Taking a lead from technology and know-how cultivated through development of professional DJ equipment, the DDJ-SZ is a DJ controller with the same level of operability as Pioneer's professional DJ equipment. Authentic DJ performances can be given as though playing with a component DJ system combining multi-player and mixer.
The DDJ-SZ features a "BIG JOG" with a diameter of 206mm – the same as that of the "CDJ-2000NXS" pro DJ/club-oriented multi player – with excellent operability. Precise scratch performances have been made possible with the inclusion of an "ON JOG DISPLAY" in the center of the JOG, showing the playback status and position. The popular "JOG FEELING ADJUST" feature from the CDJ series also returns, so users can adjust to their liking the control load and continuous backspin time, etc. during scratch performances. The DDJ-SZ also features the industry's fastest JOG response time (the time from operation of the JOG until the operation signal is transmitted to the software), enabling scratch performances exactly as intended.
The DDJ-SZ inherits its control parts layout from Pioneer's professional-oriented DJM series, which is used in clubs around the world. With a simple, easy-to-understand layout, and generous spaces between each control part, the DDJ-SZ delivers comfortable, dynamic controls. Also, level meters are positioned next to the control interface for the master and each channel, so the input and output levels can be ascertained instantly during performance.
Large rubber "PERFORMANCE PADS" have been positioned at the front of the unit for control of functions such as HOT CUE and SAMPLER. As well as being able to apply arrangements to music with dynamic actions such as hits and rolls, the audio volume of these actions can be made stronger or weaker depending on the strength with which the pads are hit. Also, the color and on/off status of the multicolor illuminations built into each pad make it possible to determine the mode of the selected pad and the performance status of all pads at a glance.
The DDJ-SZ is equipped with an "OSCILLATOR" that emits four types of sound (NOISE, SIREN, CYMBAL, HORN). Simply select the type of sound you want to output and turn the knob to produce new developments in the music by overlaying sounds on top of the music being played, further emphasizing exciting parts of the music, and so on.
The DDJ-SZ includes four types of "SOUND COLOR FX" functions (PITCH, JET, ECHO, FILTER), which are a popular part of the DJM series. Various effects can be added to the music simply by turning the knob, opening up the possibility of a diverse range of remixes. It is also possible to synchronize ECHO to the BPM of the music being played by obtaining BPM information from "Serato DJ".
In addition to 4-deck and sampler functions, the latest "Serato DJ"DJ software from Serato also comes with "SLIP MODE", and FX powered by iZotope to arrange tracks in a wide variety of styles.
DJing function that allows tracks to continue playing in the background while other tracks are looped, scratched or hot cued, without affecting the original track.
High quality FX newly developed by iZotope. With the new effects, DJ can apply more creative and more unique arrangement to the music.
・8hot cue points can be set in each deck.
・Vertical waveform display to visually sync the tempo.
・ All buttons and knobs, as well as the soundcard*2, are "PLUG AND PLAY" – configured in advance to work with "Serato DJ".
・ P-LOCK Fader Caps are impossible to pull off in the heat of a mix.
・ Auto Standby" function switches to standby mode when a state of no use or no input continues for a certain period of time.


These efforts have been with the singular desire of devising appropriate strategies towards the effective management of the problems, however, this study has focused on the effect of communication on trafficking in human commodities.
In 1995, as at the time of the belging conference the issue of human trafficking was not regarded as an issue of concern for Africans it was a problem considered as the Asian and Latin American people the unfolding events since the almost ten years that human trafficking is rife in the countries has been found to be source, transit and destination country for the crime of human trafficking.
The challenges of searching for a sustainable solution to the menace of human trafficking and child labor led to the decisions by the Ekiti-State broadcasting services to commission this as part of their programmes.
Nigerian was categorized in tier 2 of the trafficking in persons country list for 2001 compelled by the United State government and the transparency international. The tier lists states that do not meet minimum standards of combating human trafficking, but are making efforts to do so.
One of the problem of human trafficking is loss of population/reduction, human trafficking causes loss of population because those involve does not know the risk of been into such act, and at the same time such risk may lead to loss of life.
People are also dehumanized because of the involvement in human trafficking, image of people are been ridiculed and tarnished just be cause of money.


Thanks for marking this as the answer. This thread is locked. I suggest you to install the latest driver for the Eell Bluetooth Travel mouse and check.
Tell us about your experience with our site. I'm able to connect my sony sbh20 BT headset with just two clicks.
VaisakhanThampi Replied on July 23, Tech support scams are an industry-wide issue where scammers attempt to trick you into trabel for unnecessary technical support services. This site in other languages x.
Dear Abdul-Malik, Sorry that I still cannot resolve it. How satisfied are you with this response? Right-click and select Properties.
Thanks for your feedback, it helps us improve the site. I'm attaching a screenshot of my device manager, wherein I see a lot of options regarding 'bluetooth'.
In reply to VaisakhanThampi's post on July 14, That is, my mouse is able to auto-connect on windows start-up now. VaisakhanThampi Replied on July 14, Press Start and select Device Manager. Is there any way to get it connected automatically on startup or at least to reduce the number of steps to connect? You can follow the question or vote as helpful, but you cannot reply to this thread.
Let us know if you have any further query on Windows.
But every time I boot up, I have to go to bluetooth devices, remove this BT mouse from the list, scan for bluetooth devices and re-connect the same mouse manually in order to use it. I couldn't figure out the steps you specified. I have the same question However, the problem still stands unresolved. In reply to VaisakhanThampi's post on July 10, I figured out that the real issue was, I had disabled the 'set point' software in the list of start-up programs by running 'msconfig'.
Thank you Abdul-Malik, for the response. I'm able to connect and use the bluetooth mouse. Did this solve your problem? You can help protect yourself from scammers by verifying that the contact is a Microsoft Agent or Microsoft Employee and that the phone number is an official Microsoft global customer service number.
Although the issues pointed out in my last comment still persists, I could resolve the original issue in this thread.
Sorry this didn't help. I am not clear what should I deal with for this issue. I have updated the driver twice, but to no use.


For 70 years following the Japanese attack on Pearl Harbor, the USS Arizona has been the icon of the devastation and loss of American life on December 7, 1941, having lost 1,177 American servicemen herself that infamous day. For many modelers, building Arizona has been a memorable part of their modeling heritage and continues to be a popular subject among kit manufacturers. Many of us have cut our teeth on the classic Revell and Lindberg kits of old, of which the Revell kit is still in production. Over the past decade, numerous Asian kit manufacturers have offered additional kits spanning the range of scales from 1/700 up to the monstrous 1/200.
Finally, an affordable and thoroughly comprehensive chronicle of Arizona's history is available to modelers and history buffs alike. In this 120-page installment in the Squadron at Sea series, David Doyle captures the essential imagery and concise narrative of her 25-year service life, her fate on December 7, 1941, and her transformation into one of the most sacred war memorials on the planet. From the laying of her keel through her launching, commissioning, refits, destruction, ensuing salvage operations, and construction of the USS Arizona Memorial, hundreds of photographs and several color profiles detail every aspect of Arizona's inception, evolution, configuration, and armament. A section dedicated to the history of her scout aircraft is also included.
As a modeler of four decades and a lifelong admirer of Arizona, this reviewer is thrilled finally to see such a rich volume created with modelers in mind. Mr. Doyle's work is an absolute jackpot of visual reference for Arizona modelers of all ages and skill levels, and is a definite "must have" for any modeler wishing to honor this sacred lady in a quality build.
That said, I think I'm going to bump that 1/350 Trumpy kit and the Big Ed detail set way up on my build list this winter!
Thanks to Squadron/Signal for the review samples and to IPMS for the opportunity to tell everyone about it!


