text:
\section{Introduction}

As a key player in the U.S. Materials Genome Initiative~\cite{WHMGI2014},
Materials Project (MP)~\cite{Jain2013} uses High-Performance Computing
(HPC) to determine structural, thermodynamic, electronic, and mechanical
properties of over 60,000 inorganic compounds by means of high-throughput
ab-initio calculations. The calculation results and analysis tools are
disseminated to the public via modern web and application interfaces. These
results and tools serve to accelerate the discovery, design and creation of
next-generation materials for applications such as batteries, photovoltaics,
and semiconductors.

However, the materials science research community has a
continually increasing supply of experimental and theoretical material
properties that are either not yet calculated by MP or outside the scope of
MP's data generation efforts. Therefore, with a growing user base of over
10,000 registered users, it becomes increasingly important for MP and
similar scientific platforms to also enable community-driven submissions, which
would extend the scope of the possible applications and improve the
integrity/quality of the provided datasets, hence enhancing its value to the
user community.

The main contribution of this paper is a methodology for integrating and
organizing an existing materials dataset with community contributions. We
choose to approach this problem statement within the context of the Materials
Project for two reasons: first, the solution discussed here represents an
abstract solution in response to a specific problem for this initiative, rather
than a specific solution in search of abstract problems. Second, we emphasize
the ``live'' nature of our solution, which serves a large and existing user
community and maintains an existing database as part of the initiative.

Our solution includes the following novel
elements: (i) A syntax, \texttt{MPFile}, that allows users to easily describe
computed or experimental data; (ii) A mechanism for hierarchically correlating
user data with material(s) in the core project database; and (iii), A REST API
and UI framework for disseminating results to the community via customizable
interactive graphs.

The paper is organized as follows: Section~\ref{subsec_intro_relwork} reviews
related work. Sections~\ref{subsec_intro_overview} through \ref{sec_webacc}
describe the major components of our framework. Sections~\ref{sec_sum} and~\ref{sec_out}
conclude the paper with a summary and outlook on the future.

\begin{figure*}
\centering
\includegraphics[width=\textwidth]{flow_chart.png}
\caption{Processing workflow of \texttt{MPContribs} framework. The
  pre-submission stages, with category identification and \texttt{MPFile}
  generation, are followed by internal parser and builder phases and the
  dissemination to the interactive portal. Contribution submission as well as
  queries to the databases (orange) and Plotly requests operate through the
  MP's REST API (red). Blue boxes and the processing behind the REST API ``wall''
  are provided by the \texttt{MPContribs} framework. Grey boxes denote tasks and
  tools under the user's responsibility. For more details, see text.}
\label{fig_flow_chart}
\end{figure*}

\section{Related Work}\label{subsec_intro_relwork}

There are a number of community repositories in Materials Science and related
disciplines. Traditionally, these repositories have been limited in scope to
crystal structures of measured compounds (acting analogously to the Protein
Data Bank~\cite{Berman2000} for biology), and include efforts such as the
Inorganic Crystal Structure Database (ICSD)~\cite{Belsky2002}
and Pauling File~\cite{pauling}. More recent efforts, such as Materials
Project~\cite{Jain2013}, AFLOWlib~\cite{aflowlib}, and
others~\cite{cccbdb,comp-es,ortiz2009data,cepdb,oqmd}, typically include
additional property data (generally computed) but do not currently have a
contribution framework.  Some repositories, such as NoMaD~\cite{nomad},
iochem-bd~\cite{moreno2015managing}, and the Materials Data Facility
(MDF)~\cite{mdf}, provide a shared repository of data, with potentially large
experimental and structural data items, but many of these are in the early
stages of development and without integrated data analysis capabilities over a
core dataset. Our approach, by contrast, focuses on relatively small data
contributions \textit{that can be joined with the carefully curated core
  dataset} and extended with an integrated set of data analysis tools to
provide a materials design environment.

A number of projects in other sciences, particularly life sciences, share the
goals of community-enabling data contributions and analysis in the context of
reference datasets. The iPlant Collaborative~\cite{iplant} combines a ``Data
Store'' with a ``Discovery Environment'' with the goal of connecting public and
private datasets with analysis capabilities; the analysis capabilities include
workflows running on remote clusters and private Virtual Machines. The
DOE's Systems Biology Knowledgebase (KBase)~\cite{kbase}
provides a unified and interactive analysis environment built on the IPython
notebook~\cite{perez2007ipython} and a back-end store that can store users'
analyses together with both their data and standard reference microbial data.
The breadth of either of these projects exceeds the near-term goals of the
contribution framework described here, but point to the importance of this idea
across scientific communities.

Efforts such as ChemSpider~\cite{chemspider} emphasize aggregation of data from
many individual sources rather than extension of ``core'' reference data.
However, the success of such efforts depends on widely-used standards for
identifiers~\cite{Heller2013} and does not integrate community contributions as
added layers on top of a centrally generated and curated dataset. In contrast,
our approach enhances the value of both the canonical data (by adding community
contributions) and the community contributions (by adding the context of the
canonical data). Combining these datasets requires the development of new
methods. In the case of materials data/identifiers, the non-trivial problem
arises of how to connect the ``material'' as defined by the user, e.g. through
experimental characterization, with a ``material'' as defined by a
computational dataset.  Our classification of several types of contribution
(see Sec. \ref{subsec_preproc_matdef}) is a novel approach to ``divide and
conquer'' this type of problem.

In conclusion, most repositories in materials science that focus solely on
community contributions face difficulties in (i) building a user audience, (ii)
developing integrated search across datasets, and (iii) providing processed and
interpretable data (e.g., interactive plots) rather than raw data dumps. Our
integration of existing and novel datasets is a first attempt at addressing
such issues. Thus, our framework occupies a unique and important niche in the
materials data sharing space.

\section{Framework Overview \& Design}\label{subsec_intro_overview}

An overview of our framework \texttt{MPContribs}~\cite{mpcontribs} is shown in
Figure~\ref{fig_flow_chart}. From left to right, we see the processing workflow
for incorporating a user contribution. First, the raw user output is identified
and gathered. Examples of such data include:

\begin{itemize}
\item X-ray Absorption Spectroscopy (XAS) at light sources,
\item diffusivities computed for various temperatures \& solutes,
\item band gaps calculated under alternative conditions,
\item adsorption properties of nano-porous materials, and
\item electronic structure calculations for photovoltaics.
\end{itemize}

Next, the raw data is converted into a concise summary using the
\texttt{MPFile} syntax (Sec.~\ref{sec_preproc}). The result of this phase is
submitted, by the user, via the dedicated command line program \texttt{mgc}
(Sec.~\ref{subsec_mgc}) or manually through the web portal, both of which
operate through the RESTful MP API (Sec.~\ref{subsec_webacc_rest}). The
received data is parsed (Sec.~\ref{sec_parsbld}), and the resulting objects are
correlated with existing materials data via suitable identifiers. The results
are inserted into the core database. Finally, the data is disseminated through
the API---and a graphical UI (Sec.~\ref{subsec_webacc_frontend}) with
interactive graphs, tables and tree structures---for immediate exploration and
analysis.

\section{Submission Processing}\label{sec_preproc}

It is crucial to establish a common language for data interchange across
contributors from different research disciplines and to encourage managable
contribution sizes. During the pre-submission processing, the user's existing
(raw) materials data information is thus converted into a custom but general
input file format. This section describes in detail the format and processing
steps provided by \texttt{MPContribs} for this task.

\subsection{Material Definition \& Contribution Scope}\label{subsec_preproc_matdef}

A key challenge for the framework is to link together separate datasets that
pertain to the same material; this requires a universal comparator for the term
\textit{material}. MP defines a material as a group of structures that
share the same symmetry group as well as comparable lattice parameters and atom
positions, and employs a powerful matching code~\cite{Ong2013} to categorize
materials within sensible tolerances. Each material is assigned a corresponding
unique material identifier that maps directly to web resources, can be used in
publications, and underpins the entire software/computing infrastructure.

\if0
\begin{figure}[htb]
\centering
\includegraphics[width=0.37\textwidth]{material_categories.pdf}
\vskip -1cm
\caption{Hierarchy of material categories}
\label{fig_mat_hier}
\end{figure}
\fi

A user's definition of a material might be broader or different than MP's;
the framework uses a hierarchy of material categories to allow the user to
attribute the contribution as is best suited to the dataset. At the top of the
hierarchy is the \textit{chemical space}
(\texttt{Fe\textsuperscript{*}O\textsuperscript{*}}), which includes many
\textit{compositions} (\texttt{FeO}, \texttt{Fe$_{\text{2}}$O$_{\text{3}}$},
\texttt{Fe$_{\text{3}}$O$_{\text{4}}$}) with the respective elements. Each
composition can have multiple \textit{structures}, which in turn correspond to
a unique \textit{MP material}.

Generally, a submission can be a contribution in any of the above categories.
For example, data received from researchers at LBNL's Advanced Light Source
typically refer to chemical spaces or compositions rather than materials. The
category for a given contribution is determined by the parser
(Sec.~\ref{sec_parsbld}) from the \texttt{MPFile}'s root-level section title
(Sec.~\ref{subsec_preproc_mpfile}).

\subsection{I/O File \texttt{MPFile}: Format \& Object}\label{subsec_preproc_mpfile}

In this section, we describe the \texttt{MPFile} format for the creation,
editing, organization, and storage of user-contributed data. The format
consolidates an experimental or theoretical contribution's tabular data
together with its meta-data. \texttt{MPFiles} are plain text files that are
designed to be easily read and edited by a person, yet also easily parsed and
processed by programs. An \texttt{MPFile} resembles the Investigation Study
and Assay Tabular format (ISATab)~\cite{isa-tools}, which is an interchange
format for experimental life sciences data with an associated tool suite and
REST API. Unlike ISATab, \texttt{MPFile} works as free-form data without
templates or ontologies and requires only a valid materials identifier.

Our \texttt{MPFile} format could best be described as CSV sections wrapped and
extended by a minimal amount of meta-data necessary to customize the submission
for MP. The extensions allow one to link data to existing materials,
generate plots, and present hierarchical key-value pairs as well as free-form
text. Apart from being human-readable and -editable, the file reflects the
structural presentation on the front-end contribution page
(Fig.~\ref{fig_frontend}). These features, along with native CSV support, is a
major reason we chose to deviate from existing generic formats such as XML,
JSON, and YAML.

