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Pain Of Salvation
After weeks of excitement, sweaty palms and sleepless nights I am finally sitting here in front of him. Daniel Gildenlöw. The mastermind behind one of the most visionary progressive metal bands, Pain of Salvation – so visionary that they take the term progressive so far beyond the genre, where putting them in the same box with bands like Dream Theater would be a shame. After a few seconds of recovering from the hypnosis I recall the tour manager telling me how sick Daniel was and the fact of me being two hours late for the interview (blame the tour manager!), meaning I had to shorten my interview heavily, cutting out all the unnecessary [read: fun] questions. Besides the scarf around the neck there are no other signs of Daniel being ill. He seems to be interested and in the mood. Fredrik (keyboards) joins us shortly. No time to waste!
Marina: So… On the new album: 26 times fuck, 5 times shit and 40 times sick. You have been quite frustrated while writing the new album?
Daniel: We try to make it in a harmonic, nice kind of way [laughs].
Marina: Is "Scarsick" a very angry album?
Daniel: Yeah, it is. It's a frustrated album. It's kind of social-political and since it's the second part of "The Perfect Element part I" [referred to as TPE part I throughout the interview], we have the male main character being kind of the filter through which we see society. And he is not in a state of mind where he would be subtle about things. So it would just feel awkward to try to soften things up. We actually had the advice, I wouldn't say from whom, but it was someone involved in around the band, when it came to "America" that maybe we could change the lyrics, at least just the "sick of America part", maybe to "I LOVE America", but in a cynical way… Well, yeah, no, I don't think so [laughs].
Marina: But wasn't it quite risky to write a song about America?
Daniel: I don't know, I mean, looking at it from a marketing point of view, it's probably not the best thing to do. But then again, you're always pissing someone off as soon as you're saying something that you care about, as soon as you're saying something that is not kind of medium and in the middle. You're always going to make someone angry or someone will misunderstand you or whatever. And if you try to work around that every time, then you'll end up with very bland, meaningless products, I think. So, it's better to be head-on and then you'll have to explain what you mean to all those people that think you're an asshole [laughs]. And from the percentage point of view we should have the majority of the American people with us on this, right? [laughs]
Marina: Yeah, sure… For and against… [laughs]
Daniel: With a small margin, but still…
Marina: Can you please shortly sketch up the main links between "TPE part I" and "Scarsick"?
Daniel: Well…[laughs]
Marina: Once again, yeah.
Daniel: Yeah, sure, very briefly. Well, "The Perfect Element part I" is dealing with the symptomology of the individual and "Scarsick" is dealing with the symptomology of a society. So, on the first part we're looking at two main characters, who are kind of broken inside and trying to kind of damage, trying to fill holes with outside stimuli, trying to become whole by finding other things that will fit into the holes that they have, which is the main point of the whole concept of "The Perfect Element", where I kind of use the element as a metaphor for the things that you… If you're using the elements as a metaphor, you could say that in order to be a full human being you need to have all the four elements, when you're formed as a human being. If you don't get that, like in the case with these two individuals, they have a deficiency of the element of fire for love, so they will go through their lives constantly burning themselves on things, trying to fill that with other types of elements of fire, which would be like the drugs, the sex and the drug abuse, whatever. So, we're looking at the first half of "TPE part I" and we have several themes of abuse on an individual kind of level. And if you're looking at "Scarsick" you see the first half of that album having themes of abuse kind of referring to that first part of "TPE part I", but on a social level. So you're looking at themes of abuse on a much more social-political level. And this is done by, since on "TPE part I" we're following the male main character, as he is kind of caught up by the truths about himself and his past and he reaches kind of a mental decline to a point of no return and falling point at the end of the album, and we leave him lying on the floor with all these different emotions, having more or less a breakdown. And this is where we pick up on "Scarsick" with the male main character still lying on that floor. And in that same room you have a TV being on. So you see the outside world or the contemporary society (Daniel: I love that phrase) being displayed through television, which in itself is a kind of an interesting filter, and then again you have the main character also as a sort of filter. And after having seen these different themes of abuse through television, in which America is one of the parts, you get to follow his physical point of no return and his physical falling point. And he serves, in many ways, as a warning sign of, I guess, showing that society in itself is sharing the same symptomology as those individuals. It's a kind of a broken and empty, kind of damaged society that has formed these individuals very naturally and is also trying to find outside stimuli to fill the voids, in many ways. And it's also at risk of being caught up by the truths about itself and by its own past. And if we're not changing our ways, we will go the same way as these individuals are going in "TPE part I".[laughs]
Marina: Change the society – change the people.
Daniel: Yeah, and then the individuals formed by that society will in their turn change society. So it's kind of a symbiosis that needs to be a positive spiral or else it will go, you know… kind of… bad.
Marina: You should have been a politician.
Daniel: I am! [laughs] Not a party politician, but I guess everything is politics in many ways.
Marina: So, one of these questions that you're probably sick of hearing: Will there be a "The Perfect Element III"?
Daniel: [laughs] I'm not sick of hearing that… Yeah, there is going to be a Part III.
Marina: You cannot reveal what it is going to be about yet? [Daniel hesitates] Maybe a tiny hint?
Daniel: Well, we're going to see more of her again – the female main character. And trying to kind of sum things up, I guess.
Marina: So you've got a part of the concept in your head right now?
Daniel: Yeah, and part of the music too. It's going to be… interesting.
It was a lot more difficult to make Daniel spill out about the upcoming album than I thought, so I found myself giving up on the idea quite quickly. Using force might not have been a very popular move either, so I made a decision to move on to more innocent subjects.
Marina: Do you use a special formula when making an album? How do you go about making one, does it just flow naturally?
Daniel: It just flows naturally. It depends on the album. I usually say that as long as you're making music and you're using yourself, like, as long as you're putting yourself into your music, the music will change as long as you're changing. And another way of constantly redefining your relationship to music, I think, is also to change the procedure in which the music is being created. And that happened definitely for the last albums, since we have had so different premises for every different album. But one thing that is always the same, I think… I mean, I can only speak for myself as a composer, but when music comes to me, I live with it for a while, I twist and turn it and sometimes it survives into something that will actually be on an album or at some sort being continued and being finished at some point. Most of it is just passing by. After that it's all up to your own filter. I try to find the perfect form for the music. Somewhere, maybe that's wrong, but somewhere I just have the feeling that every song, every idea, every embryo of a song has a perfect place, a perfect form. And I think that the higher your musical ceiling is, the bigger is the chance that that specific song will reach its ultimate form. I think that every time you fail in finding the ultimate form for musical idea, you have abused the song idea. You have done something to it that was not intended to be. And I think that's what, in my opinion, makes some of the great bands and artists so great. Like every time I listen to The Beatles I can hear so many songs that found their ultimate form. And sometimes when you listen to other music, you can just feel that this was not the soul of the song, it ended up in a wrong way, because someone was trying to reshape it into something that would fit themselves or fit their own form as a band or as an artist. And I try to avoid that as much as possible.
Fearing that Fredrik, who throughout these 10 minutes was keeping quiet (disturbingly quiet), meanwhile has fallen asleep in front of the table, I direct the next question at him.
Marina: How much do you others have to say in a song-making process?
Fredrik: [Very cautiously, exchanging looks with Mr. Gildenlöw] Not much… err… in the song-writing process – Daniel writes almost everything, but I'd like to think that we have something to say or add when we rehearse. I think it's inevitable to bring something to the music.
Marina: So you never say: "I'm not playing that shit, Daniel."?
Daniel [breaking into the conversation]: We had an interesting thing, when I and Johan [guitar] did a promotion tour. We came up with this parable about – because someone asked him about if it wasn't annoying to just play someone else's music or something like that. And he was kind of irritated, so we were having a discussion later on that night that he was so annoyed with that question. [Daniel gets enthusiastic] It's just like [coming to the parable now] Pirates of the Caribbean… No one would ask Johnny Depp: "So, isn't it annoying? You didn't write the script, you didn't write your own lines, you didn't produce the movie; you didn't even make your own clothes. I mean, isn't it annoying? What did you contribute to?" It's about doing what you're good at, I guess. Everyone is equally important for the final product.
Marina: You've been accused of being too intellectual about your song-making and concepts etc. Don't you fear that you'll lose some listeners along the way or your message won't be delivered fully? Someone suggested to me that one almost must have a Ph.D in theology to fully grasp the meaning of BE.
Daniel: No, you have to have a functioning brain, that's all. Ph.D is nothing, it's just a paper. So no I don't care about that [laughs]. I see what you mean, but no, it's nothing that bothers me. For every album you make there are always people that thought, you know, "you should have done this or that", or "hey, why didn't you make another One Hour By The Concrete Lake" or whatever their own favourite album is. And if you start thinking like that, I think that's when you're on dangerous territory, when it comes to creative process. I think you should always, I said this too, but fear is very good. Fear is something that is really important if you're hunted down by a wolf or a pack of bandits. But fear is not the best creative force, fear doesn't make a good songwriter and fear does not make a good producer or anything, so I try to leave Mr. Fear out of basically everything that has to do with anything creative. And I'll try to call him, when I need him [both laughing].
Marina: Your music has such a great influence on so many people. Are you aware of that you can change people's lives with your music? Are you aware of such power?
Daniel: Yeah, it's kind of scary [laughs]. Again with knowing the fact that you're always going to be misunderstood by someone, it makes it even scarier when you create stuff to know that if you're that influential you can be just as influential in a destructive kind of way. And that's kind of scary. But again yeah, with that Mr. Fear…
Marina [Being the megalomaniac that I am]: You can use this power, you know…
Daniel: That's what we're trying to do… [laughs]
Marina: Thank you for the interview, it was a great pleasure.
Daniel: Thank YOU.
Conducted by guest writer Marina Hesselberg.