text:
Updated: November 9, 2017 11:16 am
Lack of funding in B.C. makes helping students with dyslexia a challenge
By Jennifer Palma	Reporter/Anchor	Global News
In the final instalment of our three-part series on dyslexia, Jennifer Palma reports on how the North Vancouver school district is testing students earlier, hoping to help them learn to read and write at a younger age.
Every three months seven different kids cycle through the doors of Susan McLean's classroom.
In all, she will teach 21 Grade 3 students, each with their own set of challenges, including dyslexia.
"We want them to be able to think about their thinking and express what's difficult, and choose strategies that are going to be able to help them," she said.
McLean is a teacher at the Literacy Centre Program at Montroyal Elementary School in North Vancouver. The intense three-month program helps children from across the district acquire basic reading and writing skills. After three months, the students return to their home school.
The program also runs in Sherwood School.
Part 1: Children with dyslexia falling through the cracks
The district does early assessments in kindergarten in the hopes that early detection can help kids better access focused learning strategies.
"We believed if you just simply read to kids with good literature they would learn to read through osmosis..but that's not true," Joanne Robertson of the North Vancouver School District said. "All kids, all kids, need good instruction."
Dr. Linda Siegel, professor emeritus in the University of British Columbia's Faculty of Education and author of Not Stupid, Not Lazy, followed 1,000 North Vancouver students from kindergarten to Grade 7. It was found 20 per cent of students needed extra help in kindergarten. By the end of Grade 7 only 1.5 per cent of that group needed further focused instruction.
Often those with dyslexia are quiet and overlooked, as they try to hide from the teacher's view so they won't be called upon to read, or interact. They easily fall through the cracks of the education system.
The outlook, according to Siegel, can be grim, saying "75 to 95 per cent of people in prison have some sort of a learning disability."
READ MORE: Remapping dyslexia: B.C. honours student won't let learning disorder get in her way
It's a number not lost on Greg Epp. He lives with dyslexia and wasn't getting the help he needed. It finally came when his parents placed him in a specialized school, James Cameron Middle School in Maple Ridge.
Now he's an entrepreneur, owner of Adventure Marine.
"I know for sure without James Cameron I would not be where I am today. I might be in jail…who knows where I would've ended up."
B.C.'s public school system is struggling to help kids with learning disabilities. Many educators and parents like Cathy McMillan, a parent advocate with Dyslexia BC, says it's even worse for those who have dyslexia.
Part 2: The challenges of dyslexia
"If they were addressing these reading issues at school early parents wouldn't be running around like we were in Grade 1. I don't think parents should be left holding the bag for all of it."
The province concedes there are issues that need to be addressed. Education Minister Rob Fleming says work is being done on a review of special education funding.
"There have been long-standing complaints and resources," he said. "Those are questions our government hopes to answer and to solve."
The issue is gaining traction in the U.S. where more than 40 states have developed laws to ensure students with dyslexia get timely help, and teachers receive proper training.
Keith Gray with Dyslexia Canada says the situation in Canada, meanwhile, is a "living tragedy, what it does to kids."
READ MORE: This simulation shows what reading can be like when you have dyslexia
Gray said he would like to see a four-pronged approach that would include early assessment in kindergarten, instead of the current wait-and-see approach. He'd also like immediate action taken to help children learn to read and write, and have proper training for teachers.
A lack of special education funding has made it tough for public schools to teach kids with dyslexia. Fleming says $1 billion is spent to help students with special needs, but adds dyslexia may require specific interventions. He admits graduation rates of students in B.C. with special needs are not good.
READ MORE: Why some parents of children with dyslexia feel they have to take matter into their own hands
Many parents feel the public education system does not do enough to help their child succeed, forcing them to look for private education, assessments and tutors, which can cost thousands of dollars.
Epp can't believe this is still an issue, and has started his own website to bring awareness and show the world those with dyslexia are smart, creative, born leaders.
"These problems are still here! Nothing has changed. So here I close my eyes to it, and I realize maybe I can make a change…get the word out."
Here are the responses from Metro area School Boards. All were contacted about the action taken to help those who have trouble reading and writing. Not all responded to inquiries from Global BC.
Dyslexia is a language-based disorder that falls under the umbrella of a learning disability. The severity of impact of the disorder varies for each individual. In Langley, when students struggle with literacy skills staff identify a progression of support for the student, starting with classroom instruction and teacher interventions. As the learning difficulties exceed the demands of the learning environment or grade level, students may be referred through their school-based team for additional assessments to determine if they have a learning disability. Students identified with a learning disability receive an individual education plan with goals to meet their needs, again these vary for each child. Goals for students with dyslexia may include: phonemic awareness, decoding, fluency, vocabulary, comprehension, self-advocacy, and strategies for compensation of skills. Each child's needs are different and therefore their instructional plan and goals vary.
As early identification and intervention, Kindergarten students are screened by their teachers to identify those who need additional instruction. For struggling first graders, all elementary schools in Langley have a Reading Recovery teacher. Reading Recovery is a highly effective short-term intervention of one-to-one teaching for the lowest achieving first graders. Students work daily with a highly skilled teacher for 30 minutes of individual instruction. This is part of comprehensive literacy instruction provided by classroom teachers to target early learners in struggles they may have with literacy acquisition.
The New Westminster School District strives to be an inclusive learning environment where all students are meaningfully engaged in all areas of school life. We offer a continuum of support for students to maintain our commitment to ensuring equitable educational experiences for all.
Our students do not need a formal diagnosis to be provided with additional support. We have recently introduced a "kindergarten screener," developed in-house, in an attempt to identify those students who may struggle with reading so that early intervention can occur.
Beyond the classroom interventions that our teachers provide for all students, further referrals to the School-Based Team (SBT) can be made. The SBT is primarily made up of an administrator, learning support teacher, counselor, and classroom teacher. The SBT suggests additional strategies and interventions, such as support from a Learning Support Teacher. The SBT may also ultimately choose to refer a student for a psychoeducational assessment by a school psychologist.
It is the school psychologist who is qualified to diagnose learning disorders, such as those related to reading and writing. The school psychologist, based on the student's learning profile, will also recommend a number of teaching strategies and accommodations to further support the student, such as access to assistive technology. We are excited by our recent purchase of a district license for Read & Write, a fantastic assistive word processing tool that includes text-to-speech, dictation, word prediction, and a number of other features that help students read and write.
We also support Leveled Literacy Intervention (LLI) in our elementary schools. LLI provides targeted reading support to students reading below grade level. Though not specifically designed for students with learning disabilities or disorders in reading, it serves as an additional screener for those students who may need a psychoeducational assessment to help determine underlying learning issues.
In January of the Kindergarten year, we administer our K/1 Literacy Assessment which looks at how well students grasp the following concepts: Phonological awareness (isolating, blending and segmenting of sounds), letter/sound correspondence (early phonics) and print awareness. The assessment provides teachers with a clear idea of where they need to focus their instruction. The assessment is re-administered in April of their Kindergarten year; and those students who haven't yet met the criteria receive additional support from the classroom teacher and this may be supplemented by pull out support by our Learning Support Teachers. In Grade 1 we re-administer those parts of the assessment that show students haven't met criteria to determine the need for further targeted support. We are also strongly encouraging our schools to administer the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) to our primary students in Grades 1 and 2 to determine if students are on track for early literacy benchmarks and identify those who may need further targeted support in the classroom or supplemental targeted pull out support. We have an Early Literacy Support Teacher who works closely with our classroom teachers at the school level to ensure that the literacy programming being implemented is systematic and using research based practice.
We do have a program for those students in Grade 2 who are struggling with literacy. Students who are significantly struggling at the end of their Grade 1 year can be referred at school request to our District Reading Advancement Program (RAP). Six or seven students are selected by a screening committee and the parents of the selected students are offered a spot. This program focusses on intense literacy instruction using research based programming (Fast ForWord, Reading Mastery and Reading Assistant). The program runs from early October through to early February four mornings a week. The students then return to their home school and recommendations are made to both the classroom teacher and Learning Support Teacher as to how to provide the needed support. Some students make so much progress in the program that further targeted support is unnecessary.
We are a Response to Instruction (RtI) district and believe strongly in putting in any needed supports as soon as students begin to show a need. Our goal is to provide effective, systematic, well-researched instructional practice within all our classrooms to ensure literacy success for our students.
For any students that are still struggling with literacy in Grade 3 and above we use well-researched direct instruction programming (Fast Forword, Corrective Reading) that is targeted to their literacy needs.
The Surrey School District continually monitors student progress and employs a targeted model of intervention and support. Classroom teachers are adept at recognizing and addressing student learning needs, and trained in the differentiation of instruction. Where learning difficulty persists despite targeted support, teachers discuss their concerns with parents and caregivers, as well as the School Based Team (SBT). The SBT is an inter-disciplinary working group that includes the school principal and/or vice principal, Learning Support Teacher, and registered School Psychologists who are trained to use specialized assessment measures that identify and assess specific learning disorders . For students identified as having a significant learning disability, Surrey offers intensive literacy support. Parents and caregivers who have concerns about the progress of their children at school are strongly encouraged to speak with their child's classroom teacher(s).
The Surrey School district has also developed supportive programming such as:
PALS (Parents as Literacy Supporters): provides parents and caregivers with strategies to support their preschool (age 3 & 4) children's learning. The sessions focus on play-based learning and include time for parents and caregivers to work with a facilitator as well as time for adults and children to learn, play and have fun together. PALS is a culturally responsive program and welcomes families to partner with teachers and early childhood educators in a supportive school setting;
Early Literacy and Early Numeracy Teachers (ELTs/ENTs): ELTs and ENTs work with classroom teachers to provide additional strategic, in-class support for "at promise" students in kindergarten and grade one;
Changing Results for Young Readers refers to collaborative teacher inquiry teams focus on reading success for vulnerable learners;
District-wide implementation of ELPATS (Early Literacy Phonemic Awareness Test Surrey) indicates a significant reduction at year-end in the number of kindergarten students experiencing difficulty with acquisition of phonemic awareness skills.
Our mission is to ensure quality learning opportunities for all students of all ages, and to that end we provide services and resources to assist students in their learning including students with dyslexia. These include:
School based learning assistance services in all schools.
District based itinerant staff to support schools.
Intensive district based programs (Teaching and Evaluation Centre / Language Class).
Assistive technology services that support students in their learning using assistive and adaptive devices.
Community groups and agencies who offer seminars to generate awareness and provide information on available services in the community.
Strategic focus on our early literacy programs through professional development opportunities. Part of this focus includes the development of an early literacy screener for kindergarten children.
Dyslexia is a term that is quite broad, and has different definitions depending upon who you are speaking to, or where you are searching for information. We address students with a variety of specific learning disabilities as identified by a school psychologist through a psycho-educational assessment. Those students with a specific learning disability in the area of reading, which I believe you are asking about, often have difficulty with accurate and/or fluent word recognition, have challenges with spelling, decoding, and often with writing.
We have a number of supports and interventions that are student specific, and follow the recommendations listed in the student's psychoeducational assessment. We develop Individualized Education Plans for students with identified learning disabilities collaboratively with families and community agencies that may be involved, e.g. The Learning Disabilities Association. Throughout the IEP process as well as throughout the year, we use the BC Ministry of Education Learning Disabilities Instructional Planning Tool and look at each domain (Academic, Cognitive Functioning, Self-Determination/independence and Social/Emotional) to determine students strengths and needs, as well as to determine whether the student's level of functioning is mild, moderate or complex.
Our school psychologists summarize their assessment findings orally to school teams and families, as well as help in the development of programming and planning. Following are some of the interventions and/or supports that could be in a student's plan.
Reading Recovery – intensive, 1-1 support by trained reading recovery teachers.
Direct instruction in phonemic awareness, phonics, decoding, fluency, vocabulary and comprehension.
Fast ForWord
Classroom supports and adaptations – visuals, graphic organizers, text to speech readers, tech devices to support spelling, alternate ways to receive/understand content area material, as well as alternative ways to show learning.
Direct instruction in areas of strength to enhance reading comprehension.
In addition to the classroom teacher, additional school based and district staff may be involved:
Learning Support Teacher small group, 1-1, and/or in class support.
In a secondary school, could be a support block as well as outreach support in the classroom. As well, we have specialists trained in Orton Gillingham methodology.
Reading Recovery Teacher Leaders
Early Literacy Helping Teachers
Literacy Consultant
District Learning Support Teachers
In the Maple Ridge – Pitt Meadows School District, initial classroom-based assessments for possible learning difficulties in the area of early literacy skills and reading occur in the early primary grades, with added support directed to those students who are struggling. In situations where concerns remain as a student progresses through the primary grades, referral may be made to the school-based team for consultation involving the school psychologist. This consultation may result in a recommendation for a formal psychoeducational assessment by the school psychologist.
A formal psychoeducational assessment would identify whether a specific learning disability is indicated, provide a profile of learning strengths and weaknesses, and include specific recommendations about programming to support the student's learning. The timing of this assessment would depend entirely on the child, and would be undertaken as concerns arise. Throughout the process there would be ongoing communication and consultation with parents/guardians.
Like other students with special needs, students with a learning disability in reading would have an individualized education plan (IEP) prepared. This plan would be developed in response to the needs identified in the assessment, and would outline specific learning goals, objectives and strategies, as well as supports and assessments to be used. The IEP would also include adaptations to support meaningful participation in classroom learning generally. Because every student's profile is unique, the goals, strategies, objectives, adaptations and supports outlined in this IEP may look quite different from student to student.
In cases where specific learning needs have been identified, classroom teachers work to implement the strategies outlined in the individualized education plan. In Maple Ridge – Pitt Meadows public schools, literacy helping teachers, special education helping teachers, learning support teachers and education assistants support the work of the classroom teacher. Our mission is to support all individuals in their development as successful learners.
Delta School District is committed to enabling all learners to succeed and contribute their full potential to the future.
Delta's Learning Services personnel work collaboratively with school teams, parents and community partners to create supportive, inclusive, and caring learning communities where all children, with a emphasis on children with exceptional learning needs, have opportunities to achieve their full potential.
Our team endeavors to provide support and services to students via programs spanning early learning through Grade 12 and beyond. This support includes direct support to school personnel, families and students, professional learning opportunities and the provision of a range of human and learning resources in schools.
Delta's tiered model approach focuses on the student in order to build the appropriate support and services from a series of progressively intense and targeted instructional and positive behavioural supports.
Parents who are interested in learning more about support systems and programs for students with Dyslexia are encouraged contact Joanna Angelidis, Director of Learning Services – Inclusive Learning, at jangelidis@deltasd.bc.ca or call 604-952-5057.
BC Dyslexia
Dyslexia in BC
Remapping dyslexia