The \texttt{MPFile} format indicates header levels by repetitions of a special
character, a strategy borrowed from well-known markup languages such as
Markdown and Wikitext. Markdown, for instance, uses the `\texttt{\#}' character
for this purpose. We chose instead the `\texttt{>}' symbol to avoid conflicts
with the way comments are indicated in most CSV files in which the
`\textit{\#}' character is reserved for commenting. To avoid collision with the
mathematical `\texttt{>>}' sign and to improve visibility/readability, we use a
minimum repetition of three (`\texttt{>>>}'). Text following this section
delimiter is parsed as section name apart from comments appended on the same
line.

Example \ref{myautocounter} shows a sample \texttt{MPFile} for the contribution
of data on basic physical properties for caesium and palladium. The MP internal
identifiers for caesium and palladium are \texttt{MP-1} and \texttt{MP-2},
respectively, which are used as section names to associate the contributed data
with the corresponding entry in the core dataset. The same form of root-level
section headers applies to composition identifiers.

The two line types are section headers (lines 1, 2, 9, etc.) and section
contents. The section headers may be a reserved word (described below) or an
arbitrary property title. The section contents can be either key/value pairs or
a table of comma-separated values. The key/value pairs are used to organize
meta-data or annotated numbers in free form using section names that best
describe the contained data (lines 3--8, 10--11, 14--17). Possibly multiple tables of data in CSV
format, including a header row with column names, are embedded in level-1 sections
(lines 19--25, 27--30, 33--39). Note that there is no requirement
for \texttt{MPFile} templates that enforce common key or column names.  This
provides maximum flexibility to the user while still enabling support for the
hierarchy of Structure, Composition, and Chemical Space
(Sec.~\ref{subsec_preproc_matdef}).  These restrictions can always be added
later in response to a genuine need and independent agreement from within the
user community.
We also note that the infrastructure is geared towards kilobytes and not
megabytes of data per submission. Large raw data can instead be linked to in
the meta-data.

\begin{pabox}[label={myautocounter}]{Sample \texttt{MPFile} content for two
materials. Line numbers and bold section headers were added for presentation
purposes. The web page for the \texttt{MP-1} section is shown in
Figure~\ref{fig_frontend}.}
\tcbfontsize{0.73}%
\setlength\linenumbersep{5pt}%
\internallinenumbers%
\textbf{\texttt{>>>} MP-1 \# caesium}\\
\textbf{\texttt{>>>>} physical properties}\\
phase: solid\\
melting point: 301.7 K\\
boiling point: 944 K\\
melting point density: 1.843 g/cm3\\
critical point temperature: 1938 K\\
critical point pressure: 9.4 MPa\\
\textbf{\texttt{>>>>} references} \# list of url, bibtex, or doi\\
url-1: ``https://en.wikipedia.org/wiki/Caesium''\\
url-2: ``http://education.jlab.org/itselemental/ele055.html''\\
\textbf{\texttt{>>>>} plots}\\
\textbf{\texttt{>>>>>} default data table 2} \# overwrite graph properties\\
x: configuration\\
y: ionization energy\\
kind: bar\\
table: table 2\\
\textbf{\texttt{>>>>} table 1} \# can be named freely\\
T, vapor pressure\\
418,1\\
469,10\\
534,100\\
623,1000\\
750,10000\\
940,100000\\
\textbf{\texttt{>>>>} table 2}\\
electron number, ionization energy, configuration\\
1,375.7,6s1/2\\
2,2234.3,5p3/2\\
3,3400,5p1/2\\
\\
\textbf{\texttt{>>>} MP-2 \# palladium} (bare data section)\\
temperature (K), vapor pressure (Pa)\\
1721,1\\
1897,10\\
2117,100\\
2395,1000\\
2753,10000\\
3234,100000
\end{pabox}

The reserved section titles \textit{general}, \textit{plots}, and
\textit{references} indicate special significance and processing:

A \textit{general} section (omitted in the example) is different from normal
sections with key/value pairs only in two regards. In the future, MP
might require certain unique key names in this section: a mandatory description
field, for instance, to provide an informative overview of the contribution on
the front-end. More importantly, the \textit{general} section is employed to
support an \texttt{MPFile} mode in which common meta-data is shared amongst
contributions on multiple materials and/or datasets.
Section~\ref{subsec_parsbld_recparse} describes the internal implementation of
this feature during the \texttt{MPFile} parser phase.

By default, a two-dimensional graph is generated for each CSV table with the
first column as the abscissae and each remaining column as corresponding
ordinates for as many traces.  The optional \textit{plots} section can be used
to request additional graphs or overwrite properties of the default ones based
on the sections containing CSV tables. The plot axes are selected or changed by
referring to the header of the table indicated in the \textit{table} sub-key
(lines 13--17).  The keys chosen for this section (\textit{x}, \textit{y},
\textit{kind}, etc.) are the same as those used by the Pandas Python library
(through cufflinks~\cite{cufflinks}).  Details on plot generation using Plotly
are given in Section~\ref{subsec_parsbld_build}.

The \textit{references} section (lines 9--11) allows for the attribution of
credit and for proper provenance of the submitted datasets. It only accepts a
list of key/value pairs with the keys \texttt{url}, \texttt{doi}, or
\texttt{bibtex}. The BibTeX string can either be obtained from the DOI or
entered manually, and is subsequently resolved dynamically for prominent
display on the front-end.

\subsection{Collaborative Extension: \texttt{MPContribsUsers}}\label{subsec_preproc_users}

The \texttt{MPFile} format can be parsed and manipulated by Python
functions/classes in the open-source \texttt{MPContribs} library. This allows
users to construct \texttt{MPFiles} manually or through their own custom
scripts. To coordinate between users and reduce duplication of work from
writing code that deals with similar or identical formats in different domains
of materials science, we created \texttt{MPContribsUsers}~\cite{mpcontribs}, a
codebase hosted on Github containing reusable routines for both data generation
and data analysis of \texttt{MPFiles} (c.f. Fig.~\ref{fig_flow_chart}, left and
right of REST API ``wall'', respectively).

To engage the developer community, quality code practices are important, so for
both core and extension repositories we use Github for source code control and
issue tracking, and include extensive unit testing and documentation in the
code, and in the project using version-controlled Markdown text.

The routines for data generation transform output files from common simulation
software or from experimental instruments into the \texttt{MPFile} format.
For instance, \texttt{MPContribsUsers} can assimilate data from the
\textit{VASP} software~\cite{vasp} by extending tools built in
\textit{pymatgen}. Other routines aid in determining the appropriate materials
identifier for a contribution.

The collected code for data analyses performs \textit{joint analyses} of MP
core data and \texttt{MPFile} contributions. For instance, submitted
experimental XAS spectra could be studied with respect to
FEFF~\cite{feff} calculations to relate the measured compositions to possible
crystal structures. Similarly, XMCD signals resulting from the XAS spectra can
be overlaid with the corresponding theoretical phase diagrams calculated by MP,
providing a unified view of experiment and theory. The workflow of this
\textit{Unified Theoretical and Experimental x-ray Spectroscopy Application} in
addition to \texttt{MPContribs}' role in the \textit{Nanoporous Materials
  Explorer} are discussed in~\cite{mpcontribs_gce_short}. Note that such
dedicated analysis applications within \texttt{MPContribsUsers} also drive the
feedback loop of derived data back into the core and contribution collections.
The collections can subsequently underpin project-specific web applications
with capabilities beyond the generic display.

\subsection{Internal Contribution Processing}\label{sec_parsbld}

The two main phases of the internal contribution processing are the parsing of
the submitted \texttt{MPFile} (Sec.~\ref{subsec_parsbld_recparse}), and the
(re-)aggregation of single contributions (Sec.~\ref{subsec_parsbld_build}) to
build derived collections and generate interactive Plotly graphs.

\subsubsection{\texttt{MPFile} Parser}\label{subsec_parsbld_recparse}
The purpose of the \texttt{MPFile} parser is to (1) handle both the
multiple-material and multiple-dataset contribution modes, (2) split the
contribution data into ``atomic'' pieces defined by materials identifier, and
(3) store each in a dedicated database with a unique
contribution identifier. The underlying algorithm proceeds by
recursively unpacking the \texttt{MPFile}'s section contents with increasing
section level and hence allows for arbitrarily deep section nesting.
For the multiple-dataset contribution mode (Sec.~\ref{subsec_preproc_mpfile}),
the first root-level section denotes the main \textit{general} section
which is applied to all subsequent root-level sections. This effectively merges
the two contribution modes and allows for meta-data to be shared amongst
multiple datasets with local \textit{general} subsections taking precedence.
All section contents are imported into the internal recursive updating
dictionary and data validation/cleaning handled by taking advantage of the
tools provided by the Pandas library~\cite{pandas}.
Pandas supports the import of data from many sources which makes it a suitable
basis for the future implementation of additional features.

\subsubsection{(Re-)Aggregation and Plot Generation}\label{subsec_parsbld_build}

Derived collections are subsequently built from the canonical contributions
collection by (re-)aggregating the single contributions for a specific
materials identifier from many contributors. The resulting materials and
composition collections serve as direct query access points for the front-end.
In addition to ensuring that contributions are connected to the appropriate
materials, this \textit{builder} phase creates interactive plots from the user
data. The graphs and their options, requested by the user in the
\texttt{MPFile}'s \textit{plots} subsection, are converted into an interactive
graph through a HTTP request to Plotly's REST API~\cite{plotly}. The returned
unique URL is saved in the derived collections and used to embed the graph on
MP's front-end (c.f. Fig.~\ref{fig_frontend}). This allows direct access to the
graph online to edit it to the contributor's liking on Plotly's workspace. The
framework's integration with Pandas and Plotly during this builder phase is
smart enough not to overwrite the customization of existing graphs when
contributions are updated.

\section{Submission Display and Dissemination}\label{sec_webacc}

Submissions are accessible to users through a command-line client, an
interactive web UI, and a RESTful API. This section describes each of these
interfaces in more detail.

