and deployed all the technological might we can now bring to bear.
"After working with historic data provided by NOAA historians, the Coast Survey team conducted a multi-beam sonar survey and a sonar target the right size and shape was found," NOAA reported. "The team spent nearly nine months sorting through the data. A follow-up side-scan sonar survey confirmed that the target was City of Chester, sitting upright, shrouded in mud, 216 feet deep at the edge of a small undersea shoal. High-resolution sonar imagery clearly defined the hull, rising some 18 feet from the seabed, and the fatal gash on the vessel's port side."
And what's amazing is that if you look at that boat now sitting at the bottom of the Bay, you can still make out the old form of the boat as it was when it plied the waters.
The current position of the City of Chester (NOAA).


text:
Day #29 (3/18/2014) Web Footed Gecko
We decided to head to Africa for the week! We headed to the Sahara desert on our first day to find a special little reptile. After settling in to camp and making sure all our stuff was bagged up to keep it sand free. We grab our hats, mud sunscreen and binoculars and headed out on today's adventure! It took us a while to find the Web Footed Gecko, but we did find it!
Their range/habitat: Western Southern Africa/desert
Their length/weight: 4 ¾ -5 ½" Conservation Status: common
Their diet: Carnivore: insects
- Web Footed Geckos are pink with dark markings.
- They have webbed feet that helps them run across the sand.
- Web Footed Geckos have large eyes.
- They dig long tunnels in the sand for shelter.
- They drink water that condenses on their skin overnight.
- Web footed geckos have wide range of vocalizations.
These teeny little geckos were hard to spot! They blend right in to their desert homes! They have such amazing adaptations for living in a harsh habitat. We sure were tired after spending the day in the hot desert. We were happy that we bought plenty of water and hay snacks.
-Ellie and Edmond


text:
- To understand how PolicyStat notifies users of updates
- To understand how PolicyStat alerts users that require action
When an action is required to be completed regarding a policy, or a policy requires attention, users are notified in one of three ways:
1. Automatic notification emails
- For examples of notification emails, click here
- For more on configuring automated email notifications (including turning off undesired emails), see this article.
- For more on understanding who receives email notifications by user role, see this article.
2. The Home tab
The Home tab features reports of policies requiring action.
3. The Notifications page
The Notifications page is accessible to any user in one of two ways:
- The link in the upper right-hand corner of every PolicyStat page.
- From the base PolicyStat local PolicyStat URL (e.g. - _URL_), add /notification to the end (e.g. - _URL_
For more information about configuring email notifications from this page, see the article here.
This article applies to the following user roles:


text:
(also genipap treeˈjenəˌpap)
Definition of genipapo in English:
noun (plural genipapos)
1A tropical American tree of the bedstraw family that yields useful timber. Its fruit has a jellylike pulp that is used for flavoring drinks and to make a black dye. Also called genip.
- Genipa americana, family Rubiaceae
- The heavy leaf fall of the genipap is important in improving the soil of the plantation.
- The Kayapo wear intricate beadwork and headdresses in ceremonies and decorate their bodies with dye coming from the plants genipapo and urucu.
- The hillsides are intensely covered by molle pepper trees, ferns and genipaps that make a deep contrast with the grey and pink coloured rocks.
1.1A drink, flavoring, or dye made from the genipapo fruit.
- They are famous for tattooing around their mouths with genipapo, a black dye made from an Amazonian fruit.
- They also collect large quantities of genipapo for body painting, vines for fishing, and a great variety of medicinal plants.
- They have their bodies painted with annatto dye and genipap.
Definition of genipapo in:
- British & World English dictionary
What do you find interesting about this word or phrase?
Comments that don't adhere to our Community Guidelines may be moderated or removed.


PRINCE 2 Agile Practitioner
what is PRINCE2 Agile Practitioner?
PRINCE2 Agile is being described as the world's most complete project management solution. It combines the flexibility and responsiveness of Agile with the effective governance and control of PRINCE2. It creates an environment where we can focus on both management and delivery.
This intensive exam preparatory course offers a clear, comprehensive understanding of PRINCE2 Agile. Through practice exams, workshops and overnight study, you gain the knowledge required to take the PRINCE2 Agile Practitioner examination in order to achieve certification. Expert PRINCE2 Agile –accredited instructors provide the necessary guidance to prepare for the examination through a series of practice exam questions and case study-based working that reinforce the concepts taught in the course.
Our Approach:
By the end of this training you will:
- Understand the core concepts of PRINCE2 Agile Practitioner module.
Attendees must be a current PRINCE2 Registered Practitioner to be eligible to take the PRINCE2 Agile Practitioner exam. If you are not a PRINCE2 Practitioner, Course 177, PRINCE2® Achieving Foundation & Practitioner Certification will prepare you to take the exam. If you are a PRINCE2 Practitioner and your registration has expired, Course 178, PRINCE2® Practitioner and Re-registration Certification will prepare you to take the PRINCE2 Practitioner registration exam.
Course Preview
- Establishing the rationale of PRINCE2 Agile
- Identifying who can use it
Introducing PRINCE2 Agile
- Comparing projects to business as usual
- Positioning PRINCE2 Agile for projects only
Characterising the meaning of Agile
- Establishing the basics
- Summarising the most well-known agile frameworks
- Introducing behaviours, concepts and techniques
Blending PRINCE2 and Agile
- Supporting the PRINCE2 community
- Identifying the benefits of PRINCE2 Agile
- Establishing when and where to apply PRINCE2 Agile
Applying Agile to the PRINCE2 journey
- Reviewing the constituent parts of PRINCE2
- Clarifying the tailoring appropriate to agile working
- Visualising the pre-project and the initiation stage
- Enhancing the delivery stages
- Simplifying the final delivery stage
Flexing and fixing
- Focusing on flexing what is to be delivered
- Fixing time and cost
- Defining the five targets; the reasons that underpin the thinkin
Getting started with PRINCE2 Agile
- Applying the PRINCE2 principles
- Introducing Agile behaviours
Applying the 7 PRINCE2 themes
- Establishing which themes are most prominent
- Developing the Business Case theme
- Extending the Organisation theme
- Clarifying the application of the Quality theme
- Combining Agile concepts into the Plans and Progress themes
- Maintaining the Risk and Change themes
Tailoring the 7 PRINCE2 processes
- Incorporating Sprints and flow-based timeboxes
- Maintaining clear project justification and addressing emergent thinking
- Tailoring Controlling a Stage to an Agile environment
- Managing the interface between Project Management and Product Delivery
- Ensuring that Agile concepts guide the delivery
- Confirming viability of the project with stage boundaries
- Closing the project appropriately
Integrating Agile concepts and techniques into PRINCE2
- Assessing project complexity with the Cynefin framework
- Utilising Scrum and Kanban to help with product delivery
- Enhancing learning and managing uncertainty using the Lean Start-up method
- Applying Lean Start-up to PRINCE2
Assessing Agile suitability with the Agilometer
- Pinpointing 6 key areas of agile suitability
- Determining the agile environment of a project
- Tailoring PRINCE2 based upon feedback on the 6 key areas
Defining requirements and user stories
- Developing requirements so they are conducive to agile working
- Reviewing approaches for prioritising requirements
- Defining product descriptions with the right level of detail
Communicating effectively
- Developing rich communication
- Shifting the emphasis to enable agile working
Releasing early and frequently
- Realising the benefits of frequent releases
- Planning the project on features and requirements
- Employing product-based planning
Creating contracts when using Agile
- Collaborating to create a contract based upon outcomes
- Driving the right behaviours
- Structuring a contract to align with agile working
- The contract as a safety net