redpajama_set_name: RedPajamaCommonCrawl


text:
Biden Grappling with 'Pandemic of the Unvaccinated'
Associated Press Published: July 17, 2021
Joshua Roberts, Getty Images
WASHINGTON (AP) — Two weeks after celebrating America's near "independence" from the coronavirus, President Joe Biden is confronting the worrying reality of rising cases and deaths.
He's also facing the limitations of his influence to combat the persistent vaccine hesitance responsible for the summer backslide.
Cases of COVID-19 have tripled over the past three weeks, and hospitalizations and deaths are rising among unvaccinated people.
While the rates are still sharply down from their January highs, officials are concerned by the reversing trendlines and the resulting needless illness and death.
And cases are expected to continue to rise in the coming weeks.
Filed Under: ap news
Categories: Associated Press


text:
Civil engineering doctoral student claims spatial analysis, modeling award
inAcademic Departments, Civil & Environmental Engineering, Faculty, Faculty & Staff, Infrastructure & Transportation, Researcher, Students
Cyclists choose their routes from one location to another for a variety of reasons. Some want the quickest route, others the route with the least traffic, and still others the route with the newest pavement. And sometimes, they choose the route based on a combination of factors. Or, at least they would if that information was readily available.
A University of Missouri doctoral student in the Civil and Environmental Engineering Department just developed a multi-criterion model that can tell Columbia cyclists just that, and picked up a highly regarded award in the process.
Ashkan Gholamialam earned the John Odland Award from the Spatial Analysis and Modeling group of the Association of American Geographers. Photo courtesy of Ashkan Gholamialam.
Ashkan Gholamialam co-authored "Modeling bikeability of urban environments" with his adviser, Tim Matisziw, an associate professor with a joint appointment in the Civil and Environmental Engineering Department and Department of Geography. The paper, poster and accompanying presentation earned Gholamialam the John Odland Award from the Spatial Analysis and Modeling group of the Association of American Geographers.
"Winning the competition … I was happy they liked it, the poster and the presentation," Gholamialam said.
"It was a year ago that we started this project with the Office of Sustainability (at MU). … The city was considering starting up a bike-share system, so we decided to look at the road network in terms of bikeability."
Gholamialam used data provided by the City of Columbia. He developed an algorithm that allows a user to input their preferred set of criteria — including route length, number of intersections, traffic rate and more — and use the data provided to determine a set of optimal routes based on that criteria.
"One of the typical assumptions is that people will take the shortest path," Matisziw said. "But given that a different individual conceptualizes what's shortest in a different way — might be the length of travel time; safety issues, whether it's crime rate or lighting or number of trucks or traffic volume — instead of just considering the shortest path, we should consider a suite of different shortest paths."
Previous work had been done in regard to cyclists and one individual factor, but Gholamialam used a dynamic programming approach to create a solution that allowed for a variety of factors to be taken into account. What dynamic programming does is solve a more complicated problem by compiling solutions to individual facets of the problem, storing them, then drawing from them to solve the larger problem.
"Using that, we're able to look at different portions of the city and see how routing opportunities change (based on the importance of different criteria)," Gholamialam said.
And, because of that, cyclists armed with this information can select the safest route possible for them.
Educating Engineering LeadersModelingSpatial analysisStudent AwardsTimothy Matisziw
Tracking traffic crashes: Researcher, Missouri State Highway Patrol working to understand where, when accidents happen
Four Mizzou Engineers Recognized for Academic Distinction
Mizzou Engineering Student Takes First Place in IEEE Computational Challenge
Six Mizzou Engineers Named McNair Scholars
Engineering Scholarship Celebration Highlights Students, Donors
Accelerating Careers


Data: mag 12.4 (vis)  size 268"
3' NNE of 7 mag star SAO 137026 without filter nothing to see.
At 93x (15 mm Panoptic) with OIII a huge planetary.
Faint diffuse homoenous glow. Can hold it securely with averted vision.


Finding the right attorney can be challenging. Last month, the attorneys at Avvo helped millions of people make smarter, more confident legal decisions. More information helps you make better decisions. Avvo provides you with detailed information on lawyers and legal issues so that you can make the choices that are right for you. AVVO provides tips for finding the best one for you. Anyone can post a question and get free answers from experienced lawyers. Search lawyer profiles through local lawyer listings with reviews and ratings.


