text:
What Came First: Big Gods or Big Societies? Round Two
cultural evolution, database, multilevel selection, religion
In my previous post, Historians and Historical Databases, I discussed how the Seshat Databank would be impossible without a close collaboration with historians and other humanities scholars. Today I want to give a specific example of how this collaboration works.
For those who have not followed the Big Gods controversy closely, last Spring the Seshat project published an article in Nature, Complex Societies Precede Moralizing Gods throughout World History. The article generated a ton of positive press (as is usual for a Nature article), but it also elicited critique from some, including supporters of the Big Gods theory. We have responded to these critiques on the preprint server SocArXiv (https://osf.io/preprints/socarxiv/xjryt; https://osf.io/preprints/socarxiv/t8hgu).
The heart of a departed is weighed against the Feather of Ma'at Source
But the Nature paper was only the first of many planned articles investigating the role of religion, morality, and other factors in the evolution of social complexity. We have recently completed a further wave of analyses using more detailed data on moralizing religion, and testing additional theories explaining the evolution of Big Gods. The new analyses confirm our original headline finding (that Big Gods come after Big Societies) and also explore additional dimensions to this complex topic. Before we submit it a journal, however, we want to get feedback from all interested parties, including our critics.
To make the whole process extra transparent, we have posted all related documents online. The main article is on SocArXiv: https://osf.io/preprints/socarxiv/2v59j/, and it is accompanied by supplementary online materials that include the data and the analysis scripts. Our aim is to achieve maximum transparency and critical engagement—everyone who wants, can critique and comment on each phase and reanalyze the data.
But we are also breaking new ground in this project. In addition to posting data and programs, we have invested a huge amount of effort into clarifying where the data come from. And this is where the collaboration with humanities scholars become critical. Most of the work during the past several months was devoted to building "analytic narratives" underlying the Seshat data.
Analytic Narratives are formalized verbal accounts focusing on several (in our case, many) in-depth case studies. The goal of this methodology is to employ the specialized knowledge possessed by historians, archaeologists, anthropologists, and religious studies scholars, who have the understanding of the particular, for the purpose of testing theories that may apply more generally. General theory (which focuses on moralizing religion in our case) imposes structure on verbal accounts by specifying which aspects of past societies we would like to get information on. But within this framework, scholars are free to explore variability between different societies, different continents, and different eras. The aim is to reflect in the document evolving interpretations and persisting controversies. Such qualitative nuance provides a much needed counterbalance to the "hard" quantitative data, which by their nature strip it away.
For those interested in looking "under the hood", the current draft of this document is posted here:
http://seshatdatabank.info/wp-content/uploads/2019/11/MSP_Narratives_CurrDraft.pdf
Keep in mind that it is very much work in progress—some chapters and sections contain much more text and references than others. There are several reasons for this, the main being that there are societies for which we haven't yet been able to recruit experts. Our approach in such cases is to "prime the pump" by including an initial description, based on the reading of available sources and then invite expert feedback and elaboration on this initial text.
As I stressed in my previous post, the success of Seshat critically depends on close collaboration with professional historians and other humanities scholars. By adding Analytic Narratives to the spectrum of products from the Seshat project we aim to deepen this collaboration and, more generally, to contribute to a dialogue between humanities and sciences. The richness and quality of Seshat results will also be enhanced. I am very keen to see how this will develop in the near future.
Bret Beheim November 22, 2019 at 11:58 am
Hello Peter,
Thanks for the sneak peek, and commitment to transparency. It seems to be the same problem all as the last paper, though – you're assuming that absence of evidence of religious beliefs is evidence of absence. Take Hawaii' – in the original Whitehouse, et al. paper (and on the Seshat website), Seshat doesn't seem to know anything about Hawaiian religion around 1200 CE (see here: http://seshatdatabank.info/data/polities/big-island-of-hawaii-Hawaii2). Everything is "unknown". Yet in the new dataset associated with this paper, if I run this line of R code
MSP[which(MSP$NGA == "Big Island Hawaii" & MSP$Start == 1200),]
I see Hawaii is given the following codes:
cooperation primary concern of gods: inferred absent
predictability of punishment is certain: inferred absent
broad domain moral enforcement: inferred absent
punishment only targets the guilty: present
supernatural forces punish antisocial rulers: present
elites believe in moralizing religion: present
commoners belief in moralizing religion: present
punishment in afterlife: uncertain/inferred absent
punishment during life: inferred present
punishing force has agency: inferred present
Where is all this new data coming from? It seems like you're just assuming all those unknowns are absences all over again.
Peter Turchin November 23, 2019 at 4:53 am
Bret, perhaps you should read the article before shooting off the hip? Our empirical approach is explained there in detail. If you want to know where the data are coming from, then look into the section of the Narratives on the region you are interested in.
Bret Beheim November 23, 2019 at 6:18 am
Seshat has somehow gone from 100% missing values for pre-1580 Hawaii (what you call Hawaii1 and Hawaii2) in Whitehouse, et al. to now a state where there are no missing values at all. The articles don't say where the data on ancient Hawai'i is coming from, so i'm asking you.
Jakob November 23, 2019 at 9:45 am
It's about what Data is displayed on the website vs when you download the data set.
Unknown on the site vs absent in the dataset in the case of Hawaii2 for example
Peter Turchin November 23, 2019 at 10:19 am
Ah, I see. But the SocArXiv preprint clearly states that the data used in the analyses are in the supplementary materials (also on SocArXiv) and the explanations of the data are in the Narratives. In other words, this is a self-contained publication bundle of article/data/scripts/narratives.
We are not updating the data on Seshat yet, because anything, including data, may change as a result of feedback we are currently soliciting.
Jakob November 23, 2019 at 10:43 am
Ah I see , thank you
steven t johnson November 23, 2019 at 10:49 am
"…absence of evidence of religious beliefs is evidence of absence." This is actually true, unless you are covertly moving the goalposts by reading "evidence" as "conclusive proof." There is always absence of evidence for every issue. It is always possible to hypothesize any kind of historical alternatives, such as intelligent dinosaurs in the Cretaceous, by this standard. (Perhaps I should use scare quotes.) Personal incredulity is a motive for examining facts and inferences, but it is not an argument.
Radical epistemological skepticism is always the sign of intellectual failure as near as I can tell. Not even its professed proponents actually use it, Hume didn't. Like Hume, the general purpose is to rule out rational assessment of evidence. Your own example even gives the impression you reject inference, as if circumstantial evidence wasn't evidence at all. That's blatantly irrational. Also, if you're going to criticize points of detail, it does help to actually examine them, as in read the article.
To put it another way, there is a pattern where morality enforcing gods are associated with complex societies. Your skepticism doesn't just deny the possibility of deciding if there's any causal relationship, your skepticism even denies there is a pattern to explain. Further, your skepticism is so indiscriminate you don't even consider the probability that no evidence of any simpler society held belief in moralizing gods would survive. Even your fellow reactionary Popper looked for falsifying evidence.
Last, it may be controversial but, as in creation science, I believe real science is about comparing the evidence for alternative hypotheses, rather than substituting a misleading combination of philosophical critique and vociferously arguing a few details while ignoring the preponderance of evidence…including that from other fields. In this case, what is the evidence that religious beliefs arising from nowhere change society? Do you really look at the world today, much less recent history, and conclude unexplained changes in religious belief prompted the Reformation, rather than changes like printing or motives like seizure of Church lands? Seriously?
I look at the part you cited and I wonder how one distinguishes the beliefs of commoners and elites in moralizing religion, given how elites often have an interest in conformity by their subjects. Also, I am not sure that assigning numbers to refined categories that may not even be objective ("real") can't be systematically misleading. Even more, the issue of significant figures in calculations and margins of error is omitted from the popular presentations I've seen so far. Those don't even seem to be issues for you.
Bret Beheim November 23, 2019 at 2:45 pm
Steven: completely agree. Radical epistemological skepticism, or plainly, the position that we can't know anything about past societies, is as silly as its logical opposite, which leads to an invention of imagined past. A scientist must steer a middle course in evaluating evidence and determining what is known and what are the limits to our knowledge. But that requires work. Our project invested a huge effort over the years into it, but our critics are strangely unwilling to do so.
As to your question in the last paragraph, let me use a concrete example: the case of Manichaeism in the Mongolian steppe. In 762 CE the Uyghur Qagan Bögü converted to Manichaeism, which became the state religion in the Uyghur Khagnate. However, it did not seem to have spread far beyond the official administration (Clark 2009). A strong argument, in my opinion, can be made that Manichaeism did not spread into the commoner population, because once the Uyghur Khaganate fell, Manichaeism disappeared. Had it penetrateddeeply into the population, we should find traces of it in the religion of the groups inhabiting the territory formerly controlled by the Uyghur polity. But that doesn't seem to be the case.
Yes, I find that kind of circumstantial evidence compelling. Thank you for the example. I imagine that Bret Beheim would deny being an epistemological skeptic, though I can't tell the difference from anything he's posted here.
Loren Petrich November 24, 2019 at 8:22 pm
An alternative to moralizing high gods is moralizing laws of nature, like karma in the Dharmic religions – Hinduism, Buddhism, and Jainism. If you do bad things, those actions will give you bad karma, and they will make you get reincarnated into a bad situation. The Neoplatonist philosopher Plotinus also believed in karma. A man who murdered his mother would eventually get reincarnated as a woman who got murdered by her son.
Is there much discussion of that in discussions of moralizing high gods?
Yes, we definitely code karma. It's part of the data and is analyzed in the article.
Peter van den Engel November 25, 2019 at 11:51 am
Religion in fact is a primary form of spacetime knowledge, in understanding that survival (the evolutionary aspect) is based on values which are contradictory. Like constructive (god) is a better way of getting there than destruction.(the devil).
So it promotes constructive (like strength) and disapproves destructive, by punishment. It uses the same strength for destruction,, which would be right if it understood reality properly and wrong if it understoid it incorrectly.
Stength is because its punishment is nonvocal, a most primitive way for explanation, because humans are informed by language, after vision.
Hence the first (religious ir wordly) elites discovered that huge buildings would promote the acceptance of the illiterate of there ruling insight. Without having to explain anything.
The god aspect actually is parallel to the unknown, which is quantum physics in our mathematicly understood reality.
Science has been a direct result of religion, since the alchemists projected logic on it. If the world was created, made by forces unknown, what could they be?
It must be the primary materials of earth, wind, fire and water. Which are all four oppositions of one another as you notice. In geometry terms it must be telated to the light which came first, explained as a circle (endless eternity) and a triangle the stars make, which led to square equations, or mathematics.
It is all related to one another and contains a learning process. Expansion of knowledge.
The construction of architecture led to the templers and after the pope expelled them to the freemasons, who constructed the logic of democratic government.
So, you see what was hidden has probably done a lot more than official religion. Although they use parallel values.
One is directed to the inner circle and the other to explaning the masses on the outside, which however are the only reality (materialisation) human kind knows.
Patrik Lindenfors November 26, 2019 at 3:51 am
Yes, this seems odd. I am also curious and would like an explanation.
The strong form of "absence of evidence is evidence of absence" employed in the original Nature paper, and apparently also this analysis in cases like Hawaii1 and Hawaii2, is fallacious because you have to assume that, if moralizing supernatural punishment were present in a preliterate population like ancient Hawai'i or North Colombia, evidence for such beliefs *has to* survive into modern records with 100% certainty, which isn't defensible. Back-of-the-napkin proof here: http://babeheim.com/2019/09/19/song-of-aeiea.html
Patrik, our latest article on moralizing religions uses a new conceptual scheme, inspired partly by feedback received following the publication of our Nature paper. While the Nature article focused on the first appearance of moralizing gods, the new article quantifies the 'moralistic elements' described in the analytic narratives. Science is a cumulative process, and it is natural that our methodology should become better at capturing the various aspects of the cultural evolution of human societies. The Analytic Narrative is similarly a work in progress. Hawaii is one of several regions for which we are currently waiting for expert feedback, and we will update, before submitting the article to a journal, the narratives, the data, and the analyses resulting from such additions.
Bret, I am disappointed by your hectoring tone and adversarial stance. We have gone to unprecedented lengths in making the reasoning, data, and analytic methods open for scrutiny, in the hope that such open science approach would enable us all to solve big questions in cultural evolution cooperatively. Yet you treat this as a zero-sum game, in which either we lose, or you lose.
Peter, I'm sorry you feel hectored. Clearly you and your team have done an enormous amount of work and have responded to our earlier critique seriously. I've registered my concern that the AEIEA fallacy is still at play here, with the test case being Hawaii1 and Hawaii2, which is coded
as MSP mostly absent despite apparently no clear sources in your Analytic Narratives or elsewhere. Best, Bret
Peter van den Engel November 27, 2019 at 12:33 pm
There hsve been island cultures i the pacific known for their peacefull behaviour, which concentrated on the male/ female sexual role in society, by accepting it as an open potential, very different from more strict western or mainland societies in their understanding of family.
It would be hard to find material artefacts of that, apart from lore.
But you clearly recognize it in their music; which is female harmonious and inviting and also in the flower kettings around their neck, promising the same atmosphere.
This would contain a moral, which of course is not surpressing, but at the same time would not accept anything contrary to it.
So perhaps evidence of punishment in that sense could be found, if they had prisons and who was sentenced for what reason.
Thanx. I should have read your final link: http://seshatdatabank.info/wp-content/uploads/2019/11/MSP_Narratives_CurrDraft.pdf
I like this in it: Many researchers consider "supernatural" as a problematic term, because it assumes a particular (modern and Eurocentric) notion of what is "natural." McCauley and Lawson (ref) proposed that we use the term "culturally postulated superhuman" instead.
Meaning that there isn't a sharp conceptual line between something like the Tao and something like gravity.
The Analytic Narratives are a work in progress, with Hawaii as one of several regions for which we are currently waiting for expert feedback.
One overall important narrative; also concerning religion; to keep in mind is evolution has (almost) always travelled from east to west.
The reason is, the previous day, where the sun rises first, is your past and has always learned more about tomorrow before you do. So it is smart to adopt its knowledge. Etc.
It's a leapfrog system, where some cultures are also left behind. Relative, because christianity came from an earlier spot in history than where the romans where in the west at the same time..
But having to deal with barbarians; northern Europe; was almost the,same as dealing with warfaring cultures which subjected the jewish culture into slavery. So they came up with a general human theory to evade that in the future.
Which was kind of the same as evading barbarism, but the romans where the barbarians themselves. Only on a higher level of civilisation.
Again, to be completely clear, the problem is *not* that Hawaii1 and Hawaii2 lack an expert's approval of a research assistant's summary of some historical source saying that ancient Hawaiians mostly lacked moralizing supernatural beliefs. The problem is that this paper's MSP dataset has religious variables for Hawaii1 and Hawaii2 completely filled in with NO SOURCE AT ALL, neither region expert nor a paid assistant citing something.
Doesn't this mean you can't ever be sure of something in the past as you can never be sure that documentation survived to the present day?
Pingback:	Moralizing gods update: Seshat still searching for something that isn't there – ArcheoThoughts


