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MediaTech: Granville Woods: Communication Technologist (W6-P3) Fa15
B.J. Nolan, Tennessee patent lawyer said:
"I never knew a Negro to even suggest a new idea. Much less try to patent one. And I have dealt with them all my life. P.S. I have asked other lawyers around me for data of Negro inventions. And they take it as a joke."
Com Technologist: Granville Woods
1884: Inventor of improved telephone transmitter
1885: Inventor of telegraphony
1887: Inventor of induction telegraph
35+ other patents
Why not mentioned in history books along side Edison, Bell, etc.?
Granville Woods: His story
Sometimes called the "Black Edison"
Born in 1856 in Australia or Ohio
Went to work at young age
Mainly self-educated / read anything he could find on electricity.
Worked as fireman and then engineer on railroad.
Telephone invented in 1870s by Bell
Early 1880s, Telephone Transmitter
Woods: "My invention relates to a method of and apparatus for the transmission of articulate speech and other sounds through the medium of electricity."
A combination telephone and telegraph.
What need does this meet?
1887 induction telegraph
Woods: "for the purpose of averting accidents by keeping each train informed of the whereabouts of the one immediately ahead of following it, in communicating with the stations from moving trains…"
See transduction in this process?
Tried to market his inventions himself.
Sold/Gave up rights to many of his patents to corporations like: American Bell Telephone Company, General Electric and Westinghouse.
Died 1910 in virtual poverty.
See connections to Winston's model?
Similar story to other communication inventors?
Labels/Tags: Audio/Video Tech Basics, Communication, Fa15, Granville, MediaTech, teaching, Technology Woods
MediaTech: Audio/Video Tech (Basics): Steps in Signal Process (W6-P2) Fa15
Think of a news event being covered live by a news crew. How does the story get from the location of the event to you watching it on TV or maybe on your mobile device?
What are the steps in signal processing?
Step 1: Signal Generation
Audio Signal Generation; Video Signal Generation
Step 2: Amplification and Processing
Audio Amplification and Processing Video Amplification and Processing
Step 3: Signal Transmission
Audio Transmission; Video Transmission; Satellite Transmission
Step 4: Signal Reception
Radio Receivers; TV Receivers
Step 5: Storage and Retrieval
Audio Storage; Video Storage
"Audio signals are generated mechanically, by using microphones and turntables; electro-magnetically, by using tape recorders; and digitally, by using laser optics. Television signal generation involves the electronic line-by-line scanning of an image. An electron beam scans each element of a picture, and the image is then retraced in the TV receiver."
"Audio and video signals are amplified and mixed by using audio consoles and video switchers. Today's digital technology enables sophisticated signal processing and a variety of special effects."
"Radio waves occupy a portion of the electromagnetic spectrum. AM radio channels are classified into clear, regional, and local channels. FM stations are classified according to power and antenna height. The wide bandwidth of an FM channel allows for stereo broadcasting and other nonbroadcast services. There are two types of digital radio: satellite-based and in-band, on-channel."
"Radio receivers pull in AM, FM, and other signals, in monaural or stereo. New digital multiband receivers are becoming more prevalent. In TV, large and small-screen receivers have attained record sales in recent years, abetted by new digital capabilities and "smart" remote control devices."
Technology cluster? Relationship to adoption?
"New technology is reshaping audio and video storage and retrieval. Phonograph records, compact discs, and videotapes are being supplemented and may ultimately be replaced by digital storage media, such as recordable CDs, digital versatile disks (DVDs), and high-capacity disk drives on computers. A comparatively new phenomenon, audio and video streaming, permits radio and TV stations to send their complex signals onto the Internet."
Labels/Tags: Audio/Video Tech Basics, Communication, Fa15, MediaTech, teaching, Technology
MediaTech: Audio/Video Tech (Basics) (W6-P1) Fa15
Basic Principles/Science of Media Technology
"Broadcasting, cable, and new media make use of facsimile technology, reproducing sound and sight in other forms. The better the correspondence between the facsimile and the original, the higher the fidelity."
Transduction is the process of "changing energy from one form to another; it is at the heart of audio and video technology. Transduction can be analog—the transformed energy resembles the original—or digital—the original is transformed into a series of numbers." Examples of transduction include energy going from physical energy to electrical, from light to electrical and from electrical to electromagnetic (radio waves).
At what point or points in signal processing does transduction occur for traditional (over-the-air) radio?
HistMedia: The Deep Roots of Communication Study- DARWIN (W6-P2) Fa15
Now, as a means of priming our interest in discussion of Darwin, let's take a look at the BBC documentary Charles Darwin and the Tree of Life.
Can you give a timeline of Darwin's life and the development of his ideas?
Let's take a look specifically from 0:00 to 30:00 in the clip.
Now that we have the basics down in terms of Darwin's life and his ideas, we'll follow up next week with some discussion of Darwin and his influence on a variety of communication sub-disciplines.
We'll also take a look at Marx and his influence.
In the week after we'll shift our focus to the prominent early media scholars Harold Lasswell and Paul Lazarsfeld. How did the early works of Darwin, Freud and Marx influence Lasswell and Lazarsfeld? Other early communication scholars? There is a lineage here. There is an intellectual family tree. If you excuse the metaphor, there is an evolution of ideas.
Labels/Tags: Communication, Darwin, Fa15, HistMedia, history, mass comm, mass communications, media, teaching, theory
HistMedia: The Deep Roots of Communication Study- FREUD (W6-P1) Fa15
DARWIN, FREUD & MARX
The above are prominent names from the late 19th and early 20th century. Each has had an important and lasting impact on a variety of scientific disciplines and on society in general.
As Ev Rogers argues, they too had influence on the discipline of communication and media studies. In the works of Darwin, Freud and Marx we can find some key ideas that later shape communication and media studies. In the works of Darwin, Freud and Marx we can find the deep roots of communication and media studies.
In this week's reading (History of Comm. Study, Chapter 3), Rogers tells the story of Freud and his ideas and how they influenced communication scholars and communication theory.
As a complement to the reading let's take a look at a documentary which outlines Freud's life and the development of his ideas. Can you give a timeline of Freud's life and the development of his ideas?
See the following segments: 0:00-4:00, 7:55-26:40, 30:05-43:32 and 48:00-56:59
Here, in these notes, we'll highlight and expand upon some of the key concepts. First, let's given some more emphasis on the concept of the unconscious.
How did the idea of the unconscious and other Freudian ideas influence communication and media study? What does Rogers say?
Labels/Tags: Communication, Darwin, Fa15, Freud, HistMedia, history, Marx, mass comm, mass communications, media, teaching, theory
DigPhotog: Video Composition: From the Basics to the Advanced (W6-P2) [VID] Fa15
In terms, of the basics, note the techniques of getting a good hand-held video shot as laid out in the video below. The video below is about using a professional video camera, but the same techniques apply to you using your smart phone or tablet camera.
And now, on to some more advanced aspects of video composition.
Q: What is the rule of composition that cant' be used well in still photography\
A: Movement
For some keen lessons on composing with movement let's go to the master, Akira Kurosawa, famed Japanese film direcor. Note the specific rules of movement discussed.
Labels/Tags: Basics, composition, digital photography, DigPhotog, Fa15, framing, photo, rule of thirds, rules, still, teaching, thirds, video
DigPhotog: Can't Leave Composition Behind: How to Use in Video (W6-P1) [VID] Fa15
We've previously talked about photo criticism and photo composition, the artistic aspects of photography. We'll very soon move into the technical aspects of photography. However, before we take a look at the tech, let's take one last look at composition. This time will not look at it in still photography, but moving photography.
The "rules" of composition that you learn for still photography can also be used in your video work.
Note that when shooting video on your smart phone or tablet, the rules of composition still apply. And now that you are adding more time and movement to the shooting of a subject, you can do some interesting things with the still photography rules of composition.
Note the four rules of composition that can be used in video work which are discussed below.
After you learned about composition in still photography (rule of thirds, framing, etc.), did you start to spot those same rules being used in your favorite TV show or movie? If not, look for it the next time you are watching TV or a movie.
Take, for example, the Tarantino film, Kill Bill.
Just focus on the rule of thirds. How often do you see the rule of thirds? How is it used?
Now, you try it. Go to YouTube (or another video source) and look for clips of a favorite movie. See how many rules of composition you see being used. Besides the rule of thirds, what else do you see? Framing?
MassMedia: Operationalizing Your Variables (W4-P4) [VID] Fa15
Once your variables have been identified, then they will need to be measured, but how? And, what does an operational definition have to do with it?
What is an operational definition? What does it mean to operationalize a variable?
"Operational definition" is "a statement that describes the observable characteristics of a concept being investigated…"(Frey, et.al). Or, put differently, an operational definition "specifies the procedures [or operations] the researcher uses to observe the variables" (Stacks, et.al). Notice how the second definition indicates why it is called "operatioal."
Both I.V.s & D.V.s need O.D.s. Operational definitions allow you to measure a variable.
What does the following Jeff Foxworthy comedy have to do with operationalization? What is Foxworthy doing in his jokes? Is he operationally defining something?
Operationalization Examples:
1. Let's say you are going to do some research on prejudice, how would you operationalize prejudice?
Start with the conceptual definition or dictionary definition:
"the irrational hatred or suspicion of a particular group, race, religion, or sexual orientation"(Jandt).
What would the operational definition be? How would you measure prejudice?
What are the basic "operational procedures" or ways of measuring variables?
Operational procedures:
the researcher asks subjects to report about themselves
Observer's ratings
researcher asks subject to observer and rate another
Observe behavior
researcher observes subject
Which method would you trust more? Which would give a more valid measure? Why?
How would you use these procedures with prejudice or violence? Which would "work" better?
2. Let's say you are going to do some research on violence and video games, how would you operationalize violence?
Conceptual/dictionary definition of violence: "exertion of physical force so as to injure or abuse" (Merriam-Websters)
If you are curious, here are some links that are relevant:
A 2/12/13 NYT news article about recent research on video games and violence
A longitudinal study of the association between violent video game play and aggression among adolescents. by Willoughby T, Adachi PJ, Good M. Developmental Psychology. 2012 Jul;48(4):1044-57.
3. Let's say you are going to do some research on the effects of television on children, what would be the variables you'd study and how would you operationalize them?
2013 study:
Swapping violent shows for educational TV may boost children's behavior (CBS video)
Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds (NY Times)
2012 study in Journal of Communication:
'Social Aggression' Plagues Most Kids' Shows (ABC video)
Labels/Tags: Fa15, MassMedia, research, teaching
MassMedia: Research Questions (RQs) & Hypotheses (H) (U4-P3) [VID] Fa15
Research question (RQ): "An interrogative statement exploring the relationship between two or more constructs [concepts, variables, etc.]" (Stewart, 2002, p. 173).
In short, is there a relationship between one variable and another?
In the past I asked students to offer research questions they had a serious interest in answering. Do the student examples below fit the definition? Any problems you spot with the examples?
"Does visual stimuli, or auditory stimuli, in advertisements positively affect a consumers buying behavior, meaning will the consumer be inclined to buy if a stimulating message is communicated across one of the two communication channels."
"Is there a positive (or a negative) relationship between the amount of violence communicated in cartoons?"