text:
By speaking swiftly, you can indicate speed, urgency or danger. By speaking slowly, you can suggest tension, finality or fear. Slowness of pace can also indicate slowness of action. And it is a good way to emphasize a word or phrase.
Note, however, that I did not list "talking swiftly to cram more words in." This is a frequent practice—people speaking at a constantly swift pace.
The typical Toastmasters speech is a maximum of seven minutes long—and strictly timed. Going over time is frowned upon and will get you disqualified in a speech contest. When members write their initial speech, it is typically nine minutes long. They then have a choice to either edit their speech down to seven minutes or talk swiftly to get it down to that length. Guess which option most choose? Yep, they choose the latter, which is what I did when I first joined the organization.
So why does it matter? Sounds communicate the literal meaning of your words, expressiveness communicates something else—an implied or secondary meaning. Expressiveness is best achieved when your words have duration. Speaking quickly limits or eliminates the lengthening of individual words, and, thus, limits expressiveness. If your sole purpose is to communicate information, and intellectual connection is your only objective, speaking quickly can be effective. (That is, if you are not speaking so quickly that people can't understand what you are saying.) If, however, you want to connect with your audience on both an intellectual and an emotional level, you will find it much more effective if you slow down to a normal pace.
You might ask, "Yes, but don't some professional speakers speak quickly? Doesn't that indicate that it is effective?" Yes, to a point. I would suggest that these speakers have found a way to introduce some expressiveness into their style; however, when I hear them, I think to myself, How much more effective could they be if they slowed down and stretched out their words?
This article was reprinted from Bill Brown's Speech Delivery Tips email series.


Re: Grice and conditionals (long, no Greek)
From: Jonathan Robie (
Date: Mon Sep 21 1998 - 12:38:39 EDT
At 12:07 AM 9/21/98 EDT, wrote:
>Thank you Jonathan for the nice summary of Grice's book. I apologize for the
>question up is that all the other EI MH clauses in the NT are conditional.
>have to work with the logical tranformation of If not B, then not A in
order to
>understand most of them because they have negatives in the protasis and the
In formal logic, the following are all equivalent:
 if A then B
 if not B then not A
 not B or not A
 A or not B
There may be others. At any rate, "if not B then not A" is one of the
standard transformations. However, I'm a little bit worried about using the
"if not B, then not A" transform as a general device for understanding "if
A then B" sentences that contain negations. In order to make that work
properly, I agree with Grice that you have to bring in a number of
propositions that are implied but not stated, and that some of these things
may be implied by the context in which the statement is made. The result is
that you need many more propositions, not just A and B, if you want to use
formal means to understand conditionals. If Grice is correct - and he is at
least brilliant, whether or not he's correct, and in spite of his
impenetrable writing style - then bringing in all of these propositions
would give you a framework in which formal logic could be used effectively
to understand such statements.
My formal logic is *extremely* rusty, but let me try to use some examples
to illustrate what I mean:
Statement: If he does not come on time then we will wait for him.
A = he does not come on time
B = we will wait for him
If not B then not A = if we will not wait for him then he will come on time.
I'm skeptical that the propositional value of the original statement and
the transformation are the same in this case. Grice says that the reason
for this is that there must be some reason the person is telling us this,
which implies a number of propositions that are implied, but not stated,
1. There is a likelihood that he will not arrive on time
2. We need a plan for dealing with the contingency that he arrives late
(perhaps we were all planning to go somewhere together, and he wanted us to
give him a ride)
3. His tardiness is beyond our control, or if it is within our control,
there is some reason that we prefer not to negotiate with him in order to
get him to come on time, or perhaps there has been negotiation and it was
agreed that we would wait if he comes late
If we do not take these into account, then our formal analysis of the
statement will not be adequate. (If our formal analysis *is* adequate, then
we took it into account (grin!)) In this particular case, I think the
proper analysis requires an understanding that the statement is really
intended to be limited to a plan for handling the contingency that he is
late, and is not intended to be applied if he arrives on time. The "if not
B then not A" transformation took the statement out of context and
broadened its scope. Within the right scope, incidentally, the
transformation might make sense - e.g. perhaps we are formulating a policy
of leaving on time even if some people are not yet there, and we expect
that the result of this policy will be that people arrive on time.
You say that the "if not B then not A" is a good general tool for
understanding conditionals with negatives in both the protasis and the
apodosis. Consider this statement, which is similar to the first, but has
negatives in both the protasis and the apodosis:
Statement: If he does not come on time then we will not leave before he
A: he does not come on time
B: we will not leave before he arrives
if not B then not A = if we leave before he arrives he will come on time
Again, the result of the transformation is a little surprising, and seems
to have a different propositional value than the original statement.
I think that Grice is pretty important for understanding conditionals in
human language. He's also very hard going. I'm not sure who else is
important to read (perhaps Wittgenstein? but I'm not sure which works), but
perhaps some of the linguists on the list will know. At any rate, I think
that there's a fair amount of literature on the treatment of human language
conditionals, written largely by philosophers and linguists, and I know
that I haven't read much of it except for Grice and a little Wittgenstein.
>only correct if the unnegated protasis is true according to the author and is
>clause is preeminently true, not exclusively true, so the rendering of
>"except" or "but" changes the meaning of the passage.
This is too brief for me to agree or disagree with. I'll give you my
off-the-cuff responses to each of these verses, and perhaps you can tell me
how *you* analyze them.
EI MH occurs twice in Matt 11:27 - nobody knows the son EI MH the father,
and nobody knows the father EI MH the son, and those to whom the son
chooses to reveal him. At least some translations (the first few I looked
at) translate this with "except" or "but". Why do you think this changes
the meaning?
In Matt 13:57, Jesus says that a prophet is not without honor EI MH in a
home game. Now I assume your point is that this statement, taken as literal
truth, is false if a prophet is also dishonored outside of his home town.
Your solution is probably to interpret EI MH as something other than
"except". My solution (off the top of my head) is to bring in the larger
context in which the statement was made, and probably to treat this as a
hyperbolic statement - and I do think that Jesus uses hyperbole on other
occasions as well. Of course, hyperbole and other figures of speech are
pretty rough on formal logical analysis, but I'm sure that someone
somewhere has written on this in a useful way.
In John 3:13, the statement is that nobody has ascended into heaven EI MH
him who descended from heaven, the Son of Man. I assume your point is that
there are a couple of people in the Old Testament who ascended into heaven.
In this case, I think you need to look at the scope of the statement -
Jesus is saying that there is only one person who can tell Nicodemus about
heavenly things, the one person who has been to heaven and has descended
from heaven. Now if you want to be strictly literal, yes, there are a
couple of prophets sitting in heaven who have ascended into heaven, but
they aren't on earth anymore, and are not available to explain things to
Nicodemus. If you want to be that literal, Jesus has not yet ascended into
heaven at that point either. (I think there are a lot of uses of "everyone"
and "nobody" in the NT that only make sense with the right scoping.)
Jonathan Robie
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Vectorization, the Other Parallelism
Moore's Law correctly predicted that processor transistor density would increase year after year. All those extra transistors have been used to make powerful hardware capabilities like multiple cores and hardware extensions that improve performance. Intel processors have extensions that support SIMD (single instruction, multiple data) parallelism with Intel® SSE and Intel® AVX(2). These instructions operate on a vector of data in parallel. The vector width, and therefore the number of elements that can be accessed in parallel, continues to expand as new processor technologies are introduced. Applications need to be vectorized to take advantage of SIMD instructions that utilize the expanded vector width.
There are some pretty easy ways to vectorize your code like autovectorization. This requires no changes to code. Next are using libraries that utilize both threading and vectorization to improve performance. For some applications, more advanced techniques may be needed to provide information to the compiler, including using special build logs and features such as Intel® Cilk™ Plus.
A great place to start is by downloading the Vectorization CodeBook. You will find simple, yet powerful vectorization techniques that can be used by just about any application developer using Intel® Compilers and libraries. If you came from the Vectorization CodeBook, explore additional topics included on the right.
Vectorization Toolkit - This toolkit outlines 6 Steps to Increase Performance Through Vectorization in Your Application.
Intel® C++ Composer XE Getting Started Tutorials
Intel® Fortran Composer XE Getting Started Tutorials
Intel Software Product Tutorials, A complete listing of getting started tutorials and show-me videos for many Intel development products.
Intel Learning Lab, Repository of learning materials, videos, guides filterable by expertise, product, operating system and more.
An Introduction to Vectorization with the Intel® C++ Compiler
An Introduction to Vectorization with the Intel® Fortran Compiler