We live in a time of postmodern skepticism where it is no longer enough simply to offer sound reasons for our faith. This seminar gives insights on the attitudes and character we must cultivate in order to have credibility with non-believers, and also lays out the essentials truths we must focus on to effectively communicate the gospel of Christ.
Dr. Ravi Zacharias, Founder and President of Ravi Zacharias International Ministries, was born in India in 1946 and immigrated to Canada with his family twenty years later. He has spoken all over the world and in numerous universities, notably Harvard, Princeton, and Oxford University. He received his Masters of Divinity from Trinity International University in Deerfield, Illinois. Mr. Zacharias has been honored by the conferring of a Doctor of Divinity degree both from Houghton College, NY, and from Tyndale College and Seminary, Toronto, and a Doctor of Laws degree from Asbury College in Kentucky. He is presently Senior Research Fellow at Wycliffe Hall, Oxford University in Oxford, England. Mr. Zacharias has authored a number of books, including, A Shattered Visage: The Real Face of Atheism, updated and republished in 2004 by Baker as The Real Face of Atheism. His second book, Can Man Live Without God (Word, 1994), was awarded the Gold Medallion for best book in the category of doctrine and theology, and Jesus Among Other Gods (Word, 2000) was nominated for a Gold Medallion. In all, Dr. Zacharias has authored or edited over twenty books. His latest books are Why Jesus, released by FaithWords in January 2012, and Has Christianity Failed You? (Zondervan, 2010). Mr. Zacharias is listed as a distinguished lecturer with the Staley Foundation and has appeared on CNN and other international broadcasts. His weekly radio program, "Let My People Think," airs on 2078 outlets worldwide. He is president of Ravi Zacharias International Ministries, headquartered in Atlanta, Georgia, with additional offices in Canada, India, Singapore, the United Kingdom, and the United Arab Emirates. Mr. Zacharias and his wife, Margie, have three grown children.


text:
YouTuber Turns Abandoned Milwaukee Mall Into Winter Wonderland For 100 Kids
Tags: opinion, usa
By Amanda Froelich Truth Theory
Casey Neistat, a Milwaukee native and famous YouTube star, has done his part to make Christmas magical for at least 100 kids this year. This past week, he turned the abandoned Northridge Mall into a winter wonderland for dozens of children with the Boys and Girls Club of Great Milwaukee.
"All I could see was all of my childhood fantasies manifesting," said Casey. Little Things reports that Neistat partnered with Samsung to surprise the children with electronics and to teach them how they can get creative with electronics.
Before the mall was renovated for this purpose, it was empty, full of broken glass, run-down machines, and eerie, boarded up doors. Now, it is the epitome of cheer. A gingerbread house, an ice-skating rink, and a sledding hill were all installed. And on the special day, professional snowboarders did tricks on the escalators.
Neistat said he was searching for a place to host the celebration when he remembered the abandoned mall. "It just turns out that Milwaukee happens to have a fantastic, huge, empty shopping mall," he recalled.
The electronics theme was inspired by Neistat's career on YouTube. Through every video, the free-thinker is able to inspire and educate. Samsung wanted to give the same gift to children, which is why it donated smartphones, microphones and accessories to help them learn how to make videos.
"The reason we bring people like Casey and all these different creators here is because they're who kids look up to, and their message to these kids — and our message to kids, equally — is that you can be just like these creators. All you need is a phone," said Paul.
Said Neistat: "I see it as an opportunity, and an opportunity to sort of elevate young kids and let them know that now, because of technology, they're empowered in ways that they've never been empowered before."
Watch the incredible video below to learn more:
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TV Rants & Ramblings: Teen Wolf 3.5 – "Frayed"
Posted on July 2, 2013 by Lauren
Usually when I watch an episode I take notes of the important things worthy of being mentioned again later in my write up, but for this episode of Teen Wolf, I barely had anything to say. As did this episode.
Season Flow Issues
Don't get me wrong, after a second viewing I did think the episode was a little bit better than when I first saw it, but there are still some major problems. For starters, it has nothing to do with the continuity of the show in terms of the overall season progression. Last week's episode brought up two new concepts in Mr. Smith's Demon Wolf (or Deucalion for those of you who would like to stick to actual character names) and the Dark Druid, and this week barely makes mention of these things. I'm still rolling my eyes at Mr. Smith, but what about the Darach? We get Styles being the voice of the audience and begging to talk about it, but any hope of exploring the importance of what was discovered last week is shut down within minutes of the episode starting. It's ok though, I am sure this serial killer will take a break while Derek's pack deals with other matters.
Plot Holes
Without the Dark Druid, it's time to just focus on the fight with the alpha pack that Derek feels the necessity to instigate. Flashbacks of this fight are littered throughout the episode as a different tactic to tell the story since the straight storytelling of going in order and planning was used for the bank heist episode, so God forbid we do something like that again. The problem with this is that the audience is left out of so much of the details that would allow us to follow along. For example, how the heck did they plan on getting Mr. Smith to this disintegrating shell of a mall? At least I think it was a mall. Clearly this town has fallen short on the upkeep considering the bank we saw prior to this building. Then Scott decides to show up alone at this mall to have a meeting with Mr. Smith and try to talk things out civilly, but how was this meeting set up? What was the point of figuring out that they lived in the same building as Allison and her father if this detail means nothing to the plan? And last, but not least, how did Allison know when and where the fight was going to happen?
Also, though this is of no relevance: have you ever seen that many people pile into the elevator of an apartment building? Seriously, one person would have made the same point, so why not be realistic? Come on, people.
Derek's Dead
Scott drops this bomb early on in the episode, but let's face it, we've been down this road before. Derek has been impaled through the abdomen on numerous occasions, once by an arm, and yet he's survived just fine, but he falls onto a broken escalator and suddenly it's game over? Come on now, no one believes this, especially because there is no way the show runners are willing to get rid of those abs in the opening credit sequence.
Yet I do have to ask, why did he go to the teacher for help instead of his pack? Or why didn't he just go back to his apartment and heal considering he took the lone route the last time everyone thought he was dead?
Unfortunately Scott is unaware of being a part of the show and is stuck with the destructive belief that he helped lead to Derek's death by slashing the calf of Ennis, sending Derek down to the depths below along with this beast of an Alpha as they were already tangled in a fight. Because of his guilty conscious, Scott is unknowingly keeping his body from repairing the scratches taken during the battle from the monster twins. Instead, the wound is actually getting worse throughout the long bus trip to the cross country meet, so good thing Allison is stalking close behind the bus and comes with both a small amount of medical training and the haunting presence of her dead mother to scream her into action. Might as well help save Scott in death since trying to kill him didn't work out so well, right Mrs. Argent?
Finally some Scott and Allison time! Their sparring was nice and all, but then it ended awkwardly and Allison was all wounded because she was made to feel weak again. But sigh of relief for all when thy have a second scene together in which she has to stitch him up! Yay! Even though he was unconscious through most of it, it was nice to see the feelings emanating from Allison when she was worried that she was losing Scott. Now let's just get these two kids back together!
Also, how adorable is Isaac? He was willing to hold the anger in about Derek dying, but when he thought that Scott might die thanks to his wounds he went crazy and punched the heck out of Twin 1's face!
I will say that I did like the episode more after watching it again, but I am still disappointing with the storytelling, or the lack there of. If you think about it, so little of this story was explained, and some of the most important elements to this season were kicked to the curb. Oh well, there's always next episode.
Hopes for next episode: Hopefully some insight will be provided into why Mr. Smith smashed Ennis' skull after the vet tells him that Ennis will survive. Maybe he just really likes killing, or he wanted to get nasty toe girl angry and ready to take on Derek's pack again. Speaking of nasty toe girl, I know it's not going to happen, but I still hold on to the hope that she will put some shoes on. Fingers crossed. And most of all, let's get some more storytelling with Scott becoming a leader all on his own with the introduction of red eyed Scott!
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Cocaine has well-documented highly pleasurable effects that are produced by block of dopamine reuptake at synapses. I was interested in whether the reward properties of cocaine could be enhanced in combination with the dopamine precursor L-dopa. I tried a number of self-experiments with this drug combination, starting with modest amounts of cocaine (e.g., ~50 mg) and extremely small amounts of L-dopa in the form of carbidopa tablets. The precautions were necessary because L-dopa might also enhance the cardiotoxicity of cocaine.
What I first found from multiple self-trials with various doses of cocaine followed by L-dopa was that rather than enhance cardiac effects, L-dopa was an effective post-cocaine therapy to rapidly return to a normal state. I found L-dopa could relieve feelings of anxiety and increased blood pressure. As might be expected from these observations, L-dopa used before cocaine produced significant decreases in all actions of cocaine. But when I used L-dopa in combination with cocaine, something unexpected happened. The cocaine experience may have been a little better, but not much. The interesting thing is that for about the next 5 hours after combined use of these drugs, I felt great. My mind was sharp, rational, and lucid. I was comfortable in my body - no residual sympathomimetic effects. Words flowed freely. I could express my thoughts clearly and elegantly – almost as if scripted. I was motivated to do things such as complete neglected projects.
My general impression was that this experience was similar to the actions of an MAO inhibitor or other antidepressant. Then after about 6 hours I noticed something else. I started to see patterns in the walls and the carpet. I looked into the air and I saw millions of small particles of light zipping in all directions at unbelievably fast speeds. Then I began to see objects start to melt (slowly). Photographs became animated. People in the photographs slowly made adjustments in their hand positions. These and other hallucinations that I experienced are closely comparable to LSD. Yet unlike LSD, I had no feelings of paranoia or confusion about my experiences. I was able to rationally evaluate my mental state and note that these hallucinations were drug-induced. I did not sleep the entire night and I felt fine at morning with no need for a nap later.


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Q: How to write a regex that prevents partial matching How do I build a regex pattern that searches over a text T and tries to find a search string S.
There are 2 requirements:

*

*S could be made of any character.

*S could be anywhere in the string but can't be part of a word.

I know that in order to escape special regex characters I put the search string between \Q and \E as such:
\EMySearch_String\Q
How do I prevent finding partial matching of S in T?