"Is there an increase in female orgasms in relationships related to the increase in communication?"
What are the types of variables?
A variable is any concept that takes on two or more values.
Nominal: Categories
e.g., gender, profession, race, nationality, etc.
Ordered: Takes on numerical values
e.g., age, IQ, a prejudice score, time in conversation, etc.
What's the difference you spot between nominal and ordered?
Note: We'll add other types later, but this will work for now.
Could you generate some RQs based on the variables listed under nominal and ordered?
More importantly, based on the research topic that you identified earlier, what are some possible RQs you could ask?
When thinking of media-oriented RQs make sure of the following:
RQs are questions that can be answered using research methodologies. (Remember: Ways of knowing?)
RQs are related to media. At least one variable/concept should be related to media.
Now, that we've got a grasp on an RQ, what is exactly is an H? They are related, right?
Hypothesis is a tentative statement about the relationship between two or more variable (the dependent and independent variables).
Null hypothesis is a statement that says there is no relationship between the research variables.
How are RQs and Hs similar? How are they different?
MassMedia: How is Doing Research Like Being a Detective? (W4-P2) [VID] Fa15
Use the previous posts on theory and research and the video below to answer this question.
How is doing research like being a detective?
Theory: an explanation of how something works based on evidence.
Research: ""Disciplined inquiry...studying something in a planned manner and reporting it so that others can replicate the process" (Frey et al.).
Also note that a researcher does research to test and build theories.
What roles do theory and evidence play in this comparison?
From: The Mentalist
MassMedia: What is Research? (W4-P1) Fa15
Research is:
"Disciplined inquiry...studying something in a planned manner and reporting it so that others can replicate the process" (Frey et al.)
Keywords: planned, reporting and replicate
What do they mean in this context?
Research, as discussed here, is more than "research" done at the library. Instead of reading through books and online materials for answers that some other researcher has found, you conduct original research on your own to find the answer. That is, you conduct an experiment or a survey or a textual analysis or use some other research method to find the answer. Somebody is not telling you an answer in a book or report, you are finding the answer to your research question on your own.
conducted to promote public access to new knowledge
usually conducted by a professor at a university
conducted for a specific audience, results not shared
usually conducted by a research at a company
Why are results not shared in proprietary research?
Could you give examples of each of the two types?
Which of the two types of research would you be more likely to do in the future?
How does this discussion of research relate to the earlier discussion of science?
MassMedia: The Night Sky, Critical Thinking & Science Literacy - Part 3 - Neil deGrasse Tyson (W3-P3) [VID] Fa15
Back to my favorite astronomers.
Neil deGrasse Tyson is "an American astrophysicist and science communicator."
@neiltyson | Facebook
Below Tyson speaks of science and scientific literacy.
What is scientific literacy? Is it important?
My Tyson Mashup
1. Stephen Colbert Interview of Tyson (start at 6:15 and get to at least, 25:30, if you can)
2. Tyson at a science festival
3. Audio clip of Tyson speaking at the Science Pub in Portland, Oregon, 2009 (play clip from about 4:00-11:20).
A formal definition of scientific literacy: "scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity" (National Academy of Sciences report).
What does Neil DeGrasse Tyson add to the definition?
You may not plan to be a scientist, but should you be science literate? How do you become science literate?
Labels/Tags: critical thinking, Fa15, MassMedia, Neil deGrasse Tyson, science literacy, skepticism, teaching
MassMedia: The Night Sky, Critical Thinking & Science - Part 2 - Amazing Randi (W3-P2) [VID] Fa15
Have some claims that you doubt? Why do you doubt them?
How does critical thinking fit into this?
Is Amazing Randi a critical thinker? What is it that he does that makes him a critical thinker?
What are his relevant skills and attitudes?
To get answers to those questions check out the Amazing Randi video below.
James Randi is another one of my personal critical thinking heroes.
How does critical thinking relate to science?
Consider this Albert Einstein quote:
"All of science is nothing more than refinement of everyday [critical] thinking." - From "Physics and Reality", 1936
Yes, I inserted "critical," but I don't think Einstein would have objected.
Or as I like to put it: "Science is critical thinking on steroids" or "Science is extra careful critical thinking."
How does skepticism relate to critical thinking?
What is Skepticism?
Michael Shermer in Skeptic magazine writes:
"Some people believe that skepticism is rejection of new ideas, or worse, they confuse "skeptic" with "cynic" and think that skeptics are a bunch of grumpy curmudgeons unwilling to accept any claim that challenges the status quo. This is wrong. Skepticism is a provisional approach to claims. It is the application of reason to any and all ideas--no sacred cows allowed. In other words, skepticism is a method, not a position."
Shermer adds:
"Modern skepticism is embodied in the scientific method, that involves gathering data to formulate and test naturalistic explanations for natural phenomena. A claim becomes factual when it is confirmed to such an extent it would be reasonable to offer temporary agreement. But all facts in science are provisional and subject to challenge, and therefore skepticism is a method leading to provisional conclusions. Some claims, such as water dowsing, ESP, and creationism, have been tested (and failed the tests) often enough that we can provisionally conclude that they are not valid. Other claims, such as hypnosis, the origins of language, and black holes, have been tested but results are inconclusive so we must continue formulating and testing hypotheses and theories until we can reach a provisional conclusion."
Are you a critical thinker? Are you a skeptic?
Labels/Tags: Amazing Randi, critical thinking, Fa15, MassMedia, Shermer, skepticism, teaching
MassMedia: The Night Sky, Critical Thinking & Science - Part 1 - MythBusters (W3-P1) [VID] Fa15
Photo by Luke Zeme
When I was little I wanted to be an astronomer. My family lived out in the country. So, the sky was clear and beautiful, filled with stars. I was fascinated, full of questions.
As a grew up and got into college and grad school, my research interests changed, but I still have a fondness for the night sky and astronomers.
Carl Sagan is an astronomer-hero of mine. More recently Neil deGrasse Tyson fills Sagan's shoes. What these astronomers have to say goes beyond the stars. As scientists, what they teach is a way of thinking. They teach critical thinking.
The Thinker's Way by John Chaffee is a good place to start a journey into critical thinking. Some of what follows is inspired by this book.
Try this little exercise:
Think of a topic that you know something about.
Write down five things that you know about that topic.
Don't write down definitions. Write down claims. Two options: (1) Write that one thing has an effect on another or (2) one group is different from another. For example, video games cause violence in players or Americans are more individualistic than Chinese.
Now, questions to ponder:
What does it mean to say "I know something"?
What can we know? How well?
How do we know it?
How would you go about testing these claims?
One of my favorite television programs is Myth Busters. The key reason that I like the program is because it uses critical thinking and tests claims. Check out the video below.
Busting Myths: Asking Questions, Finding Answers
If you are interested, see also Do Larger Breasts Equal Bigger Tips? | MythBusters
What claims are the Myth Busters testing? How?
What issues pop up?
Labels/Tags: critical thinking, MassMedia, Myth Busters, Sp15, teaching
MassMedia: Convergence and Transmedia Projects (W2-P1) [VID] Fa15
The concept of media convergence has been around for a while now, as the video below shows.
Now in this year, convergence is surely upon us. And so, it is helpful to get a good grasp on the idea of convergence and related concepts. This is especially relevant for young media professionals. One book on the topic that I'd recommended is Henry Jenkin's Convergence Culture.
In his book Jenkins defines convergences as:
"A word that describes technological, industrial, cultural, and social changes in the ways media circulates within our culture. Some common ideas referenced by the term include the flow of content across multiple media platforms, the cooperation between multiple media industries, the search for new structures of media financing that fall at the interstices between old and new media, and the migratory behavior of media audiences who would go almost anywhere in search of the kind of entertainment experiences they want. Perhaps most broadly, media convergence refers to a situation in which multiple media systems coexist and where media content flows fluidly across them. Convergence is understood here as an ongoing process or series of intersections between different media systems, not a fixed relationship."
Also in his book Jenkins defines a related concept that should be of special interests to media professoinal, especially the creators of stories. The related is transmedia storytelling which Jenkins defines as "stories that unfold across multiple media platforms, with each medium making distinctive contributions to our understanding of the world, a more integrated approach to franchise development than models based on urtexts and ancillary products."
See the Jenkins video below for background, examples and further explanation.
Labels/Tags: convergence, Fa15, Henry Jenkins, MassMedia, project, storytelling, teaching, transmedia
"Radioactive!" (My New Liked Vid on YouTube) [VID]
Radioactive!
Via YouTube http://youtu.be/nS27KfXeM4I
Liked on September 17, 2015 at 01:28AM
Sashily is a former student. I didn't know she had yet another talent.
MediaTech: Innovation Adoption & Development: Winston's Model (W4-P3) Fa15
In his book, Media Technology and Society: A History From the Telegraph to the Internet , Brian Winston describes his model of technological development and diffusion.
Let's focus on the development of an early communication technology, the telegraph.
According to Winston's model a new technology starts (1) as an idea based on science and then (2) develops into early prototypes. As a technology develops it faces some social pressures ((3) does society see a need for it and (4) will powerful competitors or the government attempt to repress the technology?). The technology will then (5) diffuse through a society and may (6) spin-off related technologies.
The same process applies to the telegraph. Did you see the process in the video clip above?
Let's highlight certain parts of this process.
See the Winston process in the Empire of the Air?
Source: Media Technology and Society: A History From the Telegraph to the Internet
Labels/Tags: Communication, Fa15, Learning from the Past, MediaTech, teaching, Technology
MediaTech: Innovation Adoption & Development: Rogers Development (W4-P2) Fa15
Note: Don't confuse this with the adoption decision process.
How does the innovation development process work?
How does an innovation come to exist, diffuse and influence society?
Recognizing a Problem or Need
Basic and Applied Research
Diffusion and Adoption
Did you see this process in the Empire of the Air?
1. Recognizing a Problem or Need
Was there a need for radio? Did it solve a problem?
2. Basic and Applied Research
Basic research: gain basic scientific knowledge related to the problem/need
Applied research: using scientific knowledge to specifically solve the problem.
What did the early inventors of radio need to know? What was there research?
How did radio develop? What is the story?
Role of skunk works in organizations? (Oxford Dictionary definition)
Technology transfer: two-way exchange of tech
Technology transfer: "two or more parties must participate in a series of communication exchanges as they seek to establish a mutual understanding about the meaning of the technology" (Rogers)
VCR invented by Ampex, a U.S. company in late 50s
Sold big VCRs to television stations
Home use: They said "we're not in that market"
Sold rights to Sony
And now you know the rest of the story
4. Commercialization
Commercialization: "the production, manufacturing, packaging, marketing, and distribution of a product that embodies the innovation" (Rogers).
Did they talk of the commercialization of radio in the clip? In the reading?
Technology cluster: "consists of one or more distinguishable elements of technology that are perceived as being interrelated closely." (Rogers)
e.g., computer and mouse
e.g., mp3 player and __________
What are the elements of the radio cluster that would also diffuse?
5. Diffusion and Adoption
How did radio diffusion? Did it diffusion widely?
6. Consequences
What effects did radio have on society?
More on consequences later. We'll return to that important topic later.