An attribute like Transform, Denormalize, etc. must be defined.
In such a case, the piece of code is written directly in the graph and can be seen in it.
The code is written in an external file. Also charset of such external file can be specified (Transform	source charset, Denormalize source charset, etc.).
For transformations written in Java, a folder with transformation source code need to be specified as source for Java compiler so that the transformation may be executed successfully.
Transform class, Denormalize class, etc.
It is a compiled Java class.
The class must be in classpath so that the transformation may be executed successfully.
To define a transformation in a graph itself, you must use the Transform editor (or the Edit value dialog in the case of JMSReader, and JMSWriter components). In them, you can define a transformation located and visible in a graph itself. Transformation can be written in Java or CTL, as mentioned above.
For more detailed information about the editor or the dialog, see Transform Editor or Edit Value Dialog.
Transform URL, Denormalize URL, etc.
You can also use a transformation defined in some source file outside a graph. To locate the transformation source file, use the URL File Dialog. Each of the mentioned components can use this transformation definition. This file must contain the definition of the transformation written in either Java or CTL. In this case, transformation is located outside a graph.
For more detailed information see URL File Dialog.
In all transforming components, you can use some compiled transformation class. To do that, use the Open Type wizard. In this case, the transformation is located outside the graph.
For more detailed information, see Open Type Dialog.
More details about defining transformations can be found in the sections concerning corresponding components. Both transformation functions (required and optional) of CTL templates and Java interfaces are described there.
 If this is yes, each data record is always sent out through all connected output ports.
 If this is yes, each data record can be sent out through the connected output port whose number is returned by the transformation. For more information, see Return Values of Transformations.


text:
Brooklyn based art space in Red Hook. Exhibiting contemporary artists and their ideations in the form of artworks that include 2D, 3D, and 4D works. www.rhombusspace.com
Rhombus Space presents "From New York With Love" at Toronto's Red Head Gallery
"From New York with Love" is Katerina Lanfranco's debut solo show in Toronto. The show is comprised of works on paper, collages, cut-outs, paintings, sculptures, and site-specific installations. Lanfranco grew up in Toronto and was one of Red Head Gallery's first interns. Now based in Brooklyn, New York, she exhibits her work internationally.
Featured in From New York with Love will be a curatorial project in care of Rhombus Space - featuring works on paper by MaDora Frey, Rachael Gorchov, Rhia Hurt, Katherine Keltner, Chris Lucius, Rika Laser, Qiana Mestrich, Justin Neely, Shawn Powell, Albert Weaver, & Ward Yoshimoto.
Bioluminescence series by Katerina Lanfranco.
Prismacolor pencil and mica powder on black paper. 2009.
Katerina Lanfranco received her MFA in Painting from Hunter College, City University of New York. In 2010, Lanfranco was a National Endowment for the Arts Creative Arts Fellow as part of the Japan-US Friendship Commission, and did a 6-month artist residency in Kyoto studying traditional Japanese arts. She has been awarded artists' residencies at the UCSC Sesnon Gallery, Byrdcliffe Art Residency, Vermont Studio Center, and at the Elizabeth Foundation. She teaches drawing and painting at Hunter College and the Museum of Modern Art. Lanfranco has exhibited internationally, and her artwork is in several permanent collections including the Museum of Modern Art, the Kupferstichkabinett (Museum of Prints and Drawings) in Berlin, Germany, and the Corning Museum of Glass. She is the founder and director of Rhombus Space, an experimental exhibition space in Brooklyn, NY, and represented by the Nancy Hoffman Gallery in New York, and by the Piacsek Gallery in London. Lanfranco's work addresses the intersection of nature, science, and fantasy. She explores metaphors of nature in relation to culture, cultural forms of framing and displaying nature, and how our concept of nature informs our construction of identity.
Opened July 22, 2015. View our fb event page here.
The Red Head Gallery
401 Richmond St. West, Suite 115
Toronto, On M5V 3A8
Posted by KL at Saturday, February 06, 2016
Labels: Albert Weaver, Chris Lucius, Justin Neely, Katerina Lanfranco, Katherine Keltner, MaDora Frey, Qiana Mestrich, Rachael Gorchov, red head gallery, Rhia Hurt, Rika Laser, Shawn Powell, toronto, Ward Yoshimoto
You're invited! Rhombus Space presents our first a...
Rhombus Space Welcomes Katherine Keltner as our Ar...
"Retrofit": Exhibition Photos
Rhombus Space Presents "Retrofit" by Carrie Rubins...
From New York With Love: Exhibition Photos
Rhombus Space presents "From New York With Love" a...
Rhombus Space Presents "No Sleep Till Berlin"
Aaron Williams (2)
Alana I. Capria (2)
Albert Weaver (6)
Alexa Mendez (1)
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Archie Rand (2)
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black on black (2)
Carrie Rubinstein (2)
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Don Fritz (2)
drawing marathon (1)
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Eddie Chu (3)
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paper clay (2)
Peter Demos (2)
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red head gallery (1)
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silk painting (2)
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redpajama_set_name: RedPajamaCommonCrawl


On the southwest coast of Sicily, not far from Mazara del Vallo, lies the largest archaeological site in Europe. On a par with pretty much anything found in Greece itself, Selinunte has lain abandoned for nearly 2,500 years, its numerous temples, its acropolis and its agora in dignified ruins.
Selinunte is beautifully located, sitting on a high plain and overlooking the sea.
From being one of the most progressive and eminent cities in Magna Graecia, in 409BC Selinunte was transformed, almost overnight, into a large expanse of rubble. The reason for this was an attack from the old enemy, the Carthaginians, who, for many years, had seen this upstart town as a threat to their influence in Sicily. Taking advantage of some trouble between the Greeks of Selinunte and the Elymians of Segesta, the Carthaginians sent some 100,000 men to lay siege to the town, which was only able to hold out for nine days. The subsequent sacking involved the massacre of some 16,000 of the town's inhabitants while most of the remaining citizens were taken into slavery.
Selinunte is beautifully located, sitting on a high plain and overlooking the sea. It is flanked on either side by golden beaches and, being almost 1km wide, is an excellent excuse for a good walk, though it is also possible to get around on electric buggies.
There are two entrances to the archaeological site, one from Marinella di Selinunte to the east and one from Triscina to the west.
To see how Selinunte's temples were built, we strongly recommend you also visit the Cave di Cusa.
Selinunte is a great day out for families with kids. Combine it with a visit to the beach at Marinella, where there is a great restaurant, La Pineta!


The Atlantis thread got jacked beyond recognition so there is a new thread here where we can share books, data and sites etc etc that have to do with the vast subject and all it's side shoots.
Could you first explain what you mean by "forbidden" archaeology? Who forbids it and why?
The short version is that the history books are BS, that archaeological evidence proves that and tells a much different and longer tale of man. Tptb have suppressed data and finds to protect the established story that we are all taught. There have been many archaeological cover ups.
The subject is vast and tends to branch off all over the place into various areas of interest.
But isn't that like drawing significance from an image of Jesus burnt into a piece of toast?
Nah, the stitches at the bottom of the shoe can be seen.
winklepickers....looks like fashion is older than we thought...time to get me platforms out.
not at all, one is ridiculous and based on belief alone the other is based on archaeological evidence.
The grooved spheres from South Africa, found in strata dating 2.3 billion years old, have been used in documentaries before and are well known.
People do tend to filter out knowledge that hasn't been given to them by the tv, thery few people have enough curiosity to check things out for themselves.
I'm fascinated by stuff like this. I'm convinced that mankind has a missing chapter somewhere, of course I have absolutely no evidence.
However, I did get chatting to a bloke called Mike Barsoum at a conference a few years back. Now you won't have heard of him but Mike is a VERY eminent scientist in his field, numerous publications in Nature and Science, and a fair few front covers on the same publications too.
He got talking to me about some work he'd been doing on the Egyptian pyramids and he'd more or less proved that the blocks towards the top weren't carved at all, they were cast blocks. Like concrete. Thus solving simultaneously the problems of how they'd got them up there, and why they were so perfectly shaped.
If something as simple and rigorous as this is essentially covered up by the establishment, imagine what would happen to a REALLY important discovery.
In June of 1934, members of the Hahn family discovered a rock, sitting loose on a rock ledge beside a waterfall outside London, Texas. The site primarily consists of Cretaceous rock (75 to 100 million years old). Noticing that this weathered rock had wood protruding from it, they cracked it open, exposing the hammer head. To verify that the hammer was made of metal, they cut into one of the beveled sides with a file. The bright metal in the nick is still there, with no detectable corrosion. The unusual metallurgy is 96% iron, 2.6% chlorine and 0.74% sulfur (no carbon). Density tests indicate casting exceptional quality.
The density of the iron in a central, cross-sectional plane shows the interior metal to be very pure, with no bubbles. Modern industry cannot consistently produce iron castings with this quality, as evidenced by test results that show bubbles and density variations that have caused pump and valve bodies to break. The handle eye is partially coalifed with quartz and calcite crystalline inclusions, oval shaped, and roughly 1" x 1/2".
that theory is already published by Chris Dunn its called the Giza power plant.
Sounds like it has Hawass's finger prints all over it.
Thanks for sharing, I will enjoy reading that. I have come across the theory before but never read the detail.
maybe the wood would be a bit of a giveaway.
AFAIK the wood has not been carbon dated and the guy that now owns it wont allow any further testing so there is a loose end there.
The wood doesnt give anything away in explaining the composition though. Modern technology can not produce that. I remember reading that we dont really know how to used chlorine in metallurgy but to do so would take temperatures above what we are capable of producing.
The whole Irony of this is that it is now good money being thrown in after bad.
They want to recapitalise the banks so that the banks can lend again. But lend to who? All these global multinationals that Ireland is so dependent on and so keen to keep do not bank with third world banks like the Irish banks they are just too small to cater to thier requirements.
The Irish owned business sector is so small that the Irish banks can fund them.
They want the money to restart the mortgage, peroperty developer scam all over again. This is the saddest day for Ireland ever. Just like when Brown bailed out our banks and said you have got to fund the housing market to get me releceted. Look at the houseprice graphs as soon as Brown was removed house prices started to fall, coincidence? I think not.
This is a desparate last throw of the dice by dodgy politicans to get reelected next year by getting house prices rising again. Very sad.
This is all rather interesting. I have for some time wondered about a lot of things we are told. About old wars. About ancient history. About people existing or not. I was thinking that so much of it could just be made up, and none of us would be any the wiser.
So much of what we 'know' is based on nothing more than trust. And I think that we can be pretty clear that humans can be untrustworthy a lot of the time.
****** this thread is getting even more interesting !!
I do not know how I did that, but I think my point was the Irish need to do some archealogy at the end of the rainbow to survive.
It has always struck me that many Historians seem to think the ancient peoples were somehow less intelligent than we are.
AFAIK, they are the same as us. Plebs, lazy, enthused, clever, daft, humorous....exactly as we are.
still , we know for a fact they had mobile phones in those days as never once has there been a telegraph pole unearthed.