text:
Creating and Filling a Sustainable New Product Pipeline
Issue: $70M Consumer Packaged Goods business urgently needed a new product development process and pipeline to meet growth targets, and to quickly and regularly satisfy a major customer's demand for "new news."
- Created new product development process which incorporated needs and constraints of business.
- Identified way to incorporate all previously identified new product ideas into process.
- Created an ongoing Innovation Team, responsible for being the group's innovation "brain trust".
- Team tasked with developing an ongoing familiarity with food trends by utilizing readily available"leading edge indicators" such as the Food Network, food magazines, and gourmet food trends.
- Created worksheet for monitoring and tracking trends.
- Recommended ethnographic research to fill in gaps in consumer understanding.
- Assisted in supplier sourcing.
- Participated in ethnographic research.
- Created pre-work assignments for Brainstorming session.
- Created template for testing ideas using Tournament Testing methodology.
- GM of division attributes all of division's $15M in revenue growth in 2007 to Argentum Strategy Group's work on this project.
- Client pipeline is filled with enough early, middle and late-stage ideas to last them at least 2-3 years.
- Research identified 55 new, promising, consumer-approved ideas, 17 of which are moving into in-depth concept testing.


IHC Titan Type D 45 (1910s)
IHC Titan 45 Lowe Brothers
The Manitoba Agricultural Museum collection features an IHC Titan Type D 45 that was donated to the Museum by the Lowe Brothers of Foxwarren, Manitoba.
The Type D 45 had its origin in the IHC Reliance Type D of 1910. IHC's Milwaukee plant began producing the 20 Horsepower Reliance Type D using IHC "Famous" engine design which was also used in IHC's Type B 20 horsepower tractor. The Type D 25 horsepower tractor soon followed and then the Reliance Type D 45 horsepower appeared. The Reliance Type D 45 featured a 2 cylinder engine that was the first engine specifically designed for use in a tractor by IHC. A distinctive rectangular tank type radiator was developed for the Reliance Type D 45. In 1911, the Reliance models were renamed Titan.
The Type D 45 featured a 2 cylinder horizontal engine running at 335 RPM with force feed oiling, make and break ignition, hit and miss governor and a tank type radiator with a pump. The transmission offered one speed ahead and one speed in reverse. A spur gear drove onto the live rear axle through a bull gear with a differential in the right rear wheel. The Type D 45 developed 45 horsepower on the belt and 27 horsepower at the drawbar. It was rated as being able to pull a 10 bottom plow.
The Type D 45 was replaced in 1914 by the Titan 30-60. Between 1911 and 1914, 1319 Type D 45s were built.
The Titan tractors with multiple cylinders, in general, featured engine cylinders that laid side by side where as the Mogul designs featured opposed cylinder engine designs.
A long time resident of the Elton district recounts that the Vance family of the area possessed what he thinks was a Titan 45. However by the time he was old enough to remember this tractor, it was well into the 1930s and the tractor was badly worn. By that time, it was started by the expedient of wrapping a long rope around the belt pulley a number of times and then attaching the free end of the rope to a single tree with a horse harnessed to the single tree. The horse was then started forward at a trot. The engine then began revolving, hopefully firing up. On one occasion, the operator forgot to retard the ignition to start the tractor, the tractor then fired at the top of the piston stroke and ran backwards. The tractor was still powerful enough that it exerted enough pull to snatch the horse backwards, taking the animal off of its feet. Needless to say this particular horse was never able to be used around the tractor after that experience! Even as part of team on a sheaf wagon at threshing.
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Leave your walker in the bridge
English: Leave your walker in the bridge
French: Laisser votre marchette dans la passerelle
Walkers and passengers' own wheelchairs are larger and probably won't fit anywhere in the cabin of the airplane. Usually, as the passenger boards the plane down the bridge, as they enter the plane, they leave their wheelchairs and walkers at the door of the airplane, inside the bridge. The walker or wheelchair is then taken down by the ramp agents and put into the cargo for the flight. Upon arrival, the walker or wheelchair is brought up again to the door of the airplane and the passenger can use it as soon as they exit the plane.
Sometimes, passengers are unsure where to leave their mobility device. For wheelchairs and walkers, you can tell them to leave them inside the bridge, beside the plane.
Vous pouvez=You can
Laisser=To leave (to allow something to remain)
La chaise (f) roulante=The wheelchair
La marchette (f)=The walker
La passerelle (f)=The bridge (terminal boarding bridge)
Vous pouvez laisser la chaise roulante dans la passerelle.
You can also point to the place in the bridge where they can leave the walker and say:
Vous pouvez laisser la marchette là-bas.
Là-bas=Over there, there
Note that "to leave" can be translated as "partir" or "laisser". "Partir" means "to leave" in the sense of "to depart". "Laisser" means "to leave" in the sense of "allowing something to remain".
Also note the "bridge" that connects the terminal to the airplane is called "passerelle" in French. A generic bridge, over a river for example, is a "pont" (m).
Now available! Module 4 of Canadian French for Flight Attendants. Learn the French for:
-Less common food/drinks/special meals.
-Bag issues (bag won't fit/no more space).
-Announcements for mechanical problems, cancellations, airplane changes, diverting, etc.
-Delays because of fuel, catering, connection passengers, weather, etc.
-Tight/missed connections.
-And much, much more!
See full course description.
Flight Attendant Souvenirs. Souvenirs d'un agent de bord. Morocco, December 2019. Maroc, décembre 2019. Rabat part 2. Mausoleum of Mohammed V. The Mausoleum grounds are where the remains of the king and of his two sons are kept. Named after Mohammed V, the late sultan of Morocco, its construction was completed in 1971.


text:
Arzina Zaver was working in complementary education when she conducted her study focused on recreating a third space in a religious education classroom in Vancouver, Canada. Her understanding of third space largely draws on the ideas of the literary theorist Homi Bhabha but has been re-defined within the context of this study to refer to a space of dialogue for Shia Ismaili Muslim adolescents
Alice Pascoe Hale is a Key Stage 2 teacher and Head of Learning and Teaching in an inner-London primary school. She conducted her research after becoming increasingly aware that the children she was teaching found it difficult to select books that they wanted to read, and to concentrate on reading. Many expressed negative attitudes towards reading, and in particular, towards reading at school. She began to think that the way we teach children to read and relate to books in England has gone badly wrong. The aim of the research was to better understand, from the point of view of the children, how they experienced learning to read at school. To do this, she created a Photographic Instrument, which enabled children to tell their own story of reading and the process of learning to read, from their own point of view.