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WFF 2015: THE DEMONS is Quietly Affecting [Review]
Marina Antunes [Celluloid 12.09.15] thriller drama
Philippe Lesage's second feature film The Demons opens with a movement from Jean Sibelius' "Finlandia" which is a rather great encapsulation of the movie which begins with a beautiful easy going introduction which crescendos carefully before exploding and then concluding as quietly as it began.
The Demons starts with an introduction to a group of children in an early summer setting. We are lulled into the normalcy of life with observations of school activities, first crushes, bullying (some instances of this more dramatic than others) and afternoons at the pool. Lesage captures all of this with the keen eye of a documentarian; observations of events that are generally overlooked by most filmmakers but which are essential to Lesage's storytelling.
This picturesque living is at the centre of most of the movie. The Demons is entrenched in realism and for most of the movie's running time, we follow the children as they go through their daily routines and because we're mostly focused on the kids, the world we see is largely seen from their perspective. There's very little here about the parental relationships and what's going on in the outside world through from the edges, a feeling of unease begins to spread.
There's background news reports of kids going missing and perhaps a killer being on the lose in the area, there are parents who seem to be going through a rough patch and all the while the kids keep being kids whose biggest worry is not getting picked last in gym class. The Demons goes on like this for most of its running time with a hint of something nefarious just beyond what we're seeing and then the movie takes a strong turn for the creepy before going head first into thriller territory. The problem is that for some, the payoff might come too late.
The dramatic turn late in the movie's running time is effective but feels like too little too late. Though I largely enjoyed the meandering first act of the movie (which is also great at dulling the audience so the climax is that much more effective), the complaints that it's simply too slow and that nothing happens are valid, especially if you're not interested in how kids view the world around them, something which Lesage takes great care to capture; there's an innocence throughout The Demons that's usually missing from movies with kids as the central characters.
It'll never be a widely viewed, populous movie but The Demons is not only a beautiful movie that captures the simple realities of youth, it also taps into some really troubling observations about young predators.
Philippe Lesage is a director to watch.
Recommended Release: Michael

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text:
module Azure::NetApp::Mgmt::V2020_06_01
  module Models
    #
    # Defines values for QosType
    #
    module QosType
      Auto = "Auto"
      Manual = "Manual"
    end
  end
end

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text:
EISAI TRANSFERS RIGHTS TO RECEIVE ROYALTIES OUTSIDE OF JAPAN FOR EZH2 INHIBITOR TAZEMETOSTAT TO ROYALTY PHARMA
Eisai Co., Ltd. (Headquarters: Tokyo, CEO: Haruo Naito, "Eisai") announced today that it has entered into an agreement to transfer the rights to receive royalties on the sales outside of Japan for an investigational anti-cancer agent tazemetostat (generic name) to Royalty Pharma (Headquarters: New York, United States).
Tazemetostat is a first-in-class, oral EZH2 inhibitor discovered by Epizyme, Inc. (Headquarters: Massachusetts, United States, "Epizyme"). Under the terms of the March 2015 amended and restated agreement with Epizyme, Eisai is responsible for development and commercialization of tazemetostat within Japan, as well as paying to Epizyme royalties on net sales of tazemetostat in Japan. Epizyme is responsible for development and commercialization outside of Japan, and paying to Eisai certain development and regulatory milestones, as well as royalties on net sales of tazemetostat in all regions outside of Japan.
In this agreement with Royalty Pharma, Eisai transfers to Royalty Pharma its rights to receive royalties from Epizyme on sales outside of Japan. Eisai will receive an upfront payment of 110 million U.S. dollars for the transfer and obtain the right to receive up to an additional 220 million U.S. dollars upon marketing approvals for tazemetostat in the United States for certain indications.
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2. About Royalty Pharma
Founded in 1996, Royalty Pharma is the industry leader in acquiring pharmaceutical royalties, with over $16 billion in royalty assets. Royalty Pharma funds innovation in life sciences both directly and indirectly: directly when it partners with life sciences companies to co-develop and co-fund products in late-stage clinical trials, and indirectly when it acquires existing royalty interests from the original innovators (academic institutions, research hospitals, foundations and inventors). The company's portfolio includes royalty interests in over 50 approved products including AbbVie and J&J's Imbruvica, Astellas and Pfizer's Xtandi, Biogen's Tysabri, Gilead's HIV franchise, Merck's Januvia, Novartis' Promacta, and Vertex's cystic fibrosis franchise. Royalty Pharma is also a leading investor in pre-approval royalties, having since 2011 invested over $4 billion in royalties on pre-approval products and committed over $900 million to direct R&D funding in exchange for royalties. More information on Royalty Pharma is available at www.royaltypharma.com.