\subsection{Command-line Interface}\label{subsec_mgc}

The command-line client interface, called \texttt{mgc} (for \textit{Materials
Genome Contribution}), uses the MP's REST API
(Sec.~\ref{subsec_webacc_rest}) to submit user-contributed data to MP
for immediate visualization and dissemination to its users. The program accepts
a variety of positional arguments to facilitate the contributor's submission
management.
For instance, the \texttt{submit} sub-command enables the submission of a
physical \texttt{MPFile}. The initial submission embeds the generated
contribution identifiers into the \texttt{MPFile} to facilitate book-keeping
and to automatically trigger data updates upon resubmission.

\subsection{Web UI}\label{subsec_webacc_frontend}

\if0
\begin{figure*}
\centering
\includegraphics[width=0.99\textwidth]{frontend_plotly_flow.png}
\caption{Integration of \texttt{MPContribs} with Plotly. Black boxes and arrows
  denote the flow of subsequent steps that happen during the \textit{builder}
  phase or interactively from the contribution page. Blue boxes separate the
  steps into phases in which a different set of MP/Plotly accounts are used.}
\label{fig_frontend_plotly}
\end{figure*}
\fi

Our front-end interface provides access and display of contributed data in the
context of the main MP web pages. Given the large number of users of the MP
website, it is important that contributors can look at and optimize the final
form themselves before public release of the contributed data. Thus, we provide
an incubation period during which visibility of a given contribution is
restricted to its contributor and invited collaborators. The primary task
during this period is for contributors to ensure that the plots presented
adhere to their standards for proper visual encoding of the data. Our plans
for the system to enable quality control other than that pertaining to
formatting are discussed in Sec. \ref{sec_out}.

Furthermore, while an incubation period provides a temporary means of access
control, we intend data submitted via \texttt{MPContribs} to ultimately be openly
accessible. Data contributions for activities where the quality of access
controls are critical are not well-suited for \texttt{MPContribs}; however, a scheme for
``sandboxed'' data access control has been implemented with success by MP for
such situations~\cite{qu_eg_2015}.

We seek to accommodate a variety of implicit data schemas from contributors.
Figure~\ref{fig_frontend} depicts a minimal starting point for flexible display
of user contributions that consist of arbitrary data in both hierarchical and
tabular forms, along with a collection of plots. For the material depicted, a
user may toggle among the contributing projects and their associated
contributions. This allows a user/institution to quickly browse its own
contributions for a material and also directly link to them, ultimately via
assigned DOIs.

The interface encourages exploration. A tree of hierarchically structured data
expands incrementally as characters are typed into its search field, allowing
one to quickly search what may be a formidable hierarchy of key/value pairs.
The tabular data display features an incremental-search field as well; the
table is both paginated and scrollable.
A contributing project's plots each link to the Plotly~\cite{plotly} workspace,
so that users can jump directly into editing the graphs.

The built-in extensibility and portability of the plots served with each
contribution (through Plotly) help users present explorable explanations of
their contributions and retrieve publication-ready static assets. Optional
widgets directly customize plot interactivity on the MP site, and plots can be
transparently exported to a variety of file formats through simply adding an
appropriate file extension to their URL. This portability also ensures that
bandwidth-efficient static images of plots are served for small-screened mobile
devices.

\subsection{RESTful API}\label{subsec_webacc_rest}

The implementation of \texttt{MPContribs}' REST API makes use of MP's
existing code base to expose
the I/O capabilities provided by the \texttt{MPFile} object
(Sec.~\ref{subsec_preproc_mpfile}) and the database interface class.
For example, we have implemented a general query function
that can search based on \texttt{MPFile} section names and attributes. The
resulting HTTP endpoints can be used via any language's HTTP library, but for
Python dedicated convenience methods have been implemented as part of
pymatgen's \texttt{MPRester} class.

Once we have a substantial collection of user
contributions on which to practice inference of implicit schemas, or
alternatively can allow users to explicitly assign known type classes to
elements of their data, we can develop tools to enable further analyses of
contribution data integrated with MP core data. Such tools, however, need to be
developed with care to avoid limiting the framework's flexibility of data
ingestion.

Note that the effort to provide a convenient REST API for \texttt{MPContribs}
accelerates the development progress and user acceptance of the framework. It
also allows the framework to be independently developed after it is released.

\section{Summary}\label{sec_sum}

As the rate of data generation in the materials science community continues to
grow, the need for efficient and collaborative vehicles for data sharing
becomes increasingly evident. The internet's history has shown that such
continued growth is only possible by directly involving the community in data
submission and vetting. In this paper, we introduced the Materials Project
contributions framework, a software platform that allows users to share data
with over 10,000 users.

A major design challenge is to link data pertaining to the same ``material'', as
the identity of a real material can often neither be fully specified nor even
rigorously defined. \texttt{MPContribs} utilizes the hierarchical nature of a
material specification to intrinsically cover various contribution scopes: from
computational data with full structural information to experimental results
with only partial material descriptions.

The framework seamlessly integrates data composed of key/value pairs, data
tables, nested data structures, and interactive plots. These features provide
considerable flexibility in how users can contribute and present their data to
the community. The framework implementation merges existing technologies with
the custom but generic and human-readable \texttt{MPFile} format. Its parser
supports two common submission modes and decomposes a contribution into
suitable ``atomic'' MongoDB documents. Post-processing steps intelligently
combine contributions from many users such that contributions belonging
together can easily be rendered and served instantly to the public by the
contribution-agnostic front-end.

Integration of the data handling with an existing collaborative graphing
platform puts organization, maintainance, and formatting under users' control.
A dynamic programmable REST API not only provides mechanisms for book-keeping
and retrieval of submitted entries but also aggregates submissions as needed
for integrated analyses that use metrics across contributed and core datasets.
Collaboration on raw data processing and integrated analyses with the developer
team is enabled by the separate \texttt{MPContribsUsers} area which serves as a
growing repository of well-maintained user codes.

Our \texttt{MPContribs} toolset allows the materials researchers to present
curated datasets to the broader community, and to tightly integrate them with
those already available on MP. For developers, the presented solution provides a path
from prototype to production with managable implementation efforts. Our effort
is distinguished from others in that its goal is not to preserve and store
large data files in their native format, but rather to provide a curated view
of structured and processed data that is suitable for direct analysis and query
and is integrated within an existing materials database.

\section{Outlook}\label{sec_out}

We expect future work to be largely guided by user requirements determined
through iteration and testing. However, several challenges are already apparent
and our strategy to handle them will evolve as the number of contributors
grows.

\textit{A)} Defining universal lexicons for the description of materials and
their properties across a broad user base is needed to unify the common
elements of the datasets so that they can be queried and analyzed together.

\textit{B)} Providing users with the ability to validate their data through
continuous integration would greatly improve the robustness and reliability of
user-submitted datasets. Currently, we closely collaborate with and limit
contributions to trusted domain experts to produce curated, high-quality
datasets. In this first stage, we aim to provide tools for efficient manual
data inspection. For instance, a separate ``staging'' area for data
contributions is already in place~\cite{mpcontribs_gce_short} and allows for
human verification before release on the live web site. Further, our
integration of the plotting tool Plotly quickly reveals incorrect data such as
outliers. In the next stage, we will move from human to automatic
self-verification of the data: we plan to release a data access API along with
instructions on how users can employ the API to develop unit testing and
continuous integration frameworks themselves. If problems of data quality
persist, we will proceed to a third stage of development that allows users to
rate each other's dataset quality which enables mechanisms like flagging,
removal or ``black-listing'' of consistently low-quality datasets/users.

\textit{C)} As the project scales to storing more data in a centralized manner,
the issue of preventing data loss and scaling database performance/storage will
become increasingly challenging.

However, despite these challenges, and although our
framework is still in its early stages, feedback from several institutions has
been positive and our project already has a wait-list of several research
groups awaiting further developments. Therefore, we are confident of the need
for a community-wide framework for sharing materials datasets and are
optimistic about the potential of data sharing to accelerate scientific
discovery and innovation.

\section*{Acknowledgment}

This work was intellectually led by the Department of Energy's Basic Energy
Sciences program - the Materials Project - under Grant No. EDCBEE and supported
by Center for Next Generation Materials by Design, an Energy Frontier Research
Center funded by DOE, Office of Science, BES. Work at Lawrence Berkeley
National Laboratory was supported by the Office of Science of the U.S.
Department of Energy under Contract No. DEAC02-05CH11231. We thank the National
Energy Research Scientific Computing Center for providing invaluable computing
resources. Finally, we would like to thank all the users of the Materials
Project for their support and feedback in improving the project.

\IEEEtriggeratref{50}
\bibliographystyle{IEEEtran}

redpajama_set_name: RedPajamaArXiv


text:
1777. Anindilyakwa
The language of Australian aborigines anindilyakwa has no numerals. No anindilyakwa can say: "I've hooked eight fishes". Instead, he says: "I've hooked as many fishes as many stones are in this pile".
Professor Brian Butterworth found a meadow with three piles of stones. He decided to determine whether aborigines can count. Professor asked one of the aborigines to point at two piles with the minimal difference of numbers of stones in them and tell what this difference is. The aborigine pointed correctly! He was unable to express the difference with words, so he went to a shore and returned with a pile of the corresponding number of stones.
Professor decided to continue his experiments with other aborigines, until one of them points at two piles with equal number of stones. All piles that aborigines bring from the shore are left at the meadow. So, the second aborigine will have to deal with one more pile, the one brought by the first aborigine.
The only input line contains space-separated pairwise distinct integers x1, x2 and x3 (1 ≤ x1, x2, x3 ≤ 1018), which are the numbers of stones in piles that were lying on the meadow at the moment professor Butterworth asked the first aborigine.
Output the number of aborigines that will have to answer a stupid question by professor.
The first aborigine will point at piles of 11 and 9 stones and will bring a pile of two stones. The second aborigine will point at the same piles and will bring another pile of two stones. The third aborigine will point at two piles of two stones, and the experiments will be over.
All submissions (9997) All accepted submissions (3029) Solutions rating (2452)