text:
Google Sheets lets you copy and paste text and images between all of your documents, spreadsheets, and presentations — even if you're going from one type to another. For most uses, you can copy and paste with keyboard shortcuts (Ctrl+C and Ctrl+V on a PC, ⌘ + C and ⌘ + V on a Mac).
When you copy data, the border of the cell or range of cells will turn solid orange to help you remember where you copied the data from. When you cut data from a cell or a range of cells, you'll see an orange dotted line around the cell(s).
Copying and pasting in Google Sheets copies all properties of a cell into the cell you're pasting into, including text, formatting, and data validation. The paste special option gives you more control about what properties you're copying and pasting into a range of cells. To use one of the paste special options, click the Edit menu, navigate to Paste Special..., and select from the following options:
- Paste values only: Pastes only the text contained in the original range of cells.
- Paste format only: This option is identical to using the paint format tool -- it only copies cell formatting, and won't disrupt any existing text or formulas.
- Paste all except borders: Pastes all of these options without any cell borders that have been added.
- Paste formula only: Pastes the formulas contained in a copied range of cells, not the resulting calculations of the formulas.
- Paste data validation only: Pastes a data validation rule over a range of cells without disrupting any existing formatting, formulas or text.
- Paste conditional formatting only: This option only applies conditional formatting rules to a range of cells.
Paste special works only within a single spreadsheet. In other words, you can't copy cells from one spreadsheet and use paste special in a spreadsheet you have open in another tab.
Copy and paste using the web clipboard menu
There are a few specific cases in which the best way to copy and paste is using the web clipboard menu. When you copy a selection using this menu, the content you copy is stored and associated with your Google Account. That means you can copy more than one selection and then choose which one to paste later; it also allows you to copy something on one computer and then paste it on another. To copy a selection using the web clipboard menu, follow these steps:
- Select what you'd like to copy.
- Click the Edit menu and select Web clipboard.
- Click Copy selection to web clipboard.
- In the destination document, click the web clipboard menu; you'll see the selection that you previously copied. If you copied multiple things, you'll see a list of the items you've recently copied.
- Place the cursor where you want to paste the content.
- From the Edit menu, select Web clipboard.
- Select what you want to paste. Depending on your selection, you'll see different formats that you can choose from to paste what you've copied (for example, HTML or plain text).
- Select a format.
Copy and paste images and charts
To copy an image or chart in your spreadsheet, select what you'd like to copy, click the Edit menu, and click Copy. Then, to paste what you've copied, click the Edit menu again, select Web clipboard, and choose the item you'd like to paste.


text:
Free US Law DictionaryBETA
A creditor is a party (e.g. person, organization, company, or government) that has a claim to the services of a second party. The first party, in general, has provided some property or service to the second party under the assumption (usually enforced by contract) that the second party will return an equivalent property or service. The second party is frequently called a debtor or borrower.
The term creditor is frequently used in the financial world, especially in reference to short term loans, long term bonds, and mortgages. In law, a person who has a money judgment entered in their favor by a court is called a judgement creditor.
The term creditor derives from the notion of credit. In modern America, credit refers to a rating which indicates the likelihood a borrower will pay back his or her loan. In earlier times, credit also referred to reputation or trustworthiness.


Problem Description
"HOR!! You want jacket or you want me ><" Rar the Cat asks.
"Me jacket" His beloved girlfriend answers.
Rar the Cat is devastated. Really? Does a jacket have more worth than him? Determined to find out the true answer, Rar the Cat sneaks into his girlfriend's house during her sleep, and records down everything she says in her sleep, to determine her true thoughts. However, due to his horrible note-taking skills, he is only able to take down a long string of upper-case letters! Help Rar the Cat figure out his worth by counting the number of times "RANALD" and "JACKET" appears in the string of letters. If there are more "JACKET"s than "RANALD"s, output "JACKET" to indicate that the jacket is more important. Else, output "RANALD".
The input will consist of one upper-case string, the one that Rar the Cat took down.
Your output should be either "JACKET" or "RANALD", according the number of times it appears in the long string.
Subtask 1 (30%): Length of string will always be less than 1,000 characters.
Subtask 2 (70%): Length of string will always be less than 10,000,000 characters.
Sample Input 1
Sample Output 1


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Claire Mixon
Student Instructions
ai spelling words in ABC order
1. Tap add 2. Tap label 3. Move your spelling words into ABC order 4. Tap the mic and record your spelling words
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text:
If you struggle at the dreaded Source-based Qns (SBQs) and keep thinking to yourself, "I don't understand the source", this article might be useful.
Every SBQ Case Study has what I call a BIG QUESTION at the top of the page.
Use it as a hook to understand the sources!
- Bolded and aligned to the middle of the page
- Controversial or debatable
- And yes, it usually ends with a question mark 😛
Examples of Big Qs
- "Who was responsible for the ABC War/Conflict?"
- "How beneficial/effective was Policy XYZ?"
The sources listed in the case study would answer the Big Qn.
Read the sources to see each source's answer to the Big Qn is, and you'll get the Overall Message of the source.
For example, take the Big Q: "Who was responsible for the ABC War/Conflict?"
Source A contains lots of negative phrases about country D —> Src A's overall msg is that country D is responsible
Source B contains negative phrases about country F's actions, —> author thinks that country F is responsible
This gives you a handle so that you don't end up misinterpreting the source, which will result in a fail mark (no matter how closely you follow your answer formats).
Using the Big Qn as an understanding hook helps you get a crystal clear understanding of the source's message, which is critical to passing SBQs.