Besides radio, do you have some understanding of this process as it relates to some other media technology? What about some Apple devices? Did the recent Jobs movie show any of this process?
Source: Diffusion of Innovations, 4th ed.
MediaTech: Innovation Adoption & Development: Rogers Decision (W4-P1) Fa15
In his book, Rogers explains the process people go through when adopting an innovation, more specifically the decision process.
We can boil the decision process down to just five steps.
Rogers' model for the adoption decision process
What are the steps in the adoption decision process?
"Knowledge - learning about the existence and function of the innovation
Persuasion - becoming convinced of the value of the innovation
Decision - committing to the adoption of the innovation
Implementation - putting it to use
Confirmation - the ultimate acceptance (or rejection) of the innovation"
Think carefully about the most recent new tech you bought, I mean adopted. Did you go through this process? Review the process above and think about it.
What was the tech? How did you learn about the new tech? How were you persuaded to get it? What about the rest of the process?
More Secrets of Academic Success: Mnemonics and How to Use Them
Earlier I shared a variety of secrets to academic success (methods of studying, etc.) and I suggested learning tools like Quizlet.
Below is a continuation of that same conversation.
A mnemonic is "any learning technique that aids in information retention" (Wikipedia).
Mnemonic is pronounced like 'knee-monic' (think: a demon with really big knee caps).
There are several mnemonics or memory tricks that can help when learning new material. The first video below defines and explains six tricks (acronyms, acrostics, the PEG system, image mnemonics, chunking and memory maps).
So, according to the video:
acronyms: "word or term is created from the first letter of each item to be remembered.
acrostics: "a complete sentence or series of words in which the first letter of each word stands for something to be remembered."
PEG system: "is useful for remembering numbers - uses key words which are represented by numbers."
image mnemonics: "the information to be recalled is constructed in the form of a picture that enhances memory."
chunking: "involves grouping individual pieces of information together in a way that makes them easier to remember."
mind map: "a visual pattern that can create a framework for improved recall."
Now, the last video covers the memory palace technique (my favorite).
How could you use the above memory tricks to learn course material or anything else you need to learn?
Study smarter, not harder.
If you are curious, you can find more information about mnemonics on YouTube and Google.
I'd especially suggest these two YouTube videos:
Memory Champion Teaches You How to Memorize Anything
How To Study Better - Best Study Techniques
Labels/Tags: DigPhotog, Fa15, HistMedia, MassMedia, MediaTech, pedagogy, teaching, The Secrets
HistMedia: History of Media Theory: Timeline (W4-P1) Fa15
If the timeline is not showing above for you, the History of Media Theory timeline can be also be found at this link.
Labels/Tags: Communication, Fa15, HistMedia, history, mass comm, mass communications, media, teaching, theory
DigPhotog: Apps for the Dig Photog Beginner - Flickr, Instagram & Pinterest (W4-P3) Fa15
As beginning digital photogs, there are obvious apps and online services that you should be familiar with and should be using. Apps and online services like Flickr and Instagram come to mind. You can use Flickr and Instagram to show off the photography skills you are learning.
However, a little less obvious app/service that you should be using is Pinterest. Pinterest can help in two key ways. It can help you collect and share photographs from around the web that you like. It can also help you specifically collect photographs from photog mentors that you should have. Unlike Flickr and Instagram, Pinterest is designed to help you collect other peoples photos.
In his book, The BetterPhoto Guide to Digital Photography , Miotke suggests that beginning photographers should keep a visual notebook.
"One excellent way to define your goals is to keep a collection of images that inspire you. You could simply write down a list of photo ideas, but as photographers are generally visual people, it's usually more effective to collect pictures. Subscribe to magazines or visit the library. Look though catalogs, books, and Web sites like BetterPhoto.com—anything with the kind of photographs you enjoy" (Miotke)
I agree. However, we can use Pinterest and update Miotke's idea of a visual notebook.
There are also photo editing apps/services, but we'll get to those later.
Labels/Tags: apps, digital photography, DigPhotog, Fa15, photo, photography, Pinterest, teaching
DigPhotog: Photo Composition (W4-P2) Fa15
Remember our bumper-sticker saying: "You don't take a photo, you make a photo"?
Put another way: You compose a photograph. You don't just take it.
Composition is the arrangement of the objects in the photograph or any other work of art. As a photographer you have some control of this arrangement in your photograph. You can move objects around. You can move yourself around to shoot your photograph from a different perspective. You take some control over your environment and not just take a photo of what you are given.
In general there are rules of composition that are used in art in general and photography specifically.
One of the best online sources for an introduction to the rules (or guidelines) of photo composition can be found at Photoinf.com. Go to this site and study carefully the six rules of composition discussed there.
Now, how would you apply these rules in your photograph. Go try it. Now go take some photos -- I mean go make some photos.
Of course, there is more to composition than the above, but the above are the basics.
For example, Itten's contrasts provide another way of looking at and exploring composition. For an online exercise using Itten's contrasts, see The 12 Days of Itten's Contrasts from the Wild Beat blog.
To go beyond the above basics about composition, I'd recommend The Photographer's Eye: Composition and Design for Better Digital Photos
Labels/Tags: composition, digital photography, DigPhotog, Fa15, photo, photography, teaching
DigPhotog: Intro to Photography: The 4 Stages of Competence & Photography (W4-P1) Fa15
When studying photography you are learning some knowledge/facts and some skills. For example, you are learning how to compose a photograph.
How do you take a good photograph? What's the process? How do you do it?
Learning how to shoot a good photograph is like learning how to shoot a good foul shot in basketball.
Photo by mollyali (flickr.com).
Photo used under Creative Commons license and embedded using the Flickr share feature.
Whether we are learning how to shoot a basketball, how to study for an exam or how to take a good photograph, we go through some stages.
The Four Stages
1. Unconscious Incompetence - We don't know that we don't know.
We are unaware of what it takes to accomplish a task. We don't know what it takes to make that foul shot. We don't know what it takes to get the perfect photograph.
2. Conscious Incompetence - We know that we don't know.
We may not know exactly how to do the task, but we recognize there are things we need to learn. We become aware that there are certain things we need to do to consistently make that foul shot. We become aware that there are certain things we need to do to consistently make a good photograph.
3. Conscious Competence - We know that we know.
We are very consciously aware of the steps to doing a task and we can carefully work through the steps of the task. We know what is needed to make the foul shot and we consciously think through those steps when taking the foul shot. We know what is needed to make a good photograph and we consciously think through those steps when taking a photograph.
4. Unconscious Competence - We don't know that we know.
We know the task so well, we don't think about it any more. It has become second nature. We take that shot with little conscious thought.
What was the last skill you remember learning in which you went through these stages? Can you describe what happened in each stage and when?
When it comes to photography, what stage are you in now? What's your goal?
Note: The Four Stages of Competence has been attributed to noted psychologist Abraham Maslow, Gordon Training International and William Howell in intercultural communication.
Labels/Tags: basketball, beginning, competence, Criticizing Photographs, critique, digital photography, DigPhotog, Fa15, four stages, Gordon, Howell, learning, Maslow, photography criticism, teaching
MediaTech: The Invention of Radio - Ken Burns' "Empire of the Air" (W3-P6) Fa15
Now, a great way of using the previously discussed media tech theories is to apply them to the development of a past media technology, for example radio. Filmmaker, Ken Burns, told the story of radio in his documentary "Empire of the Air." Notice the story is not as much about the technology as it is about the people (the innovators). Media tech is people too.
The documentary is available...
on Amazon (Empire of the Air: The Men Who Made Radio ) and on Netflix (instant streaming).
The companion book to the film is also available (Empire of the Air: The Men Who Made Radio )
Did you watch it?
How did the theories previously discussed help to understand the development of radio?
In the documentary, Burns highlights the story of Lee de Forest, for example. How does his story compare to modern-day media tech innovators like Steve Jobs? Is there a common story for media tech innovators?
Here is a short YouTube video on de Forest's audion.
Labels/Tags: Fa15, Learning from the Past, MediaTech, teaching
MediaTech: Winston's Model and the History of Media Tech (W3-P5) Fa15
Winston's model explains how media technologies develop from ideas to diffusion. The story begins at the bottom left of the figure and ends at the upper right of the figure.
How does this theory help us understand how media technologies develop? Does it help us understand the future of media technologies?
Source: Media Technology and Society: A History From the Telegrapph to the Internet
MediaTech: Diffusion of Innovations and the History of Media Tech (W3-P4) Fa15
Rogers' Diffusion of Innovations
"the process by which an innovation is communicated through certain channels over time among the members of a social system."(Rogers).
The graph above shows how people in a society over time adopt an innovation.
At first nobody had a TV in the U.S., but over time...
Source: Diffusion of Innovations, 5th Edition
MediaTech: SCOT, Tech Determinism and the History of Media Tech (W3-P3) Fa15
Ev Rogers and I wrote a book chapter which, in part, explained the Social Construction of Technology and Technological Determinism theories. We also tied the two theories together.
The chapter appeared in The Changing Conversation in America edited by Eadie and Nelson.
Ev and I wrote about Social Construction of Technology (SCOT) this way:
We said of Technological Determinism:
At the end of the chapter we included a diagram.
There is something missing in the figure. It was included in the paper we submitted, but left out in the printing. What is missing?
How do these theories help us understand how media technologies develop? Do they help us understand the future of media technologies?
MediaTech: Granville Woods: Communication Technolo...
MediaTech: Audio/Video Tech (Basics): Steps in Sig...
HistMedia: The Deep Roots of Communication Study- ...
DigPhotog: Video Composition: From the Basics to t...
DigPhotog: Can't Leave Composition Behind: How to ...
MassMedia: Operationalizing Your Variables (W4-P4)...
MassMedia: Research Questions (RQs) & Hypotheses (...
MassMedia: How is Doing Research Like Being a Dete...
MassMedia: The Night Sky, Critical Thinking & Scie...
MassMedia: Convergence and Transmedia Projects (W2...
MediaTech: Innovation Adoption & Development: Wins...
MediaTech: Innovation Adoption & Development: Roge...
More Secrets of Academic Success: Mnemonics and Ho...
HistMedia: History of Media Theory: Timeline (W4-P...
DigPhotog: Apps for the Dig Photog Beginner - Flic...
DigPhotog: Intro to Photography: The 4 Stages of C...
MediaTech: The Invention of Radio - Ken Burns' "Em...
MediaTech: Winston's Model and the History of Medi...
MediaTech: Diffusion of Innovations and the Histor...
MediaTech: SCOT, Tech Determinism and the History ...
MediaTech: How Do You Learn from the Past to Help ...
MediaTech: Why Study the History of Media Tech? (W...
HistMedia: Media Tech (-1899): Timeline (W3-P2) Fa15
HistMedia: Wilbur Schramm: Timeline (W3-P1) Fa15
"The 9 BEST Scientific Study Tips" (My New Liked V...
MediaTech: Key Theories Related to Media Tech (W2-...
MediaTech: What are the Parts of Technology? (W2-P...
MediaTech: Have You Heard of These New Comm Techno...
MediaTech: What is Communication? What is Technolo...
MediaTech: In Honor of Everett M. Rogers (W2-P1) Fa15
HistMedia: Wilbur Schramm: Founder of Communicatio...
HistMedia: History and Interdisciplines (W2-P3) Fa15
HistMedia: What is History and Why Study History? ...
HistMedia: In Honor of Everett M. Rogers (W2-P1) Fa15
DigPhotog: Intro to Photography: Photo Criticism I...
DigPhotog: Intro to Photography: Critiquing Photos...
DigPhotog: Intro to Photography: Mentors - Gordon ...