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85 Emotional Broken Heart Quotes And Heartbroken Sayings
December 9, 2021 November 8, 2019 by Srikanth Mahankali
Your heart is broken into pieces. But, It has a lot to say to the person who broked. See these broken heart quotes, heartbroken sayings to show your pain.
Emotional Broken Heart Quotes And Heartbroken Sayings
But I hate you.
I miss you,
But I'm better off without you.
I want you out of my life, But I never want to let you go."
"I try not miss you, I try to let go, but in the end, you're always on my mind."
"The biggest problem is: I still care."
"I cried a lot because of you.
I laughed a lot because of you.
I believed in love because of you.
And now I'm heartbroken because of you."
"Sticks and stones will break our bones, but words will break our hearts."
"We used to talk for hours. Look at now."
"You don't know how much it hurts when you ignore me."
"All I want to do right now is cry and scream and let it all out because it's killing me inside."
"The hardest part about walking away from someone is the part where you realize that, no matter how slowly you go, they will never run after you."
"I just can't understand how some people can be okay with themselves knowing that they emotionally destroyed someone who loved them!"
"I may have lost someone who didn't love me, but you lost someone who truly loved you."
"The hardest pill I had to swallow this year was learning that no matter how good you could be to somebody, no matter how much you love them, they can and will turn their back on you and there's absolutely nothing you can do but suck it up and keep moving forward."
"I'm gonna Smile like nothing's wrong, Pretend like everything's all right, Act like it's all perfect, even though inside it really hurts."
"I love crying in the rain because when i do, no one can hear the pain."
"A breakup is like a broken mirror it's better to leave it than hurt yourself trying to pick up the pieces."
"I don't understand our relationship. Sometimes we're friends, Sometimes we're more than friends, and Sometimes I'm just a stranger to you."
"Today is one of those days when i wish i was a little girl and could climb into my mother's lap and cry until the hurt goes away."
"The hardest thing to do is watch the one you love. Love someone else."
"You stopped saying
That's when I knew
I had lost you."
"I can fake a smile, I can pretend to be a happy, I can do a lot of things, but I can't pretend that I don't love you."
"Leaving me was okay. People leave me all the time, I'm used to it. What hurts like hell is when you made me feel so damn special yesterday, and then make me feel so unwanted today."
"The way they leave tells you everything."
"Crying is how your heart speaks, when your lips can't explain the pain your feel."
"My mistake was making you a priority, when I was your second choice."
"You broke my heart, but i still love you with all the pieces."
"I wish I had the power to ignore you, like you, ignore me."
"A broken heart is the worst. It's like having broken ribs. Nobody can see it, but it hurts every time you breathe."
"It hurts when you're being ignored by the person whose attention is the only thing you want in the world."
"He saw you.
He met you.
He wanted you.
He like you.
He chased you.
He got you.
He had you.
He got bored of you.
He left you.
He broke you."
"I hate that I'm still hoping."
"My mouth says, "I'm ok." My fingers text, "I'm fine." My heart says, "I'm broken."
"I don't get it. You said I'm important to you but you still make me feel that I'm not worth your time."
"And suddenly, we were strangers again."
"Don't fuck with my feelings just because you're unsure of yours."
"If I could show you how awful you made me feel, you would never be able to look me in the eyes again."
"That feeling you get in your stomach, when your heart's broken. It's like all the butterflies just died."
"I'd rather have a broken arm than a broken heart." – Christie Brinkley
"Hearts can break. Yes, hearts can break. Sometimes I think it would be better if we died when they did, but we don't." – Stephen King
"I gave you my heart; I just didn't expect to get it back in pieces."
"So here's the thing with broken hearts. No matter how you try, the pieces never fit the way they did before." – Ariana
"I'm not crying because of you; you're not worth it. I'm crying because my delusion of who you were was shattered by the truth of who you are." – Steve Maraboli
"The scariest thing is that we didn't even have to be together for you to break my heart."
"Behind my smile is a broken heart, behind my laugh I'm falling apart. Behind my eyes are tears at night, behind my body is a soul trying to fight."
"Breaking a woman's heart is deeper than men realize. It destroys her outlook on love, breaks her heart, rips her self-esteem to shreds, tortures her mind, and damages her soul. Don't let her fall for you, unless you plan on picking her up."
"This time I wouldn't forget him, because I couldn't ever forgive him – for breaking my heart twice." – James Patterson
"Have you ever been so sad that it physically hurts inside?"
"I thought you were healing me. But no, you just broke me even more."
"It takes a strong heart to love, but it takes an even stronger heart to continue to love after it's been hurt."
"I wish I were a little girl again because skinned knees are easier to fix than a broken heart." – Julia Roberts
"One day you're going to remember me and how much I loved you. Then you're gonna hate yourself for letting me go." – Aubrey Drake Graham
"One of the cruelest things a person can do is to awaken someone's love without the intention of truly loving them."
"A broken heart is just the growing pains necessary so that you can love more completely when the real thing comes along." – J.S.B. Morse
"You flew off with the wings of my heart and left me flightless." – Stelle Atwater
"Love is the hardest drug to quit, but it is even harder when it is taken away." – Ashleyy
"When you love someone more than they deserve, surely they will hurt you more than you deserve."
"When you are in love, and you get hurt, it's like a cut… it will heal, but there will always be a scar." – Soo Jie
"It hurts, but its ok.
I'm used to it."
"The emotion that can break your heart is sometimes the very on that heals it." – Nicholas Sparks
"You can close your eyes to things you don't want to see, but you can't close your heart to things you don't want to feel." – Johnny Depp
"Pleasure of love lasts but a moment. Pain of love lasts a lifetime." – Bette Davis
"It is not the pain; it's who it came from."
"So much pain is coursing through my heart."
"Love that remains longest in your heart is the one that is not returned."
"Perhaps someday I'll crawl back home, beaten, defeated. But not as long as I can make stories out of my heartbreak, beauty out of sorrow." – Sylvia Plath
"Only time can heal your broken heart. Just as only time can heal his broken arms and legs." – Miss Piggy
"Love is never lost. If not reciprocated, it will flow back and soften and purify the heart." – Washington Irving
"You know you really love someone when you can't hate them for breaking your heart."
"I've been hurt, lied to and broken hearted. I have felt alone when I couldn't afford to be. But at the end of the day, I had to learn to be my own best friend, because there's going to be days when there will be no one there for me but myself."
"I didn't stop loving you. I decided to stop showing it because no matter how hard i tried, you wouldn't get it."
"What hurts the most, is when you trust someone blindly, and that person proves to you that you are really blind."
"Relationships are harder now because conversations become texting, arguments become phone calls, and feelings become status updates."
"It was all a lie, was it? Every single thing you said was plain bullshit."
"I forgive, but I also learn a lesson. I won't hate you, but I'll never get close enough for you to hurt me again. I can't let my forgiveness become foolishness."
"Someone who loves you wouldn't put themselves in a position to lose you."
"I'm not mad, I'm hurt. There's a difference."
"I love you, and it's killing me."
"I can't unlove you."
"People always think the most painful thing is to lose the one you love. In truth, the most painful thing is to lose yourself, and not even realize it until it's too late."
"I don't know what's killing me more; talking to you or not talking to you"
"A woman, who opens her heart to love you, when it's already broken, is braver than any person you'll meet." – Steven Benson
"Just because I am strong enough to handle pain doesn't mean I deserve it."
"Of course! It takes a lot of strength to mend a broken heart. Channelising energies into your work helps, but also to be able to accept situations for what they are instead of questioning them helps immensely." – Deepika Padukone
"I'm hurt, I'm alone, I'm depressed, I cry myself to sleep and i hate myself all because of you." But I hope you're doing okay because I Love you."
"Dear Heart,
This is what happens when you try to make decisions on your own." Sincerely,
Brain.
Categories Life Post navigation
85 Insightful Fear Quotes And Sayings To Kill Your Fears
93 Smile Quotes And Sayings That Will Tells You To Smile


text:
Q: Issue connecting a client to localhost using Java I'm trying to setup a protected client and protected server connection using sockets. Whenever I run the program I receive a connection error saying the connection was refused. I'm using Java in Eclipse IDE running on MAC OS.  Any ideas why this code cannot connect to my localhost?
Protected Client:
public static void main(String[] args) throws Exception
    {
        String host = "localhost";
        int port = 7999;
        String user = "George";
        String password = "abc123";
        Socket s = new Socket(host, port);