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Reading/Language Arts Blog
The Ins and Outs of Using Anchor Charts as Teaching Tools
When I first began teaching, my colleagues told me something that stayed with me, "Your walls are teaching even when you are not." I took this to mean that what I put on my walls should be significant and easily remembered by students. Although I certainly improved my ability to create quality charts that align with skills and concepts, I still continue to discover effective ways to convey information to students through this teaching tool. Posters display information for students to remember, and they remain constant. However, anchor charts are created in-the-moment based on the day's learning. Creating anchor charts with students is a great way to invite them into the learning.
What is an anchor chart? What is it not?
An anchor chart provides an anchor for thinking. It will support the lesson's objective. Anchor charts are created as teachers are presenting a lesson. As teachers present the lesson, they can provide information to support a process or a skill. For example, to explain how the setting influences plot in literary text, students might co-create an anchor chart with the teacher depicting a diagram of sequenced plot elements for a specific literary text, including conflict and resolution. In a separate anchor chart, students can identify the setting and place it in a circle. Bubbles extending from the circle will include text evidence to support the identified setting. After analyzing the plot and setting, students can complete the following sentence frame (TEKS, Grade 3, Strand 4).
The setting in this story is __________, and it influences the plot by __________.
This type of chart is a strategy anchor chart because it can be used over and over again to practice a skill with various literary texts.
Anchor charts are a bit different than posters. Posters are typically created before a lesson. Although the teacher might have a pre-determined idea for an anchor chart, the content is not created until students are sitting with the teacher and able to contribute. Sometimes posters are used year after year, and they do not change. Anchor charts are created with students as the learning occurs, so they are fresh and relevant. Effective anchor charts are not only room décor, but they are actually used as a teaching tool, revisited often as students are learning.
Types of Anchor Charts
 - Process Charts
Process charts provide students with a concept and then a list of steps or strategies to follow. For example, in the following anchor chart, teachers can facilitate an understanding of the process with student input (TEKS Strand 2).
Making an Inference
Choose meaningful text evidence
"When Jeena opened the letter, she smiled, jumped, shouted, and ran to show her friend, Isabella."
Determine what you already know
When someone gets excited or happy about something, the person smiles, jumps, or shouts. It is nice to share good news with a friend.
Draw a conclusion about the
meaning of the text
Jeena has just learned that she will be playing the lead part in the school play.
text evidence + background knowledge = inference
Process charts generally have a manageable number of steps to follow and can be easily remembered. Sometimes when students encounter problems when going through a process, a step-by-step chart can help them have a reference for support. At some point, most students will no longer need the process anchor chart because they have a deep understanding of how to complete the steps. Additionally, visual representations can often be included as well. It is important to keep challenging students with additional process charts as new concepts are learned. After concepts are learned by most students, the anchor chart can be re-visited for re-teaching or working with small groups.
 - Interactive Charts
Interactive charts take many forms. An interactive chart allows for students to categorize information or make decisions about their learning. For example, if students are learning the meaning of synonym and antonym, the interactive chart includes two columns, and pairs of students might provide synonyms and antonyms for a word provided by the teacher. Students can write their responses on sticky notes and post them on the anchor chart for the class to discuss.
Synonym (same)
Antonym (opposite)
Interactive anchor charts can include graphic organizers that can be memorable and reproducible.
Displaying Charts
Determining how students will have access to charts is an important consideration. Some teachers house the anchor charts in categories throughout the classroom. For example, one part of the room might be labeled Charts for Writing Skills or Charts for Thinking Skills. Anchor charts can then be revisited and used as a reference when needed, or sometimes additional information can be added. A simple clothesline can keep anchor charts in great shape and visible. When anchor charts are being used or revisited, it is easy to unclip them and move them to an easel or white board as a lesson focus. Charts that contain previously learned material can be kept for use in small groups as needed. A clothes hangar can also be used to persevere an anchor chart until it is re-visited.
As the school year ends, capturing the charts in pictures or creating smaller versions of the charts for an Anchor Chart Binder might help spark ideas for the next year when new charts will be created.
Making Charts Come Alive
There are ways to make anchor charts come alive for students. Although content is the focus, providing charts that appeal to students and how their brains categorize information is an important consideration.
 - Create a clear heading or title so that the anchor chart's purpose is clear
 - Use multiple, vibrant colors to differentiate information/ideas; monochromatic anchor charts make it more difficult for some students to separate categories and concepts
 - Lettering can also be changed to separate ideas or categories. Here are some easy ways to create a different look for different steps or categories.
 - Use bright colors around black letters to make them "glow".
 - Add dashes of different colors to one side of the letters.
 - Add dots to the end of each letter.
 - Thicken the down stroke of each letter.
 - Use borders that brighten and accentuate separate ideas or categories.
 - Use different shapes to categorize information (circle, square, hexagon).
 - Use shapes that align with the chart's information; for example, a chart depicting metacognition might include the shape of a brain.
 - If you have use of technology that displays text on a screen, place paper on the screen and pull up the title with a font and size that fits onto the paper; trace and fill in letters to create an eye-catching title for your chart.
 - Change the shape of the chart itself to create eye-catching interest.
Include Time for Anchor Chart Creation in the Lesson Design
Anchor chart creation should be a consideration in designing a lesson so that it is aligned with the objective. Although charts are co-created with students, a chart's graphic organizer, frame, or design can already be created. Time should be allowed to co-create a chart's content during the lesson.
Anchor charts should align and support a lesson's objective, adding an illustrative and demonstrative component to students' learning. The visual enhancement that anchor charts bring to your students' learning will help make the lesson's content engaging and memorable!
Use the following link to register for Region 4 ESC professional learning sessions to support your endeavors to make the spring 2020 semester the best ever!
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Key Votes
SCS HB 1804 - Immigration Reform - Key Vote
Oklahoma Key Votes
Stage Details
Legislation - Signed (Executive) -
Title: Immigration Reform
Legislation - Bill Passed (House) (84-14) - (Key vote)
Title: Immigration Reform
Vote Smart's Synopsis:
Vote to pass a bill that establishes laws and regulations regarding immigration in the State of Oklahoma.
-Makes it a felony to transport or conceal undocumented immigrants with knowledge of the immigrants illegal presence in the United States (Sec. 3). -Requires that applicants present valid evidence of their legal status in the United States in order to be issued identification cards (Sec. 4). -Requires that every public employer and their contractors register with an approved employment eligibility verification system (Sec. 6). -Places liability on employers who discharge U.S. citizens from employment while retaining undocumented immigrants in a job requiring equal skill, effort, responsibility (Sec. 7). -Prohibits individuals unlawfully present in the United States from receiving resident tuition or financial aid unless the individual has resided in the state for a least two years and provides a pending application for legalized status (Sec. 13).
Legislation - Bill Passed With Amendment (Senate) (41-6) -
Legislation - Bill Passed (House) (88-9) -
Legislation - Introduced (House) - (Key vote)
Title: Immigration Reform
 - James A. Williamson (OK - R) (Out Of Office)
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text:
Maroon & Maroons
Maroon and Maroons became the University of Chicago's official color and nickname, respectively, at a meeting of students and faculty on May 5, 1894.
Before the University held its first classes on October 1, 1892, the Board of Trustees had selected goldenrod (yellow) as the school's official color. By 1894, however, Chicago's legendary football coach Amos Alonzo Stagg believed that a change was necessary.
"The yellow ran, soiled easily, and had a regrettable symbolism which our opponents might not be above commenting upon," said Stagg in his autobiography, Touchdown!
Because maroon was not already in use by any major school in the Midwest, Stagg and his associate J.E. Raycroft brought a selection of maroon shades to the 1894 meeting of students and faculty. From those ribbons, a choice was made, and the baseball team appeared in that color during its final games of the 1894 season.
On July 21, 1894, the first mention of a U. of C. athletic team as Maroons appeared in the Chicago Tribune in an article about the baseball team.
While Maroons is the official nickname of the University of Chicago's sports teams, the Phoenix – which is featured as part of the University's shield – serves as the school's mascot. The U. of C. Board of Trustees adopted the shield in 1910.


Lisa Beth Robinson & Kristin Theilking
This series of collaborative works explores the way the surface of the ocean functions as a threshold between the earth and sky, and what occurs beneath that threshold. Our research on shipwrecks and maritime archeology has informed the imagery and text within the glass forms. We are interested in particular in how a shipwreck is emblematic of an epic transformation and a metaphor for the self. By bringing the wreck to the surface it is transformed again while still retaining marks and memories that remain within each new form. Through this work we explore how experiences shape a person and how language is a vessel for those experiences. The work reveals connections by expressing conflict and one's relationship to place, the ongoing effort of seeking balance and orienting ourselves, and asking viewers to consider the language we use to express identity.
Wrecked, 2016
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text:
verb (used with object), de·mor·al·ized, de·mor·al·iz·ing.
- to deprive (a person or persons) of spirit, courage, discipline, etc.; destroy the morale of: The continuous barrage demoralized the infantry.
- to throw (a person) into disorder or confusion; bewilder: We were so demoralized by that one wrong turn that we were lost for hours.
- to corrupt or undermine the morals of.
- to undermine the morale of; disheartenhe was demoralized by his defeat
- to debase morally; corrupt
- to throw into confusion
c.1793, "to corrupt the morals of," from French démoraliser, from de- "remove" (see de-) + moral (adj.) (see moral). Said to be a coinage of the French Revolution. Sense of "lower the morale of" (especially of armies) is first recorded 1848. Related: Demoralized; demoralizing.


text:
The Central Coast Maritime Museum Association preserves and interprets the maritime history of California and beyond. Our mission is to provide an easily accessible educational venue for maritime history, science and technology.
Restoration of the Alma is Under Way!
Thanks to a generous grant from the Hind Foundation, the conservation, and stabilization of the historic vessel Alma is under way.
The Alma is an important part of California's maritime history and we are very fortunate to be able restore her for future display in Morro Bay. Consultation with experts indicates that the Alma is eligible for listing on the US Department of Interior's National Register of Historic Places.
Built at San Francisco's Fisherman's Wharf in 1927, the Alma gained notoriety on the morning of December 23, 1941, when under the command of the late Merle Molinari of Cayucos, she headed north toward Piedras Blancas and rescued crewmembers of the Union Oil Tanker Montebello which had been torpedoed and sunk earlier that morning by a Japanese Submarine. After the Montebello incident, the Alma assisted the war effort by patrolling local waters and towing targets for the military. In the post-war years, the Alma worked the waters of Estero Bay as a harbor tug and became an iconic figure of the working Morro Bay waterfront.
A 46' tug, Alma is a surviving example of a "gas boat," utilitarian workboat common to California harbors in the early 20th century.
The work currently underway will replace and repair decks, bulwarks, wheelhouse exterior and some interior structural members. Future work will repair cracks in the ferro cement hull coating, paint exterior, fabricate display cradle, create interpretive signage, move the vessel to a display location.
The costs for the project have been reduced by generous donations of time and effort from local volunteers and businesses. If you are interested in supporting the effort to restore the Alma please contact us.