text:
The Party (1963)
This is an original vintage poster for The Party (Veselica or Вечеринка) a Yugoslavian postwar romantic melodrama which was originally released in 1960. This poster was printed in early 1963 for the release of the film in the Soviet Union. It was designed by one of our favorite artists, Myron Lukyanov (Мирон Лукянов).
Poster & Artist:
This poster was printed in Moscow by Reklamfilm (Рекламфильм) on March 7, 1963 with a run of 12,000 copies. It was designed by Myron Lukyanov (Мирон Лукянов) a prolific artist who designed hundreds of film posters and was active from 1959 until 1993, he passed away in 2002.The design features a shy young man with a missing left arm who's shadow forms that of a solider. He's standing alone with colorful wallpaper behind him and a framed photo of a young woman.
Among Myron's posters are some of our favorite Soviet film posters, including designs for Stripped Trip (Полосатый Рейс) and White Sun of the Desert (Белое Солнце Пустыни). Myron's designs often have a colorful, fun feel that's engaging and timeless. There's something modern and dare we say "hip" about them despite their age. Myron was also active as a propaganda poster designer and taught at the The Surikov Art Institute in Moscow (Московский государственный академический художественный институт имени В. И. Сурикова).
Size & Condition:
The poster measures 55 x 79 centimeters or 33.8 x 21.6 inches. It is in fair to good condition with folds and creasing, some discoloration and pin holes. The poster will display well as-is, but could benefit from linen-backing to smooth out the folds. The photos attached are of the poster itself, we only have one.
The Party or Veselica is the story of young man who has lost an arm in the war and tries to find his place in postwar Ljubljana.
Snapshot:
Artist: Myron Lukyanov (Мирон Лукянов)
Print Date: March 7, 1963
Print Run: 12,000
Measures: 86cmx55cm (33.8x21.6 inches)
Issued By: Reklamfilm (Moscow)
Explore Soviet/Paper
© 2023, Soviet/Paper Powered by Shopify