        ProtectedClient client = new ProtectedClient();
        client.sendAuthentication(user, password, s.getOutputStream());

        s.close();
    }

Protected Server
public static void main(String[] args) throws Exception
{
    int port = 7999;    //7999
    ServerSocket s = new ServerSocket(port);
    Socket client = s.accept();

    ProtectedServer server = new ProtectedServer();

    if (server.authenticate(client.getInputStream()))
      System.out.println("Client logged in.");
    else
      System.out.println("Client failed to log in.");

    s.close();
}

When I run the program I receive the following error:
Exception in thread "main" java.net.ConnectException: Connection refused
    at java.net.PlainSocketImpl.socketConnect(Native Method)
    at java.net.PlainSocketImpl.doConnect(PlainSocketImpl.java:382)
    at java.net.PlainSocketImpl.connectToAddress(PlainSocketImpl.java:241)
    at java.net.PlainSocketImpl.connect(PlainSocketImpl.java:228)
    at java.net.SocksSocketImpl.connect(SocksSocketImpl.java:431)
    at java.net.Socket.connect(Socket.java:527)
    at java.net.Socket.connect(Socket.java:476)
    at java.net.Socket.<init>(Socket.java:373)
    at java.net.Socket.<init>(Socket.java:216)
    at ProtectedClient.main(ProtectedClient.java:36)

A: I have gotten this error before when using particular sockets. Try a different socket like 5687. (Or if you need that particular socket, try making sure your firewall allows it).
Make sure you call client.close() on the server as well. If your program worked once it might be blocking that port.

redpajama_set_name: RedPajamaStackExchange


text:
Pope Francis' Tim Sears fulfills goal, wins WMass title; Mount Greylock wins team title again (photos/video)
Updated: Aug. 27, 2019, 3:42 p.m. | Published: Nov. 13, 2016, 2:02 p.m.
Div. I and Div. II WMass Cross Country Championship Meet in Westfield
Gallery: Div. I and Div. II WMass Cross Country Championship Meet in Westfield
By Mark C. Volain | mvolain@masslive.com
11/13 - 2:45 PM Boys Cross Country
Mount Greylock 32
WESTFIELD — It's been a long time coming, but couldn't come fast enough. Pope Francis senior Tim Sears captured the Western Massachusetts Division II Boys Cross Country Championship on Sunday at Stanley Park, finishing with a time of 16:37, nearly 30 second faster than his next closest competitor.
"I didn't (realize it) at all, until the end. This has been a goal for me since I wrote it down above my bed as a freshman," Sears said. "I wrote 'Win Western Mass.' for today. I followed that goal."
Sears entered the day wanting to win, although his expectations may have been short of that.
"My plan was to go out slow, but I went out with (Drury's) Connor Meehan. For some reason, that felt easy for me, so I just kept going. When I was winning at the mile I was like 'I don't know what's going on' but it just kept going," Sears said. "Two miles, three miles, I just felt great. I took the lead going into the woods and was running with nobody. I expected Meehan and (Mount Greylock's Evan) Arthur to end up coming up with me, I don't know why it didn't happen."
After putting some distance between himself and the competition, something Sears has done with consistency throughout the regular season, Sears just keep his mind focused on another win.
"I felt like I had a good season. I was confident, I didn't lose (all year), so I just kept that mentality," Sears said. "There was no way I was losing today."
Frontier's Alex Sharp, the runner-up with a time of 17:06, followed Sears. Then came Arthur and Mount Greylock, who won the team title for the fourth-straight year.
Arthur was somewhat surprised to see Sears leading the whole race.
"We were going really slow the first two kilometers," Arthur said. "We were talking and wondered 'is this guy gonna die?' 'Yeah, he'll die' and he just never did."
Arthur and Jacob Fink finished back-to-back, both in 17:07. The Mounties had four in the top eight and all five scorers in the top 12, leading to an easy team title.
"It's really promising, for States especially. We usually have a frontrunner, but now we've got two guys who are going to be vying for an All-State spot. With that, we could really well at States," Arthur said. "We all hung with each other. We all got faster and all got closer. We made sure nobody died or fell off the pack."
Sears and Cardinals and Sharp and the Red Hawks will join Greylock at the Massachusetts Division II Boys Cross Country Championship in Gardner. Both Frontier and Pope Francis finished as one of the top three teams, the spots necessary to clinch a team berth.


Mark Catesby, Appendix Pl. 9 The Cashew Tree, hand-colored engraving, The Natural History of Carolina, Florida and the Bahama Islands, 1754 | Joel Oppenheimer, Inc.
Acquire a superb original Catesby engraving at a special price, Appendix Pl. 9 The Cushew Tree, (title in text) from The Natural History of Carolina, Florida and The Bahama Islands, Appendix. The current name for this species of tree is cashew tree, Anacardium occidentale (Linn.). The first illustrated work of American flora and fauna to depict the entire spectrum of life forms, Catesby's Natural History stands today as a monument in American science and natural history art.
The trunks of some of these trees are a foot and a half thick, and about twenty feet in height, forming a regular-headed handsome tree, with oval leaves. The flowers grow at the ends of the branches in clusters: each flower is composed of a green calix, and five small narrow petals of a purple colour and fragrant smell; and is succeeded by a nut not unlike, in form and colour, to a Hare's kidney, of a shining brown colour, containing a kernel resembling an Almond in size and taste. The shell inclosing this kernel is double, and contains an acrimonious caustik inflammable oil. The nut appears next to the flower, and grows almost to its full size before the fruit shews itself, which at length appears between the footstalk and the nut; and not as Madame Merian has unluckily figured hers, placing the fruit at the end, and the nut joining to the stalk instead of the fruit. the fruit, when full grown, resembles somewhat a Catharine pear; having a smooth skin and a yellow or red colour, sometimes blended with both clours, hanging three to four to a cluster. this fruit consists of a fibrous, spongy substance, which in eating is to be sucked, but not swallowed, and yields a pleasant-tasted vinous juice, somewhat astringent, but esteemed very wholesome.
They grow in Jamaica, Hispaniola, and many other places of America, within the Tropicks.
A wonderfully designed composition, this rare hand-colored engraving is in perfect condition with pristine original color; 20.25 x 14.25 inches.
$2,250 this week only (list price $2,800). Offer expires 9-4-17.


The communication revolution has made texts and languages available to people who, it is here suggested, might not have the cultural components needed to use them in the same way as native speakers. Introduced languages have in much of Africa eclipsed indigenous knowledge from opportunity for home grown development. Africans flocking to Western languages supported by numerous Western subsidies, leaves African ways of life concealed from the West. Western languages can be used to undermine the West. The inadequacy of English in Africa is illustrated by the contrast between the holistic and dualistic worldviews; English being dualistic is a poor means for expressing African holism. This makes the use of English in and for Africa inherently confusing. It is proposed that indigenous development be encouraged through challenging and encouraging African theology on its own terms, by encouraging some Western missionaries to use African languages and resources in their task.


