qid int64 1 74.7M | question stringlengths 12 33.8k | date stringlengths 10 10 | metadata list | response_j stringlengths 0 115k | response_k stringlengths 2 98.3k |
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200,922 | I plan to build a brick wall, so I need to compact the ground first. The hardware store sells a tool called a tamper, that sells for $60 and only weighs 15 lbs, so it seems inefficient. How is that sufficient weight to pack down the ground? If a worker weighs 200+ lbs, is that more efficient to have them cut on a small square of wood and jump on that? If not, is there some alternative method of stamping the ground down? | 2020/08/13 | [
"https://diy.stackexchange.com/questions/200922",
"https://diy.stackexchange.com",
"https://diy.stackexchange.com/users/71197/"
] | The first question is why you think "you need to compact the ground first" - even without frost as a consideration (not knowing where you live or if it freezes there) the first step in putting up such a wall is to remove the spongy/squishy topsoil and humus and get down into the mineral subsoil, which (if undisturbed) is normally stable and fairly compact already. In a freezing climate you need to get below frost line unless you are simply making a short loose-stack (no mortar) garden wall that can shift with the ground movement and may need occasional restacking. Once down to subsoil or below frost line a reinforced concrete foundation set on undisturbed soil will support the wall, and tamping is not normally needed unless the area you are working in was recently filled and has not consolidated yet. Alternatives might include a well-drained "rubble trench" foundation or other means of preventing frost movement, which will crack your mortared brick wall.
Your typical hardware store "tamper" is of no practical use in compacting earth, as it's commonly 10x10 inches (100 square inches) and is more a "flattener" than a tamper. Good for mashing asphalt driveway patch level, perhaps.
An ordinary sledgehammer is a better hand-operated tool for tamping. Handle vertical, lift and drop, repeat. Doing a good job with one is tedious but quite possible if you prefer not to rent a powered plate compactor. For something like compacting around a fencepost, an iron digging bar can be used to compact.
With any compacting method, the soil to be compacted must be put in as shallow layers, each compacted individually, or only the top few inches/centimeters will be effectively compacted. The pressure applied to the soil surface spreads out in a cone, and is soon negligible and unable to move soil particles. Thus, compacting the bottom of a trench (which you are not building up) has very little overall effect. | if you need to compact the ground before you dig a foundation you definately want to use motorised tools.
probably a whacker/kango type thing
[](https://i.stack.imgur.com/m3Atq.png) |
91,429 | I deleted my program, actually C++ code, and am re-writing it in a different way.
Especially, I am updating the engine of my code.
What would be the best word or verb to express what I am doing?
* remake
* renovate
* rebuild
* redesign
* reconstruct | 2016/05/31 | [
"https://ell.stackexchange.com/questions/91429",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/32293/"
] | There's a domain-specific term `Refactor` which you may be looking for.
<http://www.dictionary.com/browse/refactoring>
>
> Improving a computer program by reorganising its internal structure without altering its external behaviour.
>
>
>
For example:-
>
> "The original program grew out of a messy prototype, so I spent some time refactoring and now it is easier to maintain."
>
>
> | As per me, **rebuild** will be the best verb to use, and **rewrote** itself seems like a good option.
>
> I had to **rebuild** the C++ program I was working on.
>
>
>
Or,
>
> I **rewrote** the C++ program code from scratch.
>
>
>
Remake also sound correct but somehow doesn't sound as good as rebuild to me, in this case.
>
> I remade the C++ program.
>
>
>
Renovated and redesigned do not seem appropriate to me.
Renovate is more popularly used for **physical** buildings.
For example,
>
> I had to **renovate** my house after the earthquake.
>
>
>
Redesign seem appropriate when the 'design' of something is being considered, which is not the case here.
>
> I **redesigned** the software because it was not looking very user-friendly.
>
>
> |
91,429 | I deleted my program, actually C++ code, and am re-writing it in a different way.
Especially, I am updating the engine of my code.
What would be the best word or verb to express what I am doing?
* remake
* renovate
* rebuild
* redesign
* reconstruct | 2016/05/31 | [
"https://ell.stackexchange.com/questions/91429",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/32293/"
] | There's a domain-specific term `Refactor` which you may be looking for.
<http://www.dictionary.com/browse/refactoring>
>
> Improving a computer program by reorganising its internal structure without altering its external behaviour.
>
>
>
For example:-
>
> "The original program grew out of a messy prototype, so I spent some time refactoring and now it is easier to maintain."
>
>
> | There are three things you might have changed:
1. The outward behaviour. For example the user interface might now be radically different
2. The internal design. Perhaps you used a different approach to the overall structure or you used a different Framework or set of low-level libraries, or different algorithms to calculate the results.
3. The actual code. In principle you might have used exactly the same algorithms, program structure etc. but simply wrote the code using different variable names.
It's pretty unlikely that you would have just done item 3; almost certainly the crucial part was the redesign. The fact that you chose to delete the entire code-base implies that this was a very fundamental change not just a simple refactoring or replacement of some low-level libraries.
I would make it clear that a new design was created. I think in this case you did not actually change the functionality. So:
>
> We redesigned and reimplemented the application exploiting the xxxx framework.
>
>
>
Had you modified the actual functionality I would say:
>
> The application has been completely redeveloped, with detailed analysis and function design preceding the technical redesign and reimplementation.
>
>
> |
108,381 | I'm learning from books about harmonic analysis in order to improve my interpretative skills.
So, I am studying this piece by Venezuelan composer Alfonso Montes, called "Preludio de Adiós". The first challenge appears on bar #3 where I have this sort of Fmaj7(with an augmented 4th). What would be an adequate name for such chord?
It would be awesome to read different analysis on this extract.
[](https://i.stack.imgur.com/tGPTG.png) | 2020/12/07 | [
"https://music.stackexchange.com/questions/108381",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/72751/"
] | Not knowing what instrument this was written for I found a recording and discovered it is guitar. This is important because guitarists will often let the notes of arpeggios ring out when played. I think the Am9-Am6/9 is justified for bars 1-2. @Aaron makes a good point about the B as a lower neighbor but since this is guitar music and the B’s are sustained with the open B string I think they should be included in the chords. For the third chord I offer Fmaj7(add #4)/A. My reasoning is it implies the F below the E in the voicing. Usually this would be called #11 (“add #4” is unusual in chord symbols) but I think the #4 distinction is important because of it’s proximity to the 5th. | This is a kind of subdominant cadence in minor, like C C7 F Fm in major ...
in minor we have i7-IV7 resp. iv#6 - iv7 resp. VI! (very common in many pop songs). |
41,585 | Hello everyone I bought a lotus 2000r and am currently converting it into a single speed.
(Generic photo of a lotus 2000r from google images)
[](https://i.stack.imgur.com/jQ82L.jpg)
I wanted to know if I can put this wheel from Amazon
[](https://i.stack.imgur.com/2zdYx.jpg)
[https://www.amazon.com/Wheel-Rear-1-1-Silver-Bolt/dp/B000AO3GK2](http://rads.stackoverflow.com/amzn/click/B000AO3GK2)
Then use a cog like this
[](https://i.stack.imgur.com/NtgSp.jpg)
<http://www.jensonusa.com/Shimano-DX-Single-Speed-Freewheel>
on that wheel. Thanks for the help. | 2016/07/31 | [
"https://bicycles.stackexchange.com/questions/41585",
"https://bicycles.stackexchange.com",
"https://bicycles.stackexchange.com/users/27441/"
] | You should get away with the new freewheel by itself, simply take the freewheel off the current wheel and fit that.
You will need a chain tool to shorten your chain, and depending on the dropouts you may need a chain tensioner, or you might be lucky.
Note that while you don't need new chainrings, you won't be able to shift front gear without either a chain tensioning arm, or leaving the rear derailleur in place, to take up the slack. | You will definitely have to adjust the chainline regarding...
* crank arm, front sprocket position on axis
* rear hub in rear wheel: It should be centered. True it via spokes and/or insert new spokes.
+ if not (enough), you can level the sprocket w/ spacers
+ always check the centering: rim in frame. You might need spacers for the rear hub (in frame) as well. |
5,452 | Background
----------
When introducing Planck's switch to looking at black-body radiation, a number of sources -- like [MinutePhysics](https://www.youtube.com/watch?v=i1TVZIBj7UA), [the Economist](http://www.economist.com/node/443258), random [online encyclopaedias](http://www.newworldencyclopedia.org/entry/Max_Planck) and even here on [HSM.SE](https://hsm.stackexchange.com/a/2259/3147) (plus many popular history accounts: [1](https://books.google.co.uk/books?id=7XE7CQAAQBAJ&pg=PT48&lpg=PT48&dq=blackbody+radiation+planck+commissioned&source=bl&ots=ZOI51uboca&sig=mz1vYbTt_zZMYPmBP2SCwb6UB1U&hl=en&sa=X&ved=0ahUKEwim7_D6hd7QAhWeHsAKHTRaCUEQ6AEIRzAI#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [2](https://books.google.co.uk/books?id=qD_RF4P9HSkC&pg=PA31&lpg=PA31&dq=blackbody+radiation+planck+commissioned&source=bl&ots=ibk4xJKA51&sig=470NCLe2x15J6-wTQkA_4kWwzLI&hl=en&sa=X&ved=0ahUKEwim7_D6hd7QAhWeHsAKHTRaCUEQ6AEISjAJ#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [3](https://books.google.co.uk/books?id=LyZoAgAAQBAJ&pg=PA73&lpg=PA73&dq=blackbody+radiation+planck+commissioned&source=bl&ots=wBo7Juzgv5&sig=e2artYSKzxgQwNDh8CEl_AZAZOo&hl=en&sa=X&ved=0ahUKEwiGgqyTh97QAhXsLsAKHer6B-84ChDoAQgfMAE#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [4](https://books.google.co.uk/books?id=rzFoCwAAQBAJ&pg=PT430&lpg=PT430&dq=blackbody+radiation+planck+commissioned&source=bl&ots=fJJJPyjQJX&sig=CeKXEU8h6aLHV2cGOqA0p3zQTu4&hl=en&sa=X&ved=0ahUKEwiGgqyTh97QAhXsLsAKHer6B-84ChDoAQgvMAQ#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), etc.) -- propose motivations analogous to the following:
>
> In 1894, Planck had been commissioned by electricity companies to discover how to generate the greatest luminosity from light bulbs with the minimum energy.
>
>
>
Depending on the source, it is a single company, a local company, a consortium, or the government. But I haven't traced any of these mentions to an actual historical reference or document. Nor have I seen mentions of particular companies.
The above story also rings several alarm bells:
* Why commission a theoretical physicist for an engineering problem if there are several other well-qualified experimentalists (say Lummer or others at the Physikalisch-Technische Bundesanstalt) in Berlin that could be commissioned instead?
* More reputable accounts (like [Helge Kragh's (pdf)](http://www.math.lsa.umich.edu/%7Ekrasny/math156_article_planck.pdf)) do not mention light bulb companies but suggest that Planck was motivated by the universality of Kirchhoff's law of black body radiation. That law was introduced in 1859, before incandescent light-bulbs were important. This suggests that the motivation for studying black body radiation, in general, had little to do with light bulbs (although we can use those theories now to think about them).
* Tying the previous two points together: Planck seems to have been much more concerned about universal, abstract, and foundational questions and doesn't seem like the kind of character that would take on a clearly practical chore like making light bulbs more energy efficient (even if they were all the rage at that time).
Question
--------
**Did light bulbs directly motivate Planck?** Was he provided funding in 1894-1900 by anybody related to light bulbs? Were researchers close to him (like Lummer, Rubens, or Wien) motivated by making incandescent light bulbs more efficient? Or even by measuring their efficiency?
Or is this simply one of the many myths made up after-the-fact by history textbooks? (If so, bonus question: who originated it?)
---
Notes
-----
The most convincing story that I've found so far in this direction is on the wikipedia page for the [Physikalisch-Technische Bundesanstalt](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt#Birth_of_quantum_physics):
>
> The first outstanding scientific achievement at the PTR was also closely connected with Max Planck. To decide whether electricity or gas would be more economic for street lighting in Berlin, the PTR was to develop a more precise standard for luminous intensity. For this purpose, in 1895, Otto Lummer and Wilhelm Wien developed the first cavity radiator for the practical generation of thermal radiation.
>
>
>
But this is again stated without a reliable reference. Jorg Hollandt's article in [this collection (pdf)](https://www.ptb.de/cms/fileadmin/internet/publikationen/ptb_mitteilungen/mitt2012/Heft2/PTB-Mitteilungen_2012_Heft_2.pdf#page=13) might be able to corraborate the above story, but I cannot read German to verify. | 2016/12/06 | [
"https://hsm.stackexchange.com/questions/5452",
"https://hsm.stackexchange.com",
"https://hsm.stackexchange.com/users/3147/"
] | Sounds like we're all on the same page. But FWIW: In all my research for that Planck book (2015), I found no evidence that he was commissioned, contracted or paid by light bulb (or similar) companies in the 1890's for his theoretical work. Please note I'm not a proper historian, but I did, for instance, go through a number of German historical works on the topic (at embarrassingly glacial pace), including those of Dr. Dieter Hoffmann. Unless I missed something in those sources (always possible), Planck was simply working as a theoretical physicist exploiting ample state-of-the-art data arising in his own backyard. His switch in 1894, as far as I can tell, had more to do with wanting to explore something new, (after success in physical chemistry), especially after writing pieces to commemorate the recently departed titans Helmholtz and Hertz, (and especially after rereading Hertz's work on EM radiation). He opted for thermal radiation. In any case, I'm not sure light bulb companies would have cared much for Planck's work or really any pure theoretical work. Barely any physicists cared about his work at the time, from what I could tell. :-) He did later claim the obscurity of his 1890's work a godsend in that he had freedom and time without anyone competing or looking over his shoulder to make sense of it. Cheers. | After looking into more reputable sources it seems that the "commissioned by electricity companies" is a confabulation, and the "commissioned by the German Bureau of Standards" is closer to the truth but still a huge stretch.
In Kuhn's [Black-Body Theory and the Quantum Discontinuity, 1894-1912](https://books.google.com/books/about/Black_Body_Theory_and_the_Quantum_Discon.html?id=zYUhVHzlr2IC), which devotes two chapters to Planck's motivations, the light bulbs are mentioned only once:
>
> *But quantitatively it* [Michelson's law] *was not very satisfactory, a fact soon emphasized by H. F. Weber (1843-1912) of the Zurich Technische Hochschule, a physicist currently engaged in measuring the emission spectrum from [carbon filament lamps](https://en.wikipedia.org/wiki/Incandescent_light_bulb#Dominance_of_carbon_filament_and_vacuum). After criticizing the theoretical basis of Michelson's derivation (including its reliance on the Stefan-Boltzmann law), Weber proposed an alternate formula based on his own and other experiments.* (...) *When Wien, five years later, published the displacement law, his only reference to experiment was through Weber's law.* (...) *As a product of theory, the Wien distribution law had, of course, little authority until Planck rederived it by a very different route in 1899.*
>
>
>
But [Brown's Planck: Driven by Vision, Broken by War](https://books.google.com/books?id=IrqyBwAAQBAJ&pg=PA48&lpg=PA48&dq=Physikalisch-Technische+Reichsanstalt+planck&source=bl&ots=L5Z4619tG_&sig=K7WW6btT0uC-F0zYdhyb1qn1n-o&hl=en&sa=X&ved=0ahUKEwjsyNm4t97QAhVCsBQKHRoWCj0Q6AEIVjAJ#v=onepage&q=Physikalisch-Technische%20Reichsanstalt%20planck&f=false) gives an earlier connection.
>
> *Beyond the University of Berlin physicists, the nearby [Physikalisch-Technische Reichsanstalt](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt) hosted a number of experimenters busily studying thermal radiation. The PTR, or Reichsanstalt in more commonplace parlance essentially functioned as a bureau of standards like today's National Institute of Standards and Technology in America. The focus there was applied technology, so why on earth would their lab scientists look into obscure issues of thermal radiation? They simply hoped to design a better electric light.* (...)
>
>
> *Berlin, and particularly the Reichsanstalt, happened to house the world's foremost experts in measuring thermal radiation. These were men such as Lummer, Pringsheim, Rubens, Paschen, and Kurlbaum. Although Planck was much more of a pencil and equation physicist than these colleagues, he shared a great deal with them.*
>
>
>
If I had to guess the anecdote might have developed something like this: first Planck got "absorbed" by association into the Reichsanstalt crowd, which was perhaps motivated by improving light bulbs, then the Reichsanstalt was renamed into the better sounding German Bureau of Standards, which after all it essentially was, and finally somebody speculated that electric companies leaned on the Reichsanstalt concerning the bulbs (which may or may not be true), and decided to short-circuit it all the way back to Planck, for greater effect.
The reality is vaguer and messier. The interests of the Reichsanstalt experimenters regarding light bulbs apparently influenced Planck's choice of topic in 1894, although it also dovetailed nicely with his interest in thermodynamics, and Wien's law of 1893, which rederived by Planck in 1899 became one of the major stepping stones to his law, was in its turn motivated by Weber's study of light bulbs in 1888. So the light bulbs were somewhat in the mix, albeit indirectly, and we can at best credit the industrial revolution with creating a research environment that led to a major discovery in fundamental physics. |
5,452 | Background
----------
When introducing Planck's switch to looking at black-body radiation, a number of sources -- like [MinutePhysics](https://www.youtube.com/watch?v=i1TVZIBj7UA), [the Economist](http://www.economist.com/node/443258), random [online encyclopaedias](http://www.newworldencyclopedia.org/entry/Max_Planck) and even here on [HSM.SE](https://hsm.stackexchange.com/a/2259/3147) (plus many popular history accounts: [1](https://books.google.co.uk/books?id=7XE7CQAAQBAJ&pg=PT48&lpg=PT48&dq=blackbody+radiation+planck+commissioned&source=bl&ots=ZOI51uboca&sig=mz1vYbTt_zZMYPmBP2SCwb6UB1U&hl=en&sa=X&ved=0ahUKEwim7_D6hd7QAhWeHsAKHTRaCUEQ6AEIRzAI#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [2](https://books.google.co.uk/books?id=qD_RF4P9HSkC&pg=PA31&lpg=PA31&dq=blackbody+radiation+planck+commissioned&source=bl&ots=ibk4xJKA51&sig=470NCLe2x15J6-wTQkA_4kWwzLI&hl=en&sa=X&ved=0ahUKEwim7_D6hd7QAhWeHsAKHTRaCUEQ6AEISjAJ#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [3](https://books.google.co.uk/books?id=LyZoAgAAQBAJ&pg=PA73&lpg=PA73&dq=blackbody+radiation+planck+commissioned&source=bl&ots=wBo7Juzgv5&sig=e2artYSKzxgQwNDh8CEl_AZAZOo&hl=en&sa=X&ved=0ahUKEwiGgqyTh97QAhXsLsAKHer6B-84ChDoAQgfMAE#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [4](https://books.google.co.uk/books?id=rzFoCwAAQBAJ&pg=PT430&lpg=PT430&dq=blackbody+radiation+planck+commissioned&source=bl&ots=fJJJPyjQJX&sig=CeKXEU8h6aLHV2cGOqA0p3zQTu4&hl=en&sa=X&ved=0ahUKEwiGgqyTh97QAhXsLsAKHer6B-84ChDoAQgvMAQ#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), etc.) -- propose motivations analogous to the following:
>
> In 1894, Planck had been commissioned by electricity companies to discover how to generate the greatest luminosity from light bulbs with the minimum energy.
>
>
>
Depending on the source, it is a single company, a local company, a consortium, or the government. But I haven't traced any of these mentions to an actual historical reference or document. Nor have I seen mentions of particular companies.
The above story also rings several alarm bells:
* Why commission a theoretical physicist for an engineering problem if there are several other well-qualified experimentalists (say Lummer or others at the Physikalisch-Technische Bundesanstalt) in Berlin that could be commissioned instead?
* More reputable accounts (like [Helge Kragh's (pdf)](http://www.math.lsa.umich.edu/%7Ekrasny/math156_article_planck.pdf)) do not mention light bulb companies but suggest that Planck was motivated by the universality of Kirchhoff's law of black body radiation. That law was introduced in 1859, before incandescent light-bulbs were important. This suggests that the motivation for studying black body radiation, in general, had little to do with light bulbs (although we can use those theories now to think about them).
* Tying the previous two points together: Planck seems to have been much more concerned about universal, abstract, and foundational questions and doesn't seem like the kind of character that would take on a clearly practical chore like making light bulbs more energy efficient (even if they were all the rage at that time).
Question
--------
**Did light bulbs directly motivate Planck?** Was he provided funding in 1894-1900 by anybody related to light bulbs? Were researchers close to him (like Lummer, Rubens, or Wien) motivated by making incandescent light bulbs more efficient? Or even by measuring their efficiency?
Or is this simply one of the many myths made up after-the-fact by history textbooks? (If so, bonus question: who originated it?)
---
Notes
-----
The most convincing story that I've found so far in this direction is on the wikipedia page for the [Physikalisch-Technische Bundesanstalt](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt#Birth_of_quantum_physics):
>
> The first outstanding scientific achievement at the PTR was also closely connected with Max Planck. To decide whether electricity or gas would be more economic for street lighting in Berlin, the PTR was to develop a more precise standard for luminous intensity. For this purpose, in 1895, Otto Lummer and Wilhelm Wien developed the first cavity radiator for the practical generation of thermal radiation.
>
>
>
But this is again stated without a reliable reference. Jorg Hollandt's article in [this collection (pdf)](https://www.ptb.de/cms/fileadmin/internet/publikationen/ptb_mitteilungen/mitt2012/Heft2/PTB-Mitteilungen_2012_Heft_2.pdf#page=13) might be able to corraborate the above story, but I cannot read German to verify. | 2016/12/06 | [
"https://hsm.stackexchange.com/questions/5452",
"https://hsm.stackexchange.com",
"https://hsm.stackexchange.com/users/3147/"
] | After looking into more reputable sources it seems that the "commissioned by electricity companies" is a confabulation, and the "commissioned by the German Bureau of Standards" is closer to the truth but still a huge stretch.
In Kuhn's [Black-Body Theory and the Quantum Discontinuity, 1894-1912](https://books.google.com/books/about/Black_Body_Theory_and_the_Quantum_Discon.html?id=zYUhVHzlr2IC), which devotes two chapters to Planck's motivations, the light bulbs are mentioned only once:
>
> *But quantitatively it* [Michelson's law] *was not very satisfactory, a fact soon emphasized by H. F. Weber (1843-1912) of the Zurich Technische Hochschule, a physicist currently engaged in measuring the emission spectrum from [carbon filament lamps](https://en.wikipedia.org/wiki/Incandescent_light_bulb#Dominance_of_carbon_filament_and_vacuum). After criticizing the theoretical basis of Michelson's derivation (including its reliance on the Stefan-Boltzmann law), Weber proposed an alternate formula based on his own and other experiments.* (...) *When Wien, five years later, published the displacement law, his only reference to experiment was through Weber's law.* (...) *As a product of theory, the Wien distribution law had, of course, little authority until Planck rederived it by a very different route in 1899.*
>
>
>
But [Brown's Planck: Driven by Vision, Broken by War](https://books.google.com/books?id=IrqyBwAAQBAJ&pg=PA48&lpg=PA48&dq=Physikalisch-Technische+Reichsanstalt+planck&source=bl&ots=L5Z4619tG_&sig=K7WW6btT0uC-F0zYdhyb1qn1n-o&hl=en&sa=X&ved=0ahUKEwjsyNm4t97QAhVCsBQKHRoWCj0Q6AEIVjAJ#v=onepage&q=Physikalisch-Technische%20Reichsanstalt%20planck&f=false) gives an earlier connection.
>
> *Beyond the University of Berlin physicists, the nearby [Physikalisch-Technische Reichsanstalt](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt) hosted a number of experimenters busily studying thermal radiation. The PTR, or Reichsanstalt in more commonplace parlance essentially functioned as a bureau of standards like today's National Institute of Standards and Technology in America. The focus there was applied technology, so why on earth would their lab scientists look into obscure issues of thermal radiation? They simply hoped to design a better electric light.* (...)
>
>
> *Berlin, and particularly the Reichsanstalt, happened to house the world's foremost experts in measuring thermal radiation. These were men such as Lummer, Pringsheim, Rubens, Paschen, and Kurlbaum. Although Planck was much more of a pencil and equation physicist than these colleagues, he shared a great deal with them.*
>
>
>
If I had to guess the anecdote might have developed something like this: first Planck got "absorbed" by association into the Reichsanstalt crowd, which was perhaps motivated by improving light bulbs, then the Reichsanstalt was renamed into the better sounding German Bureau of Standards, which after all it essentially was, and finally somebody speculated that electric companies leaned on the Reichsanstalt concerning the bulbs (which may or may not be true), and decided to short-circuit it all the way back to Planck, for greater effect.
The reality is vaguer and messier. The interests of the Reichsanstalt experimenters regarding light bulbs apparently influenced Planck's choice of topic in 1894, although it also dovetailed nicely with his interest in thermodynamics, and Wien's law of 1893, which rederived by Planck in 1899 became one of the major stepping stones to his law, was in its turn motivated by Weber's study of light bulbs in 1888. So the light bulbs were somewhat in the mix, albeit indirectly, and we can at best credit the industrial revolution with creating a research environment that led to a major discovery in fundamental physics. | Other answers made it clear that “commissioned Max Planck” is likely a stretch although Siemens, owner of the oldest German light bulb factory ([Siemens & Halske](https://www.osram.com/media/resource/HIRES/334233/2591693/history---100-years-of-osram.pdf)), did heavily fund Berlin physics (e.g. co-founded the [Reichsanstalt](https://books.google.com/books?id=X4lvDO6kcdsC) and [gave it land](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt#History)).