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text:
The Whitby Mudstone is a Toarcian (Early Jurassic; Falciferum-Bifrons in regional chronostratigraphy) geological formation in Yorkshire and Worcestershire, England. The formation, part of the Lias Group, is present in the Cleveland and Worcester Basins and the East Midlands Shelf.

Lithology
The formation consists of mudstone and siltstone, partly laminated and bituminous, medium to dark grey in colour, with rare fine grained calcareous sandstone beds. Limestone and phosphatic nodules are present at some levels.

Fossil content
Dinosaur remains are among the fossils that have been recovered from the formation, although none have yet been referred to a specific genus. One of the more notable discoveries is the skull of the pterosaur Parapsicephalus, found within the Alum Shale Member.

Vertebrates

Insects
Insect compression fossils are known from nodules found on Alderton Hill near Alderton and Dumbleton in Gloucestershire, including Alderton Hill Quarry and other nearby localities.

See also
 List of fossiliferous stratigraphic units in England
 Toarcian turnover
 Toarcian formations

Notes and references

Notes

References

Bibliography

Further reading
 M. O'Sullivan, D. M. Martill, and D. Groocock. 2013. A pterosaur humerus and scapulocoracoid from the Jurassic Whitby Mudstone Formation, and the evolution of large body size in early pterosaurs. Proceedings of the Geologists' Association
 A. S. Smith and G. J. Dyke. 2008. The skull of the giant predatory pliosaur Rhomaleosaurus cramptoni: implications for plesiosaur phylogenetics. Naturwissenschaften 95:975-980
 M. J. Benton and M. A. Taylor. 1984. Marine reptiles from the Upper Lias (Lower Toarcian, Lower Jurassic) of the Yorkshire coast. Proceedings of the Yorkshire Geological Society 44(4):399-429
 F. v. Huene. 1926. The carnivorous Saurischia in the Jura and Cretaceous formations, principally in Europe. Revista del Museo de La Plata 29:35-167
 C. W. Andrews. 1922. Note on the skeleton of a large plesiosaur (Rhomaleosaurus thorntoni, sp. n) from the Upper Lias of Northamptonshire. Annals and Magazine of Natural History 10:407-415
 R. Tate and J. F. Blake. 1876. The Yorkshire Lias 1-475

Geologic formations of England
Jurassic England
Early Jurassic Europe
Toarcian Stage
Mudstone formations
Shallow marine deposits
Open marine deposits
Paleontology in England
Geology of North Yorkshire
Geology of Worcestershire
Jurassic System of Europe

redpajama_set_name: RedPajamaWikipedia


text:
(Cavalier King Charles Spaniel Dog Breed Story at Dog Grooming!)
January 28, 2022 January 19, 2022 by joiyaone
Cavalier King Charles Spaniel Dog Breed Story at Dog Grooming– One of the biggest of the toy breeds, the Cavalier King Charles Spaniel is popular, loving, energetic, and family-friendly. They have a lengthy, regal, and royal heritage, despite the fact that the American Kennel Club just recognised them in 1995.
Is a Cavalier King Charles Spaniel a good family dog?
The Cavalier King Charles spaniel is an endearingly friendly, energetic, and clever dog that readily indulges its guardians… These cheerful small dogs get along well with youngsters, and their willingness to socialise with their owners makes them great home pets.
Are the King Charles Cavaliers difficult to maintain?
Cavaliers are a high-maintenance breed of dog. These dogs require frequent grooming and are susceptible to a number of major health problems. Given how little these puppies are, they are incredibly costly to raise. Cavaliers do not tolerate being left alone and like being the centre of attention.
Do Cavaliers chew a lot?
Cavaliers do require some activity, such as a couple of lengthy daily walks and, most importantly, a fenced yard in which to run. Otherwise, they would gain weight and become sedentary…. A lonely Cavalier will whimper, bark, or chew destructively. The majority of Cavaliers are friendly to everyone and tranquil among other dogs and animals.
What is the maximum amount of time Cavaliers may be left alone?
It shouldn't take more than 4 hours. It is not advisable to leave any dog home alone for more than 4 hours since they need to urinate themselves frequently and because dogs are sociable creatures, it is not good for them to be alone.
Is a male or female King Charles Cavalier preferable?
Cavalier King Charles Spaniels have a variety of characteristics depending on their gender. While all Spaniels are wonderful family companions and lovable lapdogs, male and female Spaniels have different personalities. Males have a bigger physique and are more clingy, whilst females have a smaller build and are more independent.
Is it simple to toilet train Cavaliers?
Cavaliers aren't hard to housetrain, but it seems like you're using her dog box as a punishment rather than a teaching tool…. That explains why dogs go on a lengthy stroll, do nothing, and then go inside to excrete.
Is it necessary to groom Cavaliers?
Cavalier owners who want to take their dogs to a professional groomer should brush them every day and visit the groomer every four to six weeks, according to Becker.
Cavalier King Charles Spaniel History:
Since the 17th century, this companionable breed has been connected with lords and royals in Europe, notably England. They were more often known as Toy Spaniels at this time, although their appearance might vary. They were very popular with King Charles I and his son King Charles II, and their name comes from this. King Charles II was reported to be so enamoured with the breed that he declared that they might be brought into any public building, even the House of Commons.
The Blenheim colour variety was named after the First Duke of Malborough, John Churchill, and his wife, who were both passionate about these dogs. They kept a large number of them at their house, Blenheim Palace.
Queen Victoria was a fan of the breed as well, and Dash, her Cavalier King Charles Spaniel, was her closest childhood friend.
These Spaniels began to be mixed with flatter-faced companion breeds from Asia, such as the Pug and the Japanese Chin, during Victoria's reign. The English Toy Spaniel was born as a result of this (which is confusingly known as the King Charles Spaniel in the UK).
Breed enthusiasts began working in the 1920s to revive the appearance of spaniels from King Charles II's and the Duck of Malborough's period, which led to the creation of the breed we know today. The American Kennel Club first officially recognised the breed in 1995, but it has grown in popularity since then, with the AKC ranking them as the 18th most popular breed in 2018.
How to Care Cavalier King Charles Spaniel:
This breed is recognised for being very friendly, gregarious, happy-go-lucky, and ready to please in general. They normally flourish in the company of humans and other dogs, therefore they would be best suited to a family where they would not be left alone on a frequent basis.
They are excellent family pets and are popular among the elderly since they are not overly demanding or energetic. Even the most tolerant breeds should be allowed to sleep and eat undisturbed, and youngsters should be taught how to engage with dogs in the most acceptable manner.
While they adore curling up on the couch for a cuddle, they are not couch potatoes, and despite being classified as a toy breed, they still enjoy and benefit from lots of activity.
King Charles the Cavalier Spaniels are known for their eagerness to please and their strong need to eat. This implies they react well to positive, non-confrontational training approaches and are often simple to teach. It's a breed of dog that excels in competitive sports like agility and obedience.
Because a spaniel's hunting tendencies can occasionally appear in this breed, it's important to make sure they have a good recall and aren't let to chase cattle or small animals.
This may not be the dog for you if you're searching for a breed with a low-maintenance grooming regimen. Their feathery ears and feet must be groomed on a regular basis to avoid becoming tangled or matted.
They'll need combing out a few times a week, although some owners choose to have their coats cut for easier upkeep and to keep them cooler in hotter regions. They are a coat-shedding breed, but not overly so.
Unfortunately, the Cavalier King Charles Spaniel is a breed that is connected with various possibly inheritable health issues, in part owing to its increased popularity and the resultant unethical breeding methods.
If you're looking to acquire a puppy, make sure you go to a reputable and certified breeder who has run the necessary health checks on the parents.
The following are some of the ailments that the breed is linked to:
Heart Problems: The breed has a higher risk of having Mitral Valve Disease (MVD). This begins as a cardiac murmur in dogs, generally at a young age, and progresses until the dog finally has heart failure. While medication can help control the illness, there is no cure, and death can occur prematurely.
Syringomyelia (SM) is a dangerous ailment that is commonly connected with the breed. Cavities in the spinal cord fill up with fluid around the brain as a consequence. It's a progressive ailment that can bring the dog a lot of agony and anguish, and the rate at which it progresses varies a lot.
Although it cannot be cured, the discomfort may frequently be effectively controlled. The ailment is also known as 'neck scratchers disease,' because one of the initial signs is the dog scratching their neck incessantly.
Cavaliers are frequently connected with hip dysplasia and luxating patella.
Cataracts, dry eye syndrome (as a result of abnormalities with their tear ducts), cherry eye, and corneal ulcers are all examples of eye diseases.
Your Cavalier King Charles Spaniel, like any other dog, should be fed a high-quality, portion-controlled diet.
They're a breed that's linked to obesity, so don't overfeed them, no matter how cute their puppy dog eyes are.
Why not give them some of their meals from a slow feed dish or interactive treat toy if they scarf down their food and are always hungry for more?
Categories Blog Tags (Cavalier King Charles Spaniel Dog Breed Story at Dog Grooming!), Cavalier King Charles Spaniel, dog breed, dog grooming
(Basset Hound Dog Breed Story at Dog Grooming!)
(Bolognese Dog Breed Story At Dog Grooming!)