text:
School Report 2012
School Report First Click
Page last updated at 09:15 GMT, Thursday, 4 August 2011 10:15 UK
TEACHER RESOURCES - PICK AND MIX
This pick and mix section allows teachers to create bespoke lessons by picking activities and resources
Finding news
This page has now been updated - you can find the new version here
This page contains a collection of videos, guides, activities and quizzes about what makes a story newsworthy and where to find news.
We would value your feedback on the resources
Email schoolreport@bbc.co.uk or fill out the form at the foot of this page to get in touch
And if you have any suggestions about how to improve the classroom activities or ideas for new exercises, we'd love to hear from you!
You can choose which resources are the most appropriate for your pupils and classroom. We've called it a pick and mix - so you can read through and select the materials that best fit in with your plans.
Please note that all times for activities are approximate and will depend on class size, age, etc.
We also have a special Teacher Essentials section which includes lots of extra information and advanced resources.
You can also use our updated lesson plans if you prefer a more structured approach.
Video: What is news? (2 mins 30 secs)
Video: Finding news (3 mins)
Video: Finding news masterclass (3 mins)
Activity: Spot the sources (10 mins)
Quiz: What is news and where to find it? (10 mins)
When it comes to working out what stories to cover, it can help to get right down to basics: what actually makes something "news"?
And once you have a grasp of that, where can you start looking for stories that will be of interest to your audience?
Sources of potential news are everywhere: newspapers, school newsletters, the internet, radio and TV programmes, sporting and cultural events - not to mention your local community, friends, family and personal contacts.
These resources will help you understand what is and isn't a story - and point you in the right direction for where you can look for ideas, inspiration and sources.
Activity: Comparing stories (20 mins)
Activity: News judgement (10 mins)
Activity: Headline analysis (10 mins)
Story choices
Journalists and editors have to make informed decisions every day about which stories to cover and how they are going to cover them.
No newspaper, TV programme, radio station or website can cover everything, so judgements have to be made to prioritise the most important news.
These resources will help to sharpen your editorial judgement about what makes a good story, and give you an idea about why stories make the bulletins.
Activity: Guess the audience (10 mins)
Activity: BBC News cards (20 mins)
Activity: News Sources (15 mins)
Audience awareness
We all make decisions about where we are going to find out about the news, often without even thinking about it.
Think of the very different approaches of, say, Radio 4's Today programme and Radio 1's Newsbeat , or The Sun and The Daily Telegraph. A story about Lady Gaga's new album, for example, might be big news for Newsbeat's audience - but of limited interest to Today listeners.
Understanding your audience and what will appeal to them is an important part of journalism.
These resources will help to explain the different audiences that consume the news and get you thinking about the type of stories that would be appropriate for your School Report audience.
Video: What is news? (2 mins 30 secs video + 2-3 mins to recap/discuss)
What is news? (duration: 2 mins 30 secs)
BBC newsreader Huw Edwards explains what makes news newsworthy and why truth and accuracy matters so much to journalists.
He also points out why you need to think about your audience and how a journalist is never truly off-duty!
NOTE FOR TEACHERS
This video is available on a separate web page to make it easier to distribute in the classroom
Or it is also available to download for use in the classroom:
.flv file (18 MB)
.mp4 file (30 MB)
See the guide to downloading videos
You can recap the key points from the video using the accompanying worksheet, or read a transcript of the video:
Key points: What is news?
Transcript: What is news?
A Welsh language version of the video is also available, together with a transcript.
Video: Finding news? (3 mins video + 2-3 mins to recap/discuss)
Finding news? (duration: 3 mins)
BBC newsreader Huw Edwards explains where you can start looking for inspiration for stories to cover in your reports.
And he emphasises the importance of making sure you have reliable sources for your stories.
Key points: Finding news
Transcript: Finding news
Video: Finding news masterclass (3 mins video + 2-3 mins to recap/discuss)
School Report's finding news masterclass (duration: 3 mins)
BBC Radio 5 live journalist Karlene Pinnock has to find stories and guests for her programmes every day at work.
With stints on programmes like Newsbeat also on her CV, Karlene is an expert when it comes to the business of finding news and coming up with fresh angles and ideas for existing stories.
.flv file (8.2 MB)
.avi file (672 MB)
See BBC Webwise's guide to downloading videos
Watch Karlene's video to learn her real-life tips for spotting great stories and identifying the best people to talk to about them.
You can recap the key points from the video using the accompanying worksheet or read a transcript of the video:
Key points: Finding news masterclass
Transcript: Finding news masterclass
This video contains references to using social media - aimed at pupils aged 13 and over - which you should check you are happy with before using in the classroom. For advice on using the internet safely, the BBC's online safety pages provide guidance and links to more advice
BBC journalists are increasingly using social media such as Twitter as a way of finding stories, information and ideas.
These sites can be fantastic sources of information but need to be used responsibly, especially by young people.
The BBC Webwise team have some great tips and information about how to use social media safely and responsibly.
Compile a list of current news headlines. You may wish to scan the front pages of the BBC News, BBC Local News, Newsbeat, or CBBC Newsround websites, or other news websites, newspapers and school newsletters.
For each story, answer the question: Why is it in the news?
Here's a few examples:
Trouble erupts in English cities - People need to know about it
William picks Harry as best man - People want to know about it
Plastic heart gives dad new life - It's unusual
News is essentially something people WANT to know or NEED to know. At the BBC, we say that news that people need to know is "in the public interest".
Activity: Sources and reliability (20 mins)
Work in small groups or as a whole class.
Without referring to books or the internet, try to answer some or all of the following questions:
You can substitute these questions with others if appropriate. The aim is to have questions people think they know the answer to, but often don't!
how many individual states are there in the United States?
who is the most expensive footballer (in terms of transfer fee) in the history of the Premier League?
name the last three winners of X-Factor
Did everybody agree on the same answers? If not, why do you think there were differences? And how did you decide what the right answer is?
Now double check your answers with your teacher or by researching online. Did you get it right?
As journalists, it's vital that you check your facts.
If two people tell you the same story, it's more likely to be true. And you can compare what they said to check how accurate they are. But you still need to think about how reliable the source is - do you trust the source of information?
Remember - just because something is online doesn't mean it's definitely true. What if the person who produced it made a mistake or had a particular reason for bending the truth?
Use sources you trust and check at least two different sources, no matter what the story. Nothing undermines a story more than an inaccuracy.
"Truth and accuracy" are two of the BBC's most important news values - and you need to think about making sure your journalism follows suit.
Using this worksheet, put a tick next to the headlines you think are the genuine news stories - and a cross next to the headlines that aren't news.
Worksheet: news judgement
Why did you choose the stories you did?
What do you think the key ingredients of a good story are?
Can your group or class agree on the most important elements of a good story?
Work in pairs or larger groups if appropriate.
The final card in the PDF is left blank, to be filled out with your school's plans for School Report
For this activity, you will need to print off and cut out a set of BBC News cards for each group.
Worksheet: News cards
The objective of the exercise is to decide which audience different news programmes are aimed at and gain an understanding of what that means for your work with School Report.
A reads out the content of their card.
B listens and then writes down a description - or even a representative drawing - of the typical person who would watch or listen to that programme. How old would they be? What sort of interests might they have? What type of music would they enjoy? What kind of job would they have? etc
A and B can discuss the results and then swap roles, before writing out a similar card for the school's School Report content. Don't worry if you can't fill in every box.
What audience is likely to be reading/watching/listening to your output?
And what does that mean in terms of how you approach stories and which stories you cover?
Activity: News programmes and services (15 mins)
Work in pairs.
Think of all the places you can access the news: TV, radio, websites, newspapers and any other sources. Which, if any, do you access or like?
Discuss why it is you get your news from that place.
What is it about the programme or service that appeals to you? Is there anything you would change?
What types of news do you find interesting? Which presenters do you like?
Now, bearing in mind what you've just talked about, think about what topics your "dream" news service or programme would cover. Perhaps it would be sport, music, politics or international news? How would you like it to be laid out or presented?
Would it be a TV or radio programme? Or perhaps a newspaper, magazine or blog?
Get together with another pair and compare ideas.
The audience is the listeners of a radio programme, the viewers of a television programme or the users of a website.
The front pages of these websites can be printed out and distributed as a low-tech alternative
Look at the front pages of the BBC News, BBC Local News, Newsbeat, or CBBC Newsround websites.
Guess the age of the audience for each, commenting on the choice of news topics, formality of language, layout etc.
1. What is the age of your audience on School Report News Day? That's when you will be making the news for real and publishing it on your school website.
2. Given your audience, are there any stories you would avoid reporting?
Lots of factors are involved in deciding which stories to report and how to cover them, including whether they are appropriate for your audience.
A hard-hitting crime story which is suitable for viewers of Newsnight at 10.30pm may well be totally inappropriate for Newsround's much younger audience at teatime.
Read School Report's guide to keeping your news safe and legal to help you understand the issues around media law
In addition, there are legal issues to consider: ongoing court cases are extremely tricky and BBC court reporters undergo training to guard against the risk of breaching contempt of court laws. This is a serious offence and can lead to heavy fines and trials collapsing.
Without hard facts, celebrity gossip can be nothing more than rumour and is usually best avoided.
There is also the potential to damage somebody's reputation unfairly, raising the prospect of a libel action - and repeating somebody else's story is no defence in the eyes of the courts, which can issue large fines.
Look again at your answer to question 2. Having read the information above about reporting regulations, would you add to or change your answers?
For this activity, you will need to print out this worksheet:
Worksheet: School sources
Look at the images on the worksheet and circle all the possible news sources - that's where you might find a story that your audience wants and/or needs to know about.
Now answer these questions?
1. Which of these could be sources in your school for your news story?
2. What other sources could you use? Think about outside school too.
Events that go on inside the school and your local community can be just as important to your audience as major global news, so remember not to overlook great sources of information and stories close to home.
And think about journalists who work on your local newspaper or local TV or radio station. Where might they get their stories from? Could you use similar sources for your reports?
Quiz: What is news and where to find it (10 mins)
Quiz: Finding news
Test your knowledge about what news is and the places you can find it.
1.) Journalist's role
Which of these best describes the job of journalist?
Someone who finds and reports newsworthy stories.
Someone who watches the news.
Someone who promotes politicians and businesses.
2.) What is news?
Which of these headlines is NOT news?
US President to visit UK.
Pupil drops pen during lesson.
Usain Bolt breaks 100m record.
3.) Sources
Contacts are...
People journalists talk to when they are researching stories.
Notebooks which contain a journalist's research.
The big TV screens in the newsroom.
What are "wires"?
A nickname for camera operators.
Another name for headlines.
Reports from journalists all over the world that news organisations pay to access.
5.) News values
The head teacher of a local primary school tells you that she's upset about a proposal to close her school. What headline would you choose for this story?
Head teacher announces school closure
Head teacher upset over school closure plan
Head teacher attacks council over school closure
6.) Types of news
Newsbeat is Radio 1's news programme. There are two bulletins every weekday, plus news summaries throughout the day. How long is each bulletin?
Which kind of news does World Have Your Say mainly report?
8.) Audience
Which of these audiences is Newsround aimed at?
18 to 25-year-olds
6 to 12-year-olds
9.) News platforms
Which of these is NOT a news platform?
A desk
A journalist is someone who finds newsworthy stories, creates reports and shares them with the public. Journalists do lots of different things to bring you the news, from taking pictures to doing interviews. But their core job is finding interesting, important and surprising stories that the public should hear about.
Pupil drops pen during lesson is unlikely to be a news story. Different news programmes will often cover different stories but giving your audience something they need or want to know is the starting point for choosing the right stories. Would people be interested in a pupil who dropped a pen in class?
Contacts are people journalists speak to when they are researching stories. Your family, friends, neighbours and teachers can all be great sources for stories.
Wires are reports from journalists all over the world that news organisations pay to access. Wire services operated by media organisations such as Associated Press and the Press Association can be a really useful source for reporters. Journalists try to find two sources when reporting a story, to increase their chances of getting the most accurate information.
Head teacher upset over school closure plan is the best choice. When she spoke to you, the head teacher didn't say the school was definitely closing and she didn't attack the council. Journalists must always tell the truth and report what people say accurately.
Newsbeat has two 15 minute bulletins every weekday. But you'll also hear news summaries throughout the day and the Newsbeat website is regularly updated with the latest stories.
World Have Your Say mainly reports international news, that's stories of interest to a global audience. News about something that's happening in one country can be really interesting to people from all over the world.
Newsround is aimed at 6 to 12-year-olds. The people who make the programme choose stories they think might interest children of this age and try to cover it in a way they will find interesting.
A desk is not a news platform. There are lots of places you can access the news but a desk doesn't really count! The BBC uses lots of different platforms to get news to the public, including TV, radio, websites, mobile phone apps, iPlayer, the Red Button service and social media sites.
0 - 3 : Keep working at it
4 - 7 : Good but could be better
8 - 9 : Well done!
The online quiz gives you the answers at the end of each question. If you are using the quiz worksheet, the answers can be found here:
Quiz + Answers: What is news and where to find it
This multiple-choice quiz is designed to test your knowledge of news programmes and services, sources, and truth and accuracy.
It also provides real-life scenarios to prompt discussions about the issues that surround the world of news.
You can take the above quiz online, either on this page or on a separate page which is easier to email and distribute at school; a low-tech alternative is to print out this worksheet:
Quiz: What is news and where to find it
Find out about our updated resources for School Report 2012!
PICK AND MIX RESOURCES
Gathering news
Reporting 2012
Lesson 1 - Finding news
Lesson 2 - Gathering news
Lesson 3 - Writing
Lesson 4 - Broadcasting
Lesson 5 - Reporting 2012
Lesson 6 - News Day
TEACHER ESSENTIALS
BBC values
Planning diary
Download videos
News Day
BBC College of Production
BBC Academy
BBC Learning
BBC Learning - Class Clips
TOP TEACHERS' RESOURCES STORIES
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I am in the city today for the press preview of the latest fashion exhibit ManusxMachina Fashion in an Age of Technology which I think from the photos below, is going to be pretty darn MAJOR! I have some information on the exhibit below from the Met's website, along with some photos of the fashion. I cannot wait to take my own photos and show you! Be sure to follow my Instagram as I usually post photos there first, while I am at the event.
The Costume Institute's spring 2016 exhibition, presented in the Museum's Robert Lehman Wing, will explore how fashion designers are reconciling the handmade and the machine-made in the creation of haute couture and avant-garde ready-to-wear.
With more than 150 ensembles dating from the early 20th century to the present, the exhibition will address the founding of the haute couture in the 19th century, when the sewing machine was invented, and the emergence of a distinction between the hand (manus) and the machine (machina) at the onset of mass production. It will explore this ongoing dichotomy, in which hand and machine are presented as discordant tools in the creative process, and question the relationship and distinction between haute couture and ready-to-wear.
The Robert Lehman Wing galleries on the Museum's first floor and ground level will present a series of case studies to unravel the hand/machine conundrum. At the center will be an installation of toiles and prototypes presented as garments in the making or "monuments to ideas." Emanating from this presentation will be a series of rooms based on traditional métiers of the haute couture, including embroidery, featherwork, artificial flowers, pleating, lacework, and leatherwork, which will be presented alongside versions that incorporate innovative processes, such as 3D printing, computer modeling, bonding and laminating, laser cutting, and ultrasonic welding. A room dedicated to the ateliers of tailoring and dressmaking will reflect the traditional division of a maison de couture.
The exhibition is made possible by Apple.