I wonder if the story could be rooted in conflation of Planck with his engineer brother [Adalbert](https://books.google.com/books?id=Ph4LAAAAYAAJ&pg=PA256&dq=Adalbert) ([Adelbert](https://books.google.com/books?id=7ck6AQAAMAAJ&pg=PA445&dq=Adelbert)?) who [did](https://www.siemens.com/history/en/news/1297_siemens-in-munich.htm) work for Siemens. (This might be [checkable](https://books.google.com/books?id=Qihs7RIvlOYC&pg=PA243&dq=Adalbert+Planck) in the [Siemens-Akten-Archiv](https://www.siemens.com/global/en/home/company/about/history/siemens-historical-institute/archives.html).) |
5,452 | Background
----------
When introducing Planck's switch to looking at black-body radiation, a number of sources -- like [MinutePhysics](https://www.youtube.com/watch?v=i1TVZIBj7UA), [the Economist](http://www.economist.com/node/443258), random [online encyclopaedias](http://www.newworldencyclopedia.org/entry/Max_Planck) and even here on [HSM.SE](https://hsm.stackexchange.com/a/2259/3147) (plus many popular history accounts: [1](https://books.google.co.uk/books?id=7XE7CQAAQBAJ&pg=PT48&lpg=PT48&dq=blackbody+radiation+planck+commissioned&source=bl&ots=ZOI51uboca&sig=mz1vYbTt_zZMYPmBP2SCwb6UB1U&hl=en&sa=X&ved=0ahUKEwim7_D6hd7QAhWeHsAKHTRaCUEQ6AEIRzAI#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [2](https://books.google.co.uk/books?id=qD_RF4P9HSkC&pg=PA31&lpg=PA31&dq=blackbody+radiation+planck+commissioned&source=bl&ots=ibk4xJKA51&sig=470NCLe2x15J6-wTQkA_4kWwzLI&hl=en&sa=X&ved=0ahUKEwim7_D6hd7QAhWeHsAKHTRaCUEQ6AEISjAJ#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [3](https://books.google.co.uk/books?id=LyZoAgAAQBAJ&pg=PA73&lpg=PA73&dq=blackbody+radiation+planck+commissioned&source=bl&ots=wBo7Juzgv5&sig=e2artYSKzxgQwNDh8CEl_AZAZOo&hl=en&sa=X&ved=0ahUKEwiGgqyTh97QAhXsLsAKHer6B-84ChDoAQgfMAE#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), [4](https://books.google.co.uk/books?id=rzFoCwAAQBAJ&pg=PT430&lpg=PT430&dq=blackbody+radiation+planck+commissioned&source=bl&ots=fJJJPyjQJX&sig=CeKXEU8h6aLHV2cGOqA0p3zQTu4&hl=en&sa=X&ved=0ahUKEwiGgqyTh97QAhXsLsAKHer6B-84ChDoAQgvMAQ#v=onepage&q=blackbody%20radiation%20planck%20commissioned&f=false), etc.) -- propose motivations analogous to the following:
>
> In 1894, Planck had been commissioned by electricity companies to discover how to generate the greatest luminosity from light bulbs with the minimum energy.
>
>
>
Depending on the source, it is a single company, a local company, a consortium, or the government. But I haven't traced any of these mentions to an actual historical reference or document. Nor have I seen mentions of particular companies.
The above story also rings several alarm bells:
* Why commission a theoretical physicist for an engineering problem if there are several other well-qualified experimentalists (say Lummer or others at the Physikalisch-Technische Bundesanstalt) in Berlin that could be commissioned instead?
* More reputable accounts (like [Helge Kragh's (pdf)](http://www.math.lsa.umich.edu/%7Ekrasny/math156_article_planck.pdf)) do not mention light bulb companies but suggest that Planck was motivated by the universality of Kirchhoff's law of black body radiation. That law was introduced in 1859, before incandescent light-bulbs were important. This suggests that the motivation for studying black body radiation, in general, had little to do with light bulbs (although we can use those theories now to think about them).
* Tying the previous two points together: Planck seems to have been much more concerned about universal, abstract, and foundational questions and doesn't seem like the kind of character that would take on a clearly practical chore like making light bulbs more energy efficient (even if they were all the rage at that time).
Question
--------
**Did light bulbs directly motivate Planck?** Was he provided funding in 1894-1900 by anybody related to light bulbs? Were researchers close to him (like Lummer, Rubens, or Wien) motivated by making incandescent light bulbs more efficient? Or even by measuring their efficiency?
Or is this simply one of the many myths made up after-the-fact by history textbooks? (If so, bonus question: who originated it?)
---
Notes
-----
The most convincing story that I've found so far in this direction is on the wikipedia page for the [Physikalisch-Technische Bundesanstalt](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt#Birth_of_quantum_physics):
>
> The first outstanding scientific achievement at the PTR was also closely connected with Max Planck. To decide whether electricity or gas would be more economic for street lighting in Berlin, the PTR was to develop a more precise standard for luminous intensity. For this purpose, in 1895, Otto Lummer and Wilhelm Wien developed the first cavity radiator for the practical generation of thermal radiation.
>
>
>
But this is again stated without a reliable reference. Jorg Hollandt's article in [this collection (pdf)](https://www.ptb.de/cms/fileadmin/internet/publikationen/ptb_mitteilungen/mitt2012/Heft2/PTB-Mitteilungen_2012_Heft_2.pdf#page=13) might be able to corraborate the above story, but I cannot read German to verify. | 2016/12/06 | [
"https://hsm.stackexchange.com/questions/5452",
"https://hsm.stackexchange.com",
"https://hsm.stackexchange.com/users/3147/"
] | Sounds like we're all on the same page. But FWIW: In all my research for that Planck book (2015), I found no evidence that he was commissioned, contracted or paid by light bulb (or similar) companies in the 1890's for his theoretical work. Please note I'm not a proper historian, but I did, for instance, go through a number of German historical works on the topic (at embarrassingly glacial pace), including those of Dr. Dieter Hoffmann. Unless I missed something in those sources (always possible), Planck was simply working as a theoretical physicist exploiting ample state-of-the-art data arising in his own backyard. His switch in 1894, as far as I can tell, had more to do with wanting to explore something new, (after success in physical chemistry), especially after writing pieces to commemorate the recently departed titans Helmholtz and Hertz, (and especially after rereading Hertz's work on EM radiation). He opted for thermal radiation. In any case, I'm not sure light bulb companies would have cared much for Planck's work or really any pure theoretical work. Barely any physicists cared about his work at the time, from what I could tell. :-) He did later claim the obscurity of his 1890's work a godsend in that he had freedom and time without anyone competing or looking over his shoulder to make sense of it. Cheers. | Other answers made it clear that “commissioned Max Planck” is likely a stretch although Siemens, owner of the oldest German light bulb factory ([Siemens & Halske](https://www.osram.com/media/resource/HIRES/334233/2591693/history---100-years-of-osram.pdf)), did heavily fund Berlin physics (e.g. co-founded the [Reichsanstalt](https://books.google.com/books?id=X4lvDO6kcdsC) and [gave it land](https://en.wikipedia.org/wiki/Physikalisch-Technische_Bundesanstalt#History)).
I wonder if the story could be rooted in conflation of Planck with his engineer brother [Adalbert](https://books.google.com/books?id=Ph4LAAAAYAAJ&pg=PA256&dq=Adalbert) ([Adelbert](https://books.google.com/books?id=7ck6AQAAMAAJ&pg=PA445&dq=Adelbert)?) who [did](https://www.siemens.com/history/en/news/1297_siemens-in-munich.htm) work for Siemens. (This might be [checkable](https://books.google.com/books?id=Qihs7RIvlOYC&pg=PA243&dq=Adalbert+Planck) in the [Siemens-Akten-Archiv](https://www.siemens.com/global/en/home/company/about/history/siemens-historical-institute/archives.html).) |
11,368 | I have seen many videos on *"how to clean harmonicas"*, but in all of them, you have to take the harmonica apart, clean it and reassemble it.
The thing is there's no marine band harmonica in my country. I bought it from the US on Amazon and I can't afford to take it apart. If something bad happens while taking it apart and putting it back together, I can't order another one easily. Besides, when you take the harmonica apart, you might have to retune it, and I don't know how to do that. Again, I can't afford to take the risk.
So is there any way to clean the harmonica without taking it apart, *and* without damaging the holes or changing the tune? I used to clean my Chinese haps with alcohol or water, but I don't know if it's the right way to do it for this one.
### EDIT
Would putting some water or alcohol in every hole and then drying it with a hairdryer work? The hairdryer would remove the moisture from the water or alcohol. | 2013/07/20 | [
"https://music.stackexchange.com/questions/11368",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6287/"
] | I think it depends if you want to have it as an "active instrument" and play with it, or just keep it as a nice harmonica for memory/collection.
I play in one of my projects with [Filip Jers](http://www.filipjers.com/). He was sponsored by Hering harmonicas and now Suzuki harmonicas, and he tunes his harmonicas every other show. To clean his harmonicas he opens it, cleans the reeds, scratches them to fix tuning, oils it and then puts it back together. He is a world class player and is very careful with tuning/performance of the instrument. I've seen him open/close harmonicas a lot and they don't get broken.
If you want to have the marine band harmonica as an active instrument, I would not be afraid of it, it's more complex with a chromatic harmonica. Just open it, blow on its reeds and clean what you see as dirty.
(This does not answer your question in the way that you ask "how to clean without taking them apart", still it's the experience/knowledge I would like to share with you) | Take your favorite mug fill with about two thirds tepid water from the kettle and about one third vinegar - place your harp in the solution for twenty to thirty minutes - rinse thoroughly with clean tepid water - tap out both sides onto the palm of your hand - your harp will look and sound bright!
**Don't use oil; it attracts dirt, dust and fluff.** |
11,368 | I have seen many videos on *"how to clean harmonicas"*, but in all of them, you have to take the harmonica apart, clean it and reassemble it.
The thing is there's no marine band harmonica in my country. I bought it from the US on Amazon and I can't afford to take it apart. If something bad happens while taking it apart and putting it back together, I can't order another one easily. Besides, when you take the harmonica apart, you might have to retune it, and I don't know how to do that. Again, I can't afford to take the risk.
So is there any way to clean the harmonica without taking it apart, *and* without damaging the holes or changing the tune? I used to clean my Chinese haps with alcohol or water, but I don't know if it's the right way to do it for this one.
### EDIT
Would putting some water or alcohol in every hole and then drying it with a hairdryer work? The hairdryer would remove the moisture from the water or alcohol. | 2013/07/20 | [
"https://music.stackexchange.com/questions/11368",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6287/"
] | I think it depends if you want to have it as an "active instrument" and play with it, or just keep it as a nice harmonica for memory/collection.
I play in one of my projects with [Filip Jers](http://www.filipjers.com/). He was sponsored by Hering harmonicas and now Suzuki harmonicas, and he tunes his harmonicas every other show. To clean his harmonicas he opens it, cleans the reeds, scratches them to fix tuning, oils it and then puts it back together. He is a world class player and is very careful with tuning/performance of the instrument. I've seen him open/close harmonicas a lot and they don't get broken.
If you want to have the marine band harmonica as an active instrument, I would not be afraid of it, it's more complex with a chromatic harmonica. Just open it, blow on its reeds and clean what you see as dirty.
(This does not answer your question in the way that you ask "how to clean without taking them apart", still it's the experience/knowledge I would like to share with you) | Us peroxide for 3 min in a cup full of peroxide, rinse with water, tape it in your hand, to take as much water out, put it in a front of fan to dry. |
11,368 | I have seen many videos on *"how to clean harmonicas"*, but in all of them, you have to take the harmonica apart, clean it and reassemble it.
The thing is there's no marine band harmonica in my country. I bought it from the US on Amazon and I can't afford to take it apart. If something bad happens while taking it apart and putting it back together, I can't order another one easily. Besides, when you take the harmonica apart, you might have to retune it, and I don't know how to do that. Again, I can't afford to take the risk.
So is there any way to clean the harmonica without taking it apart, *and* without damaging the holes or changing the tune? I used to clean my Chinese haps with alcohol or water, but I don't know if it's the right way to do it for this one.
### EDIT
Would putting some water or alcohol in every hole and then drying it with a hairdryer work? The hairdryer would remove the moisture from the water or alcohol. | 2013/07/20 | [
"https://music.stackexchange.com/questions/11368",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6287/"
] | I think it depends if you want to have it as an "active instrument" and play with it, or just keep it as a nice harmonica for memory/collection.
I play in one of my projects with [Filip Jers](http://www.filipjers.com/). He was sponsored by Hering harmonicas and now Suzuki harmonicas, and he tunes his harmonicas every other show. To clean his harmonicas he opens it, cleans the reeds, scratches them to fix tuning, oils it and then puts it back together. He is a world class player and is very careful with tuning/performance of the instrument. I've seen him open/close harmonicas a lot and they don't get broken.
If you want to have the marine band harmonica as an active instrument, I would not be afraid of it, it's more complex with a chromatic harmonica. Just open it, blow on its reeds and clean what you see as dirty.
(This does not answer your question in the way that you ask "how to clean without taking them apart", still it's the experience/knowledge I would like to share with you) | Don’t take apart a marine band. They're put together with nails, not screws. After playing take a dry soft cloth and carefully dry it then let it air dry. Don’t close it up in the box. Mine only gets closed in the box if I’m transporting it to a gig. I use the box at home to store it in always opened as sort of a cradle plus it’s easier to find. Personally I wouldn’t use any type of liquid on it. If you play enough for it to become that dirty it’s likely that it’s out of tune and time to replace it. |
11,368 | I have seen many videos on *"how to clean harmonicas"*, but in all of them, you have to take the harmonica apart, clean it and reassemble it.
The thing is there's no marine band harmonica in my country. I bought it from the US on Amazon and I can't afford to take it apart. If something bad happens while taking it apart and putting it back together, I can't order another one easily. Besides, when you take the harmonica apart, you might have to retune it, and I don't know how to do that. Again, I can't afford to take the risk.
So is there any way to clean the harmonica without taking it apart, *and* without damaging the holes or changing the tune? I used to clean my Chinese haps with alcohol or water, but I don't know if it's the right way to do it for this one.
### EDIT
Would putting some water or alcohol in every hole and then drying it with a hairdryer work? The hairdryer would remove the moisture from the water or alcohol. | 2013/07/20 | [
"https://music.stackexchange.com/questions/11368",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6287/"
] | Take your favorite mug fill with about two thirds tepid water from the kettle and about one third vinegar - place your harp in the solution for twenty to thirty minutes - rinse thoroughly with clean tepid water - tap out both sides onto the palm of your hand - your harp will look and sound bright!
**Don't use oil; it attracts dirt, dust and fluff.** | Us peroxide for 3 min in a cup full of peroxide, rinse with water, tape it in your hand, to take as much water out, put it in a front of fan to dry. |
11,368 | I have seen many videos on *"how to clean harmonicas"*, but in all of them, you have to take the harmonica apart, clean it and reassemble it.
The thing is there's no marine band harmonica in my country. I bought it from the US on Amazon and I can't afford to take it apart. If something bad happens while taking it apart and putting it back together, I can't order another one easily. Besides, when you take the harmonica apart, you might have to retune it, and I don't know how to do that. Again, I can't afford to take the risk.
So is there any way to clean the harmonica without taking it apart, *and* without damaging the holes or changing the tune? I used to clean my Chinese haps with alcohol or water, but I don't know if it's the right way to do it for this one.
### EDIT
Would putting some water or alcohol in every hole and then drying it with a hairdryer work? The hairdryer would remove the moisture from the water or alcohol. | 2013/07/20 | [
"https://music.stackexchange.com/questions/11368",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6287/"
] | Don’t take apart a marine band. They're put together with nails, not screws. After playing take a dry soft cloth and carefully dry it then let it air dry. Don’t close it up in the box. Mine only gets closed in the box if I’m transporting it to a gig. I use the box at home to store it in always opened as sort of a cradle plus it’s easier to find. Personally I wouldn’t use any type of liquid on it. If you play enough for it to become that dirty it’s likely that it’s out of tune and time to replace it. | Us peroxide for 3 min in a cup full of peroxide, rinse with water, tape it in your hand, to take as much water out, put it in a front of fan to dry. |
1,825 | I have recently came across Tu'er Shen, a Chinese deity who manages the love and sex between homosexual men. After reading about him, I am interested to find out if there are any homosexual gods(exclude the Greco-Roman gods), preferably those who married another homosexual god. However, I am not looking for gods who are in charge of homosexual love, like the Chinese god mentioned above, but I am looking for gods who are naturally homosexual, like Zeus, who took Ganydeme, a boy, as a lover. | 2016/07/19 | [
"https://mythology.stackexchange.com/questions/1825",
"https://mythology.stackexchange.com",
"https://mythology.stackexchange.com/users/-1/"
] | It is difficult to find pure depiction of homosexuality. But hints and such there is. The Epic of Gilgamesh clearly illustrates that. The relationship between Enkidu and Gilgamesh if never clearly stating homosexuality makes you wonder a lot, from their first fight, when they roll on the ground intertwined, up to Enkidu's death and following Gilgamesh's mourning...
Now concerning God's and such, you have some of those clear hints in Egyptians Khnumhotep and Niankhkhnu.[](https://i.stack.imgur.com/mXDOb.jpg)
Just take a look at their portrait in their burial chamber... That is how even today either close buddies or lovers are holding. And speaking about Egypt you have one version of their Myth where Horus and Osiris have sex on the throne of Isis... You have also such a fight between Horus and Seth where they exchange semen a lot.
WARNING: I provide to you the link (no pic here) of a tablet from obvious Egyptian time depicting a very clear relation between men. Once again, [click](http://www.britishmuseum.org/research/collection_online/collection_object_details/collection_image_gallery.aspx?partid=1&assetid=231692001&objectid=156237) only if you want.
I could add, if you like reading old text some stories as the one of King Neferkare and general Sasenet. I provide you with a [link](http://www.reshafim.org.il/ad/egypt/texts/sasenet.htm) to the story! The shortcut version is the Pharoah Nerferkare (Pepi II of the 6th dynasty... the story is from WAY after, toward the NEW kingdom,so do not mark this as a Pepi II behaviour) creeps at night to the house of his general Sasenet and goes out 4 hours after "After his majesty had done that which he had wanted to do with him".
Now in Greece... Take a look at the Illiad. Achilles is skulking all the song uptil his friend Patrocle is killed.
You have Roman God Antinous (which was a favourite of Hadrian turned into a God) which is there totally Homosexual.
In India you can find god Aravan. You have to devide the story between the Mahabarata which does not imply homosexuality and other south traditions. There Aravan propose to sacrifice himself to Kali but wants to get married, as he is not, as there is no female around (see the excuse...) Lord Vishnu takes the form of Mohini (a female version oh him). Still today they held ceremony in Koovagam to him where men are crossdressing. Note that Mohini appears in the Mahabarata but without such explicit homosexual reference, she appears as purely a female. A highly sexual female some Indian pictures are relatively very explicit on that.
In celt myth you find another "Gilgamesh-Enkidu" relationship with Cuchulainn and Ferdiad. Factually Cuchulainn is killing Ferdiad by using his spear on Ferdiad's ass... ... (Very similar to let's say Baldr's death or Achilles' death, but way more explicit on one or two things)
I don't know true example in Norse myth but, they are late enough. You find at least on example of Thor crossdressing with another bisexual figure Loki.
In China myth you find some spirits called Xian which are spirit animals generally male loving males human beings (aka men). you have such a story in the myth The Farmer and the Dragon where the dragon is falling in love with and old farmer.
In Japan you have one myth where the sun goddess Amateratsu is hiding in a cave and the goddess Ame is doing a strip tease to lure her out.
You have such a strip tease example when Babylonian/Sumerian Goddess Ishtar/Innana visits the queen of Hel Ereshkigal and removes one part of her garment at each door (strip tease) finally standing naked and powerless in front of the Queen.
Contrary to let's say rape, homosexuality is rarely depicted as clearly. but reading between the line there is everywhere. I am far from being versed enough in other's myth to say more. But I am aware of the god Chin of the Mayan culture which is another example of a God encouraging relationship between young men. I remind one of those carved wall where you have two men kissing. | I believe [this link](https://en.wikipedia.org/wiki/LGBT_themes_in_mythology#Critical_perspective) will be of interest to you. It seems that there are actually very few belief systems / mythologies that DON'T include some form of homosexuality, especially across Asia. Norse and Celtic stories don't make any mention of it, but they don't have any problems with it, as far as I know. |
1,825 | I have recently came across Tu'er Shen, a Chinese deity who manages the love and sex between homosexual men. After reading about him, I am interested to find out if there are any homosexual gods(exclude the Greco-Roman gods), preferably those who married another homosexual god. However, I am not looking for gods who are in charge of homosexual love, like the Chinese god mentioned above, but I am looking for gods who are naturally homosexual, like Zeus, who took Ganydeme, a boy, as a lover. | 2016/07/19 | [
"https://mythology.stackexchange.com/questions/1825",
"https://mythology.stackexchange.com",
"https://mythology.stackexchange.com/users/-1/"
] | I believe [this link](https://en.wikipedia.org/wiki/LGBT_themes_in_mythology#Critical_perspective) will be of interest to you. It seems that there are actually very few belief systems / mythologies that DON'T include some form of homosexuality, especially across Asia. Norse and Celtic stories don't make any mention of it, but they don't have any problems with it, as far as I know. | You could, in some ways, look at the events surrounding the conception of Loki's horse-child Sleipnir as an act of homosexuality. Loki tries to stop a frost giant from winning Freya's hand in marriage over a bet to build a wall for the gods of Asgard in the absence of Thor, the Protector. Loki, in order to stop the frost giant just as he is about to finish and win his deserved prize, shapeshifts into a horse and runs off with the giant's impressive horse, Svaoilfair. The story of how Asgard got it's wall ends 9 months later when Loki rides back to the hall of the gods on an 8 legged horse that he then gifts to Odin.
There is some general ambiguity, but this myth does more than hint that Loki conducted some form of a homosexual act. However, it could also not be, as Loki shapeshifts into, presumably, a female horse, as conception would be otherwise impossible (but then again this is Norse mythology...). So potentially, Loki may have been a homosexual god in one way or another. |
1,825 | I have recently came across Tu'er Shen, a Chinese deity who manages the love and sex between homosexual men. After reading about him, I am interested to find out if there are any homosexual gods(exclude the Greco-Roman gods), preferably those who married another homosexual god. However, I am not looking for gods who are in charge of homosexual love, like the Chinese god mentioned above, but I am looking for gods who are naturally homosexual, like Zeus, who took Ganydeme, a boy, as a lover. | 2016/07/19 | [
"https://mythology.stackexchange.com/questions/1825",
"https://mythology.stackexchange.com",
"https://mythology.stackexchange.com/users/-1/"
] | It is difficult to find pure depiction of homosexuality. But hints and such there is. The Epic of Gilgamesh clearly illustrates that. The relationship between Enkidu and Gilgamesh if never clearly stating homosexuality makes you wonder a lot, from their first fight, when they roll on the ground intertwined, up to Enkidu's death and following Gilgamesh's mourning...
Now concerning God's and such, you have some of those clear hints in Egyptians Khnumhotep and Niankhkhnu.[](https://i.stack.imgur.com/mXDOb.jpg)
Just take a look at their portrait in their burial chamber... That is how even today either close buddies or lovers are holding. And speaking about Egypt you have one version of their Myth where Horus and Osiris have sex on the throne of Isis... You have also such a fight between Horus and Seth where they exchange semen a lot.
WARNING: I provide to you the link (no pic here) of a tablet from obvious Egyptian time depicting a very clear relation between men. Once again, [click](http://www.britishmuseum.org/research/collection_online/collection_object_details/collection_image_gallery.aspx?partid=1&assetid=231692001&objectid=156237) only if you want.
I could add, if you like reading old text some stories as the one of King Neferkare and general Sasenet. I provide you with a [link](http://www.reshafim.org.il/ad/egypt/texts/sasenet.htm) to the story! The shortcut version is the Pharoah Nerferkare (Pepi II of the 6th dynasty... the story is from WAY after, toward the NEW kingdom,so do not mark this as a Pepi II behaviour) creeps at night to the house of his general Sasenet and goes out 4 hours after "After his majesty had done that which he had wanted to do with him".
Now in Greece... Take a look at the Illiad. Achilles is skulking all the song uptil his friend Patrocle is killed.
You have Roman God Antinous (which was a favourite of Hadrian turned into a God) which is there totally Homosexual.
In India you can find god Aravan. You have to devide the story between the Mahabarata which does not imply homosexuality and other south traditions. There Aravan propose to sacrifice himself to Kali but wants to get married, as he is not, as there is no female around (see the excuse...) Lord Vishnu takes the form of Mohini (a female version oh him). Still today they held ceremony in Koovagam to him where men are crossdressing. Note that Mohini appears in the Mahabarata but without such explicit homosexual reference, she appears as purely a female. A highly sexual female some Indian pictures are relatively very explicit on that.
In celt myth you find another "Gilgamesh-Enkidu" relationship with Cuchulainn and Ferdiad. Factually Cuchulainn is killing Ferdiad by using his spear on Ferdiad's ass... ... (Very similar to let's say Baldr's death or Achilles' death, but way more explicit on one or two things)
I don't know true example in Norse myth but, they are late enough. You find at least on example of Thor crossdressing with another bisexual figure Loki.