A: You can do like this if
can't be part of a word
is interpreted as
preceded by start-of-string or space and followed by end-of-string or space:
String s = "3894$75\\/^()";
String text = "fdsfsd3894$75\\/^()dasdasd 22348 3894$75\\/^()";
Matcher m = Pattern.compile("(?<=^|\\s)\\Q" + s + "\\E(?=\\s|$)").matcher(text);
while (m.find()) {
    System.out.println("Found match! :'" + m.group() + "'");
}

This prints only one

Found match! :'3894$75/^()'

A: I think what you're trying to find can be easily solved with lookaheads and lookbehinds. Take a look at this for a good explanation.
Then there's a bit of flip-flopping booleans, but you're looking ahead and behind for NOT Non-Space characters (\S). You don't want to look for space characters only because S might be at the start or end of the string. Like so:
(?<!\S)S(?!\S)

redpajama_set_name: RedPajamaStackExchange


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Itash Against Buffalo Castle - A Final Delve
"Maybe one more time," Itash said to himself while sitting in the tavern enjoying a tankard of his favorite ale. "It's been easy money for a wizard so far."
After weeks of resting, carousing, and resting some more Itash the Grim was once again feeling the itch of adventure. Riches were awaiting him in Buffalo Castle. He merely had to make the trek back to that haunted fortress to claim them from whatever foul beasts lie within.
Itash had not been completely lazy, however; he had been carving wooden rings. He had heard that such trinkets could be enchanted with simple magic, magic he knew, to increase his own powers. He meant to try that out.
"Alright, I'll go," Istash said finally to no one. He quickly finished his ale, dropped a silver coin on the table and walked out the door. Once outside, Itash pulled out one of his wooden rings and concentrated on it; with a few words the ring glowed with a strange energy. Itash chuckled and slipped on the ring. Knowing the way, Itash strode out of town toward Buffalo Castle.
Name: Itash the Grim
Type: Wizard
Kin: Human
IQ 14
LK 14
DEX 12
CHR 10
ADDS +4
Treasure: 295 sp, 525 gp, 1 jewel (300 gp), 1 ruby (1000 gp)
Adventure Points: 393
Weapons: Kukri (2D+5, 20 wu, 15 yd), Haladie* (2D+9, 15 wu, enchanted), Common sling w 100 stones (2D+0, 60 wu, 100 yds)
Armor: Back and breast (5 hits, 200 wu), Greaves (2 hits, 40 wu), Gauntlets (2 hits, 25 wu), Greek helm (2 hits, 35 wu) [Total 11 hits, 300 wu]
Equipment: Warm clothing and pack, calf high boots, 5 torches, 20' silk rope, Delvers package, 1 days provisions, 5 wood rings
Weight carried: 455/1400
Languages: Common, Elven
Magic: Detect Magic, Knock knock, Lock Tight, Will-o-wisp, Oh There It Is, Take That You Fiend, Vorpal Blade, Oh-Go-Away, Hocus Pocus, Teacher
A short hike brought Itash back to the all-too-familiar castle. Faced once again with three doors Itash decided to try his luck with the right-hand door. Feeling confident, Itash opened the door and stepped through (L1SR on LK, rolled 3, failure)...then the floor fell out from beneath him sending Itash to the bottom of a pit. Stunned but still alive, Itash rose to his feet and started to look around for a way out. A quick search of the walls revealed no hidden passages, but the stones were set loosely enough to provide finger and toe holds. Perhaps he could climb out? Setting himself to the task, Itash secured his gear and began to climb. Luck and skill were with him for soon Itash was back on the surface and inside Buffalo Castle.
Itash quickly checked his equipment to make sure everything was there, then drew his two daggers and began to examine his surroundings. Itash was in a large chamber with doors leading north and east. The room was empty with the exception of a large fountain in the middle of the floor. The fountain was spraying water majestically into a large basin. Itash was thirsty; the climb out of the pit had been taxing. But this was a magical castle. Perhaps the water was cursed? Or maybe it was blessed? Itash took a scoop of water with his hand and drank deeply. The water filled his stomach with an amazing warmth; he felt better than he had in his entire life. Boundless energy was his (+6 to CON!). Itash laughed heartily and finished his drink. "What's next?" he asked. Deciding on a straight path, Itash opened the northern door.
The room beyond was full of killer bees! Three swarms (MR 10 each) descended on Itash as soon as he stepped into the chamber. Itash cleaved the air with his daggers but the bees were too thick to stop. Most only stung steel, but one delivered a painful sting to his flesh at a joint in his armor (Lost 31 to 37, armor absorbed all hits, took 1 point spite). The pain of the sting enraged Itash and he struck out furiously with his daggers. Bees fell to the ground hacked in two (Won 39 to 32, delivered 2 spite). From there it was soon over, but Itash was once again stung by a lucky bee (Won last 2 turns, 31 to 24 and 37 to 23, took 1 spite). This delve was getting dangerous. Itash made a quick search of the room but found nothing valuable. There was only a door to the north and the way back south. Absently rubbing his stings, Itash made his way north.
The door opened into a corridor leading north. Itash followed the corridor but soon halted at a door in the west wall. The corridor continued north, but Itash decided to investigate. The chamber beyond stank of a sewer. The fetid water on the floor suggested that it may in fact be the castles sewer. Of course no sewer is without rats and this one had three of them; giant ones. The giant rats (MR 12 each) squealed at the sight of Itash and attacked. As the rats charged, Itash unleashed a bolt of energy through his wooden ring (Cast TTYF, L1SR on LK for makeshift wand, rolled 6, success, 14 hits) and blasted one of the rats to a red mist before it could close. With daggers ready, Itash met the charge of the remaining two rats. Itash stepped quickly aside and let the rats blunder past him. As one rat moved alongside him, Itash slashed it with his haladie (Won 29 to 22). The rat staggered and desperately tried to stay on it's feet. That was all the edge Itash needed; in a matter on minutes both rats were dead (Won two turns 32 to 19 and 29 to 7). Itash did his best to search the sewer but found nothing of value, only another door leading further to the west. Grunting at his misfortune thus far, Itash returned to the corridor and continued on his way north.
Itash soon came to yet another door in the western wall. Did he dare try another side passage? He did. Opening the door, Itash saw a nondescript room with a nondescript chest sitting in the middle of the floor. Entering cautiously, Itash prepared to open the chest. There was a quick flash of light and the chest vanished! But all of a sudden Itash felt quite lucky to be alive (+3 to Luck!). Another door lead to the west, but Itash was now quite happy with his northward path. Whistling a tune, he returned down the corridor.
Itash walked along the corridor (L1SR on LK, rolled 5 success) until it opened into a large chamber. Inside he saw a lady sleeping on a couch, her back to him. A dresser nearby the couch held a wonderful jeweled bracelet. But what really caught Itash's eye were the very lifelike statues scattered around the room. They were all dressed in a manner very similar to himself. "This is not good," Itash though to himself as he studied the sleeping woman from a comfortable distance. "Very suspicious looking lady." Itash stood and considered his options. Clearly the woman was bad news, otherwise why would she be here surrounded by foul creatures. There was also the bracelet. He could try to steal it, but he was not the most stealthy person. Best just to slay this creature in her sleep and rid the world of her. "She's likely a gorgon anyway," he thought. Dagger in hand, Itash crept quietly into the room (L1SR on LK, rolled 6, success) and plunged the blade through the creatures back piercing her heart. As the creature expired, Itash caught a glimpse of her serpentine hair. "Yep, gorgon." Without looking back Itash stepped over to the dresser, plucked the bracelet from the surface, and quickly left the room. Once safely in the outer corridor, Itash examined the bracelet. It was a thing of beauty; a masterpiece of gems and gold. He could easily get 500 gp for the piece of jewelry, more than enough to make this trip worthwhile on it's own.
Itash made his way back south (L1SR on LK, rolled 8, success) until he came to the chamber that was previously filled with bees. In the middle of the room now, barring any further progress, was a giant snake (MR 16). "Too big to kill with one spell," Itash thought. "Better use steel." The snake was not even a challenge. As soon as it lunged forward to strike, Itash sliced it's head off with one stroke (Won 34 to 10).
Itash stepped over the writhing carcass of the snake and back to the fountain room. He then tried the door leading east. Itash found himself in an east-west passage (L1SR on LK, rolled 5 success). Heading east, Itash soon found himself at a north-south passage. Itash tried the south passage which quickly jogged back to the east. The corridor led Itash to a room filled with smoke. The smoke did not seem to affect his breathing, but it made it hard to see. Itash groped around the room until he finally found a door in the north wall.
Opening the door Itash found himself in a corridor that bent to the east with a door in the western wall. Itash opened the door to the west and stepped into the chamber beyond. A large pool of water lay in the center of the chamber. What was most interesting, however, was that gold coins littered the floor around the edge of the pool. Itash approached the pool and plucked a coin from the floor. Suddenly eight tentacles erupted from the water. Two lashed out at Itash, who barely had time to draw his daggers. Itash ducked under one of the tentacles then straightened and loped the other in half with his kukri (Won 35 to 18). A third tentacle joined the fight. Itash managed to slice off both tentacles from the body of the giant octopus that now began to rise out the pool, but not before one of them gave him a nasty bruise across the forehead (Won 35 to 14, took 1 spite). The octopus continued to attack, adding one tentacle at a time. Each time a new tentacle lashed out, however, Itash chopped it off (Won all subsequent combat turns, took 3 spite). Soon the giant octopus, bleeding profusely from it's severed limbs, sank down into the pool never to rise again. Itash took a moment to bandage the several minor wounds he suffered in the fight then set about gathering up the gold coins. In all he gathered 20 coins. "It looked like more from the door," he said grudgingly. Looking around the chamber Itash saw doors leading west and back to the east. Itash opted for the western door.
Itash stepped into a north-south corridor that looked familiar. Setting off north, Itash stopped at yet another door in the eastern wall. "One last good score," he said, "then perhaps I'll get out of here." Opening the door, Itash was surprised to step out onto a grassy plain. In front of him a large herd of buffalo was charging right toward him.
"What?" he said in alarm. Readying his daggers, Itash starting slashing at the buffalo as they approached (MR 15 each). Three fell before him before the rest gave him a wide berth, but not before Itash suffered yet another small injury as a buffalo stomped on his foot as it fell (took 1 spite). A new door stood on the opposite side of the plain, but Itash chose to return the way he came. Limping ever so slightly, Itash continued his exploration north.
After a short walk, Itash arrived at a four-way intersection. "Stay north," Itash said to himself and continued on his way. Very shortly afterward Itash arrived at yet another four-way intersection. Hanging down from the ceiling, blocking his way was a giant spider (MR 16). The spider dropped to the floor and rushed Itash, forcing him back against a wall and into the spiders web (L1SR on LK, rolled 7, success). Itash stopped just in time and avoided getting caught in the web. The spider proved no match for Itash, and it was soon crumpled up on the hall floor (Won 42 to 15). Itash searched around the intersection hoping to find a jewel or at least a few coins but came up empty again. Forced to choose a direction yet again, Itash pushed on north. This led him to a three way intersection with new passages leading east and northwest. The northwest passage curved around to the south until Itash came to a door in the east wall. Opening the door, Itash entered a short passage that led east. Following the passage Itash came back to the intersection where he had just killed the giant spider. "I'm walking in circles," Itash grumbled. "I must have lost too much blood."
Itash went back to the north and then east at the three-way intersection. This led Itash to an intersection with a north-south corridor. As Itash entered the intersection he turned to see a large ogre stalking down the northern tunnel. The ogre (MR 20) saw Itash and charged. Itash killed the ogre quickly (Two turns, won 38 to 22 and 32 to 6) but managed to get clocked in the knee by the ogre's thumb (took 1 spite). Searching the ogre's body turned up nothing of value.
Itash trudged north to see where the ogre had come from. The passage turned to the west and then Itash stopped dead in his tracks as he saw a razor-sharp pendulum swinging back and forth effectively blocking the way. Whatever was beyond such a trap had to be good, Itash thought. Better try to get past it. Steeling himself, Itash watched the pendulum swing back and forth, back and forth. He then darted through (L1SR on DEX, rolled 6,6,2,1, success!) and made it across without a scratch. Breathing a quick sigh of relief and a briefer thanks to the gods, Itash walked toward an open doorway.
Walking through the doorway Itash found himself in a treasure room! Gold coins were strewn everywhere! At last! Laughing hysterically, Itash opened his pack and began filling it with coins. But alas, Itash had only collected 50 gold coins before trouble arrived. A mummy staggered into the treasure room through the open doorway. As it entered, all of the coin still on the floor vanished! "Nooooo!!!" Itash screamed and blasted the mummy with a bolt of arcane fire (Cast TTYF, 14 hits). The spell all but obliterated the mummy. Itash strode up the to staggering corpse and drove his dagger through it's head. "Bastard." As Itash kicked the body, he heard a faint jingle of metal. Rolling over the mummy he found a pouch; inside were 70 silver coins; not enough to replace the hundreds of gold coins that he just lost, but it was something.
Having had quite enough with Buffalo Castle, Itash decided that it was time to leave. No sooner had he thought this than he found himself standing in front of the door leading outside. The only thing between him and a cold pint of ale was a giant jellyfish (MR 10). Itash had faced one of these creatures before and he knew how to kill it. His daggers sliced through the sticky flesh with no trouble and soon the jellyfish was reduced to a quivering pile of goo. After cleaning the sticky mess off of the blades of his daggers, the wizard was soon back out into the fresh air.
A sense of elation fell over Itash. He had survived the horrors of Buffalo Castle three times and he had emerged luckier, healthier, and more skilled than before; not to mention richer. The Guild would certainly want to hear of his exploits and he now had the ability and the money to learn some new magic. Itash felt much less grim and smiled the entire way back to town.
Itash earned 877 Adventure Points for this foray through Buffalo Castle, more than enough to bring him to the second level. He also picked up another 577 gp in treasure, enough to pick up a shiny new second level spell and still have money left over for room and board for quite some time. In fact, with the gains from his previous expeditions Itash could acquire a total of five second level spells. In addition, Itash had his Constitution permanently increased by 6 and his Luck permanently increased by 3 over the course this adventure. All of these achievements will make Itash quite formidable.
I think that Itash is finished with Buffalo Castle; he has explored most of the monster-infested halls with the exception of a few and he certainly needs more of a challenge. I've managed to put together a rather nice map of the layout. I'll post some commentary on this classic solo a little later. I must say that I enjoyed it immensely and it is quite suitable for any character type.
One final note, I incorporated the use of spite damage in this run through Buffalo Castle to see how Itash would fare with this rule in place. He took a total of 10 hits to his Constitution from spite. That's quite a bit, and enough to kill him with his initial starting CON of 9. Gaining an additional 6 points of CON in the first room he entered, however, gave Itash the motivation and ability to go further. Otherwise he would have exited the castle much sooner.
Posted by Dan at 12:40 AM
賈尼 December 28, 2011 at 6:04 AM
That was an entertaining read. Thanks!
Grrraall December 28, 2011 at 12:18 PM
Bravo! I liked your story and congratulations for the whole test. I think you proved your point. It's adds that matter.
Just one small reproach, though.
Itash cheated, because (I quote page 1 of BC) "Any one character may only enter this dungeon once".
The Tavern by the Sea: UK Edition on RPGnow
Tavernmaster Games at RPGnow