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Q: since I installed Xcode 7.1.1 and updatet on osx 10.11.1 I get a git error Like mentioned in the topic I updated xcode to version 7.1.1 and osx to version 10.11.1 after that I received errors when trying to compile a project with cocoa pods inside. When I try to run "pod install" I receive:
Creating shallow clone of spec repo master from https://github.com/CocoaPods/Specs.git
[!] Unable to add a source with url https://github.com/CocoaPods/Specs.git named master.
You can try adding it manually in ~/.cocoapods/repos or via pod repo add.
I tried to add the repo manually but then I get:
[!] /usr/bin/git clone https://github.com/CocoaPods/Specs.git master
sh: line 1:  3405 Segmentation fault: 11  /Applications/Xcode.app/Contents/Developer/usr/bin/xcodebuild -sdk / -find git 2> /dev/null
git: error: unable to find utility "git", not a developer tool or in PATH
when I tried to use "git --version" I get:
sh: line 1:  3408 Segmentation fault: 11  /Applications/Xcode.app/Contents/Developer/usr/bin/xcodebuild -sdk / -find git 2> /dev/null
git: error: unable to find utility "git", not a developer tool or in PATH
So I tried to add the PATH manually but i weren't able get it work
my echo $PATH delivers:
/usr/local/mysql/bin:/Library/Frameworks/Python.framework/Versions/2.7/bin:/Library/Frameworks/Python.framework/Versions/3.4/bin:/usr/local/bin:/usr/bin:/bin:/usr/sbin:/sbin
and my echo $DYLD_LIBRARY_PATH:
/usr/local/mysql/lib/
Does anyone have a clue how i can fix that problem?
thank you very much :)

A: Today I had the same error.
1) cd ~/.cocoapods/repos
2) git clone git://github.com/CocoaPods/Specs.git master
(use git protocol, I failed when try to do that via https)
3) pod install --no-repo-update --verbose

A: I didn't have the exact same issue with cocoapods, but I also got the git error after updating to Xcode 7.1.1 (still on OSX 10.10.5):
error: unable to find utility "git", not a developer tool or in PATH

Simply restarting the terminal fixed the problem for me.


The Carter House residents of high school aged girls arrive shortly before school starts. With a crazy mix of personalities, pocketbooks, and problems, the girls get acquainted, sharing secrets and shoes and a variety of squabbles.
"DJ," she growled as she tromped loudly down the curving staircase. Why had she let Dad talk her into living with her grandmother for her last two years of high school? She'd only been here since last spring, late into the school year, but long enough to know that it was nearly unbearable. Boarding school would be better than this. At least she'd have a little privacy there and no one constantly riding her---telling her how to act, walk, look, and think. She wished there were some way, short of running away (which would be totally stupid), out of this uncomfortable arrangement.
"There you are," said Grandmother when DJ walked into the office. Her grandmother frowned at her ball cap and then pasted what appeared to be a very forced smile onto her collagen-injected lips. "I want you to meet a new resident." She made a graceful hand movement, motioning to where an attractive and somewhat familiar-looking Latina woman was sitting next to a fashionably dressed girl who seemed to be about DJ's age, but could probably pass for older. The girl was beautiful. Even with the scowl creasing her forehead, it was obvious that this girl was stunning. Her skin was darker than her mother's, latte-colored and creamy. Her long black hair curled softly around her face. She had high cheekbones and dramatic eyes.
DJ shook the woman's hand and mumbled, "Nice to meet you." But the unfriendly daughter just sat in the leather chair, one long leg elegantly crossed over the other, as she totally ignored everyone in the room.
"Which room?" asked DJ, feeling concerned. Sure, Taylor might be a perfectly nice person, even if a little snobbish, but DJ was not ready for a roommate just yet.
"Like that's going to be a problem," said Taylor, the first words she'd spoken since meeting DJ.
"I don't imagine anyone is going to be exactly pigging out around here. I mean aren't we all supposed to become famous models or something?" asked Taylor as she examined a perfectly manicured thumbnail.
DJ just shook her head. "I think my grandmother will give up on me pretty soon. Especially when the others get here. She'll have girls with more promise to set her sights on." At least that was what DJ was hoping.
"Right . . . . " Then DJ showed Taylor the large living room, the most modern space in the house. Grandmother had put this room together shortly after deciding to take on her crazy venture. Above the fireplace hung a large flat-screen TV, which was connected to a state-of-the-art DVD and sound system. This was encircled by some comfortable pieces of leather furniture, pillows, and throws.
"This house has been in our family for a long time," said DJ as she led Taylor up the stairs. "But no one has lived here for the past twenty years. My grandmother had it restored after she retired a -couple of years ago." DJ didn't add that her grandmother had been forced to retire due to her age (a carefully guarded and mysterious number) or that this new business venture, boarding teen "debutantes," was to help supplement her retirement income. Those were strict family secrets and, despite DJ's angst in living here, she did have a sense of family loyalty?—?-at least for the time being. She wasn't sure if she could control herself indefinitely.
"Funny." Taylor rolled her eyes as she opened a door to one of the walk-in closets opposite the beds.
"It's bigger than it looks," said DJ as she walked into the room and then pointed to a small alcove that led to the bathroom.
DJ felt the need to bite her tongue. Taylor was her grandmother's first official paying customer to arrive and participate in this crazy scheme. Far be it from DJ to rock Grandmother's boat. At least not just yet.
"Don't you want to go down and tell your mom good-bye?" asked DJ as she moved toward the door.
"Here are some more bags for Miss Mitchell," said Inez as she lugged two large suitcases into the room, setting them by the door.
DJ saw Inez make a face behind Taylor's back. But the truth was DJ didn't blame her. Inez might be a housekeeper, but she didn't deserve to be treated like a slave. Suddenly, DJ felt guilty for snapping at Inez earlier today. She smiled now, and Inez looked surprised and a little suspicious. Then DJ grabbed the largest bag, hoisted it onto the bench with a loud grunt, and Taylor turned around and gave her a dark scowl.
"Later," said DJ as she exited the room with Inez on her heels.
"Mrs. Carter wants to see you downstairs, Desiree," announced Inez when they were out on the landing.
"That sounds about right." Inez gave her a smirk.
DJ nodded. She could tell by how formal her grandmother was acting that Eliza Wilton must be someone really important---meaning extraordinarily wealthy---even more so than the Mitchells. And that's when she remembered her grandmother going on about "the Wilton fortune" this morning at breakfast. Of course, that must be Eliza's family.
"Nice to meet ya, Eliza," DJ said in a purposely casual tone. This girl was pretty too, but not like Taylor's dark and dramatic beauty. Eliza was a tall, slender, impeccably dressed, blue-eyed blonde. She wasn't exactly a Paris Hilton clone---and she didn't have a little dog as far as DJ could see---but there was a similarity, except that Eliza's face was a little softer looking, a little sweeter, but then looks could be deceiving.
"Lucky Eliza," said DJ in a droll tone.
"Which is . . . ?" asked DJ.
Of course, thought DJ as she led Eliza from the office. Next to her grandmother's suite, the rose room was probably the best room in the house. Naturally, someone as important as Eliza would be entitled to that. Not that DJ had wanted it. And perhaps her grandmother had actually offered it to her last month. DJ couldn't remember. But she had never been a flowery sort of girl, and she knew the rose wallpaper in there would've been giving her a serious migraine by now. Besides she liked her sunny yellow bedroom and, in her opinion, it had the best view in the house. On a clear day, you could actually glimpse a sliver of the Atlantic Ocean from her small bathroom window.
"So, you're happy to be here?" DJ studied Eliza's expression.
Or some sort of reformatory school, thought DJ. Although she didn't say it out loud. Not yet, anyway.