To celebrate the grand opening of "Mizuma, Kips & Wada Art" in New York, a new gallery space shared in collaboration with Kips Gallery of New York and Wada Garou of Tokyo, Mizuma will present a solo exhibition of AMANO Yoshitaka "DEVA LOKA" this Fall, opening 13 October 2018.
AMANO Yoshitaka joined the animation film studio Tatsunoko Production at the age of 15, and has been involved in a countless character designs for popular anime including "Time Bokan." The multitude of illustrations he has created after leaving the company to work independently, especially for the character creation of the video game series Final Fantasy, has made Amano's name known on the global scale.
Delicate, voluptuous, and fantastic images gained international popularity, as well as greatly influence next generation of creators in various fields of professions. Amano has ambitiously traversed diverse range of discipline, including designing sets and costumes for both on stages and in films, and producing movies. After setting up a studio in NY in the late 1990s, he decided to switch his primary pursuit to fine art.
The collection of works for this exhibition entitled "DEVA LOKA (the place where the gods are)" represents the core essence of the artist's creations. Deities and monsters that fill up the screens, blend together with mysterious machines in a world of abundance. This "DEVA LOKA" exhibition, constitutes entirely of new pieces as well as works inspired by pop art, and familiar characters from Amano's early career.
We eagerly invite you to discover a realm full of imaginations that embarks from the origins of the Universe and the dawn of a new world.
Mizuma, Kips & Wada Art | Opening of New York gallery spaceMizuma Conversations | Albert Yonathan Setyawan & Miyanaga Aiko on "Radiance"


~ no sound to listen for – except to see words breathe.
As he had led me to believe.
After all, I found myself through him.
A better model than a knight in shining armor.
My mind will have a place for him.
This entry was posted in vivid pieces and tagged bittersweet, disappointment, goodbye, him, leave, loved, poetry. Bookmark the permalink.


I've been lucky enough to see Dylan at the shows below. The 1981, 1990, 1995 and 2000 shows/tours were, in my opinion, the better ones and I really loved the November 2003 Wembley arena show - even over the three smaller 'club' shows as his voice was deteriorating from one to the next.
The Wembley show was the only London show I saw that tour, I enjoyed it as well and you're not the only person I have heard from who enjoyed the Wembley show more than the other three! The set lists were so different each night though. The 2000 and 2002 shows were probably the best!
1. 4th of July 2012, Bonn, Germany.
2. 28th of June 2014, Vienna, Austria.
3. 26th of June 2015, Wiesen, Austria.
So how many in total is that JP?
Come on, time for another Euro tour!
Your voice into the touring goddess's ear!
Now I know why October always feels like time for Bob to me! LOL!
My first show was July 20th in KC. It was my birthday and first time I had ever heard a lot of his music. It was pretty crazy.
really COOL...in the year of 88, i was just a boy couldnt say my a-z.
So who holds the record for most shows ever?
Or who are in the top 3-5?
i know some-one who has been going to see bob constantly since the 60s been all over europe and america. He has signed the traveling wilburys guitar that he got as gift and used to work as security for bob he came to scotland. Said he cant count how many gigs he has been to.
It would probably be this guy. Affectionately known as Lambchop. Not sure how many he attended, but I was at a few that he was at.
July 12, 2013 -- almost but not quite.
It's the Dylan show I did not see that still kills me.
The unrecorded Rolling Thunder show in 1975 at Southeastern Massachusetts Univ.
I was a freshman and in love with my high school sweetheart who lived two hours away.
So I love won out...though she dumped me later.
by whoever was supposed to hand them out.
I saw Bob twice; the first time was Monterey August 21, 2010, I was thrilled I finally was getting to see him (an attempt back after the Unplugged album release never happened), and thankfully my friend was looking for a better place to stand as she later said she hated him (we both have forever wondered who that was who opened, btw). She then saw him again to a show I was supposed to go to of Bob's, but we were not in touch at the time, and she liked it. I went again with this now ex-friend to see him at the Shoreline on August 4th, 2013. While enjoying Desolation Row she, who has no respect for others around her (hence the end of the friendship a couple months ago), she turned to me and went "Oh God, I hate to see Bob destroy Desolation Row." She really brought the show down for me. And a lot of moments were brilliant. I had decent seats I bought, and she preferred to stand on the lawn because she is crazy (did the same thing at a Bridge show in 2011).
It's nice to be here on Expecting Rain; I just got the 1966 box and am listening to the Paris show as I type!
Notable among these: the legendary Blackbushe show, my first. Two of the Tom Petty shows in '88. Shows at the Columbia River Gorge amphitheater sharing the bill with Joni Mitchell, Van Morrison and Paul Simon. The first show Bob switched over to the keyboard or piano as his main instrument on stage, in Seattle, 2002. The very first shows featuring the players in the current band, at the Paramount in Seattle, 2005. Some lovely outdoor shows in small western towns, Missoula and Yakima. State fairs in WA and Orange County. Home state, hometown shows (mine and his) in 2013, St. Paul and Duluth. Desert Trip, featuring a one off pre-election encore of "Masters of War." And finally, the very first post Nobel Prize announcement show, in Las Vegas this past October.
Looking forward to more. Keep on keepin' on, Bob.


text:
Q: read subtext of an element how can i read value of this xpath '/html/body/article/div[2]/div/div[1]/div[10]/div/div/text()[1]' in java?
findElement(By.xpath(xpath));

i can access item via chrome extention but in java it fails saying no element found. i can only access like this; '/html/body/article/div[2]/div/div[1]/div[10]/div/div' but it is not what i want.
for example for this site: https://www.milliyet.com.tr/siyaset/canikli-kararlilikla-yurumeye-devam-ediyoruz-6277692
i would like to get these items text value separately
    /html/body/article/div[2]/div/div[1]/div[10]/div/div/text()[1]
    /html/body/article/div[2]/div/div[1]/div[10]/div/div/span/span[1]/time
    /html/body/article/div[2]/div/div[1]/div[10]/div/div/span/span[2]/time

thanks.

A: findElement () can only return the Web element which contains the text you may need. If you need the actual text within the element, you have to use getText() method. You will first need to find the element and use getText() method to retrieve the text.
WebElement myElement = findElement(By.xpath("/html/body/article/div[2]/div/div[1]/div[10]/div/div"));
System.out.println(myElement.getText());

A: Use relative XPath to fetch your data. You can use the 3 following XPath :
//div[@class='nd-article__info-block']
(//time[@datetime])[1]
(//time[@datetime])[2]

To extract the text, use getText() method :
string el1 = driver.FindElement(By.XPath("//div[@class='nd-article__info-block']")).getText();
string el2 = driver.FindElement(By.XPath("(//time[@datetime])[1]")).getText();
string el2 = driver.FindElement(By.XPath("(//time[@datetime])[2]")).getText();

You can also store the 3 results in a list  with a single XPath expression :
//div[@class='nd-article__info-block']|//time[@datetime]

Code :
List<WebElement> list=driver.findElements(By.xpath("//div[@class='nd-article__info-block']|//time[@datetime]"));
List<String> els_text=new ArrayList<>();

    for(int i=0; i<list.size(); i++){

        els_text.add(list.get(i).getText());
        System.out.println(list.get(i).getText());