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Compute the polynomial interpolation of the points (xi, 1/(1 + x^2)) for xi = −2, 1, 0, 1, 2 How can I be able to setup a mathematica code using a Vandermonde matrix? We had to plot the interpolated polynomial and regular polynomial. I had this but we aren't supposed to use the built-in interpolating polynomial function:
P = f[x_] = 1/(1 + x^2);
IP = InterpolatingPolynomial[{-2, -1, 0, 1, 2}, P];
ipplot = Plot[IP, {x, -2, 2}];
polyplot = Plot[P, {x, -2, 2}];

A: SeedRandom[1234567];
points = Table[{i, RandomReal[]}, {i, 1, 10}];
degree = 10;
vmdmtx = Table[points[[i, 1]]^j, {i, 1, Length[points]}, {j, 0, degree}];
coefficients = PseudoInverse[vmdmtx].points[[All, 2]];
terms = Array[Power[x, # - 1] &, degree + 1];
polynomial = Dot[coefficients, terms];
Show[
 Plot[polynomial, {x, 1, 10}],
 ListPlot[points, PlotStyle -> Red]
]

redpajama_set_name: RedPajamaStackExchange


text:
Q: Https change document root via htaccess I'm using this code
RewriteCond %{HTTP_HOST} ^(www.)?domain.com$
RewriteCond %{REQUEST_URI} !^/public/
RewriteCond %{REQUEST_FILENAME} !-f
RewriteCond %{REQUEST_FILENAME} !-d
RewriteRule ^(.*)$ /public/$1
RewriteCond %{HTTP_HOST} ^(www.)?domain.com$
RewriteRule ^(/)?$ public/index.php [L]

and it works OK in the httpdocs folder, but now we changed it to httpsdocs, because we want our whole site to be SSL encrypted and it doesn't work anymore. Any ideas on fixing it? thanks

A: This will convert any non-HTTPS requests to become HTTPS
RewriteCond %{HTTPS} !on
RewriteRule (.*) https://%{HTTP_HOST}%{REQUEST_URI} [L,R=301]

ie. if you type in http://domain.com it will become https://domain.com - should work with the above still :)


The idea for this animated series comes from the love of Irish Heritage. The spoken word of peoples lives passed from person to person over the generation and sometimes lost to time. Gathering Heritage seeks to create an animated series based on audio recordings by Irish people talking about their life experiences. The animations will be voiced by the contributors in their own words and will be a mix of background music and short stories. Each episode will be five minutes long and will have five peoples stories animated around a common theme eg. going to school, holidays, worklife, travelling abroad etc. We have already captured 30 interviews digitally and have enough audio material for 12 episodes.


text:
First Drive: 2015 Chrysler 200 [Review]
Mar 24, 2014, 11:45am ET
A rental fleet darling no more, the 2015 200 is new and improved in every way.
As anyone that's ever visited the Leaning Tower of Pisa can tell you, a good foundation is very important. Unfortunately for Chrysler's last-generation 200 sedan, introduced in 2011, its Sebring-sourced underpinnings were just as soft as the soil in Tuscany.
But Chrysler is hoping to erase all memories of that ill-fated 200 with an all-new model based on a much more solid Italian foundation - the Alfa Romeo Giulietta. Sounds like a good starting point to us, but is it enough to transform the 200 from rental grade to a legitimate contender if the fiercely contested mid-size sedan segment? Come with us as we find out.
Looking the partAppearance is key to a good first impression, and the 2015 200 delivers on all fronts. Although not the most striking design that has ever graced a sedan, the 200 arrives with stylish sheet metal and a much improved interior.
The front end of the 200 is a bit bland to our eyes, but it's something we'll have to get used to - Chrysler says the 200's nose styling will be used as the "face" of the brand moving forward. We do at least like Chrysler's use of chrome accents (or dark chrome in the case of the 200S) and optional LED lighting elements.
The view starts to improve as you move to the side of the 200, revealing sculpted bodywork and a fast-sloping roofline. We even like the 200's thin side-view mirrors, which have a show car quality to them.
The rear three-quarters is probably the 200's best angle, showing off its wide haunches and ducktail spoiler. LED taillights and available integrated dual exhaust outlets help give the 200 a more up-scale look.
The 200's flowing lines continue inside where a newly designed center stack takes center stage. Infotainment duties are handled by a high-mounted 5-inch touch screen in base cars, while upper-end trim levels receive an 8.4-inch touchscreen running Chrysler Uconnect. We're big fans of Uconnect's seamless operation and ease of control, and the unit in the 200 did nothing to dissuade us from that stance.
The 200's curved center stack includes radio and HVAC controls that are within an easy arm's reach. The 200's rotary gear shifter may seem a little gimmicky, but actually works quite well in practice. Moreover, by ditching a traditional lever, Chrysler was able to open up the area under the console for additional storage. If you manage to fill up that space, there is plenty more under the center armrest.
The 200 uses a thick-rimmed three-spoke steering wheel with plenty of buttons to control the vehicle's various functions. Behind resides a dual-pod gauge cluster with a TFT screen in-between - a five-incher is standard but a 7-inch screen can be ordered. A constant blue glow adds some intrigue to the 200's instruments.
The 200 can be had with a number of different trim accents, but our money is on the matte wood.
The 200's front buckets proved to be comfortable and supportive during our day-long drive along the roads outside of Louisville, Kentucky, but we found the seating position a bit odd. Even at its lowest position, the driver's seat seemed to be sitting up too high.
Getting into the back of 200 doesn't requite the same limbo act as entering the Acura ZDX, but you will have to mind your head on that sloping roofline. Individuals six-feet and under should be just fine in the back of the 200, but those over that mark should call dibs on the front seat.
Road mannersThe 200 comes in four different flavors for 2015 -- LX, Limited, S and C. All 200 models come standard with a 184 horsepower 2.4L four-cylinder engine, nine-speed automatic transmission and front-wheel drive.
Chrysler expects about 70 percent of all 200s to leave the factory with the four-cylinder, but our day in Kentucky was spent exclusively with the mid-sizer's optional 295 horsepower "Pentastar" 3.6-liter V6. We sampled both front- and all-wheel drive models.
The V6 offers plenty of punch off the line, particularly with the optional AWD system that can send as much as 60 percent of the engine's power to the rear wheels. The nine-speed automatic shifts smoothly through the gears, but downshifts aren't handled as well. Due to the sheer volume of the gears on tap, we found that a quick stab of the gas pedal could result in the transmission "hunting" through two or even three gears before finding the right one. You can take the computer's decision making out of the equation by springing for the 200's optional steering wheel-mounted paddle shifters.
Steering is quick and direct, but the 200's tiller is a bit on the numb side, particularity on-center. The 200 suspension doesn't mind being tossed through the corners, but it's best suited to soaking up road imperfections. Overall, we'd call the 200 athletic, but we're not quite sure it's ready for the "sports sedan" tag.
The detailsAs previously mentioned, the 2015 200 is available in four trim levels that span the gamut in terms of pricing and features.
The base model LX carries a base price of $21,700 ($95 less than last year's model) but, outside of a nine-speed transmission and push-button start, is pretty sparsely outfitted. Chrysler doesn't expect more than five percent of buyers to chose the 200 LX.
The Limited will be the sweet spot of the 200 lineup, offering a few more goodies and a reasonable $23,255 starting price.
The sport-minded 200S, which includes upgrades like black accents, dual exhaust, sport seats and paddle shifters, will carry an MSRP of $24,495.
Upgrading to the $25,995 200C brings standard leather, remote start, heated seats and a rear-view camera.
All-wheel drive can be added to any model for $2,200; the V6 tacks on another $1,950.
Although reasonably priced in base forms, the price of the 200 can rise rather quickly when the options are ticked. Our 200C AWD tester rang the register at a steep $35,670 and it didn't even include things like an optional $1,495 panoramic sunroof.
Leftlane's bottom lineA has-been no more, the 2015 Chrysler 200 is ready to run with the big names of the mid-size sedan segment.
Although probably not enough to topple cars like the Honda Accord and Toyota Camry, the 2015 200 puts Chrysler back on solid ground.
2015 Chrysler 200 base price range, $21,700 to $25,995.
Photos by Drew Johnson.
Related 200 Stories
2017 Chrysler 200 earns five-star safety rating - 11/23/16
Chrysler 200 factory to remain idle into April - 03/08/16
Chrysler to halt 200 production for six weeks amid slumping demand - 01/28/16
Marchionne blames designers for Chrysler 200 failings - 01/26/16
FCA recalls Chrysler 200 to fix wiring defect - 08/17/15
Chrysler 200 gets two new leather options for 2015 - 04/08/15
Chrysler 200 gets new interior options - 04/08/15
FCA to replace Chrysler 200 transmissions - 02/26/15
Chrysler 200 ad campaign builds 'America's Import' theme [Video] - 10/27/14
2015 Chrysler 200 earns top safety rating from NHTSA - 10/24/14
Recent Chrysler Stories
Chrysler Pacifica Red S Edition adds 'attitude' to the family van - 10/14/19
Bob Lutz: Chrysler considered 'sacrilege' Imperial Lamborghini Edition - 09/23/19
Chrysler revives Voyager name for 2020
FCA recalling nearly 900,000 vehicles over emissions issue
Post Marchionne, FCA still open to partnership deal
Tesla, Chrysler respond to Consumer Report rankings - 02/22/19
FCA Pentastar production tops 10 million units
Chrysler Pacifica, Dodge Grand Caravan get 35th Anniversary editions - 02/04/19
Jeep Grand Commander heading to US market as a Chrysler model? - 12/24/18
FCA planning new inline-six to replace Pentastar V6? - 12/20/18