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Q: How to parse http header multipart/form Data I created a WCF Rest service and I am reading content sent by multipart/form data. However I get the contentdisposition and extra information from the stream.
 resulting the file to be corrupted especially Images. My Service is hosted on IIS. The following is the code used for implementation. as I Upload the files the files are added with extra content. How can I remove the extra content ?
public string UploadFile(Stream fileContent)
    {
        try
        {
            FileStream targetStream = null;
            string uploadFolder = @"C:\Upload";
            string filePath = Path.Combine(uploadFolder, "123");

            using (targetStream = new FileStream(filePath, FileMode.Create, FileAccess.Write, FileShare.None))
            {
                const int bufferLen = 45000;
                byte[] buffer = new byte[bufferLen];
                int count = 0;
                while ((count = fileContent.Read(buffer, 0, bufferLen)) > 0)
                {
                    // save to output stream
                    targetStream.Write(buffer, 0, count);
                }

                targetStream.Close();
                targetStream.Dispose();
            }
        }
        catch (Exception ex)
        {
            return ex.Message;
        }
        return "Image Uploaded";
    }


text:
What Transportation Planners Can Learn About Ridesharing from College Campuses
Portada » What Transportation Planners Can Learn About Ridesharing from College Campuses
What Transportation Planners Can Learn About Ridesharing from College Campuses2016-12-022016-12-02https://www.ptcarretera.es/wp-content/uploads/2018/04/logo-nuevo2.pngPT Carreterahttps://www.ptcarretera.es/wp-content/uploads/2016/12/MIT-Walking-Map-500px.png200px200px
College campuses have long had alternative transportation options. But these options, such as fixed bus routes or carpooling, have never provided enough transportation coverage to greatly reduce the number of students, faculty, and staff who drive alone in a personal vehicle.
Now, new ridesharing technologies and transportation demand management (TDM) strategies mean that how people travel to and from campus may be changing and nearing a tipping point where these strategies work in combination to provide a more attractive package than driving alone.
"We're seeing smartphone-based casual carpooling, commuter clubs, transit passes integrated into ID cards, bike sharing, and much more," said Volpe community planner Kevin McCoy during a recent webinar hosted by the Federal Highway Administration (FHWA) and Volpe on ridesharing on college campuses. "The landscape is changing very quickly with new technologies and business models popping up all the time."
Universities are Real-World Ridesharing and TDM Laboratories
To address transportation demand, universities have long experimented with alternatives to single-occupant cars. Free or discounted public transit passes, subsidized parking for carpoolers, and bike sharing are some of the options universities provide to their students and employees.
"Universities are real-world laboratories," said William Lyons, principal technical advisor for transportation planning at Volpe. Lyons is co-author with McCoy and James Andrew of a recent report that offers lessons and case studies on campus ridesharing technology that can be used by state, regional, and local transportation agencies.
The report is the fourth in a series of five Federal Highway Administration reports by Volpe on ridesharing and transportation demand management.
"We're approaching campus programs as valuable laboratories for insights for communities in general, and particularly for metropolitan planning organizations," Lyons said.
Campus Case Studies
Several universities have fostered partnerships with private companies to address the demands campuses place on transportation. Yale University and the Massachusetts Institute of Technology (MIT) collaborate with ZipCar to provide students discounted and easy-to-access rides.
MIT has also developed a real-time trip planning tool, AccessMyDashboard, that lets staff compare various modes of transportation by time, cost, and sustainability. To encourage alternatives to single-driver cars, commuters are awarded points for choosing the most sustainable option.
"The goal of the commuter program is to reduce parking permits by 75 percent and shift car use from daily to occasional," said Larry Brutti, operations manager for parking and transportation at MIT.
By shifting to daily rate parking, drivers avoid a "sunk cost" problem, where they need to pay to park in advance of a semester or monthly basis, Brutti said. On days when MIT students or staff don't need to drive, they can shift to public transportation, provided to them at no cost by MIT, instead of paying for parking.
Universities are also developing policies and procedures to support these new ridesharing technologies and TDM strategies. They typically emphasize branding and outreach strategies to encourage usage, partnering with transportation agencies to identify cost-effective solutions, and forming close ties with local government to bring ridesharing technologies not just to campuses, but to communities.
Applying TDM at the Regional Level
The webinar featured a panel of ridesharing planners and practitioners who discussed the potential to apply strategies from the university case studies to a regional planning scale.
"How do we engage people to do things differently?" said Paul Minett, managing director of the Ridesharing Institute. "Particularly in the sense of maintaining the gains, not having induced traffic or latent demand just fill up [parking] spaces, so we incur a bunch of cost and effort to no net gain. How to get a community view of the entire road system is a huge challenge to work out."
There are a few important differences in how campuses and larger municipalities operate. Regional transportation planning involves collaboration on transportation decisions at state, regional, and local levels. Different agencies are often responsible for different aspects of planning, such as transportation, land use, and operations.
"Regions can have growth in the right areas with the right strategies," said Barbara Laurenson, of the Metropolitan Transportation Commission in the San Francisco Bay Area, during the FHWA/Volpe webinar. "Start small and focus on a corridor or promising area."
University campuses are useful laboratories for how balanced approaches combining ridesharing and TDM can dramatically reduce single-occupant car trips, traffic congestion, and the demand for costly parking. Although regional planning agencies lack similar direct responsibility for parking, land use, and transportation, the positive results of the universities can encourage regions and communities to consider how they might collaborate with public- and private-sector partners to provide similar attractive transportation alternatives and accomplish similar results.
"We are seeing a change from traditional public-sector approaches to new partnerships with private industry and entrepreneurs providing tools to address transportation planning needs," said Lorrie Lau, manager of the FHWA ridesharing and TDM research series. "We in the public sector need to collectively examine how we can adapt our roles in transportation planning."
Fuente de la noticia: https://www.volpe.dot.gov/news/what-transportation-planners-can-learn-about-ridesharing-college-campuses
Marcas viales laterales de color verde para que los conductores no vayan más rápido de lo permitidoNoticias
Warning gates to stop wrong-way traffic on new I-75 reversible express lanesNoticias