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Huddersfield Royal Infirmary
Man with a headache among 150 patients in Huddersfield A&E on Christmas Day
Try and avoid blundering your way to hospital over the festive period
Nick Lavigueur
Don't become an NHS statistic while carving the Christmas turkey
Christmas is a time of joy to spend relaxing and enjoying moments with family.
Sadly for many, December 25 is not spent demolishing a lovely meal or watching the Queen's speech - it is spent in the company of the doctors and nurses at Accident and Emergency.
Every year hundreds of people fall ill and require urgent medical help during the festive period.
But many of those who land in A&E on Christmas Day have ended up there through blunders that could easily have been avoided, putting stress on the NHS.
A list of incidents Huddersfield Royal Infirmary over the past three years shows about 150 - 160 patients attend the emergency department each Christmas day.
35 brilliant photos of Christmas nights out in Huddersfield we really miss
Elf on the Shelf ideas if you're running out of inspiration
Staff were kept busy with a number of serious problems including overdoses, broken bones, heart attacks and pneumonia.
But many of those taking up valuable resources arrived with minor complaints or "superficial" injuries from accidents cooking Christmas dinner or incidents with family pets.
Last year 146 people came through the doors of the Lindley hospital looking for help.
They included:
A 16-year-old boy that had been bitten by an animal
A 32-year-old man with a headache
A 78-year-old woman with "foreign body" stuck in her ear
A 49-year-old man with a chemical burn
A 44-year-old woman with IBS
A 16-year-old girl with a sore throat
A 21-year-old woman with a minor cut
A 47-year-old woman who had burnt her hand
A 31-year-old woman who had cut her foot
A 24-year-old woman who hurt her toe
A 5-year-old boy with a cut on his face
A 32-year-old man with a superficial cut on his hand
In 2018, those on duty in the early hours of December 25 had a busy few hours dealing with four patients who had been in a car accident, followed by a 24-year-old man who had been stabbed.
But the daylight hours were followed by dozens of typical Christmas Day incidents, including three separate cases of men who had suffered eye injuries and a number of cuts and minor injuries.
Sadly, that year also saw a man die of cardiac arrest.
A spokesperson for HRI said: "Our Accident and Emergency Departments (A&E) are extremely busy at the moment due to the increasing pressure of Covid-19.
"Please don't come to A&E unless absolutely necessary: in serious or life-threatening situations. If a person feels unwell and requires medical advice they should call 111, their GP or in an emergency, 999.
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"In recent weeks there has been a rise in the number of people visiting A&E with very minor injuries that could have be treated more quickly by other health and care services.
"This puts serious pressure on NHS staff and services, and has a harmful effect on the care of very ill people being looked after in the hospital.
"The NHS is doing everything possible to provide safe and effective services during the coronavirus pandemic, but we all need to work together to protect each other.
"We need local people help us by making the right choice about which service they turn to for help and advice.
"There have also been instances where people who are Covid-19 positive turning up at A&E. This is extremely dangerous for both patients and NHS staff. We would urge anyone who has coronavirus (Covid-19) symptoms to stay at home and self-isolate.
"If you need a test visit http://www.nhs.uk/coronavirus or call 119. If you feel very unwell and need additional help or advice call NHS 111 or your GP practice. If you feel there is something seriously wrong call, 999."
Helen Barker, the Chief Operating Officer, added: "Our local A&E is here for the treatment of serious and life threatening injuries and conditions only.
"These can include persistent and severe chest pains, burns, loss of consciousness and the symptoms of stroke, and severe bleeding that can't be stopped.
"If it's not an emergency you should call 111. NHS 111 will make sure you get the right urgent treatment from the most suitable service, which could be an appointment with a local out-of-hours GP, if required.
"You can also seek help and advice from a number of other places such as; your GP, your local pharmacist and your dentist, but please use common sense and ask if you need to go to A&E."
The Apprentice fans accuse BBC of faking show over odd moment in arancini 'failure' episode
Alan SugarThe Apprentice viewers said the BBC show's moment was hard to work out
The Apprentice Harpreet Kaur's dessert parlour and life off camera as Huddersfield star 'smashes it' on BBC show
The ApprenticeHarprett Kaur owns Barni's World and regularly updates her followers on Instagram