BOSTON – Despite going a futile 0-for-5 on the power play, BU still managed to pick up a point on Senior Night against Vermont in front of 4,435 at Agganis Arena as the Terriers and Catamounts skated to a 1-1 tie.
With BU (17-13-4, 12-8-4 Hockey East) leading 1-0 in the second frame on a Jordan Greenway goal in the closing minute of the first, the Terriers had a golden chance to extend their lead. UVM's Ross Colton was kicked out for hitting Brady Tkachuk from behind and picked up a five minute major in the process. Inside the major penalty, Max Kaufman found himself in the box for high sticking and BU had a full two minutes of 5-on-3.
BU's best attempt came via a Tkachuk onetimer, but Vermont (9-18-7, 6-12-6 Hockey East) goalie Stefanos Lekkas was up to the task. Tkachuk then committed his own five minute major in the closing minute of the period, ending his night early and putting the Catamounts on the extended man advantage.
Unlike BU, Vermont cashed in on their major power play 38 seconds into the third period. Liam Coughlin centered a pass to Alex Esposito, who beat Jake Oettinger low blocker side to knot the game 1-1.
Speaking of said goalie, Lekkas turned aside 33 saves on the evening, including 17 alone in the second period during the BU power surge. His counterpart Jake Oettinger spotted 28 of 29 shots faced.
After a relatively dull first 18 minutes that was highlighted by two BU penalty kills, Greenway opened the scoring. Kasper Kotkansalo worked the puck to Greenway in the middle of the slot. From there, the recent Olympian hammered home a one-timer for his 10th goal of the season with just 1:16 left in the opening frame.
In overtime, BU again found themselves on the power, but it was the Catamount kill that came through once again to silence the Terriers. BU went 0-for-5 on the man advantage.
Coming into tonight's action, BU was already guaranteed the fourth seed in the Hockey East Quarterfinals, but the opponent was still unknown. Now, everything is set. BU will take on Connecticut in the Quarterfinals two weekends from now, as Maine lost to Boston College, dropping them into the 6th seed.
After the game, Quinn also confirmed that sophomore forward Patrick Harper will miss the remainder of the season with an illness, though Quinn said he could not pronounce exactly what the illness is. Harper will be ready to play for the start of next season, Quinn said.


text:
Letters from the Head Master
End of Hilary Term 2018 Letter from the Head Master
Written by Richard Cairns, Head Master
Three years ago, a young teenager clambered into the back of a frozen chip van on the final leg of his long journey from Syria to England. He arrived in a country he had only ever read about in books. He had no idea what sort of reception he would receive.
And he had only one shoe.
Roll forward to the first day of this term and picture the same boy, flanked by 30 other Brighton Sixth Formers, with a beaming smile on his face. Like them, he had won a place at Oxford or Cambridge – in his case, to read Mathematics at Balliol College, Oxford, the alma mater of three British Prime Ministers and five Nobel laureates.
A journalist was on hand to talk to Sulaiman that day. And she asked him how he had adjusted to life in England. He seemed surprised by the question and repeated what he had said in an article in The Timeslast year "You need to understand," he said "that the English are such nice people…England is just such a lovely place".
Hours later, Sulaiman's achievements featured across the national press. He was asked for radio interviews and he gave them. He spoke of how he never gave up, whether on his long journey here or in his struggles with four A-Levels in a second language. He just kept going. And he encouraged other young people to do the same. To accept that life may well not have dealt them the best cards in life but they should just get on and play those cards to the best of their ability.
And then the vile online abuse began. Vicious comment after vicious comment. About his colour, his nationality, his physique. About how he was not welcome in England.
A bubble was burst. Sulaiman cancelled his planned TV appearance, stopped his radio interviews and retreated into himself. The England he loved had revealed its nastier side.
As I reflect on those days, I realise that it was the vile abuse I focused on more than anything. And I know that Sulaiman did too. But as time went on, I realised that we shouldn't lose sight of those first positive comments: "The English are such nice people. England is such a lovely place".
We tend to be rather embarrassed to hear this sort of thing because I think there is a tendency among us all to be more aware of the ways in which we are not such a lovely country. But we should actually be very proud of the role our city has played in welcoming the dispossessed of Syria, providing a place of welcome for so many of them here at the college each week, with free English lessons for every Syrian who wants them.
Our chapel too has been a place of worship for the many Syrian Christians in our midst. So many of you, and so very many of our pupils and teachers, have reached out their hands of friendship. Lovely people they are indeed. And I am more proud of my pupils for this than for anything that any of them have achieved this term.
And, of course, if we look beyond Brighton too, it is important that we focus on the many ways in which our world is a much better place than it was in the past: the number of children around the world without access to education has halved in only 15 years; there are 65 million fewer people in extreme poverty than there were five years ago; two billion people in developing countries now have access to the internet, lifting many of them out of poverty and into the job market; death rates from malaria and AIDS are at a record low; polio is about to be eradicated for good; fewer people go hungry than ever before; more people have access to clean water; and child mortality has fallen for the 43rd year in a row.
So it is not all gloom and doom. And it is important for schools in particular to nurture a spirit of optimism among the young people in our care while also reminding them of how fragile human progress can be and how recent are the examples of human beings dragging society into the abyss.
Just such a reminder was given to the Lower Sixth last month who accompanied me and my colleagues to Auschwitz-Birkenau. We flew from Gatwick into a Poland knee-deep in snow, enduring temperatures of -12º C. And we walked for hours in the cold and the ice, clad in our warm gloves, hats and coats, imagining other people in that place, people like us who once had their own hopes, dreams and ambitions but found themselves dressed now in thin striped pyjamas, shod in wooden clogs, malnourished and beaten. Condemned to end their days in the acres of human desolation through which we walked.
On Thursday, I will give each one of the Sixth Formers who visited Auschwitz a copy of Elie Wiesel's 'Night'. It is Elie's own story, that of a teenager taken from his home in 1944 to Auschwitz, and then to Buchenwald. It deals, amongst other things, with those scrambled seconds when he, his father, his mother and sister were bundled out of the train on their arrival at Auschwitz; seconds in which his mother and sister were pulled to one side and he and his father to the other. His mother never imagined that this would be the last time she ever saw her son. And it deals with the last minutes on this earth of Elie's father, months later, calling out to his son to help him as he was beaten savagely on the parade ground:
"Eliezer, my son, come here. Come don't leave me alone"
But his son was too frightened. And did nothing.
"It had been his last wish to have me next to him in his agony, at the moment when his soul was tearing itself from his lacerated body – yet I did not let him have his wish. I was fourteen and I was afraid. I shall never forgive myself".
All that is a long way from the casual cruelty of the on-line abusers but it still serves as the most powerful reminder of what can ultimately happen if bigotry and prejudice become entrenched and normalised.
But the years since the Holocaust also highlight once again that things have got better for most people in most parts of the world. Mankind has striven, in a stumbling and imperfect manner, to be better, and most of us do indeed aspire to be the 'lovely people' that Sulaiman took us all to be, seeking as best we can to treat other human beings with the love and respect that we would like for ourselves.
I have always believed that a school can only flourish when it too puts love and respect at the heart of everything it does because it is self-evident that young people can never realise their true potential if they feel devalued or second best. It is not always easy to achieve this in a community consisting entirely of teenagers engaged in their own inner battles with their hormones – but try we do. And for me, personally, it matters more than anything else.
It also matters hugely to another person at Brighton College of whom I am in awe: Mr Peter Bellenger, the recipient this term of The Times Educational Supplement's Teacher of the Year Award 2018.
Too ill to attend the awards ceremony, Pete agreed to produce a video. This is what he had to say:
"I'm so sorry that I can't be with you this evening. I would like to thank so much the TES for giving this award, and the amazing pupils and teachers at Brighton College who nominated me for it. It means so much.
I know for sure that I do not deserve this award but I am so happy to be able to accept it on behalf of such a wonderful school community. The compassion and kindness of pupils, parents and colleagues has been totally extraordinary.
When I got my first signs of struggling with co-ordination and mobility, I thought I wouldn't be able to carry on for long. But what touched me so much was that the more vulnerable I got during the process, the more that the community, both pupils and managers cared for me and supported me. Pupils have given up their precious time to raise money for the MND Association and to help me with things like changing the bathroom over in my flat to make it accessible. Two teachers even swam the channel, which was incredible.
I am one of those teachers that looks around my department in awe. I've always felt slightly apologetic at the start of the school year when my pupils discover that they have me as their teacher instead of one of my other amazing colleagues.
But what I have learned through getting ill is that the things that I thought mattered most to pupils were not the only things that they really cared about. Little things like smiles and trying to create a happy class and giving time outside of lessons. These were the things that pupils mentioned to me when I stepped down and it was so moving. And the funny thing is that a lot of those things that I was doing were because I thought I wasn't a very good teacher. I received far, far more than I could have ever given.
But what really excites me is how education creates places where there is space for very human situations like illness and vulnerability to be embraced. I think schools can speak to society about what real community can be like. Brighton College certainly speaks to me that way, and I will always be so grateful to have had the chance to work here.
I would like to thank Richard, our Head Master, the amazing chemistry team that I have had the privilege to be a part of, and the two heads of department, Tom and Nino, who have helped me so much. And those who have helped me stay in work as long as possible.
Finally, to each and every pupil who has inspired me and blessed me by letting me be their teacher, thank you, more than I can say".
How can I not be an optimist when I watch that video and hear Pete's words? And as I look at the foundations of our new science building emerging from the ground, I no longer imagine a building but a place that might inspire a girl or a boy at the college, to find a cure, one day, for Motor Neurone Disease. And as I look out of my window at the boys and girls in the quad, I think what lovely people they are and what a lovely place this is to be.
In that spirit of optimism, I wish you and your families a very happy Easter, filled with positive thoughts and hope for the future.
United Kingdom's School of the Decade: Brighton College
Opening of the School of Science and Sport
End of Trinity Term 2017 Letter from the Head Master
#Richard Cairns (Headmaster 2006)