In China myth you find some spirits called Xian which are spirit animals generally male loving males human beings (aka men). you have such a story in the myth The Farmer and the Dragon where the dragon is falling in love with and old farmer.
In Japan you have one myth where the sun goddess Amateratsu is hiding in a cave and the goddess Ame is doing a strip tease to lure her out.
You have such a strip tease example when Babylonian/Sumerian Goddess Ishtar/Innana visits the queen of Hel Ereshkigal and removes one part of her garment at each door (strip tease) finally standing naked and powerless in front of the Queen.
Contrary to let's say rape, homosexuality is rarely depicted as clearly. but reading between the line there is everywhere. I am far from being versed enough in other's myth to say more. But I am aware of the god Chin of the Mayan culture which is another example of a God encouraging relationship between young men. I remind one of those carved wall where you have two men kissing. | You could, in some ways, look at the events surrounding the conception of Loki's horse-child Sleipnir as an act of homosexuality. Loki tries to stop a frost giant from winning Freya's hand in marriage over a bet to build a wall for the gods of Asgard in the absence of Thor, the Protector. Loki, in order to stop the frost giant just as he is about to finish and win his deserved prize, shapeshifts into a horse and runs off with the giant's impressive horse, Svaoilfair. The story of how Asgard got it's wall ends 9 months later when Loki rides back to the hall of the gods on an 8 legged horse that he then gifts to Odin.
There is some general ambiguity, but this myth does more than hint that Loki conducted some form of a homosexual act. However, it could also not be, as Loki shapeshifts into, presumably, a female horse, as conception would be otherwise impossible (but then again this is Norse mythology...). So potentially, Loki may have been a homosexual god in one way or another. |
188,480 | Since yesterday I'm getting a weird error while trying to access the Workbench:
<https://workbench.developerforce.com/>
[](https://i.stack.imgur.com/KVjuo.png)
I've already tried with different browsers, flushed the dns cache, deleted all the cached data from Chrome.
I've also tried using some dnslookup online tools, at the end I've tried to download the index page from a vps in the cloud using wget, but I always get the same "DNS address not found" error.
Is anyone experiencing the same issue / has found a solution / knows if it's a Salesforce problem?
**UPDATE 17 August: the Workbench is back online**. <https://github.com/ryanbrainard/forceworkbench/issues/710#issuecomment-322800122> | 2017/08/15 | [
"https://salesforce.stackexchange.com/questions/188480",
"https://salesforce.stackexchange.com",
"https://salesforce.stackexchange.com/users/41442/"
] | Found the issue.
The workbench is a third party tool managed by people that (apparently) have nothing to do with Salesforce itself, so the workbench is not a supported app.
The certificate they were using has expired, they are trying to update it.
You can follow the issue here: <https://github.com/ryanbrainard/forceworkbench/issues/710>
A possible solution is to install the workbench locally on your server / local machine.
Instructions can be found here: <https://developer.salesforce.com/page/Workbench#Installation> | "Try out Workbench at <https://workbench.developerforce.com>. Note, some of the limits and features are restricted for this **demo** for performance reasons." (Emphasis mine.) According to the [Workbench page on Salesforce](https://developer.salesforce.com/page/Workbench#Deploying_Workbench_to_Heroku), he Developerforce Workbench page is a demo page, and I never found it to be reliable.
You can deploy workbench to Heroku yourself and not have to rely on the actual webpage. In short, clone, [this repo,](https://github.com/ryanbrainard/forceworkbench.git) add the [Phing buildpack,](https://github.com/ryanbrainard/heroku-buildpack-phing.git) and push to Heroku. More details can be found in the "Deploy Workbench To Heroku" section of the Workbench page listed below.
[Deploy Workbench To Heroku](https://developer.salesforce.com/page/Workbench#Deploying_Workbench_to_Heroku) |
50,504 | Let me state up front that my background is software development. I apologize for any dumb questions in advance.
I've been tasked with putting together the specs for hardware that will support a two node Windows Server 2008 failover cluster. We are looking to use HP hardware.
What pieces of hardware are required for a two node setup? Can I get away with just having two servers or do I need an external storage device (SAN?) that is shared between the two servers? | 2009/08/05 | [
"https://serverfault.com/questions/50504",
"https://serverfault.com",
"https://serverfault.com/users/-1/"
] | In order to build a Windows Cluster (which is what is needed for a SQL Cluster) you'll need two servers (usually of the same spec) and shared storage. If you are going to cluster Windows 2008 you'll need either a SAN, or a SCSI device that supports SCSI 3, as SCSI 2 is no longer supported for shared storage. I'd recommend a fibre channel SAN as they throughput is much faster.
Pretty much the only other requirement is that the servers will need to have at least 2 NICs each which is pretty standard these days.
Setting up a cluster if you don't already have a SAN isn't cheep. The storage array alone can quickly get up into the 6 figure price range rather quickly depending on the vendor and the options you get.
When it comes to storage keep in mind that you pretty much get what you pay for. Check out the December 2007 issue of SQL Server magazine. It's got an article on clustering SQL Server (granted it's for SQL 2005). There will be an updated version of the article coming out in the September (I think) issue of SQL Server magazine which focuses on clustering SQL Server 2008. You are also welcome to join me on September 15, 2009 when I give a webcast about setting up a [Cluster over iSCSI](http://itknowledgeexchange.techtarget.com/sql-server/join-me-on-sept-15-2009-as-we-talk-about-clustering-sql-server-without-a-san/) (same basic concepts as fibre channel, just using Ethernet instead of FC). | What will be your cluster used for?
Database?
Web server?
Mail server?
Some custom application?
We really need more details here.
Basically, the answer is: if your application has data that both nodes need to access (like SQL Server database files), yes, you need some shared storage; if it's dataless (like a web server), you can do without it. |
50,504 | Let me state up front that my background is software development. I apologize for any dumb questions in advance.
I've been tasked with putting together the specs for hardware that will support a two node Windows Server 2008 failover cluster. We are looking to use HP hardware.
What pieces of hardware are required for a two node setup? Can I get away with just having two servers or do I need an external storage device (SAN?) that is shared between the two servers? | 2009/08/05 | [
"https://serverfault.com/questions/50504",
"https://serverfault.com",
"https://serverfault.com/users/-1/"
] | In order to build a Windows Cluster (which is what is needed for a SQL Cluster) you'll need two servers (usually of the same spec) and shared storage. If you are going to cluster Windows 2008 you'll need either a SAN, or a SCSI device that supports SCSI 3, as SCSI 2 is no longer supported for shared storage. I'd recommend a fibre channel SAN as they throughput is much faster.
Pretty much the only other requirement is that the servers will need to have at least 2 NICs each which is pretty standard these days.
Setting up a cluster if you don't already have a SAN isn't cheep. The storage array alone can quickly get up into the 6 figure price range rather quickly depending on the vendor and the options you get.
When it comes to storage keep in mind that you pretty much get what you pay for. Check out the December 2007 issue of SQL Server magazine. It's got an article on clustering SQL Server (granted it's for SQL 2005). There will be an updated version of the article coming out in the September (I think) issue of SQL Server magazine which focuses on clustering SQL Server 2008. You are also welcome to join me on September 15, 2009 when I give a webcast about setting up a [Cluster over iSCSI](http://itknowledgeexchange.techtarget.com/sql-server/join-me-on-sept-15-2009-as-we-talk-about-clustering-sql-server-without-a-san/) (same basic concepts as fibre channel, just using Ethernet instead of FC). | Generally, ignoring server role (DB, web etc), you are limited to certain kit anyway for clustering based on the [MS Hardware Compatibility List](http://www.windowsservercatalog.com/results.aspx?bCatID=1291&cpID=0&avc=10&OR=1) (HCL)
Also: [HP Proliant page](http://www.compaq.com/solutions/enterprise/highavailability/microsoft/index.html) and [KB 309395](http://support.microsoft.com/kb/309395) |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | A Repository is essentially a facade for *persistence* that uses Collection style semantics (Add, Update, Remove) to supply access to data/objects. It is a way of decoupling the way you store data/objects from the rest of the application.
A service supplies coordination or other "services" that are required to operate your application. They are very different in that Services don't typically know how to access data from persistence, and repositories typically *only* access data/objects for any services you may have. | I would say as a first try, in the general sense (until you give more context if you have one):
* a **repository** is where you place some global objects, to be used later.
* a **service** is a business logic code, made explicit (and ideally separated from the Presentation layer, and database layer ?) |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | The repository is where the data is stored. The service is what manipulates the data.
In a real-world situation comparison, if your money is stored in a vault in a bank, the vault is the repository. The teller that deposits, withdraws, etc is the service. | I would say as a first try, in the general sense (until you give more context if you have one):
* a **repository** is where you place some global objects, to be used later.
* a **service** is a business logic code, made explicit (and ideally separated from the Presentation layer, and database layer ?) |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | I would say as a first try, in the general sense (until you give more context if you have one):
* a **repository** is where you place some global objects, to be used later.
* a **service** is a business logic code, made explicit (and ideally separated from the Presentation layer, and database layer ?) | A repository handles the data access and the service calls into it after performing any business logic needed.
@David 's answer definitely helped me but I would like to skew his approach a bit.
**The Bank Metaphor:** The bank holds your money in a vault, the vault is a database. The teller can deposit or withdraw from the vault, the teller is the repository. The customer is the one who asks the teller to deposit or withdraw, the customer is the service.
You can even take it further and say your employer (whoever writes your check) is the controller :D
*The controller hands you your check -> you validate to make sure everything is correct before giving it to the teller -> the teller deposits.*
So by thinking of it this way you can see the repository only cares about doing database operations or transactions, many services/customers can go to the same repository/teller. |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | A Repository is essentially a facade for *persistence* that uses Collection style semantics (Add, Update, Remove) to supply access to data/objects. It is a way of decoupling the way you store data/objects from the rest of the application.
A service supplies coordination or other "services" that are required to operate your application. They are very different in that Services don't typically know how to access data from persistence, and repositories typically *only* access data/objects for any services you may have. | Take for instance in a MVC application.The Controller gives instruction to the Service and the service talks to the Repository to do some CRUD to the data in database.
This is done using DI(Dependency Injection:this is like a child telling the father to give him money but is not bothered about how the money is gotten,so the methods of getting the money was abstracted from the child's knowledge)
Repository communicate with the database either using raw SQL query Or Via ORM(e.g Eloquent,Sequelize,Gorm,Hibernate e.t.c)
Service calls one or more methods in the repository to get a specific result.(in the service you can call a sample method in the repository called findOne() and then base on the result you can call updateOne()) |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | A Repository is essentially a facade for *persistence* that uses Collection style semantics (Add, Update, Remove) to supply access to data/objects. It is a way of decoupling the way you store data/objects from the rest of the application.
A service supplies coordination or other "services" that are required to operate your application. They are very different in that Services don't typically know how to access data from persistence, and repositories typically *only* access data/objects for any services you may have. | A repository handles the data access and the service calls into it after performing any business logic needed.
@David 's answer definitely helped me but I would like to skew his approach a bit.
**The Bank Metaphor:** The bank holds your money in a vault, the vault is a database. The teller can deposit or withdraw from the vault, the teller is the repository. The customer is the one who asks the teller to deposit or withdraw, the customer is the service.
You can even take it further and say your employer (whoever writes your check) is the controller :D
*The controller hands you your check -> you validate to make sure everything is correct before giving it to the teller -> the teller deposits.*
So by thinking of it this way you can see the repository only cares about doing database operations or transactions, many services/customers can go to the same repository/teller. |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | The repository is where the data is stored. The service is what manipulates the data.
In a real-world situation comparison, if your money is stored in a vault in a bank, the vault is the repository. The teller that deposits, withdraws, etc is the service. | Take for instance in a MVC application.The Controller gives instruction to the Service and the service talks to the Repository to do some CRUD to the data in database.
This is done using DI(Dependency Injection:this is like a child telling the father to give him money but is not bothered about how the money is gotten,so the methods of getting the money was abstracted from the child's knowledge)
Repository communicate with the database either using raw SQL query Or Via ORM(e.g Eloquent,Sequelize,Gorm,Hibernate e.t.c)
Service calls one or more methods in the repository to get a specific result.(in the service you can call a sample method in the repository called findOne() and then base on the result you can call updateOne()) |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | The repository is where the data is stored. The service is what manipulates the data.
In a real-world situation comparison, if your money is stored in a vault in a bank, the vault is the repository. The teller that deposits, withdraws, etc is the service. | A repository handles the data access and the service calls into it after performing any business logic needed.
@David 's answer definitely helped me but I would like to skew his approach a bit.
**The Bank Metaphor:** The bank holds your money in a vault, the vault is a database. The teller can deposit or withdraw from the vault, the teller is the repository. The customer is the one who asks the teller to deposit or withdraw, the customer is the service.
You can even take it further and say your employer (whoever writes your check) is the controller :D
*The controller hands you your check -> you validate to make sure everything is correct before giving it to the teller -> the teller deposits.*
So by thinking of it this way you can see the repository only cares about doing database operations or transactions, many services/customers can go to the same repository/teller. |
1,440,096 | What's the difference between a repository and a service? I don't seem to grasp it.
I'm talking about data access through a data access layer, typically with linq to sql.
Very often i see repositories with simple CRUD methods, and services with more business-specific methods.
We can take [this](https://web.archive.org/web/20160702012441/https://weblogs.asp.net/rashid/shrinkr-url-shrinking-service-developed-with-entity-framework-4-0-unity-asp-net-mvc-and-jquery-part-1) blog post as an example. If you look at the interfaces at the bottom (images), he has two repositories and two services. How does one know what to put where?
As I said, repositories seems to be more for CRUD-like operations and Services more business oriented. | 2009/09/17 | [
"https://Stackoverflow.com/questions/1440096",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/41596/"
] | Take for instance in a MVC application.The Controller gives instruction to the Service and the service talks to the Repository to do some CRUD to the data in database.
This is done using DI(Dependency Injection:this is like a child telling the father to give him money but is not bothered about how the money is gotten,so the methods of getting the money was abstracted from the child's knowledge)
Repository communicate with the database either using raw SQL query Or Via ORM(e.g Eloquent,Sequelize,Gorm,Hibernate e.t.c)
Service calls one or more methods in the repository to get a specific result.(in the service you can call a sample method in the repository called findOne() and then base on the result you can call updateOne()) | A repository handles the data access and the service calls into it after performing any business logic needed.
@David 's answer definitely helped me but I would like to skew his approach a bit.
**The Bank Metaphor:** The bank holds your money in a vault, the vault is a database. The teller can deposit or withdraw from the vault, the teller is the repository. The customer is the one who asks the teller to deposit or withdraw, the customer is the service.
You can even take it further and say your employer (whoever writes your check) is the controller :D
*The controller hands you your check -> you validate to make sure everything is correct before giving it to the teller -> the teller deposits.*
So by thinking of it this way you can see the repository only cares about doing database operations or transactions, many services/customers can go to the same repository/teller. |
81,116 | I had a discussion with a high school student about the effect and production of nicotine. He mentioned that nicotine is naturally produced in our brain so when the person takes to smoking, the brain stops producing its own nicotine and starts craving it from an external source. According to him, this is how nicotine addiction develops. How true is this?
The students also claimed that nicotine in cigarettes is harmless. I have already seen the answer about how toxic it is to humans, but I would love to know:
1. What's the lethal dose for nicotine via ingestion (not inhaling)?
2. How does nicotine compare to other toxic substances - for example, cyanide or any other known poison? Is it more toxic or less toxic?
THANK YOU | 2019/02/07 | [
"https://biology.stackexchange.com/questions/81116",
"https://biology.stackexchange.com",
"https://biology.stackexchange.com/users/32607/"
] | No, the human brain does not produce nicotine. The brain has [nicotinic acetylcholine receptors](https://en.wikipedia.org/wiki/Nicotinic_acetylcholine_receptor), but the endogenous agonist for these receptors is acetylcholine, not nicotine; they aren't named "nicotinic" because they are *for* nicotine but just because nicotine happens to act on them. Many other human receptors are named similarly, based on discovering the molecular basis for sensitivity to exogenous compounds.
The human [LD50 for nicotine is reported between 0.5-13 mg/kg](https://en.wikipedia.org/wiki/Nicotine_poisoning) depending on age and other factors, but LD50 is only appropriate for evaluating acute toxins; many substances, including nicotine, are most often encountered in small chronic amounts, but concentrated availability of nicotine in insecticides or vape juice can be a plausible source for sufficient doses for acute toxicity. Studies of nicotine toxicity in relationship to smoking are going to be based on much smaller doses over many more administrations. | No nicotine is a special type of drug which is never secreted by the brain. Each person has their immunity -- it's based on what amount you take and how your body responds towards it because for some there is a small amount require to become toxic but for some, it can't. As compared to cyanide it is less toxic because cyanide is very harmful |
9,731 | My antagonist sends my protagonist a note that says "See no evil, hear no evil, speak no evil".
Obviously, this is the story of the the three wise monkeys, but I'd like this to relate to something different in my fantasy universe.
I've written a sub-story, that will act as 'Lore' for my universe. I want this sub-story to utilise this saying instead; the story bears resemblance to the sentiment of the three wise monkeys but is otherwise unrelated.
The story will be 'common knowledge' to the characters, like some popular fables and stories are to us (the ones that everyone knows). The protagonist will summarise the story briefly in conversation to explain how it links with the note. Later in the book, I'll challenge this retelling by looking at a 'how it really happened' style revelation.
What are the repercussions of re-imagining a fable/story like this to fit it within my fantasy universe? I guess I'd like to know if the reader would be okay with this, or if they'll dislike it. | 2013/12/16 | [
"https://writers.stackexchange.com/questions/9731",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/590/"
] | The first thing I'd ask myself if writing this is whether the reader would find the story interesting. In order for the note to work, it seems to me you'd have to have told them the story *before* your protagonist receives the note (otherwise it would lose its impact). But before they receive the note, there's no obvious reason why they would be interested in the story. It would be a diversion from the main story, and something they'd likely find uninteresting if you just dropped it in.
The key, then, seems to be that you would have to find a way of weaving it in to the main story in a way that's interesting and doesn't feel forced. As an example from a novel series I'm working on, one of my main characters is repeatedly described as resembling a historical personality and has been selected for her role as a priestess because of this resemblance. A few dropped hints throughout the early chapters give the reader reason to think this person is important, so when eventually somebody tells my protagonist a story about her life, I hope this is enough to make the reader interested to find out more about her. | read "another day another dungeon" and its sequel "one quest hold the dragons" for a good example of how to incorporate character storytelling. I particularly like the contradictory explanations of greep. not all of the accounts of the origin/memories of greep are particularly consistent with the theme of the book (humor), but because of the placement, and discussion of the storys they work well.
In your story you need to have not only told the story of the three bears, but little blue boots, and ravenlocks and the three panthers to pull off what you are trying. |
9,731 | My antagonist sends my protagonist a note that says "See no evil, hear no evil, speak no evil".
Obviously, this is the story of the the three wise monkeys, but I'd like this to relate to something different in my fantasy universe.
I've written a sub-story, that will act as 'Lore' for my universe. I want this sub-story to utilise this saying instead; the story bears resemblance to the sentiment of the three wise monkeys but is otherwise unrelated.
The story will be 'common knowledge' to the characters, like some popular fables and stories are to us (the ones that everyone knows). The protagonist will summarise the story briefly in conversation to explain how it links with the note. Later in the book, I'll challenge this retelling by looking at a 'how it really happened' style revelation.
What are the repercussions of re-imagining a fable/story like this to fit it within my fantasy universe? I guess I'd like to know if the reader would be okay with this, or if they'll dislike it. | 2013/12/16 | [
"https://writers.stackexchange.com/questions/9731",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/590/"
] | The first thing I'd ask myself if writing this is whether the reader would find the story interesting. In order for the note to work, it seems to me you'd have to have told them the story *before* your protagonist receives the note (otherwise it would lose its impact). But before they receive the note, there's no obvious reason why they would be interested in the story. It would be a diversion from the main story, and something they'd likely find uninteresting if you just dropped it in.
The key, then, seems to be that you would have to find a way of weaving it in to the main story in a way that's interesting and doesn't feel forced. As an example from a novel series I'm working on, one of my main characters is repeatedly described as resembling a historical personality and has been selected for her role as a priestess because of this resemblance. A few dropped hints throughout the early chapters give the reader reason to think this person is important, so when eventually somebody tells my protagonist a story about her life, I hope this is enough to make the reader interested to find out more about her. | Myths, fables, fairy tales, classics are incorporated, remixed and reused over and over in all kinds of media. See a [related question](https://writers.stackexchange.com/questions/6189/whats-the-significance-of-ancient-mythology-in-literature). The repercussions will be that people will notice, and will expect some twist, something to make the old story new. If you fail to deliver that, you will disappoint them.
Your story will be shoehorned by critics as a "*retelling*" but that's not really a bad thing. It's just like if you put vampires in, it's automatically labeled "horror", doesn't mean vampires or horrors are bad - it's just that if you want to maintain a different identity of the story, it will be difficult.
Expectations will be higher. People are more forgiving for crappy original stories than to crappy retellings - but if you write it well, you have nothing to worry. This applies only to the bottom-scrappers.
But other than that, you're fine. As long as the tale is old enough not to be covered by copyrights, you're just doing what half the "industry" does. |
9,731 | My antagonist sends my protagonist a note that says "See no evil, hear no evil, speak no evil".
Obviously, this is the story of the the three wise monkeys, but I'd like this to relate to something different in my fantasy universe.
I've written a sub-story, that will act as 'Lore' for my universe. I want this sub-story to utilise this saying instead; the story bears resemblance to the sentiment of the three wise monkeys but is otherwise unrelated.
The story will be 'common knowledge' to the characters, like some popular fables and stories are to us (the ones that everyone knows). The protagonist will summarise the story briefly in conversation to explain how it links with the note. Later in the book, I'll challenge this retelling by looking at a 'how it really happened' style revelation.
What are the repercussions of re-imagining a fable/story like this to fit it within my fantasy universe? I guess I'd like to know if the reader would be okay with this, or if they'll dislike it. | 2013/12/16 | [
"https://writers.stackexchange.com/questions/9731",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/590/"
] | Myths, fables, fairy tales, classics are incorporated, remixed and reused over and over in all kinds of media. See a [related question](https://writers.stackexchange.com/questions/6189/whats-the-significance-of-ancient-mythology-in-literature). The repercussions will be that people will notice, and will expect some twist, something to make the old story new. If you fail to deliver that, you will disappoint them.
Your story will be shoehorned by critics as a "*retelling*" but that's not really a bad thing. It's just like if you put vampires in, it's automatically labeled "horror", doesn't mean vampires or horrors are bad - it's just that if you want to maintain a different identity of the story, it will be difficult.
Expectations will be higher. People are more forgiving for crappy original stories than to crappy retellings - but if you write it well, you have nothing to worry. This applies only to the bottom-scrappers.
But other than that, you're fine. As long as the tale is old enough not to be covered by copyrights, you're just doing what half the "industry" does. | read "another day another dungeon" and its sequel "one quest hold the dragons" for a good example of how to incorporate character storytelling. I particularly like the contradictory explanations of greep. not all of the accounts of the origin/memories of greep are particularly consistent with the theme of the book (humor), but because of the placement, and discussion of the storys they work well.
In your story you need to have not only told the story of the three bears, but little blue boots, and ravenlocks and the three panthers to pull off what you are trying. |
271,164 | Recently all of my applications keep losing focus every minute (or so) for a few seconds (then the window gets the focus back). It is very annoying, since I'm typing most of the time and get interrupted by this behavior. Things worked fine until a week ago and I have no idea what is causing this error, but I noticed the mouse moves to a certain point on one of my screens when this happens.
I would appreciate any advice: it starts to drive me crazy... | 2011/04/15 | [
"https://superuser.com/questions/271164",
"https://superuser.com",
"https://superuser.com/users/12932/"
] | I have been experiencing the same problem for quite some months.
Its been quite sporadic and random.
One article that I read (sorry don't have the link) suggested that Dell laptops have this issue.
The problem is due to some bug in the Bluetooth adapter drivers.
So if you are using the internet by Wi-Fi, **turn off the Bluetooth adapter** and see if this solves the problem.
There can be many other reasons for this problem, just wanted to highlight this one among the others. | This sounds like there may be something nasty on your machine.
Check your machine for malware with something like [MalwareBytes](http://www.malwarebytes.org/) to see if you have picked up a little bug. |
97,081 | I know that Ubuntu receives funding via support, merchandize, hardware company agreements, etc, but many projects out there offer the option to donate directly allowing and supporting further development and releases.
Is that option available for Ubuntu? How can I donate to Ubuntu if that is an option I would like to follow? | 2012/01/20 | [
"https://askubuntu.com/questions/97081",
"https://askubuntu.com",
"https://askubuntu.com/users/25863/"
] | Just before the download link is offered to you on the [download page](http://www.ubuntu.com/download/desktop/questions?destination=desktop&distro=desktop&release=lts&bits=32) there is a Donate button.
Feel free to donate via PayPal
Donations are made to Canonical Ltd.
Slide-bars can be adjusted to encourage you to donate cash to areas that particularly interest you.