text:
Q: Algorithm to generate all sets of m points in n x n x n cubic lattice which are unique under symmetry I am implementing an algorithm which is going to be quite computationally complex, and want to try to make sure I'm not doing unnecessary work.
There is an n x n x n cubic lattice, e.g. if n=2 this consists of (0,0,0), (0,1,0), (1,0,0), (1,1,0), (0,1,1), (0,0,1), (1,0,1), (1,1,1).
From this lattice I will be recursively generating all sets of m points, something like:
solve(set_of_points) {
     if set_of_points.size = m, finish

     do some useful computation here

     for each point in lattice not in set_of_points:
         solve(set_of_points + new_point);
}

This can then be called starting with an empty set_of_points.
The nature of the problem is such that I don't actually need every permutation of m points, just the ones which are unique under natural symmetries of the cube.
For example, take a 2x2x2 cube and suppose we want all sets of 1 point. Under the basic algorithm above, there are 8 different sets of 1 point.
However, using the symmetries of the cube we can reduce this down to 1 unique set of 1 points, since all of the original 8 are equivalent under symmetries of the cube (they are all 'corners' in this case).
If the cube is 2x2x2 and m=2, there are 28 sets in the basic algorithm, but this reduces to just 3 under symmetry (e.g. { (0,0,0), (1,0,0) },   { (0,0,0), (1,1,0) },   { (0,0,0), (1,1,1) } )
Obviously doing the computation on 3 sets of points is much better than 28, so my question is how do I go about not generating sets of points which are symmetrically equivalent to a set already generated? Or if this isn't possible, how can I at least reduce the number of sets a little.
(Note - if m=1 this is relatively easy - just pick the points which are closer to (0,0,0) than any of the other vertices, with a little fudging at the boundaries. It's for m>1 that this gets to be a real problem)

A: Basic concept:
(1) We can view point (0,0,0) simply as 000. Each point in the lattice now falls in a simple sequence. The first point is 000, then 001, then 010 011 100 101 110 and 111. This is the order that you will try adding them to the point-set.
(2) Similarly, the set {(0,0,0),(0,0,1),(0,1,0)} can simply be seen as 000001010, and the set {(0,0,0),(0,1,0),(0,0,1)} can simply be seen as 000010001. Two different sets can't have the same sequence, and you can easily view 000001010 as being numerically or alphabetically less than 000010001. Let's call this the set-value. Every possible set of N points now has a set-value, and all possible sets of N points now fall in a simple well-ordered list.
(3) Every isomorphic group of point-sets has exactly one member that will have the lowest set-value. Those are the only ones where we actually do "useful computation".
(4) Here's the part that will need significant work. Before you run solve(set_of_points+new_point), you want to see if any isomorphism would lower the set-value for set_of_points+new_point. If any isomorphism would lower the set value then this is NOT a lowest value member of the isomorphic-set. We skip doing any work on this new_point. We are also skipping all of the recursive work we would have done inside of this solve(set_of_points,candidate_point).
solve(set_of_points,new_point) {
 set_of_points = set_of_points + new_point
 do some useful computation here
 if set_of_points.size = m, compute how many isomophisms exist, apply that multiple, finish
 for(candidate_point = new_point+1 to last_point) { /skips point-permutations for free!/
  if ISOMORPH_TESTS_CANNOT_LOWER_VALUE_OF(set_of_points+candidate_point) {
   solve(set_of_points,candidate_point);
  }
 }
}

A: taking the notation of the answer above.
lets first define the symmertry proposed by the function
rotate(direction, number_of_time)
solution:
(1) create hash of all set of the permutation with flag=0 on each.
for example for n=2,m=2 000,001=0 000,010=0 000,011=0 ect'...
(2) start from init set, for example i=000,001
(3) rotate the set i to all direction using the rotate function (or any other symmetry you like)
for example, the rotate function should be call 24 times for each permutation of the rotation.

explenation: any number 1-6 can be in front of you and each of the number can be rotate 4 times, therefore 6*4=24
(4) for each set returened from the combination, set the flag of hash to 1 (it has already symmetrical set)
(5) update i to the next set for example i=000,010
(6) if the set i in the hash already marked, go to (5) otherwise go to (3)
we are done when all the hash is marked as 1.

A: Note: I think only about mirror symmetries, not rotational symmetries here.
Let's suppose we have a (hyper) cube of d dimensions, each n unit long (a Rubik's cube would be d=3, n=3).
A naive algorithm would generate n^d combinations of points, and check each for a symmetry clash with all others.
If we represent a combination of points as a bit vector n^d bits long, we can use a map (bit vector -> boolean) to mark all the symmetries of the bit vector with true. We could then skip a combination if it's already marked in the map.
This approach is very space-inefficient: it takes a map with 2^(n^d) entries, that is, a bitmap with this many bits. (For Rubik's cube, it would be 2^27 = 128Mbit = 16 Mbytes.)
We can only remember the canonical representations, that is, such bit vectors that have the smallest integer value, if represented as a n^d-bit unsigned word. When we generate a new permutation of points, we generate all its symmetries, and only check if we've seen the symmetry with the smallest numerical value. This will allow us to store a map wit only 2^n bits (just 1 byte for the Rubik's cube), because we have 2^d symmetries. It makes us generate these 2^d symmetries on each step, though, so we spend O(2^(d^n + d)) = O(2^(d^n) * 2^d) time. Still poor.
We can apply the idea from the previous paragraph to the 1-dimensional case. To generate all combinations in a vector of length d, we can just increment a binary number d bits long, starting from all 0s. Let's divide our vector to two d/2-long segments, e.g. left and right. We can notice that for each 1 bit in the left segment we only need to see combinations that have 1 bit in the symmetric position of the right section. Otherwise we would have already generated a symmetric combination earlier, when the positions of the bits were swapped, and the 0 came before the 1. This way, for every bit position in the right half (r), and the symmetric position in the left half (l) we only need to generate 3 combinations: (l = 0, r = 0); (l = 1, r = 1); (l = 1, r = 0). Thus we only need to generate 2^(d/2) permutations of a vector of length d, yielding 3 combinations for each permutation.
A cube of d dimensions can be constructed of n^(d-1) vectors. The trick above gives us the vectors cheaper than the naive approach. To generate a cube, we need O(n^(d-1) * 2^(d/2)) time.
If we look at the cube along the dimension of our 1-dimensional vectors, we can see that we don't have to check for symmetry along this dimension: while generating the cubes, we eliminate symmetries for each involved vector.
Now if we look across this dimension, we can reuse the same trick.
When we look across, we look at e.g. first bits of vectors making a particular plane. These bits represent a 1-dimensional bit vector. We can eliminate most combinations of its bits from symmetry reasons, as described above. So if we pick a particular 1-d vector of a cube (e.g. leftmost topmost), we can eliminate many vectors of the same plane (e.g. top) based on the value of a particular bit. So for a vector in a mirror-symmetrical position on the plane,  we can avoid generating all combinations might have that bit set (or unset), reducing the number of vectors we have to generate for a particular plane drastically. Each eliminated bit halves the number of possible vectors at the mirror-reflected position. This gives us a sequence of planes without symmetrical counterparts along each dimension.
This trick can be applied to further limit generation of permutations of the following planes along a third dimension, etc.
Though not a complete algorithm, I hope this helps.