text:
Parent Stories: When Your Neighborhood School Doesn't Cut It
Sometimes your assigned school isn't a good fit. Read about three parents who selected schools outside their neighborhood.
By Nora Fleming, Carly Berwick, Jackie Ashton
LATOYA ALLEN: Syracuse, New York
Two years ago, Latoya Allen picked up her 4-year-old son at their neighborhood elementary school in Syracuse, New York, and his prekindergarten teacher pulled her aside. The teacher said that Allen's son always seemed tired; she'd even seen him sleeping in class more than once.
When Allen asked her son what was going on, he told her, "Everything they do I already know."
Allen, who runs a mentoring organization, was surprised. In preschool, her son had perfect attendance. He didn't want to miss a single day, and now he didn't want to go to school. Allen asked the teacher to give her son more challenging work but was told the class had to follow a standard curriculum.
Inspired by the experiences she'd had with her older son the previous year, Allen began to look into other options. The same elementary school had been a good fit for her eldest, but Allen hadn't wanted to send him to the neighborhood middle school, listed by the district as "persistently struggling." After a failed attempt to get a school transfer, Allen applied for a slot at the charter school her older son now attends.
A lot of young families get married and don't want to put their kids in the district. They move out to go to other schools. If we had other options, residents wouldn't be running out of the city.
While pleased with the charter school, Allen said the decision is not a community favorite.
"We don't have many options here—people mostly attend neighborhood schools," said Allen, who went to local schools herself. "People are totally against the charter school taking students from city schools."
On a leap of faith, Allen put in an application to send her younger son to one of the few other public school alternatives in the city: a new district school for gifted students. Her son passed the required test and started kindergarten there last year—the school's second year of operation.
The Outcome
So far, the rigorous school has been nothing short of "awesome" for her younger son, says Allen, who served as a room parent last year. Her son loves it so much that he cried on the last day of kindergarten and asked to go to the school's computer coding summer program. It helps that all the kids are motivated learners, or "little baby brainiacs," Allen says, so the teachers can focus on academics instead of behavior.
Some parents are anxious about the school's future, though, especially because the superintendent who opened the school left this year. But Allen remains optimistic. She's also pleased to see more options for schools in Syracuse, while recognizing that the issue is controversial.
"A lot of young families get married and don't want to put their kids in the district. They move out to go to other schools," said Allen, who ran for the school board last year. "If we had other options, residents wouldn't be running out of the city."
HANS NIELSEN: Honolulu, Hawaii
Growing up in rural Wyoming, Hans Nielsen and his brother didn't think much about school selection.
"There was one school in our rural community," Nielsen said. "My dad's one decision was 'when do I take the boys to get new pants for the school year?'—that was it."
As an adult, Nielsen settled down more than 3,000 miles away from his boyhood home in Honolulu, after serving there in the U.S. Navy. Now a health and safety coordinator at the University of Hawaii, Nielsen began a much more extensive process looking at schools with his wife after learning that their neighborhood elementary school was low performing.
We tried to be realistic and do the best we could without being influenced by community pressure to tell us what was right for our daughter.
They were shocked to find significant pressure in the community to enroll their daughter in a private school.
Hawaii, which has a single district overseeing all schools in the state, also has the highest percentage of students in private school in the nation, at roughly 19 percent; the national average is 10 percent. Some attribute that percentage to historically rooted racial bias about public schools.
After much deliberation, the Nielsens applied to two private schools and 10 public schools, including two public charters, through geographic exception letters, which allow Hawaiian students to attend non-neighborhood public schools.
When the Nielsens' daughter was offered spots at nine of the schools, they had a tough decision to make—especially whether private school was worth the high price tag. With all expenses factored in, Nielsen calculated that it would cost $30,000 per year to send their daughter to private school, resulting in sizable impacts on their retirement savings, stress level, and ability to travel.
"We tried to be realistic and do the best we could without being influenced by community pressure to tell us what was right for our daughter," Nielsen said. "We just did not feel like private school was a good fit for our family or for her, even if we could make it work financially."
The family ended up choosing a small charter school once run through the University of Hawaii's College of Education. The school's very small classes, enrichment offerings, and diversity that mimics the demographics of the community were the deciding factors.
The Nielsens are happy with the choice and are planning to send their younger daughter there in a few years too.
"We learned a lot about ourselves in this process," Nielsen said. "We also have a much better idea of what our community is like; we feel like we've become better citizens as a result."
MARIA PALOMERA: Broward County, Florida
Moving from Caracas, Venezuela, to Fort Lauderdale a little over a year ago with her husband and 4-year-old daughter, Maria Palomera wasn't familiar with the nuts and bolts of U.S. schools.
The family was pleased to find an apartment to rent in the surrounding Broward County—home to one of the largest school districts in the nation. While her husband worked, Palomera and her daughter began attending classes at a local chapter of the Toyota Learning Program, a family engagement and child development program, to improve their English and learn more about the school system.
With guidance from the program, Palomera looked into her neighborhood school. She was shocked to find that the Broward County district, which provides letter grades to every elementary school based on quality, had given the school a C.
"I thought the majority of the schools [in the U.S.] were good, regardless of where they were located," said Palomera in Spanish. "Next time when I move, I am going to look first for a good school and then choose the place to live."
Palomera searched for alternatives. She was disappointed to learn that the Catholic schools were private and costly, a shift from Venezuela. On a recommendation from the staff at the learning program, she applied for a spot at a local, well-regarded charter school through the school's lottery system. Two months before school started, she learned that her daughter had not won a spot.
As the first day of kindergarten rapidly approached, Palomera felt resigned to the neighborhood school, as the lease on her apartment prevented a move.
I thought the majority of the schools in the U.S. were good, regardless of where they were located. Next time when I move, I am going to look first for a good school and then choose the place to live.
But as luck would have it, Palomera met a woman at a learning program event who worked for the district's English for Speakers of Other Languages (ESOL) Program. She advised Palomera to apply for a permit, or geographical reassignment, so Palomera's daughter could attend another school in the district.
Palomera found an elementary school graded an A only 10 minutes from her house and applied. The permit was approved, and Palomera's daughter started kindergarten there this year. She was also accepted into the school's English-Spanish bilingual program.
Her daughter already knows her ABCs and the letter sounds in English, and is starting to read beginner reader books, reports Palomera, who is very pleased with the school. Though she was influenced by the schools' grade on the district website, Palomera advises other parents to take online information with a grain of salt.
"The information from friends is more personalized and trustworthy than the internet," said Palomera of the school selection process. "It was a difficult [process], but I had a lot of help. If I didn't have my friends or the program, it would have been very hard."


For too long potatoes were the unsung heroes of both the vegetable garden and the kitchen. Everyone grew them because they were easy and everyone ate them because they acted as ballast for so many dishes. People didn't really consider which variety they were eating and only Jersey Royals ever received any praise.
When they were first introduced into Europe potatoes were mistrusted as a reliable food, with people preferring wheat as their staple. Many weren't sure what they were, calling them earth truffles or earth apples in an attempt to link them with a food they recognised. All that has now changed, and today we have a huge variety of potatoes to choose from. Potatoes, and the dishes you can cook with them, reflect the seasons in just the same way as asparagus and strawberries. Certainly, you can buy 'new' potatoes in November, but surely one of the charms of autumn and winter is big, hearty baked potatoes or fluffy mash? If you grow your own potatoes, you will appreciate the subtle changes in them as the year progresses and, as this book shows, you only need a tiny space to get a very satisfactory crop.
The humble potato is packed with potential. They may seem ordinary, but that does not make them any less important. Technology can give us many amazing things, but the latest electronic gizmo cannot compare with a helping of chips.


Stall warning device with stagnation point above vane.
Stall warning device at near-stall condition with a stagnation point below vane.
Devices to detect the onset of a stall and a mechanism to warn the pilot. A stall detector may either be a springloaded vane located in the leading edge or it may obtain a signal from an angle of attack indicator. The warning can be given in the form of a warning light, a horn, a stick shaker, or any combination of these.
Conventional stall warning devices usually work quite well, but any time you find yourself getting slow, with power on and in, say, 30 degrees of bank or more, you need to stop and think about your wing's AoA.
Avionics Specialties pioneered the development of Angle of Attack (AOA) and Stall Warning devices for high performance aircraft, and continues to introduce new technologies, such as the Integrated Multi-Function Probe and STAT429 Self Testing Angle of Attack Transmitter that contribute to the greater efficiency and safety of many different aircraft.
The FA A guidance for stall warning devices has never said a stall warning has to be too-late or inadequate warning.


3 December 2018, 15:00 Died on level 260 by Recon, Wychowanek Dziczy and Jaul.
3 December 2018, 13:32 Died on level 261 by Wychowanek Dziczy and a skeleton elite warrior.
26 November 2018, 21:46 Died on level 259 by a skeleton elite warrior.
26 November 2018, 21:43 Died on level 260 by a skeleton elite warrior.
20 November 2018, 14:24 Died on level 262 by Krach and a guzzlemaw.
20 November 2018, 14:07 Died on level 263 by a falcon knight.
7 November 2018, 09:29 Died on level 257 by a metal gargoyle.
5 November 2018, 20:15 Died on level 254 by Arya Flyn and a floating savant.
2 November 2018, 22:26 Died on level 254 by a rustheap golem.
30 October 2018, 09:22 Died on level 231 by a hydra.
27 October 2018, 23:18 Died on level 193 by a worm priestess.
22 October 2018, 02:09 Died on level 191 by a hellfire fighter.
20 October 2018, 12:02 Died on level 182 by a grim reaper.
20 October 2018, 11:25 Died on level 183 by a grimeleech.
20 October 2018, 10:55 Died on level 182 by .
18 October 2018, 20:36 Died on level 170 by Robaru Meubow, Relampago Markinhos and a vexclaw.
16 October 2018, 20:36 Died on level 149 by a mooh'tah warrior.
16 October 2018, 18:36 Died on level 149 by a hydra.
14 October 2018, 23:05 Died on level 65 by a behemoth.
Time Left: 5 hours 11 minutes 10 sec.


text:
Semaeopus hepaticata är en fjärilsart som beskrevs av W. Warren 1905. Semaeopus hepaticata ingår i släktet Semaeopus och familjen mätare. Inga underarter finns listade i Catalogue of Life.