More information can be found on the fantastic [Jono Bacon Blog](http://www.jonobacon.org/2012/10/09/easier-financial-contributions-to-ubuntu-2/) | <http://www.ubuntu.com/community/get-involved/donate> |
8,285 | He could have fell to Mars, Venus, or GJ667Cc. I understand that he needed to be cast out of heaven, but why to Earth where he has caused more trouble? Are there any apocryphal books which describe this differently? | 2012/06/30 | [
"https://christianity.stackexchange.com/questions/8285",
"https://christianity.stackexchange.com",
"https://christianity.stackexchange.com/users/-1/"
] | This question would not have even made sense to anyone prior to Copernicus, let alone to anyone who originally heard or received this image.
When this story was first received, there would have been no other body for him to land on. The earth was the center of all, and the "wandering stars" aka other planets, were just lights in the sky.
One of the most commonly applied ruled of hermeneutics is that a text can not mean what it could not mean to the original hearers. In other words, if a lie is held widely enough, it must be addressed in terms of the lie. Our cosmology may have changed, but to the original storytellers, it was the truth.
Bear that in mind, and the answer to your question becomes obvious: there was no other place for Him to go. | In Biblical cosmology, "Heaven" is the sky, and "Earth" is the ground. Naturally, anything that falls from the sky is going to hit the ground. |
8,285 | He could have fell to Mars, Venus, or GJ667Cc. I understand that he needed to be cast out of heaven, but why to Earth where he has caused more trouble? Are there any apocryphal books which describe this differently? | 2012/06/30 | [
"https://christianity.stackexchange.com/questions/8285",
"https://christianity.stackexchange.com",
"https://christianity.stackexchange.com/users/-1/"
] | **The simple answer is that is was God’s permissive will to send the Devil to where He placed Adam and Eve in the garden.**
---
If Adam was on Mars then the Devil would have been sent there. So the answer is similar to ‘Why did God create the tree?’ ‘Why did God allow sin?’ ‘Why did God not turn the Devil into jelly-beans?’ ‘Why did God not prevent the temptation of Eve?’ All such questions have the same answer
---
Sometimes when we have no clear reason why something happened, we can see the purpose in its effects. The initial effects of the Devil and his minions being cast upon the earth and expelled from the spiritual realm of God’s throne in heaven seems contrary to God’s will. The result is that man was tempted and fell under his power. The result was that sin had filled the world (not Mars) under his malice and control, so that now the world is completely flooded with mutual hatred, strife, envy, lust, anger, pride, fierceness, and rage, against one another; all which are the direct result of his being cast down and set free to temp Eve. The result is that man learned to hate God. Clearly this was not God’s true will only His permissive will. Yet God’s set the boundaries of many agents of free will to be used to work out His higher purposes of Grace.
What is the true result of this great and terrible thing? What is the result of sin multiplied by sin until each generation would be under Noah’s flood if God did not hold back His anger? The answer is that the more sin and hatred of God increased the more exceeding and praiseworthy is the glory of God shining brighter through it! HOW? In its total annihilation of sin and destruction and the redemption of the lost God haters, for which Jesus died!
>
> 20 The law was brought in so that the trespass might increase. But where sin increased, grace increased all the more, 21 so that, just as sin reigned in death, so also grace might reign through righteousness to bring eternal life through Jesus Christ our Lord. (Romans 5: 20-21)
>
>
>
In fact the reason for ‘everything’ even though it seems things went terribly wrong, is that it is according to God's pleasure and perfect will, intentional and permissive will. This does not excuse the sinfulness of sin or Gods will that none should sin, it only admits God knew every sin that man would ever commit and planned to provide atonement by the death of His Son, before the world was created. God does not live in time, so whatever happens tomorrow is no more distant than what happened before he fell. This includes choosing the location f where the Devil will live and how much power he is garneted.
Ephesians 1:3-6 is a typical verse declaring this truth, which has always been the position of great theologians:
>
> 3Praise be to the God and Father of our Lord Jesus Christ, who has blessed us in the heavenly realms with every spiritual blessing in Christ. 4For he chose us in him before the creation of the world to be holy and blameless in his sight. In love 5he c predestined us to be adopted as his sons through Jesus Christ, in accordance with his pleasure and will— 6to the praise of his glorious grace, which he has freely given us in the One he loves.
>
>
>
Notice everything was known 'before the creation' and that everything was done to the 'praise of his glorious grace'. Now I take these verses to mean that mankind's understanding and experience of God's grace, goodness and love, which can only lead us to praise and experience that grace, is at a 'higher realm' after the fall and salvation of mankind in Christ, then if there was no fall at all.
I found a quote by Martin Luther on the exact same question and he seems to have held the same view I propose:
>
> If God should be asked at the last judgment, ‘Why did you permit Adam to fall?’ and he answered, ‘In order that my goodness toward the human race might be understood when I gave my Son for man’s salvation,’ we would say, ‘Let the whole human race fall again in order that thy glory may become known! Because thou hast accomplished so much through Adam’s fall we do not understand thy ways.’
> “There is a threefold light: that of reason, that of grace, and that of glory.” (Luther's Works Volume 54, P385)
>
>
>
Martin Luther, Calvin, John Owen, Jonathan Edwards, etc. all held this view. Talking about God not wanting ‘robots’, is rather silly by comparison. It's a man center view and fairly earthly.
Subject likes this must be resolved into God's own good pleasure and grace, we can only have faith like the Apostle:
>
> 33 Oh, the depth of the riches of the wisdom and knowledge of God! How unsearchable his judgments, and his paths beyond tracing out! 34 “Who has known the mind of the Lord? Or who has been his counselor?” 35 “Who has ever given to God, that God should repay them?” 36 For from him and through him and for him are all things. To him be the glory forever! Amen. (Romans 11:33-36)
>
>
> | In Biblical cosmology, "Heaven" is the sky, and "Earth" is the ground. Naturally, anything that falls from the sky is going to hit the ground. |
8,285 | He could have fell to Mars, Venus, or GJ667Cc. I understand that he needed to be cast out of heaven, but why to Earth where he has caused more trouble? Are there any apocryphal books which describe this differently? | 2012/06/30 | [
"https://christianity.stackexchange.com/questions/8285",
"https://christianity.stackexchange.com",
"https://christianity.stackexchange.com/users/-1/"
] | This question would not have even made sense to anyone prior to Copernicus, let alone to anyone who originally heard or received this image.
When this story was first received, there would have been no other body for him to land on. The earth was the center of all, and the "wandering stars" aka other planets, were just lights in the sky.
One of the most commonly applied ruled of hermeneutics is that a text can not mean what it could not mean to the original hearers. In other words, if a lie is held widely enough, it must be addressed in terms of the lie. Our cosmology may have changed, but to the original storytellers, it was the truth.
Bear that in mind, and the answer to your question becomes obvious: there was no other place for Him to go. | **The simple answer is that is was God’s permissive will to send the Devil to where He placed Adam and Eve in the garden.**
---
If Adam was on Mars then the Devil would have been sent there. So the answer is similar to ‘Why did God create the tree?’ ‘Why did God allow sin?’ ‘Why did God not turn the Devil into jelly-beans?’ ‘Why did God not prevent the temptation of Eve?’ All such questions have the same answer
---
Sometimes when we have no clear reason why something happened, we can see the purpose in its effects. The initial effects of the Devil and his minions being cast upon the earth and expelled from the spiritual realm of God’s throne in heaven seems contrary to God’s will. The result is that man was tempted and fell under his power. The result was that sin had filled the world (not Mars) under his malice and control, so that now the world is completely flooded with mutual hatred, strife, envy, lust, anger, pride, fierceness, and rage, against one another; all which are the direct result of his being cast down and set free to temp Eve. The result is that man learned to hate God. Clearly this was not God’s true will only His permissive will. Yet God’s set the boundaries of many agents of free will to be used to work out His higher purposes of Grace.
What is the true result of this great and terrible thing? What is the result of sin multiplied by sin until each generation would be under Noah’s flood if God did not hold back His anger? The answer is that the more sin and hatred of God increased the more exceeding and praiseworthy is the glory of God shining brighter through it! HOW? In its total annihilation of sin and destruction and the redemption of the lost God haters, for which Jesus died!
>
> 20 The law was brought in so that the trespass might increase. But where sin increased, grace increased all the more, 21 so that, just as sin reigned in death, so also grace might reign through righteousness to bring eternal life through Jesus Christ our Lord. (Romans 5: 20-21)
>
>
>
In fact the reason for ‘everything’ even though it seems things went terribly wrong, is that it is according to God's pleasure and perfect will, intentional and permissive will. This does not excuse the sinfulness of sin or Gods will that none should sin, it only admits God knew every sin that man would ever commit and planned to provide atonement by the death of His Son, before the world was created. God does not live in time, so whatever happens tomorrow is no more distant than what happened before he fell. This includes choosing the location f where the Devil will live and how much power he is garneted.
Ephesians 1:3-6 is a typical verse declaring this truth, which has always been the position of great theologians:
>
> 3Praise be to the God and Father of our Lord Jesus Christ, who has blessed us in the heavenly realms with every spiritual blessing in Christ. 4For he chose us in him before the creation of the world to be holy and blameless in his sight. In love 5he c predestined us to be adopted as his sons through Jesus Christ, in accordance with his pleasure and will— 6to the praise of his glorious grace, which he has freely given us in the One he loves.
>
>
>
Notice everything was known 'before the creation' and that everything was done to the 'praise of his glorious grace'. Now I take these verses to mean that mankind's understanding and experience of God's grace, goodness and love, which can only lead us to praise and experience that grace, is at a 'higher realm' after the fall and salvation of mankind in Christ, then if there was no fall at all.
I found a quote by Martin Luther on the exact same question and he seems to have held the same view I propose:
>
> If God should be asked at the last judgment, ‘Why did you permit Adam to fall?’ and he answered, ‘In order that my goodness toward the human race might be understood when I gave my Son for man’s salvation,’ we would say, ‘Let the whole human race fall again in order that thy glory may become known! Because thou hast accomplished so much through Adam’s fall we do not understand thy ways.’
> “There is a threefold light: that of reason, that of grace, and that of glory.” (Luther's Works Volume 54, P385)
>
>
>
Martin Luther, Calvin, John Owen, Jonathan Edwards, etc. all held this view. Talking about God not wanting ‘robots’, is rather silly by comparison. It's a man center view and fairly earthly.
Subject likes this must be resolved into God's own good pleasure and grace, we can only have faith like the Apostle:
>
> 33 Oh, the depth of the riches of the wisdom and knowledge of God! How unsearchable his judgments, and his paths beyond tracing out! 34 “Who has known the mind of the Lord? Or who has been his counselor?” 35 “Who has ever given to God, that God should repay them?” 36 For from him and through him and for him are all things. To him be the glory forever! Amen. (Romans 11:33-36)
>
>
> |
25,972 | I have a block on the user's profile page that filters content based on the supplied tag as an argument/contextual filter. Users on my site can add tags to their profile (with an autofill field pulling from the free-tag taxonomy) -- these tags are topics that they want to "follow." I would like this block to display content that is tagged with the tags they've personally chosen. thanks in advance! | 2012/03/20 | [
"https://drupal.stackexchange.com/questions/25972",
"https://drupal.stackexchange.com",
"https://drupal.stackexchange.com/users/6299/"
] | I have found a solution to this. Using a user view instead of a content view was the way to go for me. Then adding appropriate relationships on the teaxonomy term.
I used the these directions:
* Create a user view.
* Add a contextual filter on user: uid. If no filter value is present, build a default value using the currently logged in user. (This will give you exactly one user object in your view -- the logged in user.)
* Add a relationship, using the relevant taxonomy reference field on the user accounts. This will bring you information about the "interest" term for the logged in user.
* Add another relationship, called "term: nodes marked with term" (or something like that). This will bring you information about all nodes marked with the interest term for the logged in user.
From this article:
<https://drupal.org/node/1111722>
Hope it helps! | I have not done this before, but I would try doing the following first:
1. Define a View. Make sure the type of View is "user" and not the default "node".
2. Define fields. If you are using Drupal seven, read the article on [working with content types and fields](http://drupal.org/documentation/modules/field-ui):
>
> Fields on user accounts are defined on a site-wide basis on the Manage
> fields tab of the Account settings page. When you define a field for
> user accounts, each user account will have that field added to it. For
> example, you could add a long text field to allow users to include a
> biography.
> - Once you've defined those fields, add them to your View and create a block display within your View. Save your View.
>
> - Add your View block to any of the regions appearing on your /user page.
>
>
>
>
> |
1,424,841 | Here is the whole story. I left my niece, 3, and my nephew, 1 and a half, alone with my computer for five minutes they were fooling around with it and when I got back, I saw it had shut down. I tried turning it on; nothing. I tried to figure out what was wrong and **I found a dime on the motherboard** (well technically it wasn't a dime since it's euro currency. it was more like 10 cents of a euro). Basically what happen is they were fighting for the mouse and the coin fell in. I tried turning it on again the fan was spinning full speed as it usually does at boot time but the monitor wasn't turning on and the fan kept spinning and spinning.
I was actually worried a readying myself to purchase another Biostar A68N-5600 motherboard (which is the current motherboard I am using) hoping that if the motherboard was the issue windows 8.1 won't notice the difference and everything would be fine.
I still had to know what was the issue: was is the motherboard or some other hardware (HDD, RAM, USB peripherals, etc.) connected to it that prevented it from working properly. So while I was looking for a new mobo I disconnected the audio interface (Focusrite Scarlett Solo 2nd Gen) and connected it to the laptop computer. And the audio interface wasn't working either (no LED was turning on).
I tried turning on the Biostar motherboard once again **and it worked** And so I was left with a damaged audio interface and Focusrite would on repair or replace it if it was not working due to a manufacturing fault. which wasn't the case.
And I was there wondering why the audio interface wasn't shutting down my laptop or something (since it was preventing my Biostar mother A68N-5600. Guess what!? it was working fine. So I checked everything else. Windows shows 8GB of RAM, every HDDs works fine, same goes for bluetooth, wifi and every peripherals connected to USB.
**That's why I'm here**: Should I be worried? is there something wrong waiting to happen? can a computer just fix itself on its own? By the way the motherboard has a "Super Anti-Surge Protection", could it be the reason why nothing is wrong with the computer or any of its components and peripherals? | 2019/04/12 | [
"https://superuser.com/questions/1424841",
"https://superuser.com",
"https://superuser.com/users/208679/"
] | No, hardware in general doesn't "fix" it self. However, it could get into an undefined or 'blocked' state due to a short circuit. That's why a total power-down sometimes helps.
In your case the audio device is probably fried and prevented your motherboard from booting; your laptop may have better USB ports.
Anti-surge protection usually only applies to external ports (USB ports, audio, network, etc) that might get a 'zap' from static discharge or lightning; it can't protect against a coin inside the computer case.
Either way, your motherboard may be fine, or still fail next week; it's hard to tell. | @JvO answer is incorrect.
In your specific case - [the motherboard features OC/OV/OH protection](http://www.biostar-usa.com/app/en-us/mb/introduction.php?S_ID=894) which protects your motherboard from "damage when doing overclock or an unusual current import" - which is what saved you. IE the "super anti surge protection" you talk about is exactly what protected your motherboard.
In general - quite a lot of decent hardware does have protections and fix themselves. I remember power supplies 25 years ago requiring a shutoff period before they would fire up again (in the days that computers had physical on/off switches - after they were shorted or abuse.
[Resettable fuses / thermistors](https://en.wikipedia.org/wiki/Resettable_fuse) are not new or expensive and are designed to protect inputs which are exposed to overcurrent, and are common on decent equipment. As these "blow" (or get high resistance) when they heat up due to overcurrent, waiting a short time for them to cool down "fixes" the fuses - provided you don't make a habit of throwing metal into your motherboard **your motherboard should be just fine.** |
15,298 | How I should represent Security Requirements if I use User Stories?
* Should they be represented like [special "evil" stories](https://www.owasp.org/index.php/Agile_Software_Development:_Don't_Forget_EVIL_User_Stories)?
or
* Should they be just "invisible" parts of user stories? I.e. if developer implements some User Story, he should already implement it with good security quality. | 2015/06/24 | [
"https://pm.stackexchange.com/questions/15298",
"https://pm.stackexchange.com",
"https://pm.stackexchange.com/users/8417/"
] | In Scrum (where User Stories also exist as part of Product Backlog), it is common to see Security, Availability, Speed of response and other non-functional requirements as part of definition of "Done".
This kind of coincides with your notion:
>
> I.e. if developer implements some User Story, he should already
> implement it with good security quality.
>
>
>
This is what Definition of "Done" means- all requirements from the list should be fulfilled in order for the User Story to be considered complete or done.
More on [Definition of "Done"](http://scrumguides.org/scrum-guide.html#artifact-transparency-done)
More on [handling non-functional requirements aka NFRs](http://www.scrumcrazy.com/Handling+Non+Functional+Requirements+in+User+Stories) | You can have a look at how Microsoft approaches this topic. They introduced an idea of Security Development Lifecycle (SDL) which is a software development process that can be used to build more secure software.
One part of this process is activity called Threat Modelling; it's goal is to create a diagram that encapsulates your application interactions and includes both internal and external factors. It helps to identify spots in your application when security threats may occur.
On how to apply SDL and Threat Modelling you can read: <https://technet.microsoft.com/en-us/security/hh855044.aspx>
Hope it answers your questions and will give you at least some overview how to tackle issues like this. |
15,298 | How I should represent Security Requirements if I use User Stories?
* Should they be represented like [special "evil" stories](https://www.owasp.org/index.php/Agile_Software_Development:_Don't_Forget_EVIL_User_Stories)?
or
* Should they be just "invisible" parts of user stories? I.e. if developer implements some User Story, he should already implement it with good security quality. | 2015/06/24 | [
"https://pm.stackexchange.com/questions/15298",
"https://pm.stackexchange.com",
"https://pm.stackexchange.com/users/8417/"
] | In Scrum (where User Stories also exist as part of Product Backlog), it is common to see Security, Availability, Speed of response and other non-functional requirements as part of definition of "Done".
This kind of coincides with your notion:
>
> I.e. if developer implements some User Story, he should already
> implement it with good security quality.
>
>
>
This is what Definition of "Done" means- all requirements from the list should be fulfilled in order for the User Story to be considered complete or done.
More on [Definition of "Done"](http://scrumguides.org/scrum-guide.html#artifact-transparency-done)
More on [handling non-functional requirements aka NFRs](http://www.scrumcrazy.com/Handling+Non+Functional+Requirements+in+User+Stories) | It's very good question, from my past experience we used to add this as a use cases for story or acceptance criteria of that particular story.
This way you can ask developer, to unit test your functionality on the basis of usecases/acceptance criteria.
I think this will help you |
15,298 | How I should represent Security Requirements if I use User Stories?
* Should they be represented like [special "evil" stories](https://www.owasp.org/index.php/Agile_Software_Development:_Don't_Forget_EVIL_User_Stories)?
or
* Should they be just "invisible" parts of user stories? I.e. if developer implements some User Story, he should already implement it with good security quality. | 2015/06/24 | [
"https://pm.stackexchange.com/questions/15298",
"https://pm.stackexchange.com",
"https://pm.stackexchange.com/users/8417/"
] | You can have a look at how Microsoft approaches this topic. They introduced an idea of Security Development Lifecycle (SDL) which is a software development process that can be used to build more secure software.
One part of this process is activity called Threat Modelling; it's goal is to create a diagram that encapsulates your application interactions and includes both internal and external factors. It helps to identify spots in your application when security threats may occur.
On how to apply SDL and Threat Modelling you can read: <https://technet.microsoft.com/en-us/security/hh855044.aspx>
Hope it answers your questions and will give you at least some overview how to tackle issues like this. | It's very good question, from my past experience we used to add this as a use cases for story or acceptance criteria of that particular story.
This way you can ask developer, to unit test your functionality on the basis of usecases/acceptance criteria.
I think this will help you |
99,810 | 1. Would it be possible for non-human apes such as chimpanzees,
gorillas , and orangutans to take the place of humans?
2. Like in the 1968 movie “Planet of the apes”, would it be possible
for apes to discover fire, agriculture and create complex
civilization?
3. Would they be able to communicate like we do? In a few thousand
years would it be possible for these apes to be able to travel
through space?
4. Also, in this world could humans take the place of modern day apes?
Climbing in trees and those sorts of things.
Are any of these things possible? Please let me know | 2017/12/10 | [
"https://worldbuilding.stackexchange.com/questions/99810",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/45641/"
] | As question is posted answer is "NO".
Apes, as we have them in real Earth, cannot "take the place of humans".
In spite of having a genome 98+% equal to humans chimpanzee still lack that 2% enabling them to fill the gap.
The "gap" being ability to devise and use effectively a complex language capable to describe objects not previously known to listener (many animals are able to associate sounds to *known* objects/actions/situations, but that is not enough to trigger "civilization").
Of course, given a few hundred thousand years (a very short time, as evolution goes), some of the higher primates could evolve into *something* "human-like", but:
* Such an evolved ape wouldn't be an ape anymore, just like we aren't.
* Such an evolution is bound to touch other aspects of the "new ape", not only its brain.
* It is absolutely unlikely several different species would evolve "in parallel", just like it happened in the past: one branch evolved while the others took different directions.
* Having a world where all different species of apes "become intelligent" without any other physical changes is absolutely unrealistic. | **No**
Is it possible for non-human apes to take the place of humans?
Well eventually after millions of years of evolution yes. Otherwise no.
Is it possible for non-human apes to discover fire, agriculture and advanced civilization? No. Non-human apes do not have sufficient intellect and intelligence.
Apes in space? No with the exception of Ham the Chimpanzee who did travel in space in the 1960’s, but was sent there by NASA. Needless to say Ham played no part in the rocket science program that put him into space.
Could humans take the place of apes?
Not really. Although humans can climb in trees they are not adapted for a life in the tree canopy and would have no desire to live there. |
99,810 | 1. Would it be possible for non-human apes such as chimpanzees,
gorillas , and orangutans to take the place of humans?
2. Like in the 1968 movie “Planet of the apes”, would it be possible
for apes to discover fire, agriculture and create complex
civilization?
3. Would they be able to communicate like we do? In a few thousand
years would it be possible for these apes to be able to travel
through space?
4. Also, in this world could humans take the place of modern day apes?
Climbing in trees and those sorts of things.
Are any of these things possible? Please let me know | 2017/12/10 | [
"https://worldbuilding.stackexchange.com/questions/99810",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/45641/"
] | Yes, all of that is possible, given a mutation affecting the brain (in Planet of the Apes the mutation was induced by genetic engineering into an ape).
The body forms do not make a difference, all that matters is a brain that can solve problems like people do. None of the common things people tell you are necessary are *actually* necessary: They don't need opposable thumbs, they don't need to walk upright, they don't need particular biological features of humans.
Chimps and gorillas already make tools and have been known to use weapons like rocks and sticks.
The only unique thing about humans is our mental life, the ability to plan more than a few hours in advance, to model physics and behavior, to think abstractly and recursively. Only the human brain, to our knowledge, can make a plan that will take years and thousands of people and will actually work (e.g. to make a pyramid, divert a river, build a city).
The evidence we have thus far is scant, but this ability appears to have been due to a singular mutation that occurred perhaps 200,000 years ago, by chance. It would spread like wildfire, especially once passed along to a male: As the only smart ape in the world they would be able to mate more or less at will and defeat all rivals with very simple plans.
The odds of a mutation like that occurring again, but in a modern ape, are slim but not impossible. However, genetically engineering an ape to have a human brain is entirely plausible, putting motivations for doing so aside.
4) Humans can live naked in the wild and in trees without a problem and easily. Some do already. To remain there instead of building villages, shelters, traps, boats, etc, you would have to make them brain damaged in some way. Otherwise their human intellect will work every day to make their life take less work, be less dangerous, to invent weapons, to store calories in some way to be less dependent on the vagaries of nature, etc. | As question is posted answer is "NO".
Apes, as we have them in real Earth, cannot "take the place of humans".
In spite of having a genome 98+% equal to humans chimpanzee still lack that 2% enabling them to fill the gap.
The "gap" being ability to devise and use effectively a complex language capable to describe objects not previously known to listener (many animals are able to associate sounds to *known* objects/actions/situations, but that is not enough to trigger "civilization").
Of course, given a few hundred thousand years (a very short time, as evolution goes), some of the higher primates could evolve into *something* "human-like", but:
* Such an evolved ape wouldn't be an ape anymore, just like we aren't.
* Such an evolution is bound to touch other aspects of the "new ape", not only its brain.
* It is absolutely unlikely several different species would evolve "in parallel", just like it happened in the past: one branch evolved while the others took different directions.
* Having a world where all different species of apes "become intelligent" without any other physical changes is absolutely unrealistic. |
99,810 | 1. Would it be possible for non-human apes such as chimpanzees,
gorillas , and orangutans to take the place of humans?
2. Like in the 1968 movie “Planet of the apes”, would it be possible
for apes to discover fire, agriculture and create complex
civilization?
3. Would they be able to communicate like we do? In a few thousand
years would it be possible for these apes to be able to travel
through space?
4. Also, in this world could humans take the place of modern day apes?
Climbing in trees and those sorts of things.
Are any of these things possible? Please let me know | 2017/12/10 | [
"https://worldbuilding.stackexchange.com/questions/99810",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/45641/"
] | As question is posted answer is "NO".
Apes, as we have them in real Earth, cannot "take the place of humans".
In spite of having a genome 98+% equal to humans chimpanzee still lack that 2% enabling them to fill the gap.
The "gap" being ability to devise and use effectively a complex language capable to describe objects not previously known to listener (many animals are able to associate sounds to *known* objects/actions/situations, but that is not enough to trigger "civilization").