    }

redpajama_set_name: RedPajamaStackExchange


The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners' knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual's understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures.
Traditionally, verbal assessment (e.g., knowledge tests, transfer tests) is used in educational research to determine the effectiveness of a learning environment.
Nowadays we see an increasing use of computer games in learning and instruction (henceforth referred to as serious games)—often to train complex skills in realistic contexts- in which verbal assessment is also predominant (Wouters et al. 2009). Learning complex skills starts with the acquisition of declarative knowledge, but with increasing expertise, the accumulation of declarative knowledge is not sufficient and the focus will gradually shift to the construction of procedural knowledge and the organization of knowledge in meaningful structures (Kraiger et al. 1993). Current thinking in cognitive science emphasizes the importance of knowledge organization in learning complex skills as a counterpart for the amount of (declarative) knowledge that is learned (Day et al. 2001; Dorsey et al. 1999; Kraiger et al. 1993). An adequate organization of knowledge warrants the capability to integrate new information with existing knowledge making the new information meaningful. In other words, effective knowledge structures provide a context in which objects, information and events during training can be interpreted (Messick 1984). Secondly, research regarding the novice-expert shift has shown that an effective knowledge structure will enable faster problem solving because it not only contains the concepts (i.e., nodes) required to identify the characteristics of a problem, but also the concepts that can be used to solve the problem (Glaser and Chi 1989). We propose that structural assessment can be used to measure the quality of knowledge structures.
The underlying assumption of the structural assessment approach is that we organize our knowledge in knowledge structures containing the important concepts of a domain and the relations among those concepts (Kraiger et al. 1993). Changes in the knowledge structures due to learning or training have been investigated with techniques such as the ordered-tree techniques (Jonassen et al. 1993), hierarchical cluster analysis (Adelson 1981), relationship-judgment tests (Diekhoff 1983), concept maps (Keppens and Hay 2008), multidimensional scaling (Gonzalvo et al. 1994) and network techniques (Goldsmith et al. 1991). Also efforts have been made to integrate and fully automate the different steps in the assessment of knowledge structures. Examples are HiMatt (see Pirnay-Dummer et al. 2010) and Pathfinder (see Schvaneveldt et al. 1985). In this study we adopt Pathfinder for four reasons. First, unlike techniques like cluster analysis and ordered-tree technique it does not force a hierarchical structure on the data but identifies meaningful links between concepts (Jonassen et al. 1993). Second, we are interested in local (pair-wise) relations between concepts rather than more global or dimensional relations (such as in multidimensional scaling). Third, it is a rather straightforward method with predefined concepts, requiring less introspection and cognitive effort from the assessee (compared for example with cognitive maps, cf. Trumpower et al. 2010). Fourth, research has shown that the Pathfinder technique is a valid and reliable procedure (cf. Dorsey et al. 1999; Gonzalvo et al. 1994).
In this study we explore if structural assessment with Pathfinder can be used to assess learning complex skills with serious games. For this purpose we also compare it with traditional verbal assessment in order to see whether structural assessment indeed reveals additional information. Structural assessment with Pathfinder is rather unknown in educational research; therefore we first describe the underlying theory, the required steps to perform a Pathfinder structural assessment and some theoretical and practical considerations. Then we showcase the application of structural assessment on learning with the game 'Code Red: Triage' (van der Spek et al., in press). Finally, we formulate potential avenues for future research and provide some tentative guidelines for the use of structural assessment with Pathfinder.
Three steps can be distinguished to implement a structural approach to measure and interpret knowledge structures.
The first step involves the elicitation of knowledge. This can be realized by a variety of methods such as card sorting, ordered recall or numerically rating the degree of relatedness between concepts (Goldsmith et al. 1991). Rating the relation between pairs of concepts is often applied in cognitive psychology and is assumed to capture the underlying organization of knowledge (Gonzalvo et al. 1994). For this purpose an analysis has to be made of important concepts in the domain or task, for example by conducting a cognitive task analysis, analyzing instructional material, interviewing experts/instructors or simply considering the agreed core concepts in a domain (Trumpower et al. 2010). However, before selecting the important concepts the question should be raised which domains are suitable for structural assessment and which are not. From the literature we have deduced two considerations. First, structural assessment is derived from proximities for pairs of entities. Proximity is the term used to refer to a measure of relationship between entities. This measure can be relatedness, distance or association. Although entities are usually concepts, they can be anything with a pattern of relationship (Schvaneveldt et al. 1985, p. 303). The prevailing view on knowledge structures is that they are associative networks of ideas, concepts, procedures and other forms of knowledge (cf. Trumpower et al. 2010). This view implies that structural assessment can also be used for less conceptually-oriented domains such as domains with a focus on procedures. Second, it is important that experts in a domain agree about the essential concepts and relations in a domain. Agreement is more likely to occur in domains with a central body of theory which is generally agreed upon (i.e., 'hard' domains such as physics) than 'soft' domains (e.g., history) that lack such central body of theory (Biglan 1973; Keppens and Hay 2008).
It seems desirable to create a large sample of concepts in order to have a comprehensive representation of an individual's knowledge structure. However, with n concepts participants have to conduct n(n − 1)/2 pair wise ratings which can easily lead to an unrealistic number of ratings. Studies have used concept sample sizes ranging from 6 (Diekhoff 1983) to 32 (Gonzalvo et al. 1994). Although Goldsmith et al. (1991) found that the higher the number of concepts, the better the performance on an exam was predicted, we agree with Trumpower et al. (2010) that too many concepts may compromise the validity of structural assessment due to student fatigue and lack of concentration during rating. They propose a practical limit of 20 concepts as a reasonable compromise between theoretical (validity, coverage of the domain) and practical (fatigue, time constraints) considerations.
The selected concepts are randomly combined and presented in n(n − 1)/2 pairs (in which n is the number of concepts) to the learner who has to rate these on a 5, 7 or 9 point Likert scale. In the case where concepts are assessed for their relatedness, a 1 indicates that concepts are less related, while the 5, 7 or 9 indicate a high relation between concepts. For example, the relatedness rating of the concepts 'water' and 'ice' is likely to be higher (in the direction of 5, 7 or 9) than the relatedness rating of 'water' and 'iron' (more in the direction of 1). Ultimately, the pair ratings result in a matrix of proximity values between concepts indicating how closely the concepts are related (see Table 1).
The next step is the representation of the elicited knowledge. One could say that the proximity matrix provides a representation of the knowledge of a domain or task, but the raw proximities in the matrix may be difficult to interpret. Therefore a scaling procedure has to be conducted to obtain a better representation of the underlying knowledge organization. Multidimensional scaling (MDS) can be used to represent semantic dimensions and the arrangement of concepts in a dimensional space (Gonzalvo et al. 1994). The Pathfinder procedure, on the other hand, uses a graph-theoretic distance technique (it uses the distance measured by the minimum number of links connecting two nodes in a graph) to represent the proximity matrix in a graphical network structure which can be either directed or undirected (Schvaneveldt et al. 1985). In Pathfinder the structural representation of the proximity values is referred to as a PFnet. Pathfinder represents concepts as nodes and distances as links in a network structure.
As a starting point Pathfinder links all concepts and assigns a weigh to each link (based on the ratings). Next, the Pathfinder algorithm removes direct links if there exists a shorter, indirect path that connects both concepts. This shorter, indirect path can be defined as a path with a lower link weight sums for the constituent links. For example, if the link weight of concept pair A–C is 6, but the sum of link weights between A–B and A–C is 4, then the direct link A–C is removed (Acton et al. 1994). Figure 1 shows the network structure after the application of this procedure on the proximity matrix of Table 1.
First, concept pairs with the shortest distance are processed. The shortest possible distance is 1. Table 1 shows there are two pairs (A–B and B–C) with a distance of 1. These concept pairs are directly connected because no shorter, indirect path exists (there is no lower link weight sum than 1). Then, distances of 2 are taken into account (A–D). A direct link connects the concept pair A–D because no shorter path can be found. As an example, consider the potential shorter path in which A–D is connected via A–B and B–D. A–B has a link weighed sum of 1, B–D one of 4 (see Table 1) which makes 5 which is not a shorter path. The pairs A–E and A–C have distances of 3. The procedure creates a direct link for the pair A–E, but not for A–C. In the latter case a shorter indirect path from A to C exists via B (A–C and B–C both with a distance of 1 and thus with a shorter link weight of 2).
The third step concerns the evaluation of the knowledge representation with a referent knowledge structure. Referent knowledge structures can be derived from an instructor, an expert other than the instructor or an analysis of instructional material. Before choosing a referent knowledge structure several issues have to be considered. The foremost consideration is whether a referent knowledge structure can be used in a domain or that a referent free structural assessment is more apt. Keppens and Hay (2008) have argued that 'hard' disciplines such as physics enable the classifications of relations between concepts into correct and incorrect ones. Consequently, they suggest that for these domains a referent based structural assessment with similarity scores can be used. For 'soft' domains (e.g., history) in which there is little agreement on the core concept and their relations they suggest a referent free structural assessment based on the internal consistency of the knowledge structure. For this purpose Pathfinder provides the coherence measure which assumes that if two concepts have similar relationships with other concepts, then the two concepts should be similar to one another. The coherence measure computes an indirect measure of similarity by correlating the ratings given for each item in a pair with all of the other concepts (e.g., with four concepts ABCD the pair AB would be correlated with the ratings of AC, AD, BC and BD) which gives the indirect similarity of AB—the extent to which A and B have similar relationships with other concepts. If we do this for all pairs, we can construct a half-matrix of indirect similarities. The coherence is the correlation between these indirect measures and the original ratings given for each pair of items. A more consistent set of ratings is supposed to yield a higher coherence (see also http://interlinkinc.net/FAQ.html#Coherence). It is suggested that high coherence is associated with a high level of expertise (cf. Dorsey et al. 1999). A second consideration involves the use of one or more experts to generate a referent knowledge structure. It has been suggested that each expert organizes domain knowledge differently (cf. Sternberg 1989) and that using multiple experts may introduce variability in the judgments of concept-pair relations which in turn may compromise the validity of the referent knowledge structure based on these experts. In this respect a study of Acton et al. (1994) comparing several types of referent structures may be clarifying. Among others they used an averaged expert referent structure consisting of six experts and it appeared that similarity between these experts was only .31. Although this 'inter-expert' similarity may seem low in an absolute sense, this averaged expert-based referent structure appeared to be superior for evaluating the knowledge structures of learners compared to referent structures based on a single expert or a consensus between experts (Acton et al. 1994; see also Day et al. 2001). This suggests that experts do not have to agree highly in an absolute sense for averaging expert ratings. It may also suggest that the variability causing the low 'inter-expert' similarity reflects random error rather than systematic differences in thinking which can be eliminated by averaging the structures (Acton et al. 1994; Day et al. 2001; Trumpower et al. 2010). Thirdly, the question can be raised whether one referent knowledge structure is sufficient. Some scholars have opposed that expertise may develop in stages in which each stage has a specific qualitative knowledge organization (Acton et al. 1994; Boshuizen and Schmidt 1992; Kraiger et al. 1995; Shuell 1990). For example, in clinical reasoning Boshuizen and Schmidt adopt a 3-stage model consisting of respectively acquiring knowledge, practical experience and the integration of both types of knowledge. The knowledge representations during these stages are qualitatively different, for example, in the first stage novices depend on knowledge that they have to activate intentionally, while in the third stage experts have encapsulated knowledge and experience into clusters of diseases and symptoms which are activated automatically. This view suggests that there is not one 'ideal' referent structure but that each stage of development may require a different referent structure.
In structural assessment with Pathfinder the comparison of knowledge structures of learners with a referent structure can be conducted in several ways. In this paper we will focus on the similarity between knowledge structures and graph-theoretic indices of the focal node. The similarity between two knowledge structures (networks) can be defined as the number of common links between both networks divided by the total number of links. For example, consider two networks, each with four nodes (A, B, C, and D). Network 1 has three links (A–B, A–C, and A–D), and network 2 has three links (A–B, A–D, and B–C). The similarity for these two networks would be .50, the number of links the networks have in common (two: A–B and A–D) divided by four (the four links in both networks combined). The value of the similarity measure can range from 0 to 1, with 1 representing perfect similarity. Goldsmith and his colleagues (1990, 1991) originally developed a measure of network similarity which they called C (for Closeness). Unfortunately, the probability distribution for this measure has not been discovered. The similarity measure used in Pathfinder follows the hypergeometric probability distribution and thus computes values from this distribution to provide information concerning the similarity expected by chance. In our analysis we will use the Pathfinder similarity measure.