Källor

Mätare
hepaticata

redpajama_set_name: RedPajamaWikipedia


text:
Profiles - Faculty & Staff
LCME Accreditation
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Sophie Davis BS/MD Program
Pipeline Publication
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Health Professions Mentorship Program Application
PA Masters Program
PA PROGRAM
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CSOM | Registrar
The CUNY School of Medicine | Office of Registrar
Maintenance of Matriculation - PA Program
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Student Request Forms
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Molecular, Cellular & Biomedical Sciences
School Offices
Office of Dean
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CSOM Calendar
LCME Accreditation ARC-PA Accreditation
Application Instructions Student Handbook Pipeline Publication HPREP VIP Login Technical Standards Program Policies Fact Sheets Curriculum Map Open House Registration Health Professions Mentorship Program Application
History and Mission PA Program Goals & Achievements Curriculum PA Pipeline PA Program Admissions Procedure Application CASPA Technical Standards Foreign Medical Graduates Prerequisites & Requirements P.A. Program Admission Tuition & Fees Frequently Asked Questions Accreditation and Credentials Faculty and Staff Criminal Background Checks and Drug Testing Student Society NCCPA Pass Rate Student Manuals
The CUNY School of Medicine | Office of Registrar Registration Information Academic Calendars Competencies Curriculum Overview Maintenance of Matriculation - PA Program Students Rights (FERPA) Student Request Forms Transcripts Requests
Office of Financial Aid How to Apply Cost of Attendance Other Resources Federal Finance Options Forms Financial Literacy Scholarships Financial Aid Podcast
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Governance Plan
< Home / CUNY School of Medicine / Governance Plan
Governance Plan for the CUNY School of Medicine
The mission of The CUNY School of Medicine ("SOM") is to produce broadly-educated, highly-skilled medical practitioners to provide quality health services to communities historically underserved by primary care practitioners. The School will recruit and educate a diverse, talented pool of students to the MD and Physician Assistant programs, expanding access to medical education to individuals from underserved communities, of limited financial resources, and of racial/ethnic backgrounds historically underrepresented in the medical profession.
ARTICLE I: Dean
The Dean will be the chief academic and administrative officer of the SOM. The Dean will have general responsibility to develop, implement and administer the SOM degree programs and will report to the President of the City College of New York (the "President"). The Dean may appoint Associate Deans and Assistant Deans to assist with carrying out his/her responsibilities.
ARTICLE II: Faculty Council
Section 2.1 Responsibilities of the Faculty Council
The Faculty Council will work with the Dean to formulate educational policy for the SOM and to develop standards for admission, academic performance and degree requirements for students.
Section 2.2 Meetings of the Faculty Council
All faculty members, including affiliate faculty members of the Department of Clinical Medicine and adjunct faculty, will be members of the Faculty Council. Voting membership will include all full-time faculty employed by the SOM. Members of the Department of Clinical Medicine and adjunct faculty members will be eligible to participate in meetings and all deliberations of the faculty, with voice but without vote on any business, and will be eligible to serve on special committees of the faculty. A majority of voting members will constitute a quorum for the purposes of conducting business. The Faculty Council will elect a Secretary from among its members, who will be responsible for preparing minutes and posting the agenda electronically.
The Dean will convene the Faculty Council to meet at least twice per semester (four times per academic year). The Dean will preside at meetings of the faculty, or in his/her absence, an Associate Dean designated by the Dean will preside. Special meetings of the Faculty Council may be convened by the Dean, the Executive Committee or by petition of at least 20% of the voting members of the Faculty Council.
Notice of time, place and agenda of both regular and special meetings will be posted at least one week before the date of the meeting. Minutes of the Faculty Council meeting will be appended to the agenda of the succeeding meeting for approval. At special meetings, the business conducted will be confined to the purpose for which the meeting was called.
The order of business set forth for a regular meeting of the Faculty Council may be altered or suspended on motion and approval by a vote of two-thirds (2/3) of the members of the Faculty Council present and voting at any meeting where a quorum is present.
All meetings will be governed by the most recent edition of Robert's Rules of Order, except that no action may be taken by the Faculty Council or any of its Standing Committees unless there is an affirmative vote of a majority of all of its members.
Agendas and minutes of all Faculty Council meetings will be archived via electronic posting to the School's intranet and shared drive, or other appropriate means.
ARTICLE III: Standing Committees
Section 3.1 General Guidelines for Committees Other than the Executive Committee
Each standing committee shall report to the Executive Committee at least twice annually on matters of policy and matters requiring administrative action and/or implementation. Committee reports shall be presented to the Executive Committee in the form of a concise summary emphasizing actions recommended.
The Executive Committee will appoint the Chair and members of all standing committees, with the advice and consent of the Dean. Except for the Admissions Committee, whose membership is described below, the Executive Committee will determine the size of the other standing committees. Faculty will constitute the majority of the voting membership of standing committees. Those committees will be comprised of at least one representative of each department and at least one student where authorized below, and such ex-officio, non-voting administrators whom the Dean designates.
In addition to the standing committees, the Executive Committee, with the advice and consent of the Dean, may establish special ad hoc committees as necessary.
The terms of service of members of standing committees will be three (3) years. The initial appointments to standing committees shall be staggered (1, 2 or 3-year terms) in order to maintain continuity of membership and ensure that committees will have a turnover of no more than one-third of their members annually.
Any member who misses three (3) consecutive meetings of a committee without valid excuse will be subject to replacement by the Executive Committee upon receipt of such report from the committee chair.
Individuals designated as committee chairs must be full-time members of the faculty of the SOM, except that they may not be members of the Department of Clinical Medicine. Neither the chair nor other members of standing or ad hoc committees need be members of the Executive Committee. No faculty member may serve on more than two standing committees.
The faculty membership of all standing committees should include representation from all SOM departments when possible.
Where mandated below, standing committees of the SOM will have representation from the SOM student body. The Executive Committee, with the advice and consent of the Dean, will appoint student representatives to standing committees from the student representatives elected in a slate by the student body in the numbers indicated below, and may appoint student representatives to ad hoc committees in numbers it determines are appropriate based upon the nature and purpose of the respective committee. Each student representative to each committee will have both voice and vote, and be counted in quorum calls.
The Physician Assistant program will have its own standing committees separate from those of the MD program, in accordance with the guidelines of the program's accrediting body. The Executive Committee will appoint the Chair and members of those standing committees, with the advice and consent of the Dean.
The standing committees may adopt operating procedures as they deem appropriate.
Section 3.2 Executive Committee
Responsibilities: The Executive Committee will transact the business of the SOM in between meetings of the Faculty Council and will meet at least monthly. The Dean will consult with the Executive Committee on the allocation of institutional resources, research and training grants, exchange programs, and awards and honors for students and faculty. The Executive Committee may establish and charge special ad hoc committees as it may deem necessary, including a committee to review this Governance Plan for possible amendments periodically.
Membership: The Dean will serve as chair and will be ex-officio with voice but without vote except to break a tie. In addition, the Executive Committee will include:
All SOM Department Chairs
One faculty member from each department, and the Physician Assistant program, with ten or fewer full-time faculty, and two faculty members from each department with eleven or more to be elected by the Faculty Council from a slate of selected or self-nominated faculty presented by each Department
Two representatives of the Affiliate Faculty, with vote, to be appointed by the Chair of the Department of Clinical Medicine in consultation with the Dean
Associate and Assistant Deans of the SOM as ex-officio members with voice but without vote.
The Dean may invite other administrative officers of the SOM to attend meetings of the Executive Committee; these individuals will not be members of and will not have a vote on the Executive Committee.
Term / Elections: The term of office of elected members will be three (3) years. Elections to the Executive Committee will be held at a meeting of the Faculty Council during the month of May. Members of the Faculty Council will be appointed by the Executive Committee to fill vacancies arising mid-year, until an election to fill the vacancy is conducted at the next meeting of the Faculty Council.
The Dean will schedule meetings of the Executive Committee and prepare agendas for meetings. Notice of time, place, and agenda of both regular and special meetings will be posted electronically at least one (1) week before the date of the meeting. At special meetings, the business conducted will be confined to the purpose for which the meeting was called.
A quorum for the purpose of transaction of the business of the Executive Committee will be a simple majority of the eligible voting members. No proxies will be permitted either for quorum call or for voting.
Section 3.3 Curriculum Committee
The Curriculum Committee will provide oversight of curriculum development, implementation and review, based on the medical education mission of the School. Functions will include the regular and systematic review of each medical school course, including educational objectives, curriculum design, course organization and assessment; the review and approval of new courses and changes to the curriculum; development of academic policies and acting on recommendations from subcommittees.
The Committee will meet monthly. It will recommend changes in course and curricular content, policies and procedures. It also will collaborate with the Student Academic Progress Committee to assure uniformity of policies and assessment methods.
Section 3.4 Student Academic Progress Committee ("SAPC")
The SAPC will monitor and assess students' records for compliance with the program's academic requirements, and assess student preparedness to advance at each level of the curriculum and to graduate. The Committee will report annually to the Dean and the Deputy Dean for Medical Education on all students with regard to promotion, non-promotion, requirement to repeat a year, reassessment, disciplinary action, leaves of absence or dismissal for academic or other reasons, and will recommend to the Dean candidates for the awarding of degrees. The SAPC will also examine and address allegations of student misconduct and/or unprofessional behavior, including Honor Code violations, and will advise the dean and leadership on exercises and initiatives to promote professionalism among students.
Section 3.5 Committee on Student Appeals
The Appeals Committee is charged to review all student appeals referred to it and to determine whether such appeals have merit and should be granted.
Section 3.6 Council on Inclusive Excellence
The Council on Inclusive Excellence is charged to develop short- and long-term recommendations and initiatives to foster a workplace and educational environment that is welcoming, integrative and supportive of all members of the SOM, and to provide leadership for implementing strategic initiatives to advance the School's longstanding mission as it relates to diversity, inclusion and excellence. Reporting to the Dean, the Council will monitor and provide leadership for initiatives that support personal and professional excellence, and promote inclusiveness and equity in opportunities for recruitment, retention and advancement of all members of the CSOM.
The School's Executive Committee shall appoint the members of the Council from a slate of candidates presented by the Dean and the diversity officer of the CSOM. The Council shall be chaired by the CSOM's diversity officer. Membership will include a minimum of: one full-time faculty representative from each academic department and the Physician Assistant program, four representatives of the full-time administrative staff (HEO series, classified staff, research assistant/associate, IT or CLT titles), and one student representative to be designated by the Student Inclusive Excellence Council. Members shall include at least one representative each from the Office of Student Affairs, Office of Admissions, and Office of Academic Affairs. Where possible, there shall be no more than two members from the same department or administrative unit.
ARTICLE IV: Admissions Committee
Section 4.1 Responsibilities: The Admissions Committee is charged to select and admit students to the SOM, and to establish and revise admissions policies and procedures as appropriate. The Director of Admissions will present proposed policy changes to the Admissions Committee for discussion and approval.
Section 4.2 Voting: All final decisions about admission of applicants will be made by the voting membership of the Admissions Committee. Faculty will constitute the majority of the voting membership of the Committee; no vote may be taken in any convened meeting where faculty does not constitute a voting majority.
Section 4.3 Membership: Membership of the Admissions Committee will include a minimum of: three (3) basic sciences faculty, three (3) clinical faculty, including at least one clinical faculty member from the primary clinical partner, three (3) at-large faculty and/or staff, and one (1) medical student elected annually by the student body. Ex-officio, non-voting members will include: Associate Dean for Student Affairs, the Assistant Deans for Basic Science Curriculum and for Clinical Curriculum, and representation of the administrative leadership of the Office of Admissions (e.g. the Executive Director, Director and Associate Director of Admissions. The ex-office and student members will participate with the committee when issues related to policies are discussed and/or voted upon.
Section 4.4 Chair: The initial chair of the Admissions Committee will be a faculty member appointed by the Executive Committee, with the advice and consent of the Dean. Subsequent chairs will be elected by vote of the Committee members.
ARTICLE V: Personnel and Budget Committee ("P & B Committee")
5.1 Membership: The P & B Committee will operate in accordance with the Bylaws of the Board of Trustees of the City University of New York. The Dean will serve as chair and will be ex-officio with voice but without vote. In addition, the P & B Committee will include:
One faculty member from each department, and the Physician Assistant program, with ten or fewer full-time faculty, and two faculty members from each department with eleven or more faculty, to be elected by the Faculty Council from a slate of selected or self-nominated faculty presented by each Department
Two representatives of the Affiliated Faculty, with vote to be appointed by the Chair of the Department of Clinical Medicine in consultation with the Dean
The Associate and Assistant Deans of the SOM as ex-officio members with voice but without vote.
2 Duties: The duties of the P & B Committee will include reviewing and making recommendations to the Dean on faculty appointment, reappointment, promotion, and tenure, the appointment of Distinguished Professors and Named Chairs, applications for fellowship and other leaves, and the creation, merger or abolition of SOM Departments. The recommendations of the P & B Committee regarding appointments, reappointments, promotion and tenure will be subject to review by the College-wide P & B Committee, and the final decision will rest with the President.
ARTICLE VI: Departments
Section 6.1 Establishment of Departments
Departments of the SOM will include all academic departments approved by the CUNY Board of Trustees. .
The Department of Clinical Medicine will serve as the academic home for faculty in clinical disciplines who provide oversight of students' clinical instruction. Clinicians in Affiliated faculty titles, including but not limited to the Affiliated Medical Professor series titles, will be appointed to the Department of Clinical Medicine. Affiliated faculty members will include licensed health care professionals who are employees of affiliated hospitals and health centers and who do not receive compensation from nor have employment status at CUNY.
Departments of the SOM may be created or abolished upon the recommendation of the Dean and with the approval by affirmative vote of two-thirds (2/3) of the members of the Executive Committee at a meeting for which the subject will have been noted on an agenda distributed at least one week in advance. Establishment of new departments will be made in accordance with the bylaws and policies of the CUNY Board of Trustees.
Section 6.2 Department Chairs
The Dean will appoint Department Chairs in consultation with the applicable department and may appoint Deputy Chairs in consultation with the applicable department. Chairs will have the authority and responsibilities described in Article 9.3 of the Bylaws of the CUNY Board of Trustees.
Section 6.3: Clinical Professors, Lecturers and Distinguished Lecturers
The Dean is authorized to appoint faculty members in the titles of clinical professor, lecturer, or distinguished lecturer either to specific departments or generally to the SOM.
ARTICLE VII: Amendment of the Governance Plan
Section 7.1 Amendments to this Governance Plan of the SOM may be proposed by a petition or affirmative vote of 20% of the voting members of the Faculty Council, by proposal of the Executive Committee, or by an ad hoc committee appointed by the Executive Committee to review the Governance Plan. Amendments may be adopted by an affirmative vote of two-thirds (2/3) of the members of the Faculty Council provided that the text of the proposed amendment has been sent in writing to every member of the Faculty at least one week before the meeting at which the proposed amendment is to be considered.
Section 7.2 Adopted amendments are subject to the approval of the CUNY Board of Trustees before they become effective.
Section 7.3 The Executive Committee will appoint an ad hoc committee to review the Governance Plan periodically for possible revisions.
Approved by the CUNY Board of Trustees March 21, 2016, and effective July 1, 2016
Amendments approved by vote of the School of Medicine Faculty Council September 26, 2016;
February 21, 2017 and September 14, 2017.