Of course, given a few hundred thousand years (a very short time, as evolution goes), some of the higher primates could evolve into *something* "human-like", but:
* Such an evolved ape wouldn't be an ape anymore, just like we aren't.
* Such an evolution is bound to touch other aspects of the "new ape", not only its brain.
* It is absolutely unlikely several different species would evolve "in parallel", just like it happened in the past: one branch evolved while the others took different directions.
* Having a world where all different species of apes "become intelligent" without any other physical changes is absolutely unrealistic. | 1. **Would it be possible for non-human apes such as chimpanzees, gorillas , and orangutans to take the place of humans?**
Specifically, chimpanzees. Orangs and gorillas are much too specialized, or well-adapted, to their lifestyles. But chimpanzees, they are generalists just like us, so yes, maybe, if somehow humans disappeared from Earth.
Chimpanzees are very close to us, biologically speaking, so close that some zoologists argued in favor of sinking the genus *Pan* into *Homo*; for a popular treatment, see the Jared Diamond's famous book [*The Third Chimpanzee*](https://en.wikipedia.org/wiki/The_Third_Chimpanzee) (that being *H. sapiens*, and the other two being of course *P. troglodytes* and *P. paniscus*).
But unless all humans disappear from Earth chimpanzees don't have a chance. This is a clear case where being there first counts, and winner takes it all; [Hilaire Belloc](https://en.wikiquote.org/wiki/Hilaire_Belloc)'s witty rhime fits, although he was not referring to chimpanzees: *"whatever happens, we have got the Maxim gun, and they have not"*.
2. **Like in the 1968 movie “Planet of the apes”, would it be possible for apes to discover fire, agriculture and create complex civilization?**
It is *certainly* possible, because they already did it. We *are* apes.
Humans and chimpanzees began splitting up some 8 million years ago and they finally split up some 4 million years ago; it seems that for a very long time the two lineages remained close enough to allow occasional mating and gene transfer. After our lineage became fully independent it took our ancestors about 4 million years to discover agriculture and set up the conditions for rapid cultural development.
[There are 300,000 chimpanzees](https://en.wikipedia.org/wiki/Common_chimpanzee#Status_and_conservation) on Earth and 7,500,000,000 humans; that means that even if some war or disease kills 99.99% of humans *there will still be more humans than chimpanzees*; humans, who already have language and technology (be it 19th century technology) will recover fast enough. As long as humans are not wiped out completely chimpanzees don't stand a chance.
3. **Would they be able to communicate like we do? In a few thousand years would it be possible for these apes to be able to travel through space?**
They cannot communicate as we do. We know, we have tried to teach them. If humans disappeared, it would probably take the descendants of chimpanzees anywhere between half a million to 4 million years to reach the level of civilization humans had at the dawn of history; the rest will come very much quicker. But they won't be chimpanzees: they will be a new species *descended* from chimpanzees.
4. **Also, in this world could humans take the place of modern day apes? Climbing in trees and those sorts of things.**
Humans are apes adapted for running; while we *can* climb trees, like any other ape, we do it clumsily and only if we absolutely must. The only great apes strongly adapted for living in trees are the orangs; gorillas are ground apes, like us, much too heavy to climb trees past adolescence.
If humans are not completely wiped out then chimpanzees won't have the respite to evolve into a technological species; so no, sorry, but a world with both humans and technological chimpanzees is very unlikely. |
99,810 | 1. Would it be possible for non-human apes such as chimpanzees,
gorillas , and orangutans to take the place of humans?
2. Like in the 1968 movie “Planet of the apes”, would it be possible
for apes to discover fire, agriculture and create complex
civilization?
3. Would they be able to communicate like we do? In a few thousand
years would it be possible for these apes to be able to travel
through space?
4. Also, in this world could humans take the place of modern day apes?
Climbing in trees and those sorts of things.
Are any of these things possible? Please let me know | 2017/12/10 | [
"https://worldbuilding.stackexchange.com/questions/99810",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/45641/"
] | Yes, all of that is possible, given a mutation affecting the brain (in Planet of the Apes the mutation was induced by genetic engineering into an ape).
The body forms do not make a difference, all that matters is a brain that can solve problems like people do. None of the common things people tell you are necessary are *actually* necessary: They don't need opposable thumbs, they don't need to walk upright, they don't need particular biological features of humans.
Chimps and gorillas already make tools and have been known to use weapons like rocks and sticks.
The only unique thing about humans is our mental life, the ability to plan more than a few hours in advance, to model physics and behavior, to think abstractly and recursively. Only the human brain, to our knowledge, can make a plan that will take years and thousands of people and will actually work (e.g. to make a pyramid, divert a river, build a city).
The evidence we have thus far is scant, but this ability appears to have been due to a singular mutation that occurred perhaps 200,000 years ago, by chance. It would spread like wildfire, especially once passed along to a male: As the only smart ape in the world they would be able to mate more or less at will and defeat all rivals with very simple plans.
The odds of a mutation like that occurring again, but in a modern ape, are slim but not impossible. However, genetically engineering an ape to have a human brain is entirely plausible, putting motivations for doing so aside.
4) Humans can live naked in the wild and in trees without a problem and easily. Some do already. To remain there instead of building villages, shelters, traps, boats, etc, you would have to make them brain damaged in some way. Otherwise their human intellect will work every day to make their life take less work, be less dangerous, to invent weapons, to store calories in some way to be less dependent on the vagaries of nature, etc. | **No**
Is it possible for non-human apes to take the place of humans?
Well eventually after millions of years of evolution yes. Otherwise no.
Is it possible for non-human apes to discover fire, agriculture and advanced civilization? No. Non-human apes do not have sufficient intellect and intelligence.
Apes in space? No with the exception of Ham the Chimpanzee who did travel in space in the 1960’s, but was sent there by NASA. Needless to say Ham played no part in the rocket science program that put him into space.
Could humans take the place of apes?
Not really. Although humans can climb in trees they are not adapted for a life in the tree canopy and would have no desire to live there. |
99,810 | 1. Would it be possible for non-human apes such as chimpanzees,
gorillas , and orangutans to take the place of humans?
2. Like in the 1968 movie “Planet of the apes”, would it be possible
for apes to discover fire, agriculture and create complex
civilization?
3. Would they be able to communicate like we do? In a few thousand
years would it be possible for these apes to be able to travel
through space?
4. Also, in this world could humans take the place of modern day apes?
Climbing in trees and those sorts of things.
Are any of these things possible? Please let me know | 2017/12/10 | [
"https://worldbuilding.stackexchange.com/questions/99810",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/45641/"
] | Yes, all of that is possible, given a mutation affecting the brain (in Planet of the Apes the mutation was induced by genetic engineering into an ape).
The body forms do not make a difference, all that matters is a brain that can solve problems like people do. None of the common things people tell you are necessary are *actually* necessary: They don't need opposable thumbs, they don't need to walk upright, they don't need particular biological features of humans.
Chimps and gorillas already make tools and have been known to use weapons like rocks and sticks.
The only unique thing about humans is our mental life, the ability to plan more than a few hours in advance, to model physics and behavior, to think abstractly and recursively. Only the human brain, to our knowledge, can make a plan that will take years and thousands of people and will actually work (e.g. to make a pyramid, divert a river, build a city).
The evidence we have thus far is scant, but this ability appears to have been due to a singular mutation that occurred perhaps 200,000 years ago, by chance. It would spread like wildfire, especially once passed along to a male: As the only smart ape in the world they would be able to mate more or less at will and defeat all rivals with very simple plans.
The odds of a mutation like that occurring again, but in a modern ape, are slim but not impossible. However, genetically engineering an ape to have a human brain is entirely plausible, putting motivations for doing so aside.
4) Humans can live naked in the wild and in trees without a problem and easily. Some do already. To remain there instead of building villages, shelters, traps, boats, etc, you would have to make them brain damaged in some way. Otherwise their human intellect will work every day to make their life take less work, be less dangerous, to invent weapons, to store calories in some way to be less dependent on the vagaries of nature, etc. | 1. **Would it be possible for non-human apes such as chimpanzees, gorillas , and orangutans to take the place of humans?**
Specifically, chimpanzees. Orangs and gorillas are much too specialized, or well-adapted, to their lifestyles. But chimpanzees, they are generalists just like us, so yes, maybe, if somehow humans disappeared from Earth.
Chimpanzees are very close to us, biologically speaking, so close that some zoologists argued in favor of sinking the genus *Pan* into *Homo*; for a popular treatment, see the Jared Diamond's famous book [*The Third Chimpanzee*](https://en.wikipedia.org/wiki/The_Third_Chimpanzee) (that being *H. sapiens*, and the other two being of course *P. troglodytes* and *P. paniscus*).
But unless all humans disappear from Earth chimpanzees don't have a chance. This is a clear case where being there first counts, and winner takes it all; [Hilaire Belloc](https://en.wikiquote.org/wiki/Hilaire_Belloc)'s witty rhime fits, although he was not referring to chimpanzees: *"whatever happens, we have got the Maxim gun, and they have not"*.
2. **Like in the 1968 movie “Planet of the apes”, would it be possible for apes to discover fire, agriculture and create complex civilization?**
It is *certainly* possible, because they already did it. We *are* apes.
Humans and chimpanzees began splitting up some 8 million years ago and they finally split up some 4 million years ago; it seems that for a very long time the two lineages remained close enough to allow occasional mating and gene transfer. After our lineage became fully independent it took our ancestors about 4 million years to discover agriculture and set up the conditions for rapid cultural development.
[There are 300,000 chimpanzees](https://en.wikipedia.org/wiki/Common_chimpanzee#Status_and_conservation) on Earth and 7,500,000,000 humans; that means that even if some war or disease kills 99.99% of humans *there will still be more humans than chimpanzees*; humans, who already have language and technology (be it 19th century technology) will recover fast enough. As long as humans are not wiped out completely chimpanzees don't stand a chance.
3. **Would they be able to communicate like we do? In a few thousand years would it be possible for these apes to be able to travel through space?**
They cannot communicate as we do. We know, we have tried to teach them. If humans disappeared, it would probably take the descendants of chimpanzees anywhere between half a million to 4 million years to reach the level of civilization humans had at the dawn of history; the rest will come very much quicker. But they won't be chimpanzees: they will be a new species *descended* from chimpanzees.
4. **Also, in this world could humans take the place of modern day apes? Climbing in trees and those sorts of things.**
Humans are apes adapted for running; while we *can* climb trees, like any other ape, we do it clumsily and only if we absolutely must. The only great apes strongly adapted for living in trees are the orangs; gorillas are ground apes, like us, much too heavy to climb trees past adolescence.
If humans are not completely wiped out then chimpanzees won't have the respite to evolve into a technological species; so no, sorry, but a world with both humans and technological chimpanzees is very unlikely. |
293,002 | I framed two sentences, one using infinitive and another using gerund. Which of the two sounds *more* correct?
>
> *Although the app will continue **to occupy** the storage space, it will,
> at least, not run in the background.*
>
>
> *Although the app will continue **occupying** the storage space, it will,
> at least, not run in the background.*
>
>
>
Are both the sentences correct? | 2015/12/10 | [
"https://english.stackexchange.com/questions/293002",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/150017/"
] | Both are correct and have the same meaning, though using the gerund form is considered more eloquent. I find that Practical English Usage (Swan ch.296) is excellent at explaining the rules for using infinitive or gerund. | >
> Although the app will continue to occupy the storage space, it will,
> at least, not run in the background.
>
>
> Although the app will continue occupying the storage space, it will,
> at least, not run in the background.
>
>
>
When I read your first sentence, I understand;
The app was disrupted (stopped working). However the situation is fixed and the app will continue to occupy.
When I read your second sentence, I understand;
The app was not disrupted (continues working). There is nothing to fix but only a change in how the app is running. |
22,966,689 | I am creating an msi installation package using InstallShield.
I have a custom action to install a third party exe. This exe has an UI, it prompts the user to click "Yes" or "No". If the user clicks No, that exe is not installed but the msi installation continues. I want to end the msi installation as soon as the user interrupts the installation of third party exe.
In either cases (Whether the user clicks Yes or No) return value is 1. So i am stuck.
Could you help me on this. | 2014/04/09 | [
"https://Stackoverflow.com/questions/22966689",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2334777/"
] | If this is a dependency, don't install it with a custom action. That's what the seup.exe type of bootstrapper is for. They install required prerequisites (like .NET Frameworks and C++ runtimes) then launch your MSI install.
Another reason for not using a custom action is to do with where you put the custom to install this 3rd party exe. If you put it in your UI sequence then you cannot do a silent install of your MSI (because the UI sequence is suppressed) and if you put it in the execute sequence it will fail if it MSI based because you cannot have recursive MSI installs (yours calling another). | Does the EXE accept any command line parameters to make it silent? In general this is a bad thing to do because:
1) The EXE can fail and give the impression your installer failed.
2) Can fail and swallow the error.
3) Doesn't log to your MSI log and may not log at all.
4) MSI isn't aware of the changes made by the EXE and therefore doesn't support Rollback, Resilency, Uninstall
The list goes on and on. |
22,966,689 | I am creating an msi installation package using InstallShield.
I have a custom action to install a third party exe. This exe has an UI, it prompts the user to click "Yes" or "No". If the user clicks No, that exe is not installed but the msi installation continues. I want to end the msi installation as soon as the user interrupts the installation of third party exe.
In either cases (Whether the user clicks Yes or No) return value is 1. So i am stuck.
Could you help me on this. | 2014/04/09 | [
"https://Stackoverflow.com/questions/22966689",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2334777/"
] | If this is a dependency, don't install it with a custom action. That's what the seup.exe type of bootstrapper is for. They install required prerequisites (like .NET Frameworks and C++ runtimes) then launch your MSI install.
Another reason for not using a custom action is to do with where you put the custom to install this 3rd party exe. If you put it in your UI sequence then you cannot do a silent install of your MSI (because the UI sequence is suppressed) and if you put it in the execute sequence it will fail if it MSI based because you cannot have recursive MSI installs (yours calling another). | Install you third party exe as a prerequisite. InstallShield allows you to define your own prerequites and the InstallShield's bootstrapper is able to work with prerequisites. |
6,391 | How can I configure Google Alerts to send me alerts in different languages?
At the moment it alerts me for a certain term only in Italian, that is my default language.
But now I would like to configure the same alert but that returns also English results.
How can I do it? | 2010/09/02 | [
"https://webapps.stackexchange.com/questions/6391",
"https://webapps.stackexchange.com",
"https://webapps.stackexchange.com/users/215/"
] | It's a bit tricky at the moment. To get results in English you need to change your default language for Google Search to English. Go to [google.com](http://google.com), use the **Settings**->**Search settings** link in the top right corner, and change your interface language and search language to English. Then go to [google.com/alerts](http://google.com/alerts) and set up your alerts. | Try entering this in the browser for English <http://www.google.com/alerts?hl=en> |
6,391 | How can I configure Google Alerts to send me alerts in different languages?
At the moment it alerts me for a certain term only in Italian, that is my default language.
But now I would like to configure the same alert but that returns also English results.
How can I do it? | 2010/09/02 | [
"https://webapps.stackexchange.com/questions/6391",
"https://webapps.stackexchange.com",
"https://webapps.stackexchange.com/users/215/"
] | From the [Google forum](http://www.google.com/support/forum/p/news/thread?tid=2137b5c384c76223&hl=en)
>
> For example, to get Spanish news alerts, first go to :
>
> <http://www.google.es>
>
>
> Do your news search in that language, and then make your news alert from the news in that language's google news search engine and have it sent to your email.
>
>
> Create a new alert | Switch to text emails | Export alerts
>
>
> Chose csv and then chose to open it rather than save it. You can then open and look at it right away with Notepad or Word Pad.
>
>
> The file will contain the following information about each alert:
> "Search terms","Type","How often","Volume","Language","Deliver to"
>
>
> | Try entering this in the browser for English <http://www.google.com/alerts?hl=en> |
124,279 | I'm trying to simply record multiple takes using GarageBand 11. I enable cycling, record once, the hit stop, rewind, record again... BUT NO TRIANGLE APPEARS on the track folder. Also, while the track plays back a 2nd time, its playing out loud so I cannot hear what I'm doing. I tried with the REPLACE mode enabled and disabled, but that doesn't help.
Any ideas on how I can record multiple tracks?
I have logix 10 installed too and have the same problem there. | 2014/03/14 | [
"https://apple.stackexchange.com/questions/124279",
"https://apple.stackexchange.com",
"https://apple.stackexchange.com/users/72995/"
] | Do you want to record multiple tracks, or multiple takes?
For multiple **takes** you need two things
1. Make sure Cycle mode is on
2. In General settings (GarageBand/Preferences/General) *Cycle on* is set to *Create Takes*
To record multiple **tracks** simultaneously:
1. Make sure that the Record Enable button is shown
[](https://i.stack.imgur.com/sREXC.png)
2. Activate recording for multiple tracks. You can only do that for separate input channels.
[](https://i.stack.imgur.com/RPjXG.png) | You shouldn't (need to) stop and rewind.
On the yellow bar on top of the screen, set the region you would like to cycle. Garageband will do the rest.
With pictures:
<http://support.apple.com/kb/PH1913?viewlocale=en_US&locale=en_US> |
113,803 | So, as I understand it, wheels are almost completely absent in nature, in terms of a method of mobility. Would it be possible, or reasonable for such a creature to be made along the lines of evolution? If so, how? Could such a creature achieve such size as to be big or fast enough to be a mount?
I hypothesized that an insect like creature with feet that formed a circular set of smaller legs could then use them as spokes, moving the outer rim of a wheel in a circular motion. Where they'd get the wheel is anyones guess, but it was a start, I suppose. | 2018/06/01 | [
"https://worldbuilding.stackexchange.com/questions/113803",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/41716/"
] | The problem, as I understand it, is axles. There's no way for a living creature to have an axle as part of its body - it would need blood vessels and nerves, both of which would be twisted by spinning. And if the axle is nonliving (say some kind of secretion, or keratinous growth) it wouldn't be able to form complex shapes, and would be rather brittle. To say nothing of how painful the spinning would be, with all the creature's weight on it.
Your point about *finding* a wheel is an interesting twist - you could imagine a creature that runs around the inside of a free wheel, like one of those hamster balls. You might even posit that the wheels are picked up, hermit-crab-like, from another species (presumably molluscoid) that happens to grow in that shape. The problem there would be coasting - if the creature stopped running, they'd be carried back along the wheel until they fell off or their weight brought it to a halt.
In theory, you could have a wheel in two sections, an inner and outer ring, linked by ratchets - it would spin freely in one direction but not the other, so you could run around the inner ring to get the outer one up to speed, then sit back and let it ratchet down. I have to imagine it wouldn't be all that efficient, mechanically, and it would be very fragile because of all the fine teeth.
There's always the hoop snake, of course, which (mythically - it's not a real beast) curls itself into a loop and rolls downhill. But one feels that's cheating somehow... and it wouldn't work, of course.
Sadly, I think in terms of pure efficiency, walking has rolling beat for animals. | In extremely complicated theory its ofcourse possible. In practice not. Evolution happens because a genetic trait gives a teeny tiny advantage which causes more with that mutation to survive and eventually spread the mutation to everyone.
The golden wheeled spider can form a sort of Ball with his body and limbs and then roll off of sand-dunes to safety. (near the end of the video)
<https://youtu.be/ltvLo2vNls0>
The thing is, his rolling capacity wasnt an advantage until he could well and truly roll. Any creature that has wheels for limbs needed to go through an evolutionary period where his wheels arent complete and need to offer an advantage without being able to roll. It has happened a lot that first one trait of an evolution was handy, and that this managed to develop most of another evolution that wouldnt have worked otherwise. But what evolution would favor the dangling half-wheels to form far enough to go to full wheels?
Theres also the complicated matter of getting blood and nerve-connections into the spinning wheel. Its fully possible to create something like that, but not easy and probably impossible for evolution to create. You also need a bunch of mini-limbs that push the wheel to roll, or break the wheel when the creature needs to walk. |
113,803 | So, as I understand it, wheels are almost completely absent in nature, in terms of a method of mobility. Would it be possible, or reasonable for such a creature to be made along the lines of evolution? If so, how? Could such a creature achieve such size as to be big or fast enough to be a mount?
I hypothesized that an insect like creature with feet that formed a circular set of smaller legs could then use them as spokes, moving the outer rim of a wheel in a circular motion. Where they'd get the wheel is anyones guess, but it was a start, I suppose. | 2018/06/01 | [
"https://worldbuilding.stackexchange.com/questions/113803",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/41716/"
] | If you want to have a wheel-like subsystem, you need to solve a major problem: how to isolate the rotation of the sub-system from the remaining elements.
On a car or a chariot this is achieved by bearings, but this is not feasible in living organisms, where the need of having "cabling", normally called blood circulation system and nervous system, going through every part of the body necessarily limits the degree of relative motion between adjacent parts.
This doesn't mean evolution didn't discover the wheel. We have [examples](https://www.lucianabartolini.net/pagina_ordine_isopodi.htm) of [animals](https://en.wikipedia.org/wiki/Armadillidium_vulgare) which use the sphere as configuration, partially also to enable quick escape. But that is used at system level (the entire body), not a sub-system (one or more limbs).
[](https://i.stack.imgur.com/lY4NX.jpg)
[](https://i.stack.imgur.com/e4Fub.jpg) | In extremely complicated theory its ofcourse possible. In practice not. Evolution happens because a genetic trait gives a teeny tiny advantage which causes more with that mutation to survive and eventually spread the mutation to everyone.
The golden wheeled spider can form a sort of Ball with his body and limbs and then roll off of sand-dunes to safety. (near the end of the video)
<https://youtu.be/ltvLo2vNls0>
The thing is, his rolling capacity wasnt an advantage until he could well and truly roll. Any creature that has wheels for limbs needed to go through an evolutionary period where his wheels arent complete and need to offer an advantage without being able to roll. It has happened a lot that first one trait of an evolution was handy, and that this managed to develop most of another evolution that wouldnt have worked otherwise. But what evolution would favor the dangling half-wheels to form far enough to go to full wheels?
Theres also the complicated matter of getting blood and nerve-connections into the spinning wheel. Its fully possible to create something like that, but not easy and probably impossible for evolution to create. You also need a bunch of mini-limbs that push the wheel to roll, or break the wheel when the creature needs to walk. |
66,149 | A lot of attention was given to the fact that Trump did better with Democratic leaning groups especially Hispanics, while Biden did better with Republican leaning groups like married men and evangelicals. I think that we should look at this beyond the demographic level and look at it this way: the blue got redder and vice versa.
You could see this same effect at the county and even state level. Five out of seven electoral units that saw two party vote swings towards Trump (California, Hawaii, Illinois, New York and Washington DC) had higher than average vote shares for Biden and thus Hillary Clinton (and all significantly higher than average at that), with the other two being considered swing states (Nevada and Florida). West Virginia and Wyoming, the two most Republican states in both 2016 and 2020, moved 5% and 7% towards Biden, more than twice the national shift.
Here is an [image](https://twitter.com/blexasmove/status/1413853269429035011?s=21) that shows the correlation between swing and 2020 vote share (it was -43%):
*What caused the apparent depolarization in the 2020 presidential election? Was it higher turnout bringing out voters that vote in unexpected ways? People switching sides? Some combination or something else?* | 2021/07/02 | [
"https://politics.stackexchange.com/questions/66149",
"https://politics.stackexchange.com",
"https://politics.stackexchange.com/users/29035/"
] | ### The 2020 Election Was Not Depolarizing
I disagree with your premise. The 2020 election was not a depolarizing election.
Both 2016 and 2020 were incredibly polarized elections relative to prior years and any distinction between 2016 and 2020 is more or less trivial and misses the forest for the trees.
While there were slight tweaks to the outcomes in some swing states that changed the result, the overall shifts were modest in magnitude everyplace that it mattered. The evidence supporting this conclusion includes the following points.
### Coalition Changes Can Inaccurately Look Like Depolarization
Also, redrawing coalitions does not imply depolarization. Democrats have in recent elections shed working class voters while picking up college educated voters from Republicans. This has certainly happened.
[](https://i.stack.imgur.com/PESL4.png)
### More Demographically Polarized Voters
But that doesn't make partisan divides any less stark. The electorate is more divided by ideology, by race, by gender, by age, by [geography](https://www.nature.com/articles/s41562-021-01066-z#citeas) (especially at a county or smaller level), and by religion than ever (see 2020 exit polling from multiple sources summarized [here](https://washparkprophet.blogspot.com/2020/12/2020-presidential-election-exit-polls.html)).
Consider, for example, the extent to which the nation has become polarized politically along economic lines:
[](https://i.stack.imgur.com/sl1CB.png)
### More Polarized Voter Ideologies
In general, we have gradually shifted over the last decade or two from a political system in which voters are ideologically situated on a bell curve of ideology, with elected officials being more bimodal with moderate left and moderate right peaks, to one in which the distribution of voters by ideology increasingly mirrors that ideological distribution of federal elected officials in the U.S.
[](https://i.stack.imgur.com/Wyq4w.png)
### More Polarized Members Of Congress
For example, both the [House](https://voteview.com/congress/house/117) and [Senate](https://www.cnn.com/2021/06/02/politics/joe-biden-kyrsten-sinema-joe-manchin/index.html) have no ideological overlap between the parties (something that was not true until recently).