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port: the port of the database if it is not the default.
socket: the socket of the database if it is not the default.
projectIdentification: HIGHLY RECOMMENDED with random and unique key for making connections easier. This replaces the user Connection key which is too cumbersome to use.
prePend: the port of the database if it is not the default.
This used to connect to the database. I think it is much better to have a function do this.
Needs to be called for this web service to work.
NAME_IS_RESERVED(MINOR): Name cannot be NOT_FOUND.
EMAIL_ALREADY_IN_DATABASE(MINOR): email already in database and project. Can have multiple emails as long as project name is different.
PASSWORD_LENGTH_IS_TOO_SHORT(MINOR): Password needs to be at least 8 characters.
RANDOM_KEY_GENERATION_ERROR: This is a compound error, uses ending part. Random key was not generated.
SALT_GENERATION_ERROR: This is a compound error, uses ending part. Salt for password was not generated.
MUST_BE_AT_LEAST_1_IN_LENGTH(MINOR): Ending of a compound error. Item must be over 1 Character.
MAX_LENGTH_255_CHARACTERS(MINOR): Ending of a compound error. Item must be equal or less than 255 Character.
USER_FAILED_CREATION(MINOR): The user was not created. Likely a permission problem.
USER_SUCCESFULLY_CREATED: User was successfully created.
MAX_LENGTH_255_CHARACTERS:(MINOR): password is too long.
Valid Login makes sure that a user with that password is in the database/project combination.
Always returns output, depending on output may return other items as well.
USER_PROJECT_COMBO_NOT_FOUND_IN_DB: username with project was not found in the database.
USER_PROJECT_COMBO_FOUND_WRONG_PASSWORD: username with project was found but your password was wrong.
TOO_MANY_USER_PROJECT_COMBO_FOUND: too many username/project was found without password, there is problems with the database.
TOO_MANY_USERS_FOUND_DB_ERROR: too many username/project was found without password, there is problems with the database.
VALID_LOGIN: User was found in the database. Also returns other items listed below.
idKey: Used for connecting to other items.
validated: returns a string which has 3 possible values.
USERNAME_NOT_FOUND(MINOR): User was not found in the database.
TOO_MANY_USERNAMES_DATABASE_CORRUPT(MAJOR): Too many users were found in the project.
SUCCESS: Username was found. Additional output of passwordHint is returned.
USERNAME_NOT_FOUND(MINOR): Username is not in the database.
USERNAME_FOUND_BUT_NOT_IN_PROJECT(MINOR): Username was found but not in the current project. This means you may have mispelled your projectID.
USERNAME_FOUND_IN_DATABASE: Username is in the database.
TOO_MANY_USERS_FOUND_IN_DATABSE(MAJOR): Too many usernames found in database.
USERNAME_NOT_IN_DATABASE(MINOR): The username is not in the database.
USERNAME_NOT_IN_PROJECT(MINOR): The username exists but is not in the current project.
NEED_TO_VALIDATE: Username needs to be validated.
Allows changing of a users data!
email newDataArray must have a key of email and a value of a valid email This function allows you to change your email address, you will need your username and unsalted Password.
USERNAME_NOT_IN_DATABASE(MINOR): Username is not in the database.
USERNAME_IN_DIFFERNT_PROJECT(MINOR): Username is in the database but not in your project. You might be in the wrong project.
TOO_MANY_ROWS_WITH_USERNAME(MAJOR): Username was found too many times in project. There are database issues.
USERNAME_PASSWORD_COMBO_INVALID(MINOR): Username and password combo was not found in project.
TOO_MANY_USERNAME_PASSWORD_COMBO(MAJOR): Too many username/password found in project.
EMAIL_IS_TOO_LONG_MAX_50_CHARACTERS(MINOR): Your email is too long.
EMAIL_ADDRESS_MUST_HAVE_@_SYMBOL(MINOR): Email does not include required @(at) symbol.
EMAIL_AND_NEW_EMAIL_MATCH_NO_CHANGE_NEEDED(MINOR): email is already that value.
FAILED_TO_UPDATE_EMAIL(MODERATE): Failed to update email. Likely a database permission problem.
Password: Always returns a string.
NO_USER_BY_THAT_NAME_IN_DATABASE(MINOR): The username was not found in the database.
NO_USER_BY_THAT_NAME_IN_PROJECT(MINOR): No username found in database for the particular project.
TOO_MANY_USERNAME_IN_PROJECT(MAJOR): More than one username found in the same project, there is a database error.
PASSWORD_MUST_BE_LESS_THAN_50_CHARACTERS(MINOR): Password cannot be longer than 50 characters.
PASSWORD_MUST_BE_8_OR_MORE_CHARACTERS(MINOR): Password must be at least 8 characters.
USERNAME_AND_PASSWORD_DO_NOT_MATCH(MINOR): Username and old password does not match.
TOO_MANY_USERNAME_PASSWORD_PROJECT_COUNT(MAJOR): Too many users with password found. Database error.
NEW_AND_OLD_PASSWORD_ARE_THE_SAME(MINOR): Cannot set your password to the same value.
PASSWORD_CHANGED: Password was successfully changed.
MORE_THAN_ONE_ROW_UPDATED_DB_ERROR(MAJOR): More than one username was changed. This means there is a database error.
PASSWORD_CHANGE_FAILED(MODERATE): Password failed to be changed. Likely a permission error.
Verify makes sure that the user has the email address they stated.
USERNAME_NOT_FOUND_IN_DATABASE(MINOR): username was not found in all of the database.
USERNAME_NOT_FOUND_IN_PROJECT(MINOR): username not in project/database combo. It is in the database, you may have connected to the wrong project.
TOO_MANY_USERNAMES_FOUND_IN_PROJECT(MAJOR): Too many usernames found in project/database combo.
ALREADY_VERIFIED: No need to verify an alreayd verified account.
TOO_MANY_VERIFIED(MAJOR): Too many rows in the database have already been verified.
USERNAME_VERIFICATION_CODE_NOT_FOUND(MINOR): username was found in project but the verification code is different.
TOO_MANY_ROWS_WITH_VERIFICATION_CODE_FOUND(MAJOR): More than one row was found with username/verification code in project.
VERIFICATION_UPDATE_FAILED(MODERATE): Failed to verify, likely a database permission problem.
TOO_MANY_ROWS_UPDATED(MAJOR): Too many rows were updated. Database problems.
address associated with the temp Code.
USERNAME_DOES_NOT_EXIST_IN_DATABASE(MINOR): The username is not in the database.
USERNAME_DOES_NOT_EXIST_IN_PROJECT(MINOR): username not in database/project combo.
TOO_MANY_USERNAMES_FOUND_IN_PROJECT(MAJOR): Too many usernames in the project. There is a database error.
TEMP_CODE_NOT_CREATED(MINOR): Cannot recover as the temp code has not been set.
TOO_MANY_ROWS_WITH_TEMP_CODE(MAJOR): There are too many temp codes. The database was not setup or is corrupt.
USERNAME_VERIFICATION_CODE_DOES_NOT_MATCH(MINOR): You need the proper code to recover the password.
USERNAME_VERIFICATION_CODE_TOO_MANY_MATCHES(MAJOR): Too many verification/user matches found in database/project. Database has issues.
TOO_MANY_ROWS_UPDATED(MAJOR): Too many rows updated. The database has issues.
FAILED_TO_CHANGE_PASSWORD(MODERATE): Did not change password. Likely database permission error.


The Wingate by Wyndham Columbia is conveniently located off Interstate 70 near U.S. Route 63, close to many area businesses such as State Farm Insurance and Shelter insurance, both of which are headquartered in Columbia, Mo. This Wingate by Wyndham is 10 miles from Columbia Regional Airport, and also close to downtown Columbia attractions, historic homes, parks and golf courses.
For guests' business needs, the hotel accommodates 862 square feet of meeting space, with high-speed Internet access available throughout the meeting space. The 24-hour self-serve business center provides fax, photocopying and printing services at no charge.
The Wingate by Wyndham Columbia features 81 guestrooms and whirlpool suites, each with microwave oven and refrigerator. Business guests will enjoy separate work areas with desks, lounge chairs with ottomans, complimentary high-speed Internet access, both wired and wireless, two-line speakerphones, voicemail and conference-call capabilities.
The hotel also provides a complimentary continental breakfast buffet, coffee and cookies in the lobby, and full use of its fitness center, heated indoor pool and spa tub. The busy executive will not miss a beat while staying at the Wingate by Wyndham Columbia, the office-away-from-the-office, with its many amenities catering to the business traveler, and its close proximity to downtown Columbia attractions.
Accessible 1 King Non Smoking: One king bed. Complimentary wireless and high-speed wired Internet access. Microwave, refrigerator, and coffeemaker. Free local phone calls.
Suite King Non Smoking: One king bed. Complimentary wireless and high-speed wired Internet access. Microwave, refrigerator, and coffeemaker. Free local phone calls.
Two Doubles Smoking: Two double beds. Complimentary wireless and high-speed wired Internet access. Microwave, refrigerator, and coffeemaker. Free local phone calls.
King Smoking: One king bed. Complimentary wireless and high-speed wired Internet access. Microwave, refrigerator, and coffeemaker. Free local phone calls.
King Non Smoking: One king bed. Complimentary wireless and high-speed wired Internet access. Microwave, refrigerator, and coffeemaker. Free local phone calls.
Two Doubles Non Smoking: Two double beds. Complimentary wireless and high-speed wired Internet access. Microwave, refrigerator, and coffeemaker. Free local phone calls.


We're in Missoula for Her Royal Highness's freshman orientation at University of Montana. We are clearly part of a generation of New Age Parenting, because I, too, am attending Families of Freshmen Orientation for 2.5 f—ing days. Here was my parents' orientation: "Here is where your kid lives now, and here is a bill you can pay. Any questions? No? Well, consider yourself oriented." Now, not so much. But that's not what I'm really reporting. Fortunately, the college has the good sense to separate Families of Freshmen from the real incoming Freshmen themselves. So, we check HRH into the dorm room that will serve as her lodging for a few days and her primary dwelling for the upcoming school year. "It's like the cells in Orange is the New Black!" HRH recoiled upon seeing the cinder block enclosure.
Orange is the New Black, campus style.
I concurred that the accommodations were, in fact, austere. I went to check myself in to the Missoula downtown Holiday Inn. It is a complete wonder that I am not sponsored by Holiday Inn because thanks to Iron Chef, I am completely a Preferred Member. This is very meaningful because when I check in, I get asked if because of my loyalty (which involves paying a home mortgage worth of visits), I would like a) water, b) $2 off a $10 drink, or c) a bejillion points for a point system I don't understand. I always choose points because I understand the other two choices and they are not that preferential. But sometimes, at least theoretically, Preferred Members get insider perks. I experienced this one time in Billings, Montana, when the front desk randomly gave me salt and vinegar potato chips, which happen to be my favorite. That was cool. In Missoula on this stay, my Preferred Member status earned me a wink and an upgrade to the mega king suite.
To be clear, when I'm traveling with the rest of my family and/or half of the girls and/or boys' hockey team, we do not get the upgrade. But when I am a solo unit, Holiday Inn cannot provide me with enough square footage. Is it a coincidence that HRH is sleeping in the equivalent of a packrat trap? Only if you are godless.