Marketplace: Doing Business in Afghanistan
This lesson printed from:
Posted February 26, 2009
Standards: 2, 4, 14, 15, 16
Grades: 6-8, 9-12
Author: Council for Economic Education Technology Staff
Posted: February 26, 2009
Updated: April 10, 2014
Benefit, Choice, Costs, Costs of Production, Economic Growth, Entrepreneur, Externalities, Incentive, Investment, Public Goods, Role of Government, Trade-off
 - Describe devastated infrastructure of Afghanistan.
 - Explain the role of infrastructure in fostering economic growth.
 - Explain why entrepreneurs may choose not to do business in Afghanistan, despite the many opportunities it offers.
 - Assess prospects for reconstruction in Afghanistan by reference to the role of stable government, rule of law, private property and infrastructure.
[Note to teacher: The following link requires RealPlayer _URL_
Activity 1
(Have the students listen to the Marketplace audio file about doing business in Afghanistan. As they listen they will complete an outline of important information presented in the audio. Then they will use their outlines to answer both factual and evaluative questions about economic concepts addressed in the audio.)
Provide the following instructions: Listen to the Marketplace audio file about doing business in Afghanistan: _URL_ timestamp 8:39. While you are listening, use the note-taker to find supporting details about main ideas. These are the four main ideas you will focus on today:
 1. Devastated Infrastructure in Afghanistan
 2. Foreign Investment Obstacles
 3. Local Investment Obstacles
 4. Traveler and Visitor Obstacles
As you listen to the audio, make a note of any words which you don't know, or words that may be important economic terms. Then listen to the audio file again to gather additional supporting details and possible definitions of the vocabulary words you have noted, using context clues, and record the additional information in your note-taker. Finally, you will be asked a series of questions related to the audio.
Marketplace Questions and Answers: Outline: Using the note-taker, students will identify:
 - Devastated Infrastructure in Afghanistan
 - Foreign Investment Obstacles
 - Local Investment Obstacles
 - Traveler and Visitor Obstacles
 1. What is the commercial capital of Afghanistan?
 a) Kabul
 b) Mazar-e-Shariff
 c) Kandahar
 d) Herat [correct]
 2. The audio states that New York City is the commercial capital of the United States. How do you think New York earned that title?
 [Possible answers: New York has one of the largest natural ports in the country, it has been a trading center since the Colonial era, it has one of the largest stock markets, etc.]
 3. How much money is collected daily in the form of import taxes in Herat?
 a) $250
 b) $2,500
 c) $25,000
 d) $250,000 [correct]
 4. Which improvement in the infrastructure would be most effective in improving the economy of Afghanistan? Why?
 [Possible answers: the development of utilities; unless these basic needs can be met, investors will not come to Afghanistan and businesses will not be able to thrive there.]
 5. Based on the experience of Borzou Daragahi, do you think now is a good time to travel to Afghanistan? How would you describe traveling in Afghanistan to a friend who was considering taking a trip there?
 a) Afghanistan is incredibly dangerous and travel there should be illegal.
 b) Afghanistan is economically devastated and travel is unpleasant and somewhat dangerous, at best. [correct]
 c) Travel in Afghanistan is no worse than travel to New York.
 d) Now is an excellent time to travel to Afghanistan because you can find some excellent travel bargains.
 6. Would you consider establishing a business in Herat? Why or why not?
 [Possible answers: No, because the standard of living is too extreme-- no utilities, no night life, security concerns. Yes, because there is such a need for businesses that success is probable; one can survive under such conditions with the hope of improving them. Much would depend upon circumstances related to the rule of law, legal contracts, stable currency, and private property.]
Activity 2
capitalWould you do business in Afghanistan? Because of the great need, there are many business opportunities in Afghanistanfor example, in education, construction, telecommunications, security, transportation services, and many other private goods and services.
1. What type of business do you think might have the best chance of success? [Security: this may attract future investors to come to Afghanistan; construction: with better roads and bridges it will be easier for foreigners to travel within the country; education: this is essential for Afghanistan's long-term improvement.]
2. What are the major economic risks of doing business in Afghanistan? [Business contracts mean nothing; fraud is rampant; you and your business are not safe; working conditions are poor; investors are hard to find.]
3. What are the major personal risks of doing business in Afghanistan? [Lack of security; lack of amenities; particular difficulties for women because of traditional Afghan culture.]
4. What or who would you need to help you start a business there? [Translators, security, advisors, assurances about contracts, the rule of law, private property, etc.]
5. Why would an entrepreneur choose to start a business in Afghanistan? [There is so much need in Afghanistan that there would be very little competition.]
6. Entrepreneurs always weigh risks and potential profits. Do the risks outweigh the profits in this case? [Answers will vary.]
1. Have the students hand in their note-takers. Student work in the note-takers should reflect an understanding of the decisions that entrepreneurs must make in order to weigh risks and potential profits.
2. Have the students discuss their ideas for Activity 2, working in groups, and hand in what they have recorded. Move around the room while the students are discussing Activity 2. Listen for an understanding of business decisions and how investors might weigh the risks and potential profits that would come with starting businesses.
The students also should be able to identify at least three obstacles preventing foreign investors from helping the economy in Afghanistan.
1. Have the students further explore the role of the entrepreneur in Business Ownership: How Sweet It Can Be and The Entrepreneur In You


What is the time duration after which you can have sexual intercourse following a hymen repair surgery?
Intercourse After hymen repair surgery is actually surgically repairing the hymen, which is a thin, pink colored membrane that closes a vaginal opening partially. In many religions and cultures, an intact or unbroken hymen is considered traditionally a proof of a female's virginity.
The hymen may get ruptured or torn due to certain other reasons apart from sexual intercourse, including insertion of a tampon or doing strenuous or vigorous exercise. Under these circumstances, many females may want their hymens to be reconstructed, which may be accomplished via a hymen repair surgery.
How long after the hymen repair surgery can you have intercourse?
You have to abstain from sexual intercourse for at least six weeks after having hymen repair surgery. Immediate sexual activity may worsen any soreness and pain due to the surgery.
What are the reasons to have a hymen repair surgery?
There are multiple reasons for a female to consider an Intercourse After hymen repair surgery. Some of these reasons are:
Religious or cultural reasons: In certain cultures, an intact or unbroken hymen is considered a signifier of a female's chastity or virginity. A female's hymen may tear during sexual intercourse or otherwise. A female may get hymen repair surgery to restore her virginity.
Psychological healing: A female's hymen may get torn if she has suffered sexual abuse or rape. Certain females choose to undergo hymen repair surgery to repair both the psychological and physical damage caused by the trauma.
Injury to hymen: For certain females, it is very important to have their hymen broken during a first sexual encounter after marriage. However, the hymen can become torn due to reasons other than intercourse such as using tampons and strenuous exercise. In all such cases, Intercourse After hymen repair surgery offers a solution to repair the hymen.
Revirgination: In case a female starts a new relationship with a different partner, but her hymen is already torn during intercourse with the previous partner, she may want to have surgical reconstruction of her hymen.
Who is a candidate for hymen repair surgery?
The best candidate for a hymen repair surgery is a healthy female who has realistic expectation from the surgery. Hymen repair and reconstruction may provide a female an appearance of being a virgin or satisfy cultural or religious requirements.
For females who are undergoing the procedure for revirgination, it should be done at least six weeks before the wedding day. Since the surgery is not required medically, the female who is undergoing the surgery should possess a very strong personal wish to get her hymen restored.
Read More From Best Obstetrics & Gynecologist In Delhi:-
Is the Hymen repair surgery painful?
How long does it take to heal after hymen repair surgery?