[](https://i.stack.imgur.com/T4GOj.png)
### Record Low District Splitting
**Similarly, the total number of split districts in 2020 was 16 (3.7% of Congressional Districts). This is the lowest level of district-splitting, both in percentage and absolute terms, since 1920, a full century earlier.** That year, 11 out of 344 districts produced a split result (3.2% of Congressional Districts). In 2016 and 2012, 35 and 26 districts (respectively) split their tickets. | You have missed a very important point here, which is that both the 2016 and 2020 Presidential elections were less about politics than about the personalities of the candidates.
In 2016, you had many voters who were unwilling to vote for a woman, and one without much in the way of credentials or personal appeal. Against her, you have someone with a familiar name, who had spent his life creating a false impression of business competence.
Four years later, that person had demonstrated his actual lack of competence, most prominently in mishandling the COVID pandemic, and had other aspects of his character exposed. Running against him you had someone with a long record of moderate competence, and a reasonably likeable personality.
Those differences, not politics, were what tipped the elections. They were personal rejections of the candidates, more than of their politics. This is demonstrated by the results of the House and Senate elections, where political results were much closer. |
325,901 | I read a text where kids share their experiences about activities in a language camp, and I came across this sentence:
**And we spoke only English.**
I feel that something is wrong with this sentence, but I'm not sure. At first I thought it should be
**And we spoke English only.**
Then I thought that maybe this is the correct sentence:
**And we spoke only English there.**
Please help. Which version is correct? | 2016/05/15 | [
"https://english.stackexchange.com/questions/325901",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/175381/"
] | And we spoke only English- Here, the speaker would say that the only language that they had used was English. It is truth that they know how to speak any other language and it is also possible that some of the people involve knew how to use other languages.
And we spoke English only- Means that the speaker, and the people involve only knows how to speak English language. As they had stated, they can speak only English language.
And we spoke only English there - Clearly, the speaker and the individual involve has a high probability that they can use other languages as a mean of communication. But, as stated on the sentence, they had only used English language in a certain location(In this case, at the language Camp). | It's just the beauty of the ambiguity of English. All 3 versions are fine, though I think the second one is a tad more awkward than the others. |
325,901 | I read a text where kids share their experiences about activities in a language camp, and I came across this sentence:
**And we spoke only English.**
I feel that something is wrong with this sentence, but I'm not sure. At first I thought it should be
**And we spoke English only.**
Then I thought that maybe this is the correct sentence:
**And we spoke only English there.**
Please help. Which version is correct? | 2016/05/15 | [
"https://english.stackexchange.com/questions/325901",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/175381/"
] | And we spoke only English- Here, the speaker would say that the only language that they had used was English. It is truth that they know how to speak any other language and it is also possible that some of the people involve knew how to use other languages.
And we spoke English only- Means that the speaker, and the people involve only knows how to speak English language. As they had stated, they can speak only English language.
And we spoke only English there - Clearly, the speaker and the individual involve has a high probability that they can use other languages as a mean of communication. But, as stated on the sentence, they had only used English language in a certain location(In this case, at the language Camp). | I think this is remarkable question because all seem fine. However, they have some little differences as well I suppose. Lets analyse them shortly:
And we spoke only English, meaning they didn't speak any other language.
And we spoke only English there, meaning same with the previous one. "There" just made a specification in that sentence.
However,
And we spoke English only, meaning they didn't do anything else. Think like, not even walking or any other activity that noticeable. |
130,441 | Is it possible to create an VPN connection while using site-to-site VPN?
Have you ever tried or done this?
What are possible problems, pitfalls, things of the impossible, etc. ?
Also see: [Is it possible to use Microsoft's "Secure Connection Rules" (IPSec) with VPN?](https://serverfault.com/questions/126537/is-it-possible-to-use-microsofts-secure-connection-rules-ipsec-with-vpn) | 2010/04/08 | [
"https://serverfault.com/questions/130441",
"https://serverfault.com",
"https://serverfault.com/users/38703/"
] | Yes.
Either you use e.g. "screen" and customize it:
<http://www.slac.stanford.edu/comp/unix/package/epics/extensions/iocConsole/screen.1.html>
Or you manage to do it on your SSH Client, if possible.
You could also try this: <http://www.cyberciti.biz/faq/bash-shell-change-the-color-of-my-shell-prompt-under-linux-or-unix/> | I use a script that launches SSH in xterm windows with different bg/fg colors. It selects the colors based on the hostname's hash from a color span so that no configuration is needed.
The script is written in Ruby: <https://github.com/mickeyil/ssx> |
130,441 | Is it possible to create an VPN connection while using site-to-site VPN?
Have you ever tried or done this?
What are possible problems, pitfalls, things of the impossible, etc. ?
Also see: [Is it possible to use Microsoft's "Secure Connection Rules" (IPSec) with VPN?](https://serverfault.com/questions/126537/is-it-possible-to-use-microsofts-secure-connection-rules-ipsec-with-vpn) | 2010/04/08 | [
"https://serverfault.com/questions/130441",
"https://serverfault.com",
"https://serverfault.com/users/38703/"
] | Yes.
Either you use e.g. "screen" and customize it:
<http://www.slac.stanford.edu/comp/unix/package/epics/extensions/iocConsole/screen.1.html>
Or you manage to do it on your SSH Client, if possible.
You could also try this: <http://www.cyberciti.biz/faq/bash-shell-change-the-color-of-my-shell-prompt-under-linux-or-unix/> | I was just looking for the same thing and found this article:
<http://akrabat.com/php/osx-terminal-colours/>
It uses a php script to change the terminal colors by applescript. You can set up mappings of different colors for each server. Works great for me, though feel the urge to rewrite the php stuff into ruby :)
fk |
117,295 | How can we change the following sentence into negative one without changing the meaning?
>
> He did everything.
>
>
>
Can we change it into this:
>
> He left nothing undone.
>
>
>
Or
>
> Didn't he do anything
>
>
> | 2017/01/27 | [
"https://ell.stackexchange.com/questions/117295",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/-1/"
] | He did not stop until everything was done. | >
> He left nothing undone.
>
>
>
Does fit. Another choice might be:
>
> There was nothing he didn't do.
>
>
>
The second suggestion from the question does not fit. |
117,295 | How can we change the following sentence into negative one without changing the meaning?
>
> He did everything.
>
>
>
Can we change it into this:
>
> He left nothing undone.
>
>
>
Or
>
> Didn't he do anything
>
>
> | 2017/01/27 | [
"https://ell.stackexchange.com/questions/117295",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/-1/"
] | He did not stop until everything was done. | The question completely misunderstands itself.
'He did everything' is grammatically positive; semantically it means little. Define 'everything', please?
'He left nothing undone' is still positive, unless you think 'he ran away' or 'he surrendered' or 'he lost' grammatically negative. Do you?
'Didn't he do anything?' is a question; not comparable to the other examples.
'He did nothing' is still a positive statement. 'He did (whatever)' will always remain positive.
'He did not do anything' is as close as you could get to a negative statement. |
117,295 | How can we change the following sentence into negative one without changing the meaning?
>
> He did everything.
>
>
>
Can we change it into this:
>
> He left nothing undone.
>
>
>
Or
>
> Didn't he do anything
>
>
> | 2017/01/27 | [
"https://ell.stackexchange.com/questions/117295",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/-1/"
] | >
> He left nothing undone
>
>
>
is pretty much the same as "he did everything". Your other example, however, is a question not a statement.
Another possibility:
>
> There was nothing he didn't do.
>
>
> | >
> He left nothing undone.
>
>
>
Does fit. Another choice might be:
>
> There was nothing he didn't do.
>
>
>
The second suggestion from the question does not fit. |
117,295 | How can we change the following sentence into negative one without changing the meaning?
>
> He did everything.
>
>
>
Can we change it into this:
>
> He left nothing undone.
>
>
>
Or
>
> Didn't he do anything
>
>
> | 2017/01/27 | [
"https://ell.stackexchange.com/questions/117295",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/-1/"
] | >
> He left nothing undone
>
>
>
is pretty much the same as "he did everything". Your other example, however, is a question not a statement.
Another possibility:
>
> There was nothing he didn't do.
>
>
> | The question completely misunderstands itself.
'He did everything' is grammatically positive; semantically it means little. Define 'everything', please?
'He left nothing undone' is still positive, unless you think 'he ran away' or 'he surrendered' or 'he lost' grammatically negative. Do you?
'Didn't he do anything?' is a question; not comparable to the other examples.
'He did nothing' is still a positive statement. 'He did (whatever)' will always remain positive.
'He did not do anything' is as close as you could get to a negative statement. |
377 | In the question [What is the difference between the following kernel Makefile terms: vmlinux, vmlinuz, vmlinux.bin, zimage & bzimage?](https://unix.stackexchange.com/questions/5518/what-is-the-difference-between-the-following-kernel-makefile-terms-vmlinux-vml), the user asked a question, and a couple comments suggest that he should look for the answer in Wikipedia.
Is it okay to ask a question when the answer can be easily found in Wikipedia? | 2011/01/07 | [
"https://unix.meta.stackexchange.com/questions/377",
"https://unix.meta.stackexchange.com",
"https://unix.meta.stackexchange.com/users/4/"
] | If your question is “what is X”, you should look on Wikipedia *first*. Then, it's fine to ask something like “what is X? Wikipedia says it's a green wobbly widget, but I don't understand what it means for a widget to be wobbly or why it would matter that it's green”. Or “How does X apply to <specific context>”. Or “what is X” when there's a stub-quality Wikipedia article or none at all. Basically anything where the answer would add value to the Wikipedia article, by providing more explanations, or clarifying some points, or applying it to a particular situation.
Another situation where a simple “look at this Wikipedia article” could be a fine answer is when the asker didn't know the name of some concept.
Note that “wikipede it first” is not the same thing as “google it first”. Google answers are fluctuating and unreviewed. Wikipedia articles can change profoundly but rarely do, and are (if of sufficient quality, but this is usually easy to determine even if you don't know much about the subject) cited and somewhat reviewed. | Yes, this is a fine practice.
Here are two reasons:
* Wikipedia isn't always the best resource. Some of their pages are poor quality. Other pages have incorrect or biased information due to politics. Yet other information is deleted because someone thought it was not notable.
* The SE sites are a good resource to provide good answers to common questions. When someone searches for a question on Google, they need to end up at a reputable site which provides a good, current and friendly answer. |
377 | In the question [What is the difference between the following kernel Makefile terms: vmlinux, vmlinuz, vmlinux.bin, zimage & bzimage?](https://unix.stackexchange.com/questions/5518/what-is-the-difference-between-the-following-kernel-makefile-terms-vmlinux-vml), the user asked a question, and a couple comments suggest that he should look for the answer in Wikipedia.
Is it okay to ask a question when the answer can be easily found in Wikipedia? | 2011/01/07 | [
"https://unix.meta.stackexchange.com/questions/377",
"https://unix.meta.stackexchange.com",
"https://unix.meta.stackexchange.com/users/4/"
] | If your question is “what is X”, you should look on Wikipedia *first*. Then, it's fine to ask something like “what is X? Wikipedia says it's a green wobbly widget, but I don't understand what it means for a widget to be wobbly or why it would matter that it's green”. Or “How does X apply to <specific context>”. Or “what is X” when there's a stub-quality Wikipedia article or none at all. Basically anything where the answer would add value to the Wikipedia article, by providing more explanations, or clarifying some points, or applying it to a particular situation.
Another situation where a simple “look at this Wikipedia article” could be a fine answer is when the asker didn't know the name of some concept.
Note that “wikipede it first” is not the same thing as “google it first”. Google answers are fluctuating and unreviewed. Wikipedia articles can change profoundly but rarely do, and are (if of sufficient quality, but this is usually easy to determine even if you don't know much about the subject) cited and somewhat reviewed. | In addition, if the answer *is* on Wikipedia and you want to link there, it's helpful to provide a summary of the relevant part of the article here, so the user gets an idea without needing to click the link. In general, when you post a link somewhere, try to write the answer such that it's still useful even if that link stops working in the future |
377 | In the question [What is the difference between the following kernel Makefile terms: vmlinux, vmlinuz, vmlinux.bin, zimage & bzimage?](https://unix.stackexchange.com/questions/5518/what-is-the-difference-between-the-following-kernel-makefile-terms-vmlinux-vml), the user asked a question, and a couple comments suggest that he should look for the answer in Wikipedia.
Is it okay to ask a question when the answer can be easily found in Wikipedia? | 2011/01/07 | [
"https://unix.meta.stackexchange.com/questions/377",
"https://unix.meta.stackexchange.com",
"https://unix.meta.stackexchange.com/users/4/"
] | If your question is “what is X”, you should look on Wikipedia *first*. Then, it's fine to ask something like “what is X? Wikipedia says it's a green wobbly widget, but I don't understand what it means for a widget to be wobbly or why it would matter that it's green”. Or “How does X apply to <specific context>”. Or “what is X” when there's a stub-quality Wikipedia article or none at all. Basically anything where the answer would add value to the Wikipedia article, by providing more explanations, or clarifying some points, or applying it to a particular situation.
Another situation where a simple “look at this Wikipedia article” could be a fine answer is when the asker didn't know the name of some concept.
Note that “wikipede it first” is not the same thing as “google it first”. Google answers are fluctuating and unreviewed. Wikipedia articles can change profoundly but rarely do, and are (if of sufficient quality, but this is usually easy to determine even if you don't know much about the subject) cited and somewhat reviewed. | If you feel our page can be better than Wikipedia because it is:
* more focused (no wall o' text, just "the question and answer")
* better written, better examples, clearer, etc.
* targetted to a specific audience of experts rather than the whole world
... then sure. If not, then no. |
3,463,861 | I have no doubt that Hatcher's is a great text, but it is not for me. It is clearly written for someone with some prior knowledge of these topics, and I have none. For example, in the first few pages he defines deformation retractions, mapping cylinders, and homotopies. I gained very little insight into what these actually *are* from reading.
I am looking for an alternative text. To give an idea of my background, I am most comfortable with analysis, moderately comfortable with topology (first five chapters of Munkres's text), and mildly comfortable with algebra (basic group and ring theory). I am hoping for a text that not only defines the terms, but motivates them and helps the reader to understand them. I am most interested in homotopy groups and manifolds, out of the "main branches of algebraic topology" listed on Wikipedia.
I'm aware this question has been asked before, but a cursory search didn't really find any good consensus. | 2019/12/05 | [
"https://math.stackexchange.com/questions/3463861",
"https://math.stackexchange.com",
"https://math.stackexchange.com/users/38584/"
] | If you want a more rigorous book with geometric motivation I reccomend John M. Lee`s topological manifolds where he does a lot of stuff on covering spaces homologies and cohomologies. As a supplement you can next go to his book on Smooth Manifold to get to the differential case. I especially like his very through and rigorous introduction of quotient spaces/topologies and so on which are used very heavily and which Hatcher explains mostly in a very pictorial and unsatisfying way.
Try Tammo Dieck's Algebraic Topology. It is very detailed and a good supplement to Hatcher.I got my first exposure to algebraic topology from that book. | I was in a similar situation. I sat in on a geometric topology class and we were using [A Basic Course in Algebraic Topology, by Massey](https://rads.stackoverflow.com/amzn/click/com/038797430X). I wanted other material to look at, since my background was lacking, so I picked up [Differential Forms in Algebraic Topology, by Raoul Bott and Loring Tu](https://rads.stackoverflow.com/amzn/click/com/0387906134) and then [Algebraic Topology A First Course, by Fulton](https://rads.stackoverflow.com/amzn/click/com/0387943277).
I can't recommend them too much because I've decided a better way (for me) to get motivation and some background material would be to work up through complex analysis, Riemann surfaces, and differential geometry to complex projective varieties (here I'm looking toward Mumford's Algebraic Geometry I, his Red Book of Varieties and Schemes, and then his Alg Geometry II book with Oda), supplementing with as much commutative algebra as I need to fill in places. This has turned into a major project but I will come back to the topology stuff after it's all said and done. |
35,726 | My daughter has been practising the violin with the Suzuki method since she was 3.5 years old and she is now 6 (so 2.5 years practising). However she's never really wanted to.
She has struggled severely to learn the instrument. It took her 18 months to learn the first song - Twinkle twinkle little star. We effectively let her drop a year after the first year because she was so far behind the other children. We have effectively practised every single day during that period.
She now can play until the 8th song but again is falling behind.
Problems:
* Verbally wants to stop, says that she never wanted to start
* Never wants to practice, we have tried different times of the day, giving stars where she gets a gift after getting 10 stars
* The violin school is a great place, it's a very friendly community that does everything together on a Saturday morning - there's nothing like it anywhere near us
* She is ingraining bad habits - holding the bow, holding the violin, posture
* She will do the absolute minimum in group lessons by just pretending to play with her fingers
* We've been considering quitting for over a year
* There does seem to be more of a problem than just motivation, she gets very confused with similar song structures and seems to forget what she has learned very quickly
Going well:
* She can learn to sing the songs - and sing them very nicely
* She has made it to song 8 and is slower than the other current students but not as bad as with the first year
Clearly we are pressuring our child into doing something she doesn't want to do. But what will be the consequences of giving up?
Similar to [this comment](https://parenting.stackexchange.com/questions/805/how-do-you-determine-when-to-start-a-child-on-music-lessons-without-pressuring-t#comment25178_813):
>
> Pressuring is really a balance I think; I felt some pressure with continuing my instrument, but I am happy that my parents were persistent. Learning to give up at the first hurdle is not a good lesson.
>
>
>
**Do we persist but somehow relieve the pressure? Give up and leave it until she shows some interest (but I'm not sure that will ever happen)?** | 2019/02/01 | [
"https://parenting.stackexchange.com/questions/35726",
"https://parenting.stackexchange.com",
"https://parenting.stackexchange.com/users/3778/"
] | I really feel like you are not looking at the situation objectively. You list 7 issues that present obstacles to your daughters success. You realize that it took a year and a half for her to learn the basic starter song, *Twinkle, Twinkle*. And you recognize that her classmates are more advanced in their accomplishments. But you think that (somehow) continuing will be better than stopping?
>
> ... what will be the consequences of giving up?
>
>
>
Why look at the negatives?
Why not consider the positives?
*If you let go of your expectations that she become a concert violinist:*
* There will be less stress in your home.
* She will be a happier child.
* She will be able to explore activities that she enjoys.
* She will learn that she doesn't have to be perfect.
* She will learn that she can try new things.
* She will even learn that you love her because you love her, not because she can rosin a bow.
Every parent wants their child to be successful. But your daughters success isn't going to be because of one thing, it will be a result of many things. Not playing the violin isn't going to make her a failure unless you tell her she's a failure because she doesn't play the violin. At the end of your life, you aren't going to look at her and tell her that she "should have learned the violin". You're going to be proud of her for being who she is. Give her a chance to find something she does enjoy... that's how she'll find success. | The [Elite Music Academy](https://elitemusic.ca/) in Toronto has an [excellent Q&A page](https://elitemusic.ca/age-child-start-violin/) discussing many of your concerns. While, as the title of the page suggests, it's aimed at parents considering *starting* lessons for their child, it does cover some of the issues that appear to have come up for your kid:
>
> Children as young as three years old can start studying with a professional violin teacher, thanks to the Suzuki method and scaled-down instruments. However, there is more to consider than size and age. For other children, five and six turn out to be the best age. Here are some questions to consider when deciding if your child is ready for violin lessons.
>
>
> **Is Your Child Interested in Violin?**
>
>
> One critical element of this development is keeping the child interested and engaged in their violin lessons. If a child is not at all interested in violin, then they will not be able to tap into their fullest potential. They might be more comfortable with piano or guitar, which are both also great instruments for developing a great foundation in music.
>
>
> Will your tyke enthusiastically practice for 20-30 minutes every day? Have they named an instrument they are interested in? Will your child stay engaged with their violin teacher?
>
>
> **How is Your Child’s Attention-Span?**
>
>
> Attention-spans develop over time, with some children able to sustain focus by the age of three, while others have the appropriate attention-span by age five. Others still will struggle with attention for many years. If the interest is there, that is half the battle – but many kids do not have the ability to sustain a half-hour lesson until around age five. On the other hand, if your child is a late-bloomer in the attention department, music is a fantastic tool to help them reign in their wandering minds.
>
>
> **Does Your Child Have Patience?**
>
>
> Learning violin does not come with instant gratification. to learn how to handle the bow properly and how to hold the violin and finger the notes on the strings. They then need to learn how to draw the bow across the strings without making a screeching noise (or at least enough to tease the note out of the string). During this time, they are also learning how to read music and the fundamentals of violin theory.
>
>
> All of this can take a month or longer. Younger violin students do not have the same dexterity as older children do, so it is more difficult for them to grasp these fundamentals. Some youngsters get frustrated because they want to get to the music right away. You know your child best – can they persevere through the early learning until it gets “fun”?
>
>
> **Are They Too Old?**
>
>
> You don’t have to enroll your child in music at three, four, or even five years old to unleash their inner prodigy. Up until nine years old, children have an extraordinary capacity for learning violin or any other musical instrument. They will gain all of the same benefits that younger children gained. Even children who are in their preteens and teen years can blossom into professional musicians if the interest, talent, and stamina is there.
>
>
>
Lastly, I'll add my own input to your situation. While I understand your desire to take advantage of the fact that kids are learning sponges at that age and may have the greatest ease of picking up skills like instruments, other languages, etc., it sounds like you're pushing her really hard. And when that happens, they usually rebel and want to do the exact opposite of what you want.
You may be better suited to exposing your kid to a wide variety of activities instead (other arts, the sciences, sports, etc.), and see which one(s) she takes a liking to. If she naturally gravitates towards one over all others, then use your energy to get her to explore that further. There will be a lot less aggravation for all the parties involved! |
35,726 | My daughter has been practising the violin with the Suzuki method since she was 3.5 years old and she is now 6 (so 2.5 years practising). However she's never really wanted to.
She has struggled severely to learn the instrument. It took her 18 months to learn the first song - Twinkle twinkle little star. We effectively let her drop a year after the first year because she was so far behind the other children. We have effectively practised every single day during that period.
She now can play until the 8th song but again is falling behind.
Problems:
* Verbally wants to stop, says that she never wanted to start
* Never wants to practice, we have tried different times of the day, giving stars where she gets a gift after getting 10 stars
* The violin school is a great place, it's a very friendly community that does everything together on a Saturday morning - there's nothing like it anywhere near us
* She is ingraining bad habits - holding the bow, holding the violin, posture
* She will do the absolute minimum in group lessons by just pretending to play with her fingers
* We've been considering quitting for over a year
* There does seem to be more of a problem than just motivation, she gets very confused with similar song structures and seems to forget what she has learned very quickly
Going well:
* She can learn to sing the songs - and sing them very nicely
* She has made it to song 8 and is slower than the other current students but not as bad as with the first year
Clearly we are pressuring our child into doing something she doesn't want to do. But what will be the consequences of giving up?
Similar to [this comment](https://parenting.stackexchange.com/questions/805/how-do-you-determine-when-to-start-a-child-on-music-lessons-without-pressuring-t#comment25178_813):
>
> Pressuring is really a balance I think; I felt some pressure with continuing my instrument, but I am happy that my parents were persistent. Learning to give up at the first hurdle is not a good lesson.
>
>
>
**Do we persist but somehow relieve the pressure? Give up and leave it until she shows some interest (but I'm not sure that will ever happen)?** | 2019/02/01 | [
"https://parenting.stackexchange.com/questions/35726",
"https://parenting.stackexchange.com",
"https://parenting.stackexchange.com/users/3778/"
] | I really feel like you are not looking at the situation objectively. You list 7 issues that present obstacles to your daughters success. You realize that it took a year and a half for her to learn the basic starter song, *Twinkle, Twinkle*. And you recognize that her classmates are more advanced in their accomplishments. But you think that (somehow) continuing will be better than stopping?
>
> ... what will be the consequences of giving up?
>
>
>
Why look at the negatives?
Why not consider the positives?
*If you let go of your expectations that she become a concert violinist:*
* There will be less stress in your home.
* She will be a happier child.
* She will be able to explore activities that she enjoys.
* She will learn that she doesn't have to be perfect.
* She will learn that she can try new things.
* She will even learn that you love her because you love her, not because she can rosin a bow.
Every parent wants their child to be successful. But your daughters success isn't going to be because of one thing, it will be a result of many things. Not playing the violin isn't going to make her a failure unless you tell her she's a failure because she doesn't play the violin. At the end of your life, you aren't going to look at her and tell her that she "should have learned the violin". You're going to be proud of her for being who she is. Give her a chance to find something she does enjoy... that's how she'll find success. | Although the benefit of learning an instrument is an amazing skill to have if your young child wants to enjoy this hobby she may want to try other instruments and if she doesn't want that there are many other hobbies for young children to expand there education and creativity telling her to quit should be quite simple as it seems she doesn't like the instrument much x |
35,726 | My daughter has been practising the violin with the Suzuki method since she was 3.5 years old and she is now 6 (so 2.5 years practising). However she's never really wanted to.
She has struggled severely to learn the instrument. It took her 18 months to learn the first song - Twinkle twinkle little star. We effectively let her drop a year after the first year because she was so far behind the other children. We have effectively practised every single day during that period.
She now can play until the 8th song but again is falling behind.