Because the similarity between the knowledge structures of learners and experts is assumed to reflect the degree of understanding a domain, a high level of similarity indicates better understanding of a domain or task than low similarity. Indeed a high level of similarity has proven to be more predictive for post-training performance than a low level of similarity in a variety of domains such as performance on a naval decision task (Kraiger et al. 1995), transfer after learning a complex skill in a video game (Day et al. 2001) and exam performance in statistics (Goldsmith et al. 1991).
Beside the similarity score researchers also have suggested to analyze and compare the central concepts in the knowledge structures and whether instruction will yield changes in what is regarded as the central concepts (Dayton et al. 1990; Nash et al. 2006). In order to analyze the central concepts these researchers propose three indices of a focal node: the highest degree node, the median node and the center node.
The highest degree node is the node with the greatest number of links (e.g., in Fig. 1 'A' is the highest degree node because it has three links whereas the other concepts only have one link). The median and center nodes are the least distant from all other nodes, but in a different way. To compute the median and center node a path distance matrix has to be created which contains the shortest path (i.e., the minimum number of links) for each pair of nodes. For the PFnet in Fig. 1, for example, a 5 by 5 nodes path distance matrix can be created. The minimum number of links between node 'C' and 'A' is 2 which is then inserted at the intersection of 'A' and 'C' in the matrix. The median node concerns the smallest average distance to all other nodes. It can be computed by averaging the number of links within each column of the matrix and selecting the lowest average. The center node is the node with the smallest maximum distance to any other node and can be computed by finding the largest number of links in each column and then select the column with the smallest number. The nodes (concepts) indicated by these three indices can be considered the most central in a network (knowledge structure).
The comparison of these central concepts (focal nodes) in different knowledge structures may reveal which concepts the knowledge structures have in common. This method can be valuable because it makes a shift in understanding more concrete. For example, Nash et al. (2006) found that teachers regarded the concept 'inheritance', which is a fundamental concept in object oriented programming, to be more prominent after a training (it was the highest degree node and the median node), while before the training the concept was no focal node.
We have described the consecutive steps that have to be undertaken to conduct a structural assessment and the considerations and the pitfalls that have to be taken into account. We will now apply structural assessment in a learning environment with the game Code Red: Triage.
A primary triage (also called sieve) is the process of prioritizing patients based on the severity of their condition so as to treat as many as possible when resources are insufficient for all to be treated immediately. In the Netherlands, well defined procedures and protocols exist for the primary triage (cf. Hustinx et al. 2002). Figure 2 provides an overview of this procedure.
Four categories exist to which a victim can be assigned. T1 implies that immediate help is required; T2 implies that the injuries require urgent help; T3 implies that the victim is wounded but that further treatment can wait; although only a qualified physician is allowed to declare someone dead, a well-trained emergency responder may ascertain death and allocate someone to the category Dead. Although the procedure seems straightforward, the correct application depends on the condition of the victim (e.g., when a victim has an obstructed airway the procedure will be different from the situation in which a victim can breathe freely), the age of the victim (for children adapted values for breathing frequency and blood circulation are required) and environmental parameters (i.e., the outside temperature and the visibility).
Two arguments underpin our conclusion that structural assessment is appropriate for procedural domains such as a triage. First of all, triage is more a 'hard' discipline than a 'soft' discipline: there is substantial agreement about the important concepts and relations between concepts can be classified into correct and incorrect ones. Therefore a referent-based structural assessment seems appropriate. Second, we have stated that the prevailing view on knowledge structures is that they are associative networks of ideas, concepts, procedures and other forms of knowledge. The triage involves procedural knowledge (e.g., knowing when you have to check the breathing frequency), conceptual knowledge (e.g., how you can measure the breathing frequency), and situational knowledge (e.g., knowing that incidents with explosions cause specific types of injuries). This implies that the different entities in the triage connected with these types of knowledge are likely to be part of the knowledge structure. Moreover, these entities exhibit a pattern of relationship, for example, the entity 'Check breathing frequency' has a relation with the entity 'Pulse' because the pulse can be used to get an indication of the breathing frequency.
It is obvious that it is crucial that medical responders learn the procedure and how to apply this in situations that resemble the conditions they have to face in reality, with factors such as time pressure, multimodal information sources (e.g., visual, auditory, tactile), chaos and emotions. Learning by book will not provide these situations and real life simulations are expensive and difficult to organize. The current state of software technology makes it possible to create games that meet these conditions.
The game Code Red: Triage is based on the Half Life 2 engine. The back story of the game is a bomb explosion in a subway station with 19 victims, 17 on the platform and two in the train. The participant, in the role of medical officer, arrives first at the location and has to perform a primary triage. During the gameplay the player learns the procedure and how to apply it to victims in different situations. The time for this task is 15 min which starts when the player encounters the first victim. In cooperation with triage experts a scenario was developed with 19 victims addressing the circumstances and injuries associated with subway bomb explosions.
The player starts the game in the station hall. Here the player is briefed about the situation and the task that has to be accomplished. From the station hall the player has to navigate to the platform where the victims lie. When a player approaches a victim an interface with nine buttons can be evoked by pressing the 'e' button on the keyboard (see Fig. 3).
With each button, information regarding the subject of the button can be evoked. For example, pressing the button 'Ademweg' (Dutch for Airway) displays information regarding the condition of the airway ('is it blocked?', 'is the victim coughing?' etc.). The player has to determine which of the buttons to use (the information required to adequately classify the victim) and the order in which these buttons have to be used (the appropriate procedure steps). The player can classify a victim by selecting one of the four buttons at the bottom of the screen that correspond to the four categories that are used for triage in the Netherlands. Game performance (fast and correct classification of victims) is reflected in a score on the screen. A correct classification yields 100 points. A penalty is subtracted from the score when the player takes longer than a preset time for each victim. See Van der Spek et al. (in press) for a more extensive description of Code Red: Triage.
In the case study 19 participants volunteered. Nine of them were novices (mean age was 31.11, SD = 14.21) and 10 were advanced learners (mean age of 41.50, SD = 9.13). Novices were students and participants who responded on calls on internet and notice boards. They had little medical knowledge and no knowledge of the triage procedure they had to learn. The advanced learners were ambulance personnel recruited from two regional organizations involved in medical assistance. They had medical knowledge, but were not familiar with the triage procedure they had to learn.
The concepts were obtained from a domain analysis by the authors using instructional material (cf. Hustinx et al. 2002) and the booklet 'De Nederlandse slachtofferregistratiekaart (The Dutch victim registration card)'. The list of concepts was adjusted after a review of and comments from two triage experts (an instructor and a trauma physician at a hospital). The final list of 13 concepts is presented in Table 2. All concepts were addressed in the game.
We used the rating program of the Pathfinder software with a 9-point Likert scale (1 set to highly unrelated and 9 set to highly related). Before the rating started the participants received some explanations and examples of how to rate concept pairs. These examples were not related to primary triage but involved general knowledge (e.g., high relationship: 'ice-water' versus low relationship: 'water-iron'). In addition, the participants were explicitly asked not to think too long about the relatedness of the concepts, but to rely on their first impression.
Three instructors involved in the triage training of medical personnel were used to calculate the expert-based referent knowledge structure. Each expert rated a total of 78 pairs (n(n − 1)/2 with n = 13). Since the experts were used as referent and did not engage in a training session with Code Red: Triage, they only rated the pairs once.
The student knowledge structure was also determined by having each participant rate the 78 pairs. Because we wanted to compare the knowledge structures before and after the game, participants were asked to rate the 78 pairs twice. In general, the participants used approximately 10 min for rating the pairs. The reactions of participants also revealed that especially the second rating session, after playing the game, was strenuous because of fatigue and a decrease in concentration.
With Pathfinder software the relatedness ratings of the 78 pairs were transformed into structural graphical representations (PFnets). For experts only one PFnet was generated which was based on the averaged ratings of the three experts in the Knowledge elicitation stage. For each participant two PFnets were created: one of the pair ratings before the game and one of the pair ratings after the game. As an example Fig. 4 shows a PFnet of the averaged ratings of the experts.
Table 3 shows the mean scores on the knowledge tests (for all items and split in five declarative and five procedural items), the similarity scores and the coherence scores. Although we assumed a referent-based evaluation of knowledge structures suits the triage domain we also included the coherence scores in order to have a full coverage of the Pathfinder procedure.
When we consider all items the analysis of the knowledge tests show that both novices and advanced learners perform better on the posttest compared to the pretest (advanced: Z = −2.121, p < .05; novices: Z = −2.230, p < .05). A closer look reveals that on the procedural items novices perform better on the posttest compared to the pretest (Z = −2.448, p < .05), while this is not true for the declarative items (Z = −1.561, p > .05). For advanced learners the pattern is reversed: on declarative items they perform better on the posttest compared to the pretest (Z = −2.000, p < .05), while this is not true for the procedural items (Z = −.816, p > .05). Considering all items the analysis also makes clear that before the game advanced learners performed much better than novices (Z = −3.560, p < .001), but not after the game (Z = −1.804, p > .05). A closer look shows that before the game advanced learners indeed performed better than novices on both declarative and procedural items (resp. Z = −2.196, p < .05, Z = −3.621, p < .001), while after the game the advanced learners only perform better on declarative but not on procedural items (resp. Z = −2.287, p < .05, Z = −.935, p > .05).
The similarity between the three experts was .41 which we assumed to be large enough to use an averaged expert referent structure (see also Acton et al. 1994). Initially, the similarity with the referent knowledge structure was larger for advanced learners compared to novices (Z = −2.265, p < .05). After the game the larger similarity for advanced learners had disappeared (Z = −1.192, p > .05). We also conducted related-samples Wilcoxon tests to test whether playing the game would yield an increase in the similarity with the referent knowledge structure. The analysis revealed a significant increase in similarity for novices (Z = −1.96, p < .05), but not for advanced learners (Z = −.78, p > .05). The coherence scores for novices did not differ from the advanced learners neither before (Z = 0, p > .05) nor after the game (Z = −.132, p > .05). For novices the decrease in coherence after the game was weakly significant (Z = −1.82, p was .069), while the decrease was significant for the advanced learners (Z = −2.19, p < .05).
Figure 5a, b show the PFnets of the knowledge structure of the novices before and after they played the game (for this purpose the novices' knowledge structures were averaged). Likewise Fig. 6a, b depict the averaged PFnets for the advanced learners before and after they played the game.
Next the PFnets (including the expert's, see Fig. 4) were used to compute the three focal nodes: highest degree node, median node and center node. For both the median and center node a path distance matrix was created (in this case 13 by 13 nodes). Figure 7 shows the path distance matrix for the averaged expert PFnet.
Table 4 shows the focal indices for learning triage with Code Red: Triage.
We first compared the most central concepts in the PFnets. We assume that the expert's central concepts ('Circulation', 'Pulse', 'Breathing') can be regarded as critical information that guide a quick and effective triage. Initially novices only share the central concept 'Pulse' with the experts. After the training it seems that novices emphasize 'Classify victim' (both highest degree node and median node). Advanced learners show another picture. Before the game only one central concept was shared with the experts ('Circulation'), while after the game the central concepts of experts and advanced learners converged (although distributed differently across the three indices).
In educational research verbal items are often used to assess the effectiveness of learning environments such as serious games. An alternative is the use of structural assessment in which the organization of knowledge is assessed by having individuals rate the relatedness of pairs of concepts. In this paper we showcase the Pathfinder model of structural assessment consisting of knowledge elicitation, knowledge representation and knowledge evaluation on the serious game Code Red: Triage. In addition, we compare novices and advanced learners performance on traditional and structural assessment.