Sheri Sheri - 5 months ago 46
C Question
How to run multiple copies of another program - C
I have 2 files file1.c and file2.c
I want to run multiple copies of file1.c From My main file file2.c
Check the system calls fork() and exec(). A fork allows to copy the current process and all its memory. An exec call allows to replace to code to execute for the current process.
Basically, from your main process, you would fork multiple times. If the result of fork is 0, call exec with the command line for your child process.
int i;
 // fork() returns 0 for the child process,
 // and the actual pid of the new process for the parent process.
 pid_t pid = fork();
 if (!pid) {
 // This if will be executed only by the child process.
 // execvp() first argument is the executable file,
 // the second argument is a varargs for each arguments of the command line.
However, for this to work, both c files must be compiled into executables.


text:
Chocolates are enjoyed and loved by humans as it can relieve stress, take away emotions and pain, and reduce despair. However, this sweet treat can also be enjoyed by your computer software. Wonderin' how? Through a windows package manager known as Chocolatey.
In the technological field, chocolates are being used to power a factory. More so, it can also be used for Windows 10 to download and install various apps. It can also remove or even upgrade different software from numerous sources over the web. All these can be possible without leaving the computer screen. But, before going deeper, let us first be clear with what a package manager is all about.
Windows 10 Package Managers
Package managers allow someone to download a certain app to a computer or mobile device. Moreover, package managers also permit the following actions:
- Download and at the same time install software without navigating to various web sources.
- Check if packages are not tampered to prevent malware from attacks of MITM.
- Install many packages simultaneously.
- Delete and upgrade packages.
- Look for more packages.
Package Manager Chocolatey Basic Information and Installation
Installing Chocolatey follows numerous processes. But, the focus for now is the installation by default. Basically, in a folder C:ProgramData which is a secret folder in windows that needs permission from Windows Administrator, Chocolatey may do a self installation.
In case, there is no Windows Administrator function connected to the account of the computer, Chocolatey should be commanded to install to another location. Simply detail the $Env:ChocolateyInstall variable. The common location for installation of lots of packages are in the C:\ProgramFiles or C:\ProgramFiles (x86).
Copying files to C:\ProgramFiles folder, users need to have Administrator privileges.
Step-by-step Process to Install Chocolatey
- Access the Start Menu
- Type in the Start Menu bar the text 'Powershell'.
- Open and run Powershell as Administrator.
- Click Yes at the notification window.
- Learn ways on pasting text into the Powershell.
- Establish the execution program.
- Download and run the Chocolatey package manager.
- Check and confirm Chocolatey.
However, in case there are errors experienced while using Windows 10, look for Melt Comics for troubleshooting and error fixing.


text:
agonal linear system
defined by the area-matching Equation (13) for all i's.
4.5. Constructing the Proposed Monotone Spline
All the control points are now determined. They define a unique Hermit spline curve that passes all the control points, has a continuous derivative crossing the bin-walls, and matches the counts in each bin. We are able to integrate to construct the monotone interpolation function as described with Equation (14), Equation (15).
4.6. Solving for Evenly Dividing Counts in Each New Bins
Because is monotone, one is able to evenly divide the vertical axis in the space between to M intervals. Let the new accumulated bin counts be
Then one solves for each j that for the new bin-system. Because the derivative is available at any point in the domain, a NewtonRaphson method
Figure 12. The statistical counts in Figure 11 are rebinned with the proposed monotone C2 non-oscillation quartic interpolation. The black curve is the slope function. The red bin structure is the original and the green bin structure is for even bin counts in each bin.
will generate the solution quickly for is monotone. The first guess can be picked with a search to find the ith bin that contains the solution, i.e.
then, simply taken to.
A solution in the case of and is shown in Figure 12. One should easily understand the feature of no oscillation with is necessary for a sensible solution of rebinning the statistical data.
A one dimensional monotone C2 quartic interpolation method is proposed. The original problem is reduced to a volume matching problem in the slope space to locate a set of control points on the solution curve. A quadratic fitting in each interval is employed to first approximately locate the control points with area matching. The solution of a tri-diagonal linear system is employed to relocate the control points above the middle of each interval to exactly matching the areas under a Hermit-cubic spline curve while fixing the control points above the original knots. The integration of the solution in the slope-space provides the desired unconditional monotone C2 interpolation. The proposed method has the feature of being of lower order (quartic) and with no undesired oscillation in the slope space. An application to the practical problem of rebinning a set of nonnegative statistical data shows the proposed method is effective in one-dimension. The proposed method may be extended to two-dimensions in a similar fashion with a higher smoothness for data sets that satisfy an extra constraint.
This work is performed under the auspices of the US Department of Energy by Lawrence Livermore National Laboratory under Contract DE-AC52-07NA27344.
The authors would like to express appreciation to Simon Labov and Chad Noble of Lawrence Livermore National Laboratory for their encouragement and support.
 Fritsch, F.N. and Butland, J. (1984) A Method for Constructing Local Monotone Piecewise Cubic Interpolants. SIAM Journal on Scientific and Statistical Computing, 5, 300-304.
 Heß, W. and Schmidt, J.W. (1994) Positive Quartic, Monotone Quintic C2-Spline Interpolation in One and Two Dimensions. Journal of Computational and Applied Mathematics, 55, 51-67.
 Dougherty, R.L., Edelman, A. and Hyman, J.M. (1989) Nonnegativity-, Monotonicity-, or Convexity-Preserving Cubic and Quintic Hermite Interpolation. Mathematics of Computation (United States), 52, 471-494.
 Sablonniere, P. and Merrien, J.-L. (2003) Monotone and Convex C1 Hermite Interpolants Generated by a Subdivision Scheme. Constructive Approximation, 19, 279-298.
 Han, H. and Guo, X. (2018) Cubic Hermite Interpolation with Minimal Derivative Oscillation. Journal of Computational and Applied Mathematics, 331, 82-87.
 Wolberg, G. and Alfy, I. (2002) An Energy-Minimization Framework for Monotonic Cubic Spline Interpolation. Journal of Computational and Applied Mathematics, 143, 145-188.


text:
From the Huffington Post:
Gov. Arnold Schwarzenegger typically attaches a message to bills he signs or vetoes telling lawmakers why he took the action.
A Democratic assemblyman who heckled the governor during a recent event in San Francisco actually received two messages: the veto letter itself and a not-so-subtle rebuke creatively hidden within it.
Like a find-the-word puzzle, the second message was visible by stringing together the first letter of each line down the left-hand margin. It consisted of a common four-letter vulgarity followed by the letters "y-o-u."
Wow. So what's the verdict, people?
Hilarious coincidence or deliberate insult?


text:
The United States Navy has been very conservative with respect to its traditions and particularly conservative with its uniforms. On the eve of the Second World War officers were still wearing frock coats with epaulettes and cocked (fore and aft) hats, recalling the days of sail. However, on March 17, 1919 with Change No. 27 to the 1913 Naval Uniform Regulations, the Navy introduced a new blue service coat with a lapel or turned down, rolling collar. The basic design was that of a modern business suit. In this regard the Navy introduced its lapel coat before the Army. As so often was the case this coat was similar to one being worn by the British Navy. It was double breasted with two rows of three buttons.
The headgear worn with the coat was a visor hat. In the front was a hat badge displaying a shield over crossed anchors and surmounted by the American eagle facing to the left. The direction that the eagle faced was changed to the left or heraldic side of honor in 1941 on both buttons and hat badges. The visor hats of admirals had two rows of embroidered oak leaves on the visor. The hats were manufactured such that the covers were removable and might be changed to blue, white, aviation green or gray to match the uniform worn at the time.


text:
IN: Identifier of the error stack to which the error record is to be pushed
If the identifier is H5E_DEFAULT, the error record will be pushed to the current stack.
const char *file
IN: Name of the file in which the error was detected
const char *func
IN: Name of the function in which the error was detected
IN: Line number within the file at which the error was detected
IN: Error class identifier
IN: Major error identifier
IN: Minor error identifier
const char *msg
IN: Error description string
H5E_PUSH2 pushes a new error record onto the error stack specified by estack_id.
The error record contains the error class identifier class_id, the major and minor message identifiers major_id and minor_id, the function name func where the error was detected, the file name file and line number line within that file where the error was detected, and an error description msg.
The major and minor errors must be in the same error class.
The function name, filename, and error description strings must be statically allocated.
msg can be a format control string with additional arguments. This design of appending additional arguments is similar to the system and C functions printf and fprintf.
Returns a non-negative value if successful; otherwise returns a negative value.