No More Need For A "Nutritionist"
These are the main "big" components that you must focus on getting in the right proportion, in right amount, and at the right times.
Eating all your food raw WHEN YOU DO IT THE BEST WAY (no pills, powders or gimmicks) produces the ABSOLUTE BEST HEALTH and physical performance, resistance to disease and immune system strengthening/ perfect body functioning POSSIBLE. I have proved this since I have been raw for more than a decade. My clients have proved it in my very "clinical" and quantifiable food plan and program. We have blood tests, physical fitness tests, countless testimonials from men, women and children of all ages that clearly show their results. Results that not only rival "Nutritionist", "Natural Doctor" and of course pharmaceuticals!, but far surpass them.
Surpassing fake nutrition such as supplements is not difficult! Few people have ever felt what true health even feels like. When you eat whole fruits, vegetables, nuts and seeds, THE RIGHT WAY, you experience what you have been missing all your life. It does not even compare.
Since so few people eat this way for any REAL length of time, their exists so little "data" other than the so-called "annoctodal" evidence. That is why I created my program, and my Raw Wellness Facility. This is why I show my physical fitness. I am not a "fitness person" While I enjoy training athletes, I also like coaching men and women who "just want to look like athletes" but FEEL and PERFORM a whole lot better!


Welcome to the 35 th Appreciation Thread for Paul Wesley and Stefan Salvatore.
Paul W e s l e y .
birth name: Paul Thomas W a s i l e w s k i .
date of birth: J u l y , 23rd 1982. New J e r s e y .
and he is truly the perfect actor for him.
Paul is so down to earth and private, and I love that he doesn't let the fame get to his head.
and his character, S t e f a n , is the kind of man any girl would dream of.
"Stefan's going against the grain by denying his n a t u r e and everything he knows."
Stefan is my f a v o r i t e character on the show.
There is something that just draws you to him.
He has that mysterious b r o o d i n g personality. It makes you want to know more about him.
He just wants to protect those he care and loves the most.
Paul portrays Stefan perfectly. Paul has those dark eyes that you can't help but stare into.
Not to mention we all love to look at him s h i r t l e s s.
"In real life I can k i c k Ian's a s s ."
that really draws me to him and makes him endearing.
Yes, Stefan has the tendency to be mean and cruel (he's a v a m p i r e! duh!) I love that he doesn't abuse it or take it for granted!
Its part of who he is, not all of it. I love how at heart he's just a good sweet boy!
I find him much easier to take seriously because he doesn't fly off the handle constantly! It takes a lot to get him going!
you can constantly see his inner struggle between who he is and who he wants to be.
and protect those he loves! I love his selflessness!
He has such a t e n d e r n e s s to him, that I adore!
Paul's fantastic at subtle facial movements that really make you f e e l for Stefan and want to give him a hug!
#01 Because his eyes make us swoon.
#02 Because we can't wait to see him shirtless.
#03 Because he's our perfect Stefan.
#04 Because we can listen to him talk all day.
#05 Because we wouldn't kick him out of our bed.
#06 Because it's been a long time since we've seen a guy with hands like these.
#07 Because he's so gorgeous we want to hide him in our closets.
#08 Because dressed up or dressed down, we'll have him either way.
#09 Because he can smile, he can dance... he can have fun.
#12 Because we can't wait to see what Paul has in store for us when TVD returns!
#14 Because we never take a hiatus appreciating Paul's hotness.
#17 Because Paul and his depressed, recovering heroin addict, miserable vampire have a damn good time.
#18 Because we're all standing in line to be bitten by P-Dub.
#19 Because Paul/dolphin hybrid babies would be the cutest creation ever.
#20 Because if life gives you Edward, send him back and demand Stefan.
#21 Because we do not appreciate the hiatus interrupting our Paul time.
#22 Because don't lock up your teens around P-Dub, lock up your pets!
#23 Because Paul is such a chemistry ****.
#24 Because we love the way he knows who he is and to us that's exciting.
#25 Because when he's shirtless we totally watch for the plot... yeah, right.
#28 Because Paul is not the only one with separation anxiety. We have it, too!
Because we have naughty dreams about him, too, Elena.
Because move over, Edward. Stefan is our new vampire!
Because when he cries, it breaks our itty bitty hearts.
Because even Bob said Paul is good looking.
"He is constantly struggling with the d a r k side.
[...] I'm making Stefan have anger, a temper, but p a s s i o n and l o v e and tenderness toward Elena.
[...] He loves her, and he'll die for her, but he's a violent creature."
I was completely, 100% s o l d .
and I keep getting impressed by his deliverance of his character.
I couldn't imagine anyone play as Stefan Salvatore.
P a u l is, and always will be the one and only.
"Look at him: we're going to have to worry about h e r biting h i m!"
I loved Stefan since the books.
But the way that Paul plays him makes me love him even m o r e . He makes me feel e v e r y t h i n g that Stefan is feeling.
and i am glad that they picked h i m to play Stefan.
I was going to post that I thought it was okay with your other idea, but WOW April you got the main idea in the thread title. It's great!
ETA: I thought I bring this over.
Vote off your least favourite scene. The one that gets 5 Votes will be eliminated.
Great, you're the best Tara, thanks for bringing over the survivor! TFTNT April!
Yep, it great to have a new thread for the new season!
Aww, true! Soon we'll have new episode things to fill it up w/.
I'll go for #6, it was too quick a scene and didn't really say much.
I will vote for 6 too because it is not really much of scene.


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Teratsutsuki is the onryō of a man who lived in the 6th century CE, Mononobe no Moriya. It was sighted at Hōryū-ji and Shitennō-ji temples, where it took the form of ghostly woodpecker and tried to destroy the temples until it was driven away by Prince Shōtoku.
Long long ago, when Japan was still called Yamato and the capital was located in what is today Nara, the nobility was divided into two different types: shinbetsu, clans that claimed to be descended from the gods, and kōbetsu, clans that claimed to be descended from the imperial family. The highest ranking titles in these groups were Muraji, for the shinbetsu clans, and Omi, for the kōbetsu clans. In the 6th century CE, when Buddhism was brought to Yamato from China, it caused a great deal of rivalry between the shinbetsu and kōbetsu nobility.
Mononobe no Moriya was the leader of the Mononobe clan and a Muraji. The Mononobes, a shinbetsu clan, strongly supported the old Shinto religion. His rival, Soga no Umako, was an Omi, and supported the promotion of Buddhism throughout Yamato. Mononobe no Moriya and Soga no Umako held considerable power in the imperial court. During the reign of Emperor Bidatsu (572-585), Mononobe no Moriya held higher favor with the emperor, but when Emperor Yōmei took power in 585, Moriya's favor fell and Soga no Umako's rose, as the new emperor was a Buddhist.
Emperor Yōmei died in 587, after which the Mononobe clan and Soga clan tried their best to influence the succession of the imperial title. Each of them supported a different prince to become emperor, and they fought bitterly for their clans' interests. Finally, war broke out between the two rival clans. Mononobe no Moriya set fire to Buddhist temples and tossed the first statues of the Buddha brought to Yamato into the canals in his fight to purge the foreign religion from his homeland. Moriya and Umako mustered their armies and met on the battlefield in Kawachi. There, at the Battle of Mount Shigi, Mononobe no Moriya was killed by Soga no Umako and Prince Shōtoku, and the Mononobe clan was almost completely exterminated. Afterwards, the Soga clan rose to even higher prominence, and Prince Shōtoku, a devout Buddhist, began the construction many new Buddhist temples.
The spirit of defeated Mononobe no Moriya did not rest, though. As he lay dying in hatred and resent, Moriya transformed into an onryō. His ghost took the form of a ghostly woodpecker, which would later be seen at the temples built by Prince Shōtoku. The bird pecked furiously at the wooden buildings, determined even in death to destroy the heretical new religion. Prince Shōtoku was finally able to drive away this teratsutsuki by magically transforming into a hawk and attacking it. After that, the ghost of Mononobe no Moriya was never seen again.