WASHINGTON, DC - The final fiscal year (FY) 2011 budget provides $95.4 million for the U.S. Energy Information Administration (EIA), a reduction of $15.2 million, or 14 percent, from the FY 2010 level.
"The lower FY 2011 funding level will require significant cuts in EIA's data, analysis, and forecasting activities," said EIA Administrator Richard Newell. "EIA had already taken a number of decisive steps in recent years to streamline operations and enhance overall efficiency, and we will continue to do so in order to minimize the impact of these cuts at a time when both policymaker and public interest in energy issues is high," he said.
EIA must act quickly to realize the necessary spending reductions during the present fiscal year, which is already more than half over. The changes in products and services identified below reflect initial steps to reduce the cost of EIA's program. Additional actions are being evaluated and may result in further adjustments to EIA's data and analysis activities in the near future.
Suspend auditing of data submitted by major oil and natural gas companies and reporting on their 2010 financial performance through EIA's Financial Reporting System.
Suspend work on EIA's 2011 Commercial Buildings Energy Consumption Survey (CBECS), the Nation's only source of statistical data for energy consumption and related characteristics of commercial buildings.
Terminate updates to EIA's International Energy Statistics.
Halt preparation of the 2012 edition of EIA's International Energy Outlook.
Suspend further upgrades to the National Energy Modeling System (NEMS). NEMS is the country's preeminent tool for developing projections of U.S. energy production, consumption, prices, and technologies and its results are widely used by policymakers, industry, and others in making energy-related decisions. A multiyear project to replace aging NEMS components will be halted.
In addition to these program changes, EIA will cut live telephone support at its Customer Contact Center.
The changes outlined above and the additional actions that may be required to align EIA's program with its FY 2011 funding level are undoubtedly painful for both users of EIA energy information and EIA's dedicated Federal and contractor staff. We will work with stakeholders to minimize the disruption associated with the changes identified above and will issue specific guidance to affected survey respondents soon. We remain committed to maintaining the bulk of EIA's comprehensive energy information program and strengthening it where possible, consistent with the available level of resources.


Welcome to our new site. We are proud of our athletes and will showcase them here, and also include great training tips and other event news.
Download, print and SHARE! Some great articles here, with more to come! Check back in the future or better yet, make sure you are on our mailing list!
Wow – Big congratulations to these GRC athletes!
Jennifer Evangelist– Finished her first Half Ironman at Tawas. Congratulations!
Ali Schwein- After having left for college at Colorado-Boulder (how cool is that?), came back to Chicago and did the ITU World Championships and took 3rd in her Age Group and was first American at the Olympic distance for 18-19 year olds. We are sad to have her move on; but excited for her as she starts her life as a full time college student. She was a joy to work with for the past 2 years.
Duane Amato- Our Masters "stud". He did the ITU Worlds in Chicago also and finished 15th in his AG for the Worlds race and backed it up with a 2nd place AG finish on Saturday for the open sprint race. He's had a great season and continues to get better with age!
Some impressive results, to say the least!
Seyed Hajimirza– In his FIRST, full Ironman had a beautifully executed performance at IM Mt. Tremblant. His consistency throughout the winter and spring months paid off with a finish that was within 1 minute of his goal time that was established at the beginning of the season.
While we didn't focus on his time, but more of his execution; he was extremely satisfied with his performance and completed his goal that he had when first coming to work with us this year.
Taylor King– Big Fish- Overall Woman's Winner on an absolutely horrible race day with cold and rain. This was a WELL deserved win.
Janelle Holt– Our assistant coach and resident Canadian/Australian has had a couple of podium finishes in her new world of Ontario Mountain Bike Racing.
Ali Schwein– Continues her great season so far with an OVERALL female winner at the sprint race at Island Lake in June. Funny that the award is a bottle of wine for a minor….good thing Mom was along.
A great start for Ali!
Our high school standout, Ali Schwein, traveled to West Lafayette to compete in a regional draft legal talent weekend.
On Sunday at the combined youth and junior, female elites race, Ali lead out of the pool swim and onto the draft legal bike. She came off the bike 2nd and through a blistering run(avg 6:55/mile); passed her competitor at a strategic time in the race and came across the line with a 8 second win.
Congratulations to Ali on her regional talent series win. It's a great start to her senior high school season in triathlon.
These are the posts that the coach loves to write about….
In her first stand alone marathon; we took a very specific approach knowing that she wasn't going to be able to log the "normal" marathon mileage. (We don't always follow the old school rules of running).
Her longest run was 16 miles leading into the race. Although, it was a marathon pacing exercise, where we focused on her pacing and mental prep.
Our high school stand out, Ali Schwein, has had a fantastic swim build this senior year. She qualified for sectionals with a personal best in the 100 free with a 1:01 and 5:59 in the 500. In between all of this lap time in the pool, she took a break and ran her first half marathon(1:49) in Disney over winter break (with her Mom). She finished 5th in her AG out of 374(That's top 1.3% in her AG); 310th overall out of 20k+ runners. Pretty solid for someone who we didn't have run more than 8 miles in her training.
The Coach took his new standard winter break and did the Gasparilla Ultra Classic in Tampa. This included a 15k/5k on Saturday and Half Marathon on Sunday. The goal was to get the coveted top 10% finishers mug in the 5k. Mission accomplished. They total the run times for all 3 events and gave him a top 5 in the AG of 45-49'ers and a faster half marathon than 2014. This race is first class and the shirts/jacket/medals are pretty sweet for a reasonable entry fee. This event is HIGHLY recommended. They sold out this year with 30K+ participants in all the events. It's a great break from this awful Michigan winters. We are about 4-6 weeks away from folks starting to get their bikes on the road; so the season is going to be on us sooner than later. Time to get started!


Formerly considered conspecific with P. inornatus, but differs clearly in vocalizations and plumage, and co-exists sympatrically#R; some evidence that the two may occasionally hybridize#R. Race mandellii sometimes treated as a separate species; differs genetically#R and in its generally duller, browner plumage above and dingier plumage below (not always perceptible; hence no score); song type 1 drops more in pitch initially (2) and has a wider frequency range (1), while song type 2 has subtly different note shape (1)#R; moreover, calls are clearly different. Two subspecies recognized.
P. h. humei (W. E. Brooks, 1878) – Hume's Leaf-warbler – SC Russia (Altai, Sayan and S Baikal Ranges), W & N Mongolia, NE, E & SE Kazakhstan, Kyrgyzstan, NW China (Junggar Basin) and Tien Shan S to NE Afghanistan and Kashmir, thence E through the Himalayas to S Bhutan and NE India; non-breeding NE Afghanistan, N Pakistan and N, C & E India E to Bangladesh.
P. h. mandellii (W. E. Brooks, 1879) – Mandelli's Leaf-warbler – C China (E Qinghai E to Shaanxi, Shanxi and Hebei S to N Yunnan); non-breeding S China (S Yunnan) and NE India (Meghalaya and S Assam hills) E to W & NW Myanmar, NW Thailand, N Laos and N Vietnam (W Tonkin).
There are no yet links to voice recordings in the Hume's Leaf-warbler account, so I guess that Ruud van Beusekom's comment refers to a recording posted by Herve Jacob to the Internet Bird Collection (IBC). If this is the case, yes, Ruud is right: that song is probably from a Greenish Warbler. We are amending the mistake. Thanks!
Clement, P. (2019). Hume's Leaf-warbler (Phylloscopus humei). In: del Hoyo, J., Elliott, A., Sargatal, J., Christie, D.A. & de Juana, E. (eds.). Handbook of the Birds of the World Alive. Lynx Edicions, Barcelona. (retrieved from https://www.hbw.com/node/58884 on 18 April 2019).


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Now Estonia's just showing off: Baltic nation opens car charging network
Adam Vaughan, The Guardian
Despite its size, Estonia has pushed hard to be perceived as one of the more forward-thinking nations and this latest feat only improves the country's position far ahead of most rivals.
Estonia's reputation as one of the most wired-up countries in Europe has been boosted further with the opening of what is being billed as the world's first nationwide electric car charging network.
The sparsely populated Baltic state with a population of just 1.3 million hopes the 165 "fast chargers" will overcome the "chicken and egg" problem facing the take-up of electric cars worldwide.
The network of charging points, which was opened officially on Wednesday but has been running for several months, uses direct current (DC) to charge cars in less than 30 minutes, rather than around eight hours to recharge a car's battery as is the case with most of the more than 3,000 points in the UK.
There are believed to be around 650 electric cars in Estonia, more than 500 of which were Mitsubishi i-MiEVs given to social workers by the government in 2011. Motorists can get grants of up to€18,000 (£15,700) off electric cars, compared to the £5,000 cap for the UK's electric car grant. The average full price for a new electric car is around £30,000.
Estonia's minister of the environment, Keit Pentus-Rosimannus, said: "The fact that recharging is so easy is one of the main reasons more and more Estonians will decide in favour of electric cars in future. Our entire transport policy should be based on the notion that environmentally friendly travel is the cheapest and simplest option there is."
The charging points are no further than 60km apart, and were paid for by the Estonian government. Whether the push to electric cars will come with environmental benefits, however, remains to be seen: the former Soviet republic gets more than 90% of its electricity from carbon-heavy oil shale.
Ulrich Spiesshofer, head of discrete automation and motion at ABB, the Swiss company that makes the charging points and won the tender for the network in January 2012, said: "Having a nationwide fast-charging network will encourage motorists to switch to electric vehicles and it will motivate other countries to invest in their own charging infrastructure."
The distance electric cars can go between charges was the subject of heated debate in the US media in the last week, following a war of words between the New York Times and US electric car company Tesla Motors over its new Model S car.
This week the UK government announced it would cover up to 75% of the cost of installing charging points for electric vehicles in garages and driveways.
Tags: estonia, green
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