For novices the traditional verbal assessment shows that they learn form playing the game, but this was largely attributable to better procedural knowledge and not to an increase in declarative knowledge. Regarding structural assessment the similarity measure shows that their knowledge structures become more similar with the expert referent structure which is in line with the improvement measured by traditional verbal assessment when all items are taken into account. However, the similarity measure is not able to discern between improvement on procedural and declarative knowledge. The coherence measure shows a decrease after training with the game. The analysis of focal nodes shows that the concepts that novices regard as central in the triage are divergent from what experts regard as central concepts before as well as after playing the game. It is remarkable that the PFnets have many links both before and after the training, while Pathfinder was parameterized to construct a PFnet with n − 1 links. For advanced learners the traditional verbal assessment shows that they learn from playing the game, but in contrast to novices this was largely attributable to better declarative knowledge and not to an increase in procedural knowledge. Regarding structural assessment the similarity measurement shows that the knowledge structures did not become more similar with the expert referent structure after training with a computer game. The coherence measure shows a decrease after training with the game. The analysis of focal nodes on the other hand showed that advanced learners and experts regarded the same concepts as central after playing the game, whereas this was not the case before the game. Also the PFnets of the advanced learners have many links both before and after the training, while Pathfinder was parameterized to construct a PFnet with n − 1 links.
The pattern of results yields at least three questions that should be discussed. First of all, we failed to find an increase in similarity between the advanced learners and the expert referent after the game. The aforementioned stage view on expertise development (Acton et al. 1994; Boshuizen and Schmidt 1992; Kraiger et al. 1995; Shuell 1990) may provide an explanation. The stage view contends that there is no 'ideal' referent structure, but that each level of expertise requires a different referent structure. Our expert referent structure was based on concepts originating from an analysis of instructional material. These concepts reflect a theoretical account of the triage procedure which may not align well with the concepts and knowledge organization of advanced learners who already have some practical experience. It is possible that a different referent structure which is based on concepts directly originating from the experts who also have practical experience would be more in line with the way advanced learners organize their knowledge. If this stage view plays a role, it is plausible that novices may show a larger increase in similarity with advanced learners as a referent than with experts as a referent. Indeed novices showed a larger increase in similarity with advanced learners as referent (the increase in similarity was .18 − .09 = .09) than with an expert referent (increase was .16 − .11 = .05). The second question concerns the high number of links in the PFnets. Although such a high number is not unique (cf. Gonzalvo et al. 1994), it is surprising because Pathfinder was set to construct a minimally connected average PFnet. A possible explanation is that participants have used many extreme relatedness ratings (so many 1s and 9s) or rated many pairs as highly related (8s and 9s). A further analysis of the proximity data of novices showed that after the training some participants tend to give more extreme relatedness ratings than before the training (see Fig. 8). Note that most novices show an increase in extreme relatedness ratings after the training. Extreme relatedness ratings results in a large number of tied values, because participants only utilize a small portion of the scale. The large number of links can be ascribed to these extreme relatedness ratings because Pathfinder includes all links when there are tied distances.
The third question pertains to the decrease in coherence. If it is true that the coherence of knowledge structures will become larger with increasing expertise, the observed decrease of the coherence for both novices and advanced learners after training with the game is remarkable. It is possible that the lower coherence can be partly attributed to the fatigue and decreasing concentration during the second rating. The participants had learned from the game, but they were less precise in eliciting the underlying knowledge structure. An alternative explanation may be that the knowledge organization became more differentiated in connected clusters. The relation within these clusters may have been more cohesive, but they suppress the cohesiveness of the knowledge structure as a whole. For example, a cluster around physical body characteristics versus a cluster around environmental, external characteristics.
Altogether the results suggest that structural assessment measures an individual's understanding of a domain at least differently from verbal assessment. The advantage of verbal assessment is that it provides a more nuanced picture regarding declarative and procedural knowledge. Structural assessment adds an in-depth understanding of the concepts that are regarded important by learners (and how these deviate from the concepts that are actually important). The results of the similarity measure suggest that one referent structure may not be sufficient for several levels of expertise. Another argument that may further substantiate the potential of structural assessment in serious games follows from research regarding the predictive validity of similarity scores. Although we were not able to compare the similarity scores with a valid post-training measure (e.g., performance during physical emergency simulations with actors playing victims), other studies have shown that similarity scores can be predictive for post-training performance (Day et al. 2001; Goldsmith et al. 1991; Kraiger et al. 1995).
It is obvious that the results should be viewed in the light of some clear limitations that adhere to this study. To start with, the number of participants was low. We need to replicate studies like this with more participants. A second caveat is that the instruction time in the case study was quite short (15 min). It can be argued that such a short instruction time is not long enough to effectuate sustainable cognitive effects. Indeed, an analysis of the instruction or practice time in some structural assessment studies shows much longer periods varying from a semester in statistics (Acton et al. 1994), a 16 week course on psychological research techniques (Goldsmith et al. 1991), a three week course in physiology (McGaghie et al. 2000), an 80 h computer programming workshop (Nash et al. 2006) to a three day training in a computer game (Day et al. 2001). However, structural assessment has also been reported to be effective as well with training times less than 60 min (cf. Rose et al. 2007 on accounting; Kraiger et al. 1995 on naval decision-making simulation).
Our exploration has also exposed some avenues for future research. To start with, more research is needed to use structural assessment beyond its common employment as a method for summative assessment (i.e., it reflects the degree in which a learner understands a domain/task). Trumpower et al. (2010) have argued that structural assessment can also be employed for formative assessment in the sense that it may also reveal the strengths and weaknesses of learners in a specific area of a domain or task. In their study participants learned about a computer programming language followed by structural assessment and several problem solving tasks. The researchers were able to connect two distinct types of problems with two distinct subsets of links. They found that the presence of these subsets in the PFnets of the participants differentially predicted performance on two types of problems. For example, participants with PFnets containing the subset of links about control structures in programming performed better on a problem solving task that required understanding of control structures than participants who lacked these links. The presence of this subset did not influence performance on problem solving tasks that were based on the other problem type. The ability of structural assessment to uncover specific strengths (e.g., control structure links in PFnet) and weaknesses (e.g., not having control structure links in PFnet) is a first step towards its formative use in learning and instruction. Secondly, more research is required regarding the appropriate referent structures for distinctive levels of expertise. Although research has been conducted on the effect of different referent structures (see Acton et al. 1994; Day et al. 2001), these studies have not made an explicit relation with different levels of expertise. Thirdly, scholars have argued that PFnets of referents can be used as an organizational structure, for example in the domain of hypertext (Jonassen 1988; McDonald et al. 1990) or as complement for a linearly organized syllabus for a course (Acton et al. 1994; Schvaneveldt et al. 1985). It would be interesting to investigate whether a PFnet of a referent structure can be effectively used as an instructional device. Fourth, we believe that the analysis of PFnets with focal nodes is a neglected dimension of structural assessment. We advocate research in this area. We also suggest more research in other techniques to analyze the focal nodes. For example, the highest degree node is the concept with the greatest number of links. The other concepts have a lower number of links and are therefore neglected by the researcher. What we propose is to consider all degree nodes of a knowledge structure and calculate correlations between the knowledge structures. If two knowledge structures agree on which nodes are high and which are low, the r value (correlation) will be larger, while less agreement will lower the r value.1 In Appendix, we have applied this method to our data set.
To conclude, we will provide four guidelines based on the literature review and the case study results that may help to avoid some pitfalls: (1) Determine whether the domain allows a referent based structural assessment (agreement on important concepts in a domain) or that a referent free assessment is more appropriate. In the former situation we advise the Pathfinder similarity score, in the latter situation the coherence measure (also available in Pathfinder) can be used. For some domains such as mathematics or physics it may be clear that there is agreement on important concepts, but when this is uncertain in a domain we propose to determine a set of concepts, then have three or more experts (or instructors) conduct the pair wise ratings and finally calculate the similarity among the experts. Very low similarity scores may indicate there is little agreement on the core concepts; (2) When a referent based structural assessment is chosen, consider carefully which type of referent is most suitable. This may be important when different levels of expertise are involved. Although many studies have found that averaged expert referent structures are superior in terms of predictive validity (Acton et al. 1994; Day et al. 2001), other types of referent structures may be more appropriate in specific situations (e.g. instructors instead of experts or the best students in a class). When different levels of expertise can be discerned in the data set also consider the use of higher levels of expertise as a referent for lower levels of expertise (as we did with advanced learners and novices). This may give some information whether the correct referent was used; (3) The concepts should be unambiguous and their number should not be too high. Although some participants found it difficult to maintain their concentration when they had to rate 13 concepts the second time, we still believe it is appropriate to stick to the maximum of 20 concepts (see Trumpower et al. 2010). Of course this also depends on issues like the domain, the specific task that is being trained and the mental impact of all measurements (if the intention is to measure only knowledge structures more concepts can be used compared to the situation in which also other measures such as pre- and posttests are used). In comprehensive domains in which it is likely one needs more than 20 concepts for an adequate representation, it can be an option to focus on a subset of the domain. For example, in one of our studies we found that structural assessment with a subset of the triage procedure (covered with eight concepts) was able to discern differences between participants who received cueing during Code Red: Triage and a group without cueing (van der Spek et al. 2010). Ambiguous concepts may jeopardize the quality of structural assessment. Consider a small pilot with experts and a sample from the target group to identify potential ambiguous concepts. For example, with the term 'stabilise victim' we meant the act of putting a person in a stable sideways position, something you do to relieve pressure on the airway. However during the expert interviews one expert thought 'stabilise victim' implied the stabilisation of the airway, breathing and circulation; a well-known medical treatment, but not part of the primary triage. The interpretation of this concept could be problematic for advanced learners because they already had general medical knowledge. This information helped us to adapt the instruction to the participants before they engaged in the structural assessment; (4) While the similarity score compares the knowledge structure as a whole with that of a referent, the more in-depth analysis of the PFnets (the graphical representations of the knowledge structures) can be used to obtain additional information about the knowledge structures. This analysis may involve visual inspection of PFnets or the calculation of focal node indices. In particular the latter technique seems valuable because it may reveal that persons with a certain level of expertise fail to recognize one or more important concepts in a domain (like the novices in this case study). In this way the calculation and analysis of focal nodes can be regarded as formative assessment, because it concretely reveals weaknesses in knowledge structures.
We are grateful for this suggestion by one of the anonymous reviewers.
This research has been supported by the GATE project, funded by the Netherlands Organization for Scientific Research (NWO) and the Netherlands ICT Research and Innovation Authority (ICT Regie).
We calculated the correlations between the PFnets in terms of degree nodes and created the table below with for each PFnet the number of links for each concept.
The table shows for example that 'blood circulation' has six links with other nodes (and thus it is the highest degree node) in the average expert knowledge structure, while 'length' has a degree node of 1 meaning that it is only linked with one other concept (see also Fig. 4).
The table below shows the correlations between the PFnets.
The calculation of correlations between PFnets shows that experts and novices highly agree in the degree which concepts have a high number of links and which concepts have a low number of links. However, the correlations between experts and advanced learners seem higher suggesting that they very highly agree in the degree which concepts have a high number of links and which concepts have a low number of links with other concepts.