text:
Justia › US Law › US Case Law › US Supreme Court › Volume 418 › WATKINS v. SOUTH CAROLINA
WATKINS v. SOUTH CAROLINA, 418 U.S. 911 (1974)
WATKINS v. SOUTH CAROLINA , 418 U.S. 911 (1974)
Louis WATKINS
State of SOUTH CAROLINA.
The appeal is dismissed for want of a substantial federal question.
Mr. Justice DOUGLAS, being of the view that any state should be afforded a new trial under local community ban on obscenity is prohibited by the First
Amendment, made applicable to the States by the Fourteenth (see Paris Adult Theatre I v. Slaton, 413 U.S. 49, 70-73 (1973) (Douglas, J., dissenting)), would note jurisdiction and reverse the judgment of conviction.
Appellant was convicted after a jury trial in the Fourth Judicial Circuit of South Carolina (Darlington County) on charges of feloniously exhibiting an obscene motion picture film in violation of the Code of Laws of South Carolina 16-414.2 which provides:
'It shall be unlawful for any person knowingly to send or cause to be sent, or to bring or cause to be brought into South Carolina for sale or distribution, or to prepare, publish, print, exhibit, distribute, or to offer to distribute in the State, or to have in his possession with intent to distribute, or to exhibit or to offer to distribute, any obscene matter.'
As used in that section,
'(a) 'Obscene' means that to the average person, applying contemporary standards, the predominant appeal of the matter, taken as a whole, is to prurient interest among which is a shameful or morbid interest in nudity, sex or excretion, and which goes substantially beyond customary limits of candor in description or representation of such matters. If it appears from the character of the material or the circumstances of its dissemination that the subject matter is to be distributed to minors under sixteen years of age, predominant appeal shall be judged with reference to such class of minors.
'(b) 'Matter' means any book, magazine, newspaper or other printed or written material or any pic- [418 U.S. 911 , 913]
'(b) 'Matter' means any book, magazine, newspaper or other printed or written material or any pic-
ture, drawing, photograph, motion picture or other pictoral representation or any statute [sic] or other figure, or any recording, transcription or mechanical, chemical or electrical reproduction or any other article, equipment, machine or material.
'(c) 'Distribute' means to transfer possession of, whether with or without consideration.
'(d) The word 'knowingly' as used herein means having knowledge of the contents of the subject matter or failing after reasonable opportunity to exercise reasonable inspection which would have disclosed the character of such subject matter.' Id., at 16-414.1.
The Supreme Court of South Carolina affirmed, 259 S.C. 185, 191 S.E. 2d 135 (1972). On appeal to this Court, the Judgment of the Supreme Court of South Carolina was vacated and the case remanded for reconsideration in light of Miller v. California, 413 U.S. 15 ( 1973). On remand, the Supreme Court of South Carolina again affirmed the conviction.
It is my view that 'at least in the absence of distribution to juvenile or obtrusive exposure to unconsenting adults, the First and Fourteenth Amendments prohibit the State and Federal Governments from attempting wholly to suppress sexually oriented materials on the basis of their allegedly 'obscene' contents.' Paris Adult Theatre I v. Slaton, 413 U.S. 49, 113 (1973) (Brennan, J., dissenting). Since it is clear that, when tested by that constitutional standard, the word 'obscene' in 16-414.1 and 16-414.2 is unconstitutionally overbroad and therefore facially invalid, I disagree with the holding that the appeal does not present a substantial federal question, and therefore dissent from the Court's dismissal of the appeal.'*
For the reasons stated in my dissent in Miller v. California, 413 U.S. 15, 47 (1973), and because the judgment of the Supreme Court of South Carolina was rendered after Miller, I would reverse. In that circumstance, I have no occasion to consider whether the other questions presented plenary review. See Heller v. New York, 413 U.S. 483, 494 (1973) (Brennan, J., dissenting).
Moreover, on the basis of the Court's own holding in Jenkins v. Georgia, 418 U.S. 153 (1974), its dismissal is improper. As permitted by Supreme Court 21(1), which provides that the record in a case need not be certified to this Court, the appellant did not certify the allegedly obscene materials involved in this case. It is plain, therefore, that the Court, which has not requested the certification of those materials, has failed to discharge its admitted responsibility under Jenkins independently to review those materials under the second and third parts of the Miller obscenity test. Nor can it be assumed that the court below performed such a review, since that responsibility was not made clear until Jenkins. Appellant has thus never been provided the independent judicial review to which the Court held him entitled in Jenkins. At a minimum, the Court should vacate the judgment below and remand for such a review.
Finally, it does not appear from the jurisdictional statement and response that the obscenity of the disputed materials was adjudged by applying local community standards. Based on my dissent in Hamling v. United States, 418 U.S. 87 (1974), I believe that, consistent with the Due Process Clause, appellant must be given an opportunity to have his case decided on, and introduce evidence relevant to, the legal standard upon which his conviction has ultimately come to depend. Thus, even on its own terms, the Court should vacate the judgment below and remand for a determination whether appellant
should be afforded a new trial under local community standards.
[Footnote *] Although four of us would grant and reverse, the Justices who join this opinion do not insist the the case be decided on the merits.


The nights bring rain – at times very heavy. Daytime showers are brief, followed by brilliant sunshine. Almost like being out at sea.
But thankfully the sun has been shining more often than not since my arrival in Langeland, off the coast of southeastern Funen in Denmark. A welcome change from the heavy rain and flooding the residents of this lovely island have weathered this summer. Low-lying and endowed with rich earth for farming and many kilometers of coastline for fishing, it is attached to mainland Fyn by a series of three bridges. Along the roads, between fields of golden wheat and small patches of woodlands, storybook villages, clusters of brick and half-timbered houses hug the narrow roads, late summer roses still blooming brightly in tiny pocket gardens. And for the moment – fields that have turned to ponds. The rain – an occasional inconvenience for me – has been a crisis for farmers trying to harvest grain. The sunshine and coastal breezes have helped dry the fields – tractors pulling wagons filled to the brim with harvested wheat pass by regularly throughout the day and night.
I am here for a month in my mother's homeland, and for a little while – a close neighbor to my beloved Danish family. A dream come true, peppered with the reality of travel and work, and of navigating the day-to-day in a new place. Langeland's riches go far beyond farming and fishing – with art parks, castles, art towers and nature trails dotting the landscape. With bustling sailing harbors, vacation villages and a small town – now famous for the setting of a recent academy award-winning film. With old flour-mills and modern wind-mills on the horizon. And rustic, tiny farm stands at the end of gravel driveways, overflowing with the harvest from back-yard vegetable plots and fruit orchards. An old tradition and culture of self-serve/self-pay roadside stands is still active and thriving, and offers the best grocery shopping. A constantly changing array of produce and home-made products usually dictates the menu for the day. The current crop of tiny new potatoes – with their thin skins, and buttery, melt in your mouth flavor – top the list of favorites at the moment. With the farm-fresh eggs, raspberries, pears, jams, newly spun honey and smoked salt vying for top spot. But it is our friendly and generous neighbors, our hosts, dear family and new friends – who come by bearing gifts of orchard fruits from their own gardens and just-baked rolls from their kitchens, who invite us in to share meals around their tables – that have been the best gift of all.
The day is beckoning – time to step out into the sunshine. With wellies on my feet and an umbrella in hand. And with thoughts of my devastated, flood-torn Vermont, I am keeping family and friends close, while so far away.


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text:
Eustachio Zanotti oder Eustachius Zanotti (* 27. November 1709 in Bologna; † 15. Mai 1782 ebenda) war ein italienischer Astronom und Geometer.

Leben und Laufbahn
Eustachio Zanotti war der Sohn des Dichters, Malers und Kunsthistorikers Giampietro Zanotti. Seine Mutter war Costanza M. Teresa Gambari.

Zanottis Onkel war der Philosoph und Professor Francesco Maria Zanotti, der an der Universität Bologna lehrte, wo auch Eustachio Zanotti studierte und im Jahre 1730 die Promotion erlangte. Er war der Schüler und später (etwa ab 1719) auch der Assistent des Astronomen Eustachio Manfredi.

Vom Jahre 1738 an lehrte Zanotti an der Universität Bologna Mechanik und hielt dort ab 1760 auch Vorlesungen über Hydraulik. Zudem wurde er im Jahre 1739 Direktor des Observatoriums von Bologna.

Zanotti war Mitglied mehrere Wissenschaftsakademien. So war er Ehrenmitglied der Akademie der Wissenschaften in St. Petersburg und Mitglied der Königlich-Preußischen Akademie der Wissenschaften sowie Fellow of the Royal Society.

Wissenschaftliche Leistungen
Zanotti entdeckte schon in den Jahren vor 1739 zwei Kometen und machte auch später eine große Anzahl von Sonnen- und Planetenbeobachtungen. So beobachtete er etwa den Merkurdurchgang von 1753 und den Venusdurchgang von 1761.

Vom Jahre 1750 an gab Zanotti einen Sternenkatalog heraus, der sehr genau Ephemeriden präsentierte und den Zanotti bis zum Jahre 1774 weiter ergänzte. Darüber hinaus stellte er auch schon Beobachtungen veränderlicher Sterne an.

In der Geometrie leistete Zanotti mit der Abhandlung De perspectiva in theorema unum redacta einen wichtigen und originellen Beitrag zur Bewältigung des Problems der Perspektive und war damit in seiner Zeit – zusammen mit Geometern wie Willem Jacob 's Gravesande, Brook Taylor, Johann Heinrich Lambert und Wenceslaus Johann Gustav Karsten – einer der Protagonisten dieses Zweigs der Geometrie.

Quellen
  MR0195665
  MR1089881

Weblinks
 Link zum Artikel Eustachio Zanotti in der italienischen Wikipedia
 Link zur Biographical Encyclopedia of Astronomers (Springer 2014)
 Link ins Archiv des Osservatorio Astronomico di Bologna

Einzelnachweise

Mathematiker (18. Jahrhundert)
Astronom (18. Jahrhundert)
Hochschullehrer (Universität Bologna)
Historische Person (Italien)
Mitglied der Royal Society
Mitglied der Preußischen Akademie der Wissenschaften
Ehrenmitglied der Russischen Akademie der Wissenschaften
Geboren 1709
Gestorben 1782
Mann

redpajama_set_name: RedPajamaWikipedia


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