Problems:
* Verbally wants to stop, says that she never wanted to start
* Never wants to practice, we have tried different times of the day, giving stars where she gets a gift after getting 10 stars
* The violin school is a great place, it's a very friendly community that does everything together on a Saturday morning - there's nothing like it anywhere near us
* She is ingraining bad habits - holding the bow, holding the violin, posture
* She will do the absolute minimum in group lessons by just pretending to play with her fingers
* We've been considering quitting for over a year
* There does seem to be more of a problem than just motivation, she gets very confused with similar song structures and seems to forget what she has learned very quickly
Going well:
* She can learn to sing the songs - and sing them very nicely
* She has made it to song 8 and is slower than the other current students but not as bad as with the first year
Clearly we are pressuring our child into doing something she doesn't want to do. But what will be the consequences of giving up?
Similar to [this comment](https://parenting.stackexchange.com/questions/805/how-do-you-determine-when-to-start-a-child-on-music-lessons-without-pressuring-t#comment25178_813):
>
> Pressuring is really a balance I think; I felt some pressure with continuing my instrument, but I am happy that my parents were persistent. Learning to give up at the first hurdle is not a good lesson.
>
>
>
**Do we persist but somehow relieve the pressure? Give up and leave it until she shows some interest (but I'm not sure that will ever happen)?** | 2019/02/01 | [
"https://parenting.stackexchange.com/questions/35726",
"https://parenting.stackexchange.com",
"https://parenting.stackexchange.com/users/3778/"
] | I really feel like you are not looking at the situation objectively. You list 7 issues that present obstacles to your daughters success. You realize that it took a year and a half for her to learn the basic starter song, *Twinkle, Twinkle*. And you recognize that her classmates are more advanced in their accomplishments. But you think that (somehow) continuing will be better than stopping?
>
> ... what will be the consequences of giving up?
>
>
>
Why look at the negatives?
Why not consider the positives?
*If you let go of your expectations that she become a concert violinist:*
* There will be less stress in your home.
* She will be a happier child.
* She will be able to explore activities that she enjoys.
* She will learn that she doesn't have to be perfect.
* She will learn that she can try new things.
* She will even learn that you love her because you love her, not because she can rosin a bow.
Every parent wants their child to be successful. But your daughters success isn't going to be because of one thing, it will be a result of many things. Not playing the violin isn't going to make her a failure unless you tell her she's a failure because she doesn't play the violin. At the end of your life, you aren't going to look at her and tell her that she "should have learned the violin". You're going to be proud of her for being who she is. Give her a chance to find something she does enjoy... that's how she'll find success. | After a further 2 years (my daughter is 8 now) since asking this question I can answer what we did.
We persisted. For about a year, because the lessons weren't going well with me, my partner took over the lessons.
I then read the book behind the Suzuki method - ["Nurtured by Love" by Shinichi Suzuki](https://www.goodreads.com/book/show/177508.Nurtured_by_Love). It is one of the most fantastic books I've read about learning or anything to be honest.
Firstly it suggests that all children have the talent to learn the violin. Some learn faster than others, but going slowly is not a problem. Learning a language is far more complex than learning the violin. Secondly it talks about how important love is in the teaching. There's lots of other things besides this - but those two were the most important to me.
So 6 months ago I tried again to take over the lessons from my partner. Since then it has been a transformation.
It's a small change - but it's changed from a negative spiral to a positive spiral. This over time has made all the difference in the world.
Things that have changed:
* She has cleared up almost all of the faults that she had - bow holding, posture, violin hold (no pancake hand), keeping the fingers rounded instead of flat when pressing them onto the strings
* She no longer says she doesn't want to play the violin
* There is little problem in getting her to practice
* We actually have fun during the lessons, she laughs she feels happy about having learnt a new song, each time she gets past a hurdle she is genuinely excited
Some of the things that I've changed:
* I saw how much my daughter was trying and noticed where she improved - I have more empathy and love for the changes she makes
* I realised that a lot of the problems were the lessons given by the violin teacher, he is good in many ways but the lessons are overly complicated
* I hardly care at all now about how fast the progress is - the violin teacher is still pushy but I mostly ignore that. We're up to song 19, the last in book 1 - so the first book has taken us 4 years. Some kids do it in one year but we don't care.
* We went back to only playing Twinkle Twinkle with the first rhythm that is learned (described as 'tikka takka boom boom' or matching 'mississippi god damn'), then the notes were no longer a problem and we could just focus on technique. It's also a great barometer to see how things change, the notes are much clearer and better played now. We finish *every* lesson with two minutes of playing Twinkle Twinkle. We have a video of the piano player at the violin school who plays the song to a metronome to work on the speed of playing too - she actively enjoys playing with this and asks for it. It needs to be played through speakers as a phone or computer speakers get drowned out by her violin.
* We spent a lot of time focusing on fixing the problems as effectively they blocked everything else - the good thing was these are one time problems that once we spent enough time on them improved and the problems stopped coming back
* I do everything possible to make the lessons fun - we stick googly eyes on the violin during the lesson - it's currently called 'Mr Moustache', I make stupid faces, singing is a big part of it, there's lots of breaks during the lesson. The 20 minute lesson usually takes 30-40 minutes to complete, but the time taken doesn't really bother her, just keeping the concentration is hard. It can just be 1 minute practice followed by sitting for a bit.
* There is an excellent [YouTube channel from Mike Hall](https://www.youtube.com/user/mikehallviolin) for violin and viola who plays through each of the songs in the books
Some of the things that *haven't* changed:
* The speed of learning - it's still slow relative to other children - but again I don't see this as a problem as long as she makes progress and is happy doing it then its good
* I still get angry and frustrated at times, but this is my problem which I apologise to her for afterwards, this is becoming less and less of a problem
* She still gets angry and frustrated. Sometimes we just stop the lesson, sometimes I hug her til she feels better, sometimes it just takes a few minutes until she wants to try again
Reasons why we persisted (basically ignoring most of the advice here) - these are all my own opinions but I hold them fairly firmly now:
* There's simply nothing like the Suzuki violin school near us. There is a music school but the amount of learning that happens there is tiny compared to what happens in the violin school
* There's nothing as good as the Suzuki method for learning
* We still are considering other instruments, but the violin is such a perfect one to be able to learn music on switching seemed like a backward step. The cello or piano are definite alternatives
* My daughter never actually became too down-hearted or fully refused to carry on. Lots of other children have stopped by simply refusing to practice, but she has persisted, she see's this as a positive in herself now
* She was *actively trying* just finding it difficult
Answering the reasons from the top answer here on why we should stop:
* There will be less stress in your home - true, but we believe the extra stress is worth it, that it is positive stress that comes from trying to master something
* She will be a happier child - I don't believe her happiness is tied to learning the violin. We give her almost total freedom to do what she wants outside this, every other hobby she does she chooses. But we see the long term benefit
* She will be able to explore activities that she enjoys - she already does, we just add one to the list
* She will learn that she doesn't have to be perfect - learning to master something is different from trying to be perfect
* She will learn that she can try new things - she knows this without me telling her
* She will even learn that you love her because you love her, not because she can rosin a bow - this was the biggest thing I changed, bringing my love for her into the lessons.
**So my answer to any other parent reading this is read Suzuki's [Nurtured by Love](https://www.goodreads.com/book/show/177508.Nurtured_by_Love), persist but do it with love.**
### Mr Googly Eyed Moustache
[](https://i.stack.imgur.com/qmaHN.jpg) |
35,726 | My daughter has been practising the violin with the Suzuki method since she was 3.5 years old and she is now 6 (so 2.5 years practising). However she's never really wanted to.
She has struggled severely to learn the instrument. It took her 18 months to learn the first song - Twinkle twinkle little star. We effectively let her drop a year after the first year because she was so far behind the other children. We have effectively practised every single day during that period.
She now can play until the 8th song but again is falling behind.
Problems:
* Verbally wants to stop, says that she never wanted to start
* Never wants to practice, we have tried different times of the day, giving stars where she gets a gift after getting 10 stars
* The violin school is a great place, it's a very friendly community that does everything together on a Saturday morning - there's nothing like it anywhere near us
* She is ingraining bad habits - holding the bow, holding the violin, posture
* She will do the absolute minimum in group lessons by just pretending to play with her fingers
* We've been considering quitting for over a year
* There does seem to be more of a problem than just motivation, she gets very confused with similar song structures and seems to forget what she has learned very quickly
Going well:
* She can learn to sing the songs - and sing them very nicely
* She has made it to song 8 and is slower than the other current students but not as bad as with the first year
Clearly we are pressuring our child into doing something she doesn't want to do. But what will be the consequences of giving up?
Similar to [this comment](https://parenting.stackexchange.com/questions/805/how-do-you-determine-when-to-start-a-child-on-music-lessons-without-pressuring-t#comment25178_813):
>
> Pressuring is really a balance I think; I felt some pressure with continuing my instrument, but I am happy that my parents were persistent. Learning to give up at the first hurdle is not a good lesson.
>
>
>
**Do we persist but somehow relieve the pressure? Give up and leave it until she shows some interest (but I'm not sure that will ever happen)?** | 2019/02/01 | [
"https://parenting.stackexchange.com/questions/35726",
"https://parenting.stackexchange.com",
"https://parenting.stackexchange.com/users/3778/"
] | The [Elite Music Academy](https://elitemusic.ca/) in Toronto has an [excellent Q&A page](https://elitemusic.ca/age-child-start-violin/) discussing many of your concerns. While, as the title of the page suggests, it's aimed at parents considering *starting* lessons for their child, it does cover some of the issues that appear to have come up for your kid:
>
> Children as young as three years old can start studying with a professional violin teacher, thanks to the Suzuki method and scaled-down instruments. However, there is more to consider than size and age. For other children, five and six turn out to be the best age. Here are some questions to consider when deciding if your child is ready for violin lessons.
>
>
> **Is Your Child Interested in Violin?**
>
>
> One critical element of this development is keeping the child interested and engaged in their violin lessons. If a child is not at all interested in violin, then they will not be able to tap into their fullest potential. They might be more comfortable with piano or guitar, which are both also great instruments for developing a great foundation in music.
>
>
> Will your tyke enthusiastically practice for 20-30 minutes every day? Have they named an instrument they are interested in? Will your child stay engaged with their violin teacher?
>
>
> **How is Your Child’s Attention-Span?**
>
>
> Attention-spans develop over time, with some children able to sustain focus by the age of three, while others have the appropriate attention-span by age five. Others still will struggle with attention for many years. If the interest is there, that is half the battle – but many kids do not have the ability to sustain a half-hour lesson until around age five. On the other hand, if your child is a late-bloomer in the attention department, music is a fantastic tool to help them reign in their wandering minds.
>
>
> **Does Your Child Have Patience?**
>
>
> Learning violin does not come with instant gratification. to learn how to handle the bow properly and how to hold the violin and finger the notes on the strings. They then need to learn how to draw the bow across the strings without making a screeching noise (or at least enough to tease the note out of the string). During this time, they are also learning how to read music and the fundamentals of violin theory.
>
>
> All of this can take a month or longer. Younger violin students do not have the same dexterity as older children do, so it is more difficult for them to grasp these fundamentals. Some youngsters get frustrated because they want to get to the music right away. You know your child best – can they persevere through the early learning until it gets “fun”?
>
>
> **Are They Too Old?**
>
>
> You don’t have to enroll your child in music at three, four, or even five years old to unleash their inner prodigy. Up until nine years old, children have an extraordinary capacity for learning violin or any other musical instrument. They will gain all of the same benefits that younger children gained. Even children who are in their preteens and teen years can blossom into professional musicians if the interest, talent, and stamina is there.
>
>
>
Lastly, I'll add my own input to your situation. While I understand your desire to take advantage of the fact that kids are learning sponges at that age and may have the greatest ease of picking up skills like instruments, other languages, etc., it sounds like you're pushing her really hard. And when that happens, they usually rebel and want to do the exact opposite of what you want.
You may be better suited to exposing your kid to a wide variety of activities instead (other arts, the sciences, sports, etc.), and see which one(s) she takes a liking to. If she naturally gravitates towards one over all others, then use your energy to get her to explore that further. There will be a lot less aggravation for all the parties involved! | After a further 2 years (my daughter is 8 now) since asking this question I can answer what we did.
We persisted. For about a year, because the lessons weren't going well with me, my partner took over the lessons.
I then read the book behind the Suzuki method - ["Nurtured by Love" by Shinichi Suzuki](https://www.goodreads.com/book/show/177508.Nurtured_by_Love). It is one of the most fantastic books I've read about learning or anything to be honest.
Firstly it suggests that all children have the talent to learn the violin. Some learn faster than others, but going slowly is not a problem. Learning a language is far more complex than learning the violin. Secondly it talks about how important love is in the teaching. There's lots of other things besides this - but those two were the most important to me.
So 6 months ago I tried again to take over the lessons from my partner. Since then it has been a transformation.
It's a small change - but it's changed from a negative spiral to a positive spiral. This over time has made all the difference in the world.
Things that have changed:
* She has cleared up almost all of the faults that she had - bow holding, posture, violin hold (no pancake hand), keeping the fingers rounded instead of flat when pressing them onto the strings
* She no longer says she doesn't want to play the violin
* There is little problem in getting her to practice
* We actually have fun during the lessons, she laughs she feels happy about having learnt a new song, each time she gets past a hurdle she is genuinely excited
Some of the things that I've changed:
* I saw how much my daughter was trying and noticed where she improved - I have more empathy and love for the changes she makes
* I realised that a lot of the problems were the lessons given by the violin teacher, he is good in many ways but the lessons are overly complicated
* I hardly care at all now about how fast the progress is - the violin teacher is still pushy but I mostly ignore that. We're up to song 19, the last in book 1 - so the first book has taken us 4 years. Some kids do it in one year but we don't care.
* We went back to only playing Twinkle Twinkle with the first rhythm that is learned (described as 'tikka takka boom boom' or matching 'mississippi god damn'), then the notes were no longer a problem and we could just focus on technique. It's also a great barometer to see how things change, the notes are much clearer and better played now. We finish *every* lesson with two minutes of playing Twinkle Twinkle. We have a video of the piano player at the violin school who plays the song to a metronome to work on the speed of playing too - she actively enjoys playing with this and asks for it. It needs to be played through speakers as a phone or computer speakers get drowned out by her violin.
* We spent a lot of time focusing on fixing the problems as effectively they blocked everything else - the good thing was these are one time problems that once we spent enough time on them improved and the problems stopped coming back
* I do everything possible to make the lessons fun - we stick googly eyes on the violin during the lesson - it's currently called 'Mr Moustache', I make stupid faces, singing is a big part of it, there's lots of breaks during the lesson. The 20 minute lesson usually takes 30-40 minutes to complete, but the time taken doesn't really bother her, just keeping the concentration is hard. It can just be 1 minute practice followed by sitting for a bit.
* There is an excellent [YouTube channel from Mike Hall](https://www.youtube.com/user/mikehallviolin) for violin and viola who plays through each of the songs in the books
Some of the things that *haven't* changed:
* The speed of learning - it's still slow relative to other children - but again I don't see this as a problem as long as she makes progress and is happy doing it then its good
* I still get angry and frustrated at times, but this is my problem which I apologise to her for afterwards, this is becoming less and less of a problem
* She still gets angry and frustrated. Sometimes we just stop the lesson, sometimes I hug her til she feels better, sometimes it just takes a few minutes until she wants to try again
Reasons why we persisted (basically ignoring most of the advice here) - these are all my own opinions but I hold them fairly firmly now:
* There's simply nothing like the Suzuki violin school near us. There is a music school but the amount of learning that happens there is tiny compared to what happens in the violin school
* There's nothing as good as the Suzuki method for learning
* We still are considering other instruments, but the violin is such a perfect one to be able to learn music on switching seemed like a backward step. The cello or piano are definite alternatives
* My daughter never actually became too down-hearted or fully refused to carry on. Lots of other children have stopped by simply refusing to practice, but she has persisted, she see's this as a positive in herself now
* She was *actively trying* just finding it difficult
Answering the reasons from the top answer here on why we should stop:
* There will be less stress in your home - true, but we believe the extra stress is worth it, that it is positive stress that comes from trying to master something
* She will be a happier child - I don't believe her happiness is tied to learning the violin. We give her almost total freedom to do what she wants outside this, every other hobby she does she chooses. But we see the long term benefit
* She will be able to explore activities that she enjoys - she already does, we just add one to the list
* She will learn that she doesn't have to be perfect - learning to master something is different from trying to be perfect
* She will learn that she can try new things - she knows this without me telling her
* She will even learn that you love her because you love her, not because she can rosin a bow - this was the biggest thing I changed, bringing my love for her into the lessons.
**So my answer to any other parent reading this is read Suzuki's [Nurtured by Love](https://www.goodreads.com/book/show/177508.Nurtured_by_Love), persist but do it with love.**
### Mr Googly Eyed Moustache
[](https://i.stack.imgur.com/qmaHN.jpg) |
35,726 | My daughter has been practising the violin with the Suzuki method since she was 3.5 years old and she is now 6 (so 2.5 years practising). However she's never really wanted to.
She has struggled severely to learn the instrument. It took her 18 months to learn the first song - Twinkle twinkle little star. We effectively let her drop a year after the first year because she was so far behind the other children. We have effectively practised every single day during that period.
She now can play until the 8th song but again is falling behind.
Problems:
* Verbally wants to stop, says that she never wanted to start
* Never wants to practice, we have tried different times of the day, giving stars where she gets a gift after getting 10 stars
* The violin school is a great place, it's a very friendly community that does everything together on a Saturday morning - there's nothing like it anywhere near us
* She is ingraining bad habits - holding the bow, holding the violin, posture
* She will do the absolute minimum in group lessons by just pretending to play with her fingers
* We've been considering quitting for over a year
* There does seem to be more of a problem than just motivation, she gets very confused with similar song structures and seems to forget what she has learned very quickly
Going well:
* She can learn to sing the songs - and sing them very nicely
* She has made it to song 8 and is slower than the other current students but not as bad as with the first year
Clearly we are pressuring our child into doing something she doesn't want to do. But what will be the consequences of giving up?
Similar to [this comment](https://parenting.stackexchange.com/questions/805/how-do-you-determine-when-to-start-a-child-on-music-lessons-without-pressuring-t#comment25178_813):
>
> Pressuring is really a balance I think; I felt some pressure with continuing my instrument, but I am happy that my parents were persistent. Learning to give up at the first hurdle is not a good lesson.
>
>
>
**Do we persist but somehow relieve the pressure? Give up and leave it until she shows some interest (but I'm not sure that will ever happen)?** | 2019/02/01 | [
"https://parenting.stackexchange.com/questions/35726",
"https://parenting.stackexchange.com",
"https://parenting.stackexchange.com/users/3778/"
] | Although the benefit of learning an instrument is an amazing skill to have if your young child wants to enjoy this hobby she may want to try other instruments and if she doesn't want that there are many other hobbies for young children to expand there education and creativity telling her to quit should be quite simple as it seems she doesn't like the instrument much x | After a further 2 years (my daughter is 8 now) since asking this question I can answer what we did.
We persisted. For about a year, because the lessons weren't going well with me, my partner took over the lessons.
I then read the book behind the Suzuki method - ["Nurtured by Love" by Shinichi Suzuki](https://www.goodreads.com/book/show/177508.Nurtured_by_Love). It is one of the most fantastic books I've read about learning or anything to be honest.
Firstly it suggests that all children have the talent to learn the violin. Some learn faster than others, but going slowly is not a problem. Learning a language is far more complex than learning the violin. Secondly it talks about how important love is in the teaching. There's lots of other things besides this - but those two were the most important to me.
So 6 months ago I tried again to take over the lessons from my partner. Since then it has been a transformation.
It's a small change - but it's changed from a negative spiral to a positive spiral. This over time has made all the difference in the world.
Things that have changed:
* She has cleared up almost all of the faults that she had - bow holding, posture, violin hold (no pancake hand), keeping the fingers rounded instead of flat when pressing them onto the strings
* She no longer says she doesn't want to play the violin
* There is little problem in getting her to practice
* We actually have fun during the lessons, she laughs she feels happy about having learnt a new song, each time she gets past a hurdle she is genuinely excited
Some of the things that I've changed:
* I saw how much my daughter was trying and noticed where she improved - I have more empathy and love for the changes she makes
* I realised that a lot of the problems were the lessons given by the violin teacher, he is good in many ways but the lessons are overly complicated
* I hardly care at all now about how fast the progress is - the violin teacher is still pushy but I mostly ignore that. We're up to song 19, the last in book 1 - so the first book has taken us 4 years. Some kids do it in one year but we don't care.
* We went back to only playing Twinkle Twinkle with the first rhythm that is learned (described as 'tikka takka boom boom' or matching 'mississippi god damn'), then the notes were no longer a problem and we could just focus on technique. It's also a great barometer to see how things change, the notes are much clearer and better played now. We finish *every* lesson with two minutes of playing Twinkle Twinkle. We have a video of the piano player at the violin school who plays the song to a metronome to work on the speed of playing too - she actively enjoys playing with this and asks for it. It needs to be played through speakers as a phone or computer speakers get drowned out by her violin.
* We spent a lot of time focusing on fixing the problems as effectively they blocked everything else - the good thing was these are one time problems that once we spent enough time on them improved and the problems stopped coming back
* I do everything possible to make the lessons fun - we stick googly eyes on the violin during the lesson - it's currently called 'Mr Moustache', I make stupid faces, singing is a big part of it, there's lots of breaks during the lesson. The 20 minute lesson usually takes 30-40 minutes to complete, but the time taken doesn't really bother her, just keeping the concentration is hard. It can just be 1 minute practice followed by sitting for a bit.
* There is an excellent [YouTube channel from Mike Hall](https://www.youtube.com/user/mikehallviolin) for violin and viola who plays through each of the songs in the books
Some of the things that *haven't* changed:
* The speed of learning - it's still slow relative to other children - but again I don't see this as a problem as long as she makes progress and is happy doing it then its good
* I still get angry and frustrated at times, but this is my problem which I apologise to her for afterwards, this is becoming less and less of a problem
* She still gets angry and frustrated. Sometimes we just stop the lesson, sometimes I hug her til she feels better, sometimes it just takes a few minutes until she wants to try again
Reasons why we persisted (basically ignoring most of the advice here) - these are all my own opinions but I hold them fairly firmly now:
* There's simply nothing like the Suzuki violin school near us. There is a music school but the amount of learning that happens there is tiny compared to what happens in the violin school
* There's nothing as good as the Suzuki method for learning
* We still are considering other instruments, but the violin is such a perfect one to be able to learn music on switching seemed like a backward step. The cello or piano are definite alternatives
* My daughter never actually became too down-hearted or fully refused to carry on. Lots of other children have stopped by simply refusing to practice, but she has persisted, she see's this as a positive in herself now
* She was *actively trying* just finding it difficult
Answering the reasons from the top answer here on why we should stop:
* There will be less stress in your home - true, but we believe the extra stress is worth it, that it is positive stress that comes from trying to master something
* She will be a happier child - I don't believe her happiness is tied to learning the violin. We give her almost total freedom to do what she wants outside this, every other hobby she does she chooses. But we see the long term benefit
* She will be able to explore activities that she enjoys - she already does, we just add one to the list
* She will learn that she doesn't have to be perfect - learning to master something is different from trying to be perfect
* She will learn that she can try new things - she knows this without me telling her
* She will even learn that you love her because you love her, not because she can rosin a bow - this was the biggest thing I changed, bringing my love for her into the lessons.
**So my answer to any other parent reading this is read Suzuki's [Nurtured by Love](https://www.goodreads.com/book/show/177508.Nurtured_by_Love), persist but do it with love.**
### Mr Googly Eyed Moustache
[](https://i.stack.imgur.com/qmaHN.jpg) |
14,773,123 | I am relatively new to WPF and have been looking at [Family.Show](http://familyshow.codeplex.com/). It looks like a great reference application, but it has not been updated since February 2009. When I am looking through this code, are there any outdated techniques in here or improvements in the platform that I should be aware of?
[Edit] I have gotten a number of responses about PRISM and MVVM. I can now see how this question was not clear. Family.Show is one of the few WPF applications that I think really looks like a nice WPF application. I would like to use it as a model, but am concerned that the XAML and controls that they use might have been replaced with newer elements. Would someone give me some guidance in this respect?
[Edit] I should mention that I have read WPF 4 almost in its entirety, but not having much experience actually writing WPF applications, it is not easy for me to spot old or outdated technologies in something like Family.Show. | 2013/02/08 | [
"https://Stackoverflow.com/questions/14773123",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/1226612/"
] | I think Prism is a very good framework to build enterprise(bigger) applications but at first sight it could be a little difficult. If you are new to WPF but want to get to know the WPF and MVVM better, check <http://caliburnmicro.codeplex.com/> or <http://waf.codeplex.com/>. (With them it is a little easer to understand the principles.) You can get the source too and it is a good documentation to both, so you can learn a lot.
I think it is important to be familiar with the MVVM principles as a WPF developer.
I can suggest to you to watch the following two video from MIX conferences too:
<http://channel9.msdn.com/events/MIX/MIX10/EX14>
<http://channel9.msdn.com/events/MIX/MIX11/OPN03> | I would have a look at [prism](http://msdn.microsoft.com/en-us/library/gg406140.aspx) - its a great way to build WPF apps. |
14,773,123 | I am relatively new to WPF and have been looking at [Family.Show](http://familyshow.codeplex.com/). It looks like a great reference application, but it has not been updated since February 2009. When I am looking through this code, are there any outdated techniques in here or improvements in the platform that I should be aware of?
[Edit] I have gotten a number of responses about PRISM and MVVM. I can now see how this question was not clear. Family.Show is one of the few WPF applications that I think really looks like a nice WPF application. I would like to use it as a model, but am concerned that the XAML and controls that they use might have been replaced with newer elements. Would someone give me some guidance in this respect?