Harry Potter Wiki
Hengist of Woodcroft
11,958pages on
this wiki
Hengist of Woodcroft USAcard
Hengist of Woodcroft
Biographical information
982 or later[1]
Woodcroft, Gloucestershire
Physical information
Hair colour
Skin colour
Hengist of Woodcroft was a medieval wizard, best known as the founder of the village of Hogsmeade in Scotland, the only all-wizarding village in Great Britain.
Early life
Hengist was born in the Middle Ages, no earlier than 982,[1] in Woodcroft, Gloucestershire. In his youth, Hengist attended Hogwarts School of Witchcraft and Wizardry, where he was Sorted into Hufflepuff.[2]
Hengist of Woodcroft
Hengist of Woodcroft, as pictured in his Chocolate Frog Card.
Hengist is traditionally credited with the founding of the village of Hogsmeade after being driven from his home by Muggle prosecutors. According to popular lore, Hengist used the Three Broomsticks Inn as a home.[3]
Death and post-mortem
Hengist died at some point during the Middle Ages. Remembered for his founding of Hogsmeade, he was immortalised in a Chocolate Frog Card[3] There was also a bust of Hengist on the Fourth Floor Corridor of Hogwarts Castle.[4]
On 1 September, 1991, Prefect Gabriel Truman welcomed the Hufflepuff first years to Hufflepuff Basement with a short speech in which he mentioned Hengist of Woodcroft as one of the many notable Hogwarts students who were Sorted, like them, into Hufflepuff.[2]
Behind the scenes
Hengist of Woodcroft's Chocolate Frog Card was one of the very first collected by Harry Potter.[5]
Notes and references
 1. 1.0 1.1 Given Hogwarts was founded in around 993 A.D. and that Hengist attended it, he must have been eleven by or after the school's founding. So, the earliest date he could have possibly been born is 982.
 2. 2.0 2.1 2.2 Pottermore introduction for Hufflepuffs (transcription available here)
 5. Harry Potter and the Philosopher's Stone, Chapter 6 - (The Journey from Platform Nine and Three-Quarters)
Hogwarts Castle
Locations on the fourth floor
Portraits, statues and other artwork located on the fourth floor
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Simple Variable Declarations
Simple Variable Declarations
The declaration of a simple variable, the simplest form of a direct declarator, specifies the variable's name and type. It also specifies the variable's storage class and data type.
Storage classes or types (or both) are required on variable declarations. Untyped variables (such as var;) generate warnings.
declarator :
pointer opt direct-declarator
direct-declarator :
identifier :
identifier nondigit
identifier digit
For arithmetic, structure, union, enumerations, and void types, and for types represented by typedef names, simple declarators can be used in a declaration since the type specifier supplies all the typing information. Pointer, array, and function types require more complicated declarators.
You can use a list of identifiers separated by commas (,) to specify several variables in the same declaration. All variables defined in the declaration have the same base type. For example:
int x, y; /* Declares two simple variables of type int */
int const z = 1; /* Declares a constant value of type int */
The variables x and y can hold any value in the set defined by the int type for a particular implementation. The simple object z is initialized to the value 1 and is not modifiable.
If the declaration of z was for an uninitialized static variable or was at file scope, it would receive an initial value of 0, and that value would be unmodifiable.
unsigned long reply, flag; /* Declares two variables
 named reply and flag */
In this example, both the variables, reply and flag, have unsigned long type and hold unsigned integral values.
© 2015 Microsoft


Artist List
To view a complete list of all the artists profiled in the Celebrate Art series click here.
How can I explain that phenomenon?
Grow in your ability to communicate our scientific and social scientific understandings through explanations. For all ages and abilities. Language • Explanations • Years 1–8 • TM
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S^9/U(1)$. So take $S^9 \subset C^5$ and then quotient by the natural diagonal action of the complex numbers of unit length. – David Roberts Nov 3 '10 at 2:54
that should be $R^{10}$ not $R^10$. $C^*$ is the nonzero complex numbers. – David Roberts Nov 3 '10 at 2:54
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Here's a sketch. Take a look at the Gysin sequence. This will tell you that $H^i(B)$ and $H^{i+n+1}(B)$ are isomorphic except in two dimensions, which gives you (if $n$ is odd) a restriction on the possible cohomology rings for $B$: truncated polynomial algebras or (polynomial algebra tensor an exterior algebra). The latter cannot happen because such a space would be an infinite CW-complex and cannot be the base space of a fiber bundle with total space $S^m$ (something just homotopy equivalent to $S^m$ would be possible, though.) Hopf invariant 1 will then tell you that there's also a restriction on $n$. I'm guessing you'll end up with just the mentioned bundles over $RP^n$, $CP^n$, $HP^n$ and $OP^n$ (the latter for $n\leq 2$) and possibly some twisted versions of these.
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3 Benefits of Using Click-to-Call Links
3 Benefits of Using Click-to-Call Links
If used correctly, Click-To-Call Links lead to more calls, increase conversions and make the customer experience easier. Here are what Click-to-Call Links look like and the 3 benefits of using Click-to-Call Links.
What a Click-to-Call Link Actually Looks Like
When placing a phone number on a website, many businesses often make the mistake of not hyperlinking their phone number which ultimately results in less calls. A click to call hyperlink is formatted by adding "tel:" before the phone number. For example, "tel:_PHONE_". Then, we take that call URL and insert it into a standard link's 'href' option.
Here's what a complete click-to-call hyperlink looks like:
_PHONE_
Now, when a user visits your website and clicks on the phone number, it will automatically take them to their phone app so they can call you.
Click-To-Call Links Lead to More Calls
Without a doubt, websites with Click-To-Calls generate significantly more phone call leads than websites that use plain-text to display their numbers. If you want to generate more calls, you should ABSOLUTELY be using click-to-call links on your websites and landing pages. The reason for this is the huge number of potential customers that are viewing your website on a mobile device.
Click-To-Call Links Make the Customer Experience Easier
Using click-to-call links gives potential customers the ability to connect with you immediately. They don't have to write down or remember your phone number, instead they can simply click the link and connect with your business.
Click-To-Call Links Increase Conversions
When you make it easy for your customers to connect with you, you will undoubtedly experience an increase in conversions. A seamless customer experience goes a long way to turning a website visitor into a live caller and finally, converting them to a customer.
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text:
What is it?
Airborne captures a snapshot of current youth circus activity and provision and makes recommendations to support the development and co-ordination of Youth Circus in the UK and its relationship to the YPPT project aims and objectives.
It provides a focused study of current activity within Youth Circus itself, and through consultation with practitioners, aims to identify its particular development needs.
Who commissioned it?
Airborne was commissioned by Arts Council England to inform the development of the YPPT project and to inform the youth circus sector on required action.
The research was undertaken within the context of the Circus healthcheck and following the publication of Paving the way, a comprehensive mapping of young people's participatory theatre, which identified a significant contribution from youth circus to the national youth theatre picture.
Who wrote it?
It was produced by independent arts consultant Leila Jancovich, 2007, who conducted research through:
- development of a database of 264 existing youth circus providers
- market research through questionnaires completed by 83 groups
- consultation via three regional meetings attracting approximately 30 people