Community Corner Meet the MCG community here! Want to Introduce yourself? Meet the staff? Write your MCSG story? Description. GuildCraft Network is one of the largest cracked Minecraft server there is. We offer many different games with our custom made plugins Welkom bij DusDavidGames DDG. Volg mij op Twitter voor updates en alle nieuwtjes en videos! twitter.com/dusdavid Lets play en reviews Find the best Minecraft servers with our multiplayer server list. Browse detailed information on each server and vote for your favourite.
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Child support arrest nets former basketball star
On behalf of Cullen & Murphy | Sep 6, 2011 | Child Support
Child support continues to make headlines across our country, a result of difficult financial times. However, while the economy has been difficult on everyone, children still need to eat and have a roof over their heads. Child support in California and other states is based on a percentage of income. The payment is considered a priority and may not be discharged in bankruptcy. Unfortunately, almost every day we read about people in arrears, facing arrest and other consequences for failure to meet their obligation.
Most states provide a mechanism for reducing child support payments when there has been a substantial change in circumstances. If a person is making $75,000 a year on his job, a certain child support figure is established based on that income. If the individual gets laid off and is only able to find a replacement job earning $50,000 annually, a petition may be made to reduce child support payments in accordance with the new salary. A court would then listen to all the facts and circumstances and decide whether or not a reduction was warranted.
Absent a successful modification petition, the obligation is due as per the original order. In some states, failure to pay child support is a felony. Former University of Michigan basketball star Jimmy King was arrested in Detroit in August and charged with felony failure to pay child support of more than $17,000, covering the period from 2008 to 2011. The charge is punishable by a prison term of up to four years. A member of the UM Fab Five team that reached the NCAA Championship game two years in a row, King now runs basketball camps and has a solar technology business. Bail was set for the basketball star at $3,500.
Collecting child support is no easy matter, despite the many procedures in place designed to help secure payment. Obtaining a judgment is often just half the battle. In California, an attorney dedicated to representing individuals experiencing child support problems may offer some assistance and guidance to obtain a just result.
Source: Detroit Free Press, "Former Fab 5 star Jimmy King arrested for back child support," Naomi R. Patton, Aug. 11, 2011
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Help establish a purpose for reading—and generate post-reading reflection and discussion—with this guide.
This printout provides prompts that help students reflect on and process new information and think critically, and offers teachers the opportunity to differentiate upcoming instruction based on these reflections.
Students use this printout to evaluate both their own performance in a group as well as the actions of their group members.