The CEO of Town and Country Real Estate, Judi A. Desiderio, has just released a first quarter 2012 home sales report for the Hamptons that demonstrates a significant change in the real estate market.
The report notes an unusually active winter and that the numbers for the first quarter provide indisputably that the Hamptons markets are breaking national trends.
According to the report, markets such as Sag Harbor Village statistically posted eye-popping increases in all 3 criteria monitored by TOWN & COUNTRY with a 29% increase in the Number of Home Sales, 68.4% increase in the Median Home Sales Price and an impressive 95% increase in Total Home Sales Volume.
Shelter Island experienced reversal shifts with reductions in all 3 criteria… but when there is such little data (6 sales in an entire quarter) statistics get skewed easily. Southampton Village realized a 67% increase in Number of Home Sales (from 9 to 15) and a 128% gain in Total Home Sales Volume from $21.5M to $49M year to year, yet the Median Home Sales Price shifted downward to $800,000 from $1,845M or a decline of 56.64% , but again few sales (9 in 2011 vs. 15 in 2012) can make the Median Home Sales Price shift easily. Examining the 6 price categories in Southampton Village and you see the number of sales below $1M market was the driver with 9 of the 15 sales this year and yet in 2011 the number of sales under $1M was only 3 of the 9 sales.
Westhampton (which includes Remsenburg, Westhampton Beach, East Quogue, Quogue and Quiogue) realized the greatest increase in the Number of Home Sales with a 109% increase, which pushed the Total Home Sales Volume upward by 118%.
Looking at All Hamptons markets combined for 1st Quarter 2012 and you see all positive signs, further validating TOWN & COUNTRY'S conclusion that the Hamptons markets are setting new benchmarks.


text:
Mycena leptophylla é uma espécie de cogumelo da família Mycenaceae.

Ligações externas

leptophylla
Espécies descritas em 1872


text:
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Shropshire Local Plan / By admin / October 12, 2020 October 15, 2020
Response to Regulation 18: Pre-submission draft of the Shropshire Local Plan 2016-2038
The significance of the AONB designation
Major development in the Church Stretton
Shropshire Hills AONB Development Plan
The village of All Stretton is located within the Church Stretton Plan Area covered by draft policy S5. It lies within the Shropshire Hills Area of Outstanding Natural Beauty. This submission focuses primarily on draft policy S5 and argues that the importance of the AONB is such that it merits the creation of its own development plan. It references other AONBs, and seeks to persuade Shropshire Council to create an exemplar for planning through the establishment of a Shropshire Hills AONB Development Plan.
The National Planning Policy Framework, paragraph 172 states that AONBs are nationally designated and enjoy the highest status of protection. This status is provided with statutory protection by s85(1) of the Countryside and Rights of Way Act 2000, which states:
"In exercising or performing any functions in relation to, or so as to affect, land in an area of outstanding natural beauty, a relevant authority shall have regard to the purpose of conserving and enhancing the natural beauty of the area of outstanding natural beauty"
This protection extends beyond landscape and scenic beauty. NPPF 172 goes on to state
"The conservation and enhancement of wildlife and cultural heritage are also important considerations in these areas, and should be given great weight…"
The 'exceptional circumstances' test for major development laid out by NPPF 172 has been interpreted by the courts as reflecting the requirement to give great weight to the protection of the AONB. As such it is of primary importance when developing the Local Plan for Shropshire and the bar for allowing any major development is set extremely high.
In the words of Sir David Keene PC, Lord Justice of Appeal, the legislation makes the Shropshire Hills AONB an area "hostile to development." The message is clear. Parliament has decreed that AONBs are precious and must be protected, and the courts stand ready to enforce the will of Parliament.
The NPPF is clear: planning permission should be refused for major development other than in exceptional circumstances. In seeking to establish 'exceptional circumstances' NPPF 172 establishes three tests which must be satisfied, and the submissions by the Church Stretton Town Council, the Save Snatchfield Group, Green Planning Solutions and others admirably address the three tests. The ASVS would join with these groups and agree that these tests have not been met.
Policy S5 identifies site CST021, Snatchfields Farm as a residential site suitable for 70 dwellings, but it fails the 'exceptional circumstances' test and is unsuitable for housing designed for young families. In particular:
The site is considered to be too far from schools and local amenities to be accessed on foot. Research shows a mother with two children, one in a pushchair, will typically walk no further than 800m, which rules CST021 out as a site suitable for young families. The significant gradient exacerbates this problem. The need to negotiate the A49 would necessitate changes to the traffic light sequencing to allow families to cross, impacting the through traffic on the A49. The introduction of an enhanced pedestrian crossing would be necessary and expensive.
The location would promote additional traffic particularly at school times, exacerbating the congestion which already occurs when school ends. This would probably snarl the A49 itself because overcrowded turn lanes would obstruct through traffic. The necessity for two cars for a family makes this worse, but is also discriminatory for low income families.
The unsuitability of Snatchfields Farm for young families is a further factor in developing a geographically complex site. Taken together it is likely that any developer will seek to abandon the construction of affordable housing citing economic viability, but such housing were it proposed would be another nail in the exceptional circumstances requirement that it is in the public interest.
Significant ecological and environmental issues have also been identified by other commentators and the ASVS would endorse the importance of these and the need to preserve this environment, referencing again the NPPF's emphasis on the conservation and enhancement of wildlife and heritage.
The argument which excludes the Snatchfields Farm site does not stop at the junction of the A49 but covers the whole of the AONB and, by implication, all of Church Stretton. That a particular site elsewhere in Church Stretton is deemed to not be as damaging as the Snatchfields Farm site does not make it automatically acceptable. To suggest alternative sites is by definition to:
Accept that Shropshire Council have made the case for a major development in the town and that such a development is in the public interest,
Accept that Shropshire Council have demonstrated that Church Stretton needs 200 more dwellings
Accept that a major development elsewhere in the town would meet the NPPF 172 tests for exceptional circumstances
Accept that there are no suitable sites outwith the AONB and the town
The reality is that these positions are no more acceptable for any other site than they are for Snatchfields Farm. Further, existing and future windfall planning consents will meet most of Shropshire Council's housing quota for the area, although without the use of major development sites it is likely that grants to the council will be less. However, the politics involved in this debate can never justify forcing through an unneeded major development within an AONB.
Legislation affords AONBs the highest level of protection and the majority of commentators agree that the exceptional circumstances needed to override this protection do not exist. The Snatchfields Farm site has been widely debated as unsuitable but no better case has been made in favour of any alternative sites within the AONB. Shropshire Council believe a need exists but have not distinguished this general need from that required in an AONB.
The area covered by the Shropshire Hills AONB should be removed from the existing draft Local Plan, which should then progress as needed to adoption.
A separate development plan covering the AONB should then be developed to identify the needs of communities and businesses located within this special area which should be integrated with the wider tourist and transportation requirements.
The easiest option would be to ignore this opportunity and to drive the Local Plan on regardless of the special requirements of the AONB within Shropshire. The better course of action is to strive for excellence. A similar debate has taken place elsewhere, and the first AONB DPD was developed by South Lakeland. In that case the AONB crossed boundaries but it is easier in this case because the Shropshire Hills AONB is entirely within Shropshire Council's jurisdiction.
The South Lakeland AONB DPD, adopted in 2019, can be found here:
https://www.southlakeland.gov.uk/media/6461/final-aonb-dpd-adoption-accessible.pdf
The proposed major development at Snatchfields Farm, being located within the Shropshire Hills AONB, does not demonstrate the exceptional circumstances necessary to permit major development. Further, NPPF 172 precludes any major development in AONBs except in exceptional circumstances, which essentially rules out any major development in the Church Stretton Plan Area or indeed within the AONB. The courts have previously shown themselves to be 'hostile to development' in AONBs, and stand ready to ensure that Parliament's wishes to protect AONBs are not ignored.
However, Shropshire have an opportunity to turn what is a potential problem into an exemplar of good local democracy and of planning strategy. The area covered by the AONB should be removed from the existing Local Plan, thus simplifying the passage of the rest of the plan to adoption whilst establishing a new, Shropshire Hills AONB Development Plan.
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