text:
Q: How to use typeid to store a type_info object I am trying to create and store a type_info object:
#include <typeinfo>
int i;
type_info x = typeid(i);

And an error message is generated. Is there any way to store a type_info object?
The history behind this is that I am trying to generate test cases for various C++ integer types; doing arithmetic on them and determining whether intermediate results are promoted to the next largest integer type or truncated. That is:
unsigned char x = 257;
unsigned char y = 257;
// is (x + y) == 514 or 256?

And decided to do a type check against a static data structure, for example:
int x = <value>;
int y = <value>;
static type_info def = { typeid(bool)
                       , typeid(char),  typeid(unsigned char)
                       , typeid(short), typeid(unsigned short)
                       , typeid(long),  typeid(unsigned long)
                       };
type_info obj = typeid(x + y);
for(int i = 0; i < sizeof(def)/sizeof(def[0]); i++) if (obj == def[i]); break;

Anyhow, it can't be done without being able to store the type_info structure and I would still like to find out about integer promotions.
Can you create a type_info object? The gcc 4.5.3 implementation has assignment as private.
Is there a resource telling when integer promotions are performed?
thanks

A: typeid() returns a const type_info & and type_info has a private copy constructor, so you can't build the array you describe.  I can't find anything to say whether they are persistent, but you could try type_info *a[] = { &typeid(int), ... }

A: In C++11, (gcc 4.5.1 works)  this kind of thing may work:
#include <type_traits>

template<typename... Types>
struct Seq {};

template<typename T, typename Seq, typename=void>
struct IndexOf;

template<typename T, typename First, typename... Types>
struct IndexOf<T, Seq<First, Types...>, typename std::enable_if< std::is_same<T, First>::value >::type > {
  enum { value = 0 };
};
template<typename T, typename First, typename... Types>
struct IndexOf<T, Seq<First, Types...>, typename std::enable_if< !std::is_same<T, First>::value >::type > {
  enum { value = 1+IndexOf<T,Seq<Types...>>::value };
};

typedef Seq< bool, char, unsigned char, short, unsigned short, int, unsigned int, long, unsigned long > IntegerTypes;

#include <iostream>

int main() {
  int x = 7;
  int y = 10;
  std::cout << IndexOf< decltype(x+y), IntegerTypes >::value << "\n";
  // this next line will not compile, because void is not in the IntegerTypes sequence:
  // std::cout << IndexOf< void, IntegerTypes >::value << "\n";
}

but you'll note it doesn't depend on the values of x or y, just their types.
Note that all of the logic is done at compile time, not at run time.  And if you pass a type that isn't in the list, you get a spew of error messages (whose proper interpretation is "not found").  I could have made the error messages shorter, but I'm lazy.  :)

A: type_info is not copy-constructible, but there's a wrapper for it, called type_index, which is. And it also provides name() and hash_code() methods as well as comparison operators, so for most purposes it's just as good as a copy of type_info — or even better, since it's ordered, unlike type_info.


Election 2020: What political office will you run for?
So starts our Declaration of Independence, July 4, 1776.
Today's protests are showing us that such actions are not persuading those Kentucky legislators who are hell bent on ramming bills through our General Assembly and U.S. Congress. These elected officials vote their personal interests and what dark money contributors demand, not what is best for all the people of this commonwealth.
We are learning from our voting (and those who do not vote) that many candidates who are continually being elected are not good Kentucky's citizens.
And we are learning that in 2018, 10 seats were won by new candidates just in Jefferson County alone. Many first-time candidates across Kentucky were teachers. And these newly elected Louisville Metro Council and House seats are supporting legislation that helps all Kentuckians.
Protesting is not enough to change government.
Voting is not enough to elect qualified people.
To change our government, to make a kinder and more effective government, people need to start running for office.
This May 21 Kentucky primary has 32 people running for six state offices. The 2020 election will have on the Kentucky ballot one U.S. Senator, all U.S. House members, the odd-numbered Kentucky Senate districts and all the Kentucky House members.
We ask: "What office will you be running for in 2020?"
Since the real change only happens when voters elect new officers and legislators, very few qualified people stepped up to run in 2019, and fewer, if any, in 2020.
Maybe people feel they are not qualified. Well, just look at some of the people in Frankfort and in Washington today! We say that you are more than qualified.
Maybe people feel they have too many 'skeletons' in their proverbial closets. Obviously that is no longer a real issue since the 2016 presidential election.
Or maybe the real reason is that people don't know how to become a candidate or know how to run a campaign. Organizations like Emerge Kentucky and Metropolitan Louisville Women's Political Caucus (MLWPC) are helping women learn the intricacies for campaigning and learning what it takes to win an office.
On March 23, MLWPC is sponsoring (along with 20 other individuals and organizations like Louisville Metro Women's Network and Reproductive Rights for Kentucky), the 25th biennial daylong "The Political Skills Campaign School." Whether a person is a first-timer to politics or just wants to sharpen her political skills, the eight workshops are designed to give a complete overview on what it takes to get elected.
Topics include "Running as a woman of color," "How to get heard by the news media" and "Managing campaigns." Candidates will talk about how they won, and how they lost. Experts will provide insights on how campaign strategies have changed over the years and how to juggle both the old methods with the new techniques.
It is time to put away the protest signs and elect good people who really care about all of Kentucky.
Virginia Woodward is chair of the Metropolitan Louisville Women's Political Caucus Campaign School, and Honi Marleen Goldman is chair of Reproductive Rights for Kentucky.


Eight is surely enough! Maggie's sweet little litter is movin' 'n shakin' - growing daily, and quite a sweet bunch for their mamma. Though a larger size for a first timer, Maggie's doing a great job with her first try at caring for a litter. The siblings are nearing the two-pound mark.