text:
Q: Increase the playground area in A-Frame I searched everywhere and can't find the answer:
How is it possible to increase the playground area in A-Frame? (the scene width & height, which by default seems to be 30x30 meters)

A: There is no builtin way to customize this grid but you can easily do that in the console using e.g.
AFRAME.scenes[0].object3D.traverse( e => { if (e.type == "LineSegments") e.scale.multiplyScalar(2) } )

and if you want a component proper
As a script but instead using
AFRAME.registerComponent('larger-playground', {
  init: function () {
    this.object3D.traverse( e => { if (e.type == "LineSegments") e.scale.multiplyScalar(2) } )
  }
});

PS: assumed you don't have other lines in the scene.


text:
Q: Can't locate loadable object for module Math:: Pari in @INC I've written a Perl script which runs fine on my environment, but on my client environment it fails on:
Can't locate loadable object for module Math::Pari in @INC (@INC contains: Error-0.17020/lib        JSON-2.57/lib URI-1.60 libwww-perl-5.836/lib Net-Address-IP-Local-0.1.2/lib Math-GMP-2.06/ Net-     SSH-Perl-1.35/lib/ /etc/perl /usr/local/lib/perl/5.14.2 /usr/local/share/perl/5.14.2  /usr/lib/perl5 /usr/share/perl5 /usr/lib/perl/5.14 /usr/share/perl/5.14 /usr/local/lib/site_perl  .) at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6,  <GEN0> line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line  6,  <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util.pm line 56, <GEN0>  line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex/DH1.pm line 10,  <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex.pm line 6, <GEN0>  line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex.pm line 6,  <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/SSH2.pm line 6, <GEN0>  line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/SSH2.pm line 6,  <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl.pm line 52, <GEN0> line   1.
the user: ll was successfully added to the automation machine.notroot@ubuntu:~/autom    ation$ vim install.pl

I've tried to add
use lib 'Math';
with the contains the content of Math-Pari-2.0305_01080605 module, but no luck:/
I don't want my client to install cpan packages from by him self - it should be fully environment independent product.
I prefer to avoid switching from "Net-SSH-Perl-1.35" since large parts of my code depends on it.
My starting point was with the following libraries:
use lib 'Net-SSH-Perl-1.35/lib/';
use lib 'Math-GMP-2.06/';
use lib 'Net-Address-IP-Local-0.1.2/lib';
use lib 'libwww-perl-5.836/lib';
use lib 'URI-1.60';
use lib 'JSON-2.57/lib';
use lib 'Error-0.17020/lib';
use Net::SSH::Perl;
use LWP::Simple;
use JSON qw( decode_json );
use POSIX qw/strftime/;
use Net::Address::IP::Local;

Which output the following:
Can't locate Math/Pari.pm in @INC (@INC contains: Error-0.17020/lib JSON-2.57/lib URI-1.60 libwww-  perl-5.836/lib Net-Address-IP-Local-0.1.2/lib Math-GMP-2.06/ Net-SSH-Perl-1.35/lib/ /etc/perl    /usr/local/lib/perl/5.14.2 /usr/local/share/perl/5.14.2 /usr/lib/perl5 /usr/share/perl5     /usr/lib/perl/5.14 /usr/share/perl/5.14 /usr/local/lib/site_perl .) at Net-SSH-Perl-  1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6, <GEN0> line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6,  <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util.pm line 56, <GEN0> line   1.
 BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex/DH1.pm line 10  ,  <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex.pm line 6, <GEN0> line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex.pm line 6, <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/SSH2.pm line 6, <GEN0> line 1  .

BEGIN failed – compilation aborted...
In order to fix that I've added the next statement:
Use lib 'Math-Pari-2.010709';
And the error changed to:
Can't locate loadable object for module Math::Pari in @INC (@INC contains: Math-Pari-2.010709 Error- 0.17020/lib JSON-2.57/lib URI-1.60 libwww-perl-5.836/lib Net-Address-IP-Local-0.1.2/lib Math-GMP-2.06/  Net-SSH-Perl-1.35/lib/ /etc/perl /usr/local/lib/perl/5.14.2 /usr/local/share/perl/5.14.2 /usr/lib/perl5  /usr/share/perl5 /usr/lib/perl/5.14 /usr/share/perl/5.14 /usr/local/lib/site_perl .) at Net-SSH-Perl- 1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6, <GEN0> line   1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util/SSH2MP.pm line 6, <GEN0>  line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Util.pm line 56, <GEN0> line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex/DH1.pm line 10, <GEN0>  line 1.
Compilation failed in require at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex.pm line 6, <GEN0> line 1.
BEGIN failed--compilation aborted at Net-SSH-Perl-1.35/lib//Net/SSH/Perl/Kex.pm line 6, <GEN0> line 1.
Compilation failed in require at Net-SSH-Perl-1....

This is the content of Math-Pari-2.010709:
drwxr-xr-x  3 notroot notroot 4096 May  7 14:38 ./
drwxr-xr-x 11 notroot notroot 4096 May  7 21:30 ../
drwxr-xr-x  7 notroot notroot 4096 May  7 14:38 Math/

Math-Pari-2.010709/Math:
total 240
drwxr-xr-x 7 notroot notroot  4096 May  7 14:38 ./
drwxr-xr-x 3 notroot notroot  4096 May  7 14:38 ../
-r--r--r-- 1 notroot notroot 27440 Oct 25  2006 Changes
-r--r--r-- 1 notroot notroot 17793 Feb  1  2004 func_codes.h
-r--r--r-- 1 notroot notroot  8676 Aug  9  2006 INSTALL
drwxr-xr-x 2 notroot notroot  4096 Oct 25  2006 libPARI/
-r--r--r-- 1 notroot notroot  7573 Oct 25  2006 Makefile.PL
-r--r--r-- 1 notroot notroot   780 Nov 11  2005 MANIFEST
-r--r--r-- 1 notroot notroot   297 Oct 25  2006 META.yml
-r--r--r-- 1 notroot notroot  1322 Aug 23  2006 PariInit.pm
-r--r--r-- 1 notroot notroot 35680 Oct 25  2006 Pari.pm
-r--r--r-- 1 notroot notroot 79499 Oct 18  2006 Pari.xs
drwxr-xr-x 2 notroot notroot  4096 Oct 25  2006 patches/
-r--r--r-- 1 notroot notroot  4286 Jan 30  2004 README
drwxr-xr-x 2 notroot notroot  4096 Oct 25  2006 t/
drwxr-xr-x 2 notroot notroot  4096 Oct 25  2006 test_eng/
-r--r--r-- 1 notroot notroot  1142 Jan 20  2005 TODO
-r--r--r-- 1 notroot notroot  1361 Jul  8  2001 typemap
drwxr-xr-x 3 notroot notroot  4096 Oct 25  2006 utils/

I need to say that the folder Math didn't originally exist at Math-Pari-2.010709, so I've created it and moved Math-Pari-2.010709 content into it in order location Perl was looking for.
In this stage I've added:
use Math:: Pari
But it seems that doesn't make a difference:
Can't locate loadable object for module Math::Pari in @INC (@INC contains: Math-Pari-2.010709 Error- 0.17020/lib JSON-2.57/lib URI-1.60 libwww-perl-5.836/lib Net-Address-IP-Local-0.1.2/lib Math-GMP-2.06/    Net-SSH-Perl-1.35/lib/ /etc/perl /usr/local/lib/perl/5.14.2 /usr/local/share/perl/5.14.2 /usr/lib/perl5  /usr/share/perl5 /usr/lib/perl/5.14 /usr/share/perl/5.14 /usr/local/lib/site_perl .) at ./install.pl  line 24
Compilation failed in require at ./install.pl line 24.
BEGIN failed--compilation aborted at ./install.pl line 24.

I thing that summarize all my attempts so far.

A: There are many many CPAN distributions that must go through a build and install process; you cannot just unpack the files from CPAN and point perl at them.
Math::Pari is one; it has to compile bindings to an external library (which also must be present).
You are out of luck with this approach.

A: You may be able to switch to Net::OpenSSH::Compat::Perl that is compatible at the API level with most of Net::SSH::Perl and has less and easier to install dependencies.
Its only non-pure Perl dependencies are IO::Pty required in order to support password authentication and the OpenSSH ssh binary that will be already installed on the machine for Linux and BSD systems or available as a package for Solaris and probably several other unixen.


text:
Fine Arts • Hofstra College of Liberal Arts and Sciences • Rosenberg Gallery • School of Humanities, Fine and Performing Arts
Rosenberg Gallery Presents "Deeply Felt: The Art of Cozy Classics and Star Wars Epic Yarns"
The Department of Fine Arts, Design, Art History presents Deeply Felt: The Art of Cozy Classics and Star Wars Epic Yarns by twin brothers Holman and Jack Wang at the Rosenberg Gallery in Calkins Hall, November 21-February 14, 2017.
This exhibition features the Wang brothers' artwork of felted sculpture and board books. They are best known for their board book series that pay homage to literary and cinematic classics. Their work has been selected for the Bologna Children's Book Fair Illustrators Exhibition (2013) and The Original Art at The Museum of American Illustration in New York City (2015), and they have been featured in American Craft, The New York Times, and The Wall Street Journal, among other places. On February 7, 2015, their Google Doodle in honor of Laura Ingalls Wilder's 148th birthday appeared on Google.com and other Google homepages worldwide. Holman practices law part time while working as an illustrator in Vancouver. Jack teaches in the Department of Writing at Ithaca College in New York.
Deeply Felt: The Art of Cozy Classics and Star Wars Epic Yarns showcases needle-felted figures created by wrapping wool roving around a wire armature that are then sculpted with specialized barbed needles, a process known as "needle-felting." Once the bodies are complete, they are costumed with pre-felt, a softer material. In addition to Star Wars figures, this show at the Rosenberg Gallery will also include figures from Pride and Prejudice and War and Peace.
An opening reception for the exhibition will be held on Monday, November 21, at 2 p.m. For more information call the Department of Fine Arts, Design, Art History 516-463-5474.
Tagsfine arts rosenberg gallery
Dr. Phyllis Zagano Arrives in Rome to Begin Work on Vatican Commission
Language as Evidence in Kidnapping, Threat, and Stalking Cases, Nov. 30 in NYC