[Edit] I should mention that I have read WPF 4 almost in its entirety, but not having much experience actually writing WPF applications, it is not easy for me to spot old or outdated technologies in something like Family.Show. | 2013/02/08 | [
"https://Stackoverflow.com/questions/14773123",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/1226612/"
] | On the WPF side of things, not much has changed since 2009.
There are still DataTemplates, Styles, Data binding etc. They are used just like they have been used back then.
In the current version of the .NET framework a few more controls are present out of the box, so you might find some user controls in that example that are no longer necessary. However, the existing controls haven't changed as far as I know.
However, that application doesn't make any use of MVVM, which I personally find a big drawback.
So, you can use the application as a means to study WPF, but you shouldn't adept its architecture style in your own applications. | I would have a look at [prism](http://msdn.microsoft.com/en-us/library/gg406140.aspx) - its a great way to build WPF apps. |
14,773,123 | I am relatively new to WPF and have been looking at [Family.Show](http://familyshow.codeplex.com/). It looks like a great reference application, but it has not been updated since February 2009. When I am looking through this code, are there any outdated techniques in here or improvements in the platform that I should be aware of?
[Edit] I have gotten a number of responses about PRISM and MVVM. I can now see how this question was not clear. Family.Show is one of the few WPF applications that I think really looks like a nice WPF application. I would like to use it as a model, but am concerned that the XAML and controls that they use might have been replaced with newer elements. Would someone give me some guidance in this respect?
[Edit] I should mention that I have read WPF 4 almost in its entirety, but not having much experience actually writing WPF applications, it is not easy for me to spot old or outdated technologies in something like Family.Show. | 2013/02/08 | [
"https://Stackoverflow.com/questions/14773123",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/1226612/"
] | On the WPF side of things, not much has changed since 2009.
There are still DataTemplates, Styles, Data binding etc. They are used just like they have been used back then.
In the current version of the .NET framework a few more controls are present out of the box, so you might find some user controls in that example that are no longer necessary. However, the existing controls haven't changed as far as I know.
However, that application doesn't make any use of MVVM, which I personally find a big drawback.
So, you can use the application as a means to study WPF, but you shouldn't adept its architecture style in your own applications. | I think Prism is a very good framework to build enterprise(bigger) applications but at first sight it could be a little difficult. If you are new to WPF but want to get to know the WPF and MVVM better, check <http://caliburnmicro.codeplex.com/> or <http://waf.codeplex.com/>. (With them it is a little easer to understand the principles.) You can get the source too and it is a good documentation to both, so you can learn a lot.
I think it is important to be familiar with the MVVM principles as a WPF developer.
I can suggest to you to watch the following two video from MIX conferences too:
<http://channel9.msdn.com/events/MIX/MIX10/EX14>
<http://channel9.msdn.com/events/MIX/MIX11/OPN03> |
353,822 | I have a Dell PowerEdge R300 with a Dell SAS 6/iR Internal Controller RAID PCIe and two 250GB SATA HDDs in RAID1 configuration. One of the HDDs has died so I want to swap it out for another. At the same time I'd like to increase storage to 500 or 750GB. Can I just plug in say a 500GB HDD, wait for it to sync, then swap out the other old drive for another 500GB drive?
Or, how do I find out if this is possible - i.e. what's the terminology for this if I want to search around in manuals etc?
Also, I'm assuming that I can get any 3.5" SATA (or SATA II) drive and it'll work and be hot-pluggable. Is this correct?
many thanks! | 2012/01/26 | [
"https://serverfault.com/questions/353822",
"https://serverfault.com",
"https://serverfault.com/users/3202/"
] | The feature term you are looking for is *"Online Capacity Extension"*. Dell SAS iR controllers [do not support it](http://lists.us.dell.com/pipermail/linux-poweredge/2011-February/044279.html), the [PERC and CERC controllers do](http://support.dell.com/support/edocs/storage/RAID/PERC6/en/UG/HTML/chapterd.htm). So with the iR controller, you would have to insert your two new disks, create a new large container and copy the data over from the old one.
>
> Also, I'm assuming that I can get any 3.5" SATA (or SATA II) drive and it'll work and be hot-pluggable. Is this correct?
>
>
>
Basically yes, although controller-specific limitations may apply (like a 2TB volume limit). You should make sure that you use "24/7" rated drives - the appropriate models also usually come with larger caches, higher MTBF ratings and a longer manufacturer warranty (3 to 5 years). | 1. When you replace disks one by one and sync, you'll end up with a new RADI1 array, with the size of 250Gb, and the rest of the space on the disks will be unused, but available, for creating another raid array on the rest of the space available.
If you want the entire space in a single radi1, you need to backup, test backup, create a new large array, and restore the system to the new array.
2. Only Dell HDDs will be supported in a Dell server. They are the onyl drives that were tested to work in this machine, and if something goes wrong, support will ask you tyo remove any non-Dell kit before proceeding with testing your machine for errors. Obviously, without drives, it will not be a simple task to reproduce most of the issues that can occur. |
30,732 | If the Higgs field gives mass to particles, and the Higgs boson itself has mass, does this mean there is some kind of self-interaction?
Also, does the Higgs Boson have zero rest mass and so move at light-speed? | 2012/06/25 | [
"https://physics.stackexchange.com/questions/30732",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/7993/"
] | Most of the popular science TV programmes and magazine articles give entirely the wrong idea about how the Higgs mechanism works. They tend to give the impression that there is a single Higgs boson that (a) causes particles masses and (b) will be found around 125GeV by the LHC.
The mass is generated by the Higgs field. See the Wikipedia article on the [Higgs mechanism](http://en.wikipedia.org/wiki/Higgs_mechanism) for details. To (over)simplify, the Higgs field has four degrees of freedom, three of which interact with the W and Z bosons and generate masses. The remaining degree of freedom is what we see as the 125Gev Higgs boson.
In a sense, the Higgs boson that the LHC is about to discover is just what's left over after the Higgs field has done it's work. The Higgs boson gets its mass from the Higgs mechanism just like the W and Z bosons: it's not the origin of the particle masses.
The Higgs boson doesn't have zero rest mass.
**A quick footnote:**
Matt Strassler's blog has an [excellent article](http://profmattstrassler.com/2012/10/23/does-the-higgs-field-give-the-higgs-particle-its-mass-or-not/) about this. The Higgs mass can be written as an interaction with the Higgs field just like e.g. the W boson. However Matt Strassler makes the point that this is a coincidence rather than anything fundamental and unlike the W and Z the Higgs boson could have a non-zero mass even if the Higgs field was zero everywhere. | >
> does this mean there is some kind of self-interaction
>
>
>
Yes, the Higgs field is self-interacting and, to the extent I understand it, it is this self-interaction and particularly, its form, that allows the Higgs field to "condense" by giving the lowest energy states of the field a non-zero expectation value. But the Higgs fields have electroweak charge.
So, essentially, space, when the Higgs field is in a ground state, is an electroweak superconductor that "breaks" ("hides", "screens") the electroweak symmetry down to the observed electromagnetic symmetry.
In addition to the electroweak gauge field interactions with the Higgs field, the fermion (matter) fields also couple to the Higgs fields via a so-called [Yukawa interaction](http://en.wikipedia.org/wiki/Yukawa_interaction) which is, in The Standard Model, the origin of matter's mass. |
30,732 | If the Higgs field gives mass to particles, and the Higgs boson itself has mass, does this mean there is some kind of self-interaction?
Also, does the Higgs Boson have zero rest mass and so move at light-speed? | 2012/06/25 | [
"https://physics.stackexchange.com/questions/30732",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/7993/"
] | Most of the popular science TV programmes and magazine articles give entirely the wrong idea about how the Higgs mechanism works. They tend to give the impression that there is a single Higgs boson that (a) causes particles masses and (b) will be found around 125GeV by the LHC.
The mass is generated by the Higgs field. See the Wikipedia article on the [Higgs mechanism](http://en.wikipedia.org/wiki/Higgs_mechanism) for details. To (over)simplify, the Higgs field has four degrees of freedom, three of which interact with the W and Z bosons and generate masses. The remaining degree of freedom is what we see as the 125Gev Higgs boson.
In a sense, the Higgs boson that the LHC is about to discover is just what's left over after the Higgs field has done it's work. The Higgs boson gets its mass from the Higgs mechanism just like the W and Z bosons: it's not the origin of the particle masses.
The Higgs boson doesn't have zero rest mass.
**A quick footnote:**
Matt Strassler's blog has an [excellent article](http://profmattstrassler.com/2012/10/23/does-the-higgs-field-give-the-higgs-particle-its-mass-or-not/) about this. The Higgs mass can be written as an interaction with the Higgs field just like e.g. the W boson. However Matt Strassler makes the point that this is a coincidence rather than anything fundamental and unlike the W and Z the Higgs boson could have a non-zero mass even if the Higgs field was zero everywhere. | The Higgs field can be thought of as a giant field of energy, with the Higgs Bosons being excitations in that field.
This field interacts with particles to give them mass, and this is similar to how the Higgs Boson is 'created'. When a particle causes lots of fluctuations in the Higgs field, it can be thought to be 'interacting' with it. This is not unlike the fluctuations in the field responsible for the existence of the Higgs Boson.
So yes, the Higgs Field can be considered 'self interacting' |
30,732 | If the Higgs field gives mass to particles, and the Higgs boson itself has mass, does this mean there is some kind of self-interaction?
Also, does the Higgs Boson have zero rest mass and so move at light-speed? | 2012/06/25 | [
"https://physics.stackexchange.com/questions/30732",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/7993/"
] | >
> does this mean there is some kind of self-interaction
>
>
>
Yes, the Higgs field is self-interacting and, to the extent I understand it, it is this self-interaction and particularly, its form, that allows the Higgs field to "condense" by giving the lowest energy states of the field a non-zero expectation value. But the Higgs fields have electroweak charge.
So, essentially, space, when the Higgs field is in a ground state, is an electroweak superconductor that "breaks" ("hides", "screens") the electroweak symmetry down to the observed electromagnetic symmetry.
In addition to the electroweak gauge field interactions with the Higgs field, the fermion (matter) fields also couple to the Higgs fields via a so-called [Yukawa interaction](http://en.wikipedia.org/wiki/Yukawa_interaction) which is, in The Standard Model, the origin of matter's mass. | The Higgs field can be thought of as a giant field of energy, with the Higgs Bosons being excitations in that field.
This field interacts with particles to give them mass, and this is similar to how the Higgs Boson is 'created'. When a particle causes lots of fluctuations in the Higgs field, it can be thought to be 'interacting' with it. This is not unlike the fluctuations in the field responsible for the existence of the Higgs Boson.
So yes, the Higgs Field can be considered 'self interacting' |
336,622 | Kind of related to [Can we talk about the voting culture here on Meta?](https://meta.stackoverflow.com/questions/272607/can-we-talk-about-the-voting-culture-here-on-meta), but that one is about downvoting. I want to talk about close-voting and delete-voting. For quite some time I noticed that there is a group of people on Meta who vote to close any question they don't like as off-topic, choosing varying reasons that don't actually apply. Then, after the question gets closed, the delete-votes pile up.
This results in questions asked by well-meaning but perhaps ill-informed users to be downvoted into oblivion, close-voted before someone can answer and delete-voted within the first hour of its existence. *I* interpret this as *"We don't want your kind here, go away"*, which is not nice to users who genuinely want feedback or discussion. I also addressed this in [my answer in 'Meta to new user: your question is a turd that cannot be polished (or: we need to Be Nice here too)'](https://meta.stackoverflow.com/a/333956/266143).
I'm going to have to reconstruct the history I have with this issue from my flagging history to provide some backstory.
1. Seven months ago there was this question: [Is [discussion] allowed on meta?](https://meta.stackoverflow.com/questions/318130/is-discussion-allowed-on-meta). I flagged it at the moment it had two "cannot reproduce" close-votes, which were ridiculously inapplicable. My flag was considered "helpful" and the close-votes were invalidated by a moderator. The question is now closed as "does not seek input and discussion", which is fine, as the OP seemed to want to post a rant instead of starting a discussion.
2. Then there was [Is there a name for Stack Overflow users as a whole?](https://meta.stackoverflow.com/questions/318195/is-there-a-name-for-stack-overflow-users-as-a-whole). It was closed as "off-topic". Then it was reopened by five users. And closed as "opinion-based" again. I flagged, flag was marked "helpful", a mod opened the question again.
3. After that I flagged [Who is a moderator ? Are they an employee of SO?](https://meta.stackoverflow.com/questions/318765/who-is-a-moderator-are-they-an-employee-of-so), because there were "non-repro" votes again. Sure, it might be a silly question, but that doesn't warrant close-voting with random close reasons as far as I'm concerned. This time, the flag was declined: *"The user appears to be voting properly. The example you gave is a terrible question that should definitely have been closed. Perhaps you should review <https://stackoverflow.com/help/whats-meta>"*
4. Next question from my flagging history: [Question has the answer, right after the 3rd edit. Why wasn't it noticed by future edits/mods?](https://meta.stackoverflow.com/questions/322828/question-has-the-answer-right-after-the-3rd-edit-why-wasnt-it-noticed-by-futu). The close-voters interpreted the question incorrectly, and picked the wrong duplicate. My flag was marked "helpful", but the question remains closed as an incorrect duplicate.
5. Then there was this *"Is this on-topic for Stack Overflow?"* question: [Where can I ask: Lotus Notes 8.5 Not Supporting Digital Badging](https://meta.stackoverflow.com/review/close/9372). Initially I close-voted because it looked like a question that should have been posted to Main, but it was edited after which I retracted my close-vote. Yet it was robo-close-voted. My flag was marked "helpful", no visible action taken. Took quite some time to go through the reopen queue.
6. [I should be allowed to answer closed questions](https://meta.stackoverflow.com/questions/326227/i-should-be-allowed-to-answer-closed-questions) was again one of those cases where close-votes appeard to be abused as "I strongly disagree" votes, which is not what they are for. After two declined flags because I wasn't verbose enough, the third flag was marked "helpful" and one hour after closing it, it was reopened and remains open.
7. [Serial voting still showing on my questions 5 days after incident, cache not cleared as expected?](https://meta.stackoverflow.com/questions/335785/serial-voting-still-showing-on-my-questions-5-days-after-incident-cache-not-cle) closed as duplicate without reading or understanding the question.
I hope the pattern is clear now.
Now **the problem** that I'd like to discuss: it appears to me that an small crowd of 5-10 *relatively* low-rep (5K-20K) people are active in the review queues on Meta, and they are down-, close- and delete-voting everything that they don't like, while they (again, this is how it appears to me) hardly ever participate posting actual answers on Main.
Do we want a group that small determine what gets discussed on Meta? Do they have the right to close-vote with whatever reason they seem fit, without even trying to (or at least in some cases failing to) understand what's actually being asked in some cases, and delete-voting it so only a small group gets to read what gets posted here on a daily basis?
Alright, an edit to more expressively clarify my concerns: it appears that there are a couple of users who grind the close and reopen queue, where the tendency of voting hangs towards "close" or "leave closed" or even "delete", while the questions and their comments don't appear to be read that attentively. | 2016/10/20 | [
"https://meta.stackoverflow.com/questions/336622",
"https://meta.stackoverflow.com",
"https://meta.stackoverflow.com/users/266143/"
] | I've noticed this a lot more too, and I'm working (in whatever spare time I have nowadays) to craft a few SEDE queries to see how frequently a post is voted to be deleted on Meta to see if it's really necessary.
Let me state my opinion here so that it's clear.
I believe that it's fair game to downvote a question here on Meta, especially if it's not an ideal approach to a problem, is ill-researched, or is just plain ranty, but I don't really like deletion of questions here unless it's *absolutely* necessary. Save for users mistaking\* the site for Stack Overflow, there are ***very few questions*** which actually need to be deleted.
In that regard, it's also not a bad thing if we get a few more gold-badge holders in the three key tags we have here. Giving more people the ability to undo a bad dupe can only be a good thing, and I hope that others will soon gain that privilege.
I'll address your concerns in turn; I largely agree with them, and I do hope I'm not contributing to the issue. At least, I don't *think* I am...
>
> ...it appears to me that an incrowd of 5-10 relatively low-rep (5K-20K) people are brigading Meta, and they are down-, close- and delete-voting everything that they don't like, while they hardly ever participate on Main. A lot of this action seems to come from the Meta review queues.
>
>
>
Ah, how enviable it must be to consider 5K-20K reputation "low"...
I don't disagree that there is an in-crowd of users doing this kind of thing, but I will disagree with the other two parts.
* Users here *heavily* participate on Main, especially considering that Stack Overflow's reputation is the exact same as Meta Stack Overflow's reputation.
* The review queues here are *very* hard to really gain any traction in; I'm inclined to believe that these actions are taken *outside* of the queue, especially considering that the users who fit this profile are normally equipped enough to "handle" the issue themselves.
>
> Do they have the right to close-vote with whatever reason they seem fit, without even trying to (or at least failing to) understand what's actually being asked in some cases, and delete-voting it so only a small group gets to read what gets posted here on a daily basis?
>
>
>
Close vote with just *whatever* reason? I'd prefer if they didn't do that but there's no mechanical thing stopping one from doing this; it's up to us as the community to overturn/challenge closures which we feel are unjustified.
If it's genuinely a bad question and it **does** need to be closed, then I really don't see any reason to rearrange the chairs on the *Titanic*.
Deletion, as I mentioned earlier, does strike a bit of a nerve with me in some regards. As I said before, there aren't that many questions which need to be outright deleted, but there are quite a few which do deserve to be closed or downvoted. Deletion is one of those things that makes it tougher for a user to either figure out what happened with the comment chain (since comments are no longer accessible through the inbox once a post is deleted), and not enough users know to look through their history to look for it. Besides that, once the question is deleted, they figure that's pretty much the end of it - they can't get any more input to their problem.
We need to take a more critical look at that and see what's going on there. I get a sneaking suspicion that more content is being buried in this fashion that shouldn't be.
---
\*: I'd *love* to give the benefit of the doubt to some users, but for those who ask a coding question on Meta after they've got something like 5 questions on the main site... | >
> Do they have the right to close-vote with whatever reason they seem fit
>
>
>
In short, yes they have that right. If they think a close reason fits, they are free to apply a close vote to express that. While the examples you've pointed to are indeed questionable, many of them did ultimately get reopened. That means the system is working. A small clique (if it exists) is not going to determine what meta discusses without the agreement of everyone else on meta. Your question here is proof of that.
Back here in the real world, I do agree with you that I think that we need to be less lazy here on meta and actually read the questions posted. The examples you point to, if they are a trend, are certainly bad. We should close things less aggressively on meta since there are many more eyeballs per post here than on main. We're not getting flooded, so there's no reason to be close-vote happy. And we certainly shouldn't use close votes as super-downvotes.
>
> Alright, an edit to more expressively clarify my concerns: it appears that there are a couple of users who grind the close and reopen queue, where the tendency of voting hangs towards "close" or "leave closed", while the questions and their comments don't appear to be read that attentively.
>
>
>
I'd like to see bad MSO reviews treated the same as regular reviews on SO. I'm not sure if MSO has review audits (probably not?), but for egregiously poor reviews, perhaps a moderator flag would be appropriate.
But there's a potential problem: I don't know what the penalties are for casting bad close votes on main. Is there a penalty? Should there be a penalty? That's why close voting is a reputation-locked privilege and also why other users can undo actions they don't think should have happened. As far as I know, it takes quite a bit before a bunch of dubious close votes gets to the point of "abuse" for suspensions. So the rest of meta will just have to stop sitting on their hands and vote more frequently. Upvotes on discussions that are well-formed and not obviously duplicates will help cut the number of unwarranted close votes.
---
My preferred solution:
I think more community involvement (especially editing) would clear up a lot of these cases. Even upvotes can help convince other users that a post is worth their time. Then maybe we'll see fewer bad close votes. Many of the examples you point to started out rather unclear and close-worthy. It's hard to tell from the timelines how many close votes accumulated while they were still bad. So it's entirely possible that only 7 of those close votes are dubious instead of all 35. Again, let me emphasize that the meta questions that got the best edits were reopened after clarifying edits and comment discussion.
TL;DR
We as a (meta) community should pay more attention to closing things on meta, but it's not currently a bad problem because others are willing to edit and reopen truly on-topic questions. |
336,622 | Kind of related to [Can we talk about the voting culture here on Meta?](https://meta.stackoverflow.com/questions/272607/can-we-talk-about-the-voting-culture-here-on-meta), but that one is about downvoting. I want to talk about close-voting and delete-voting. For quite some time I noticed that there is a group of people on Meta who vote to close any question they don't like as off-topic, choosing varying reasons that don't actually apply. Then, after the question gets closed, the delete-votes pile up.
This results in questions asked by well-meaning but perhaps ill-informed users to be downvoted into oblivion, close-voted before someone can answer and delete-voted within the first hour of its existence. *I* interpret this as *"We don't want your kind here, go away"*, which is not nice to users who genuinely want feedback or discussion. I also addressed this in [my answer in 'Meta to new user: your question is a turd that cannot be polished (or: we need to Be Nice here too)'](https://meta.stackoverflow.com/a/333956/266143).
I'm going to have to reconstruct the history I have with this issue from my flagging history to provide some backstory.
1. Seven months ago there was this question: [Is [discussion] allowed on meta?](https://meta.stackoverflow.com/questions/318130/is-discussion-allowed-on-meta). I flagged it at the moment it had two "cannot reproduce" close-votes, which were ridiculously inapplicable. My flag was considered "helpful" and the close-votes were invalidated by a moderator. The question is now closed as "does not seek input and discussion", which is fine, as the OP seemed to want to post a rant instead of starting a discussion.
2. Then there was [Is there a name for Stack Overflow users as a whole?](https://meta.stackoverflow.com/questions/318195/is-there-a-name-for-stack-overflow-users-as-a-whole). It was closed as "off-topic". Then it was reopened by five users. And closed as "opinion-based" again. I flagged, flag was marked "helpful", a mod opened the question again.
3. After that I flagged [Who is a moderator ? Are they an employee of SO?](https://meta.stackoverflow.com/questions/318765/who-is-a-moderator-are-they-an-employee-of-so), because there were "non-repro" votes again. Sure, it might be a silly question, but that doesn't warrant close-voting with random close reasons as far as I'm concerned. This time, the flag was declined: *"The user appears to be voting properly. The example you gave is a terrible question that should definitely have been closed. Perhaps you should review <https://stackoverflow.com/help/whats-meta>"*
4. Next question from my flagging history: [Question has the answer, right after the 3rd edit. Why wasn't it noticed by future edits/mods?](https://meta.stackoverflow.com/questions/322828/question-has-the-answer-right-after-the-3rd-edit-why-wasnt-it-noticed-by-futu). The close-voters interpreted the question incorrectly, and picked the wrong duplicate. My flag was marked "helpful", but the question remains closed as an incorrect duplicate.
5. Then there was this *"Is this on-topic for Stack Overflow?"* question: [Where can I ask: Lotus Notes 8.5 Not Supporting Digital Badging](https://meta.stackoverflow.com/review/close/9372). Initially I close-voted because it looked like a question that should have been posted to Main, but it was edited after which I retracted my close-vote. Yet it was robo-close-voted. My flag was marked "helpful", no visible action taken. Took quite some time to go through the reopen queue.
6. [I should be allowed to answer closed questions](https://meta.stackoverflow.com/questions/326227/i-should-be-allowed-to-answer-closed-questions) was again one of those cases where close-votes appeard to be abused as "I strongly disagree" votes, which is not what they are for. After two declined flags because I wasn't verbose enough, the third flag was marked "helpful" and one hour after closing it, it was reopened and remains open.
7. [Serial voting still showing on my questions 5 days after incident, cache not cleared as expected?](https://meta.stackoverflow.com/questions/335785/serial-voting-still-showing-on-my-questions-5-days-after-incident-cache-not-cle) closed as duplicate without reading or understanding the question.
I hope the pattern is clear now.
Now **the problem** that I'd like to discuss: it appears to me that an small crowd of 5-10 *relatively* low-rep (5K-20K) people are active in the review queues on Meta, and they are down-, close- and delete-voting everything that they don't like, while they (again, this is how it appears to me) hardly ever participate posting actual answers on Main.
Do we want a group that small determine what gets discussed on Meta? Do they have the right to close-vote with whatever reason they seem fit, without even trying to (or at least in some cases failing to) understand what's actually being asked in some cases, and delete-voting it so only a small group gets to read what gets posted here on a daily basis?
Alright, an edit to more expressively clarify my concerns: it appears that there are a couple of users who grind the close and reopen queue, where the tendency of voting hangs towards "close" or "leave closed" or even "delete", while the questions and their comments don't appear to be read that attentively. | 2016/10/20 | [
"https://meta.stackoverflow.com/questions/336622",
"https://meta.stackoverflow.com",
"https://meta.stackoverflow.com/users/266143/"
] | >
> they are ~~down-~~, *close-* and delete-voting everything that *they don't like*
>
>
>
Is not that they don't like it... if you see their activities pages you will see basically **no activity outside /review** for most of these users! *gasp* Basically, most of the questions you see on the /review/close queue will end up closed one way or another, only the initial close voter had some issue with the question. Other reasons not-withstanding I believe this is fairly bigger problem. | >
> Do they have the right to close-vote with whatever reason they seem fit
>
>
>
In short, yes they have that right. If they think a close reason fits, they are free to apply a close vote to express that. While the examples you've pointed to are indeed questionable, many of them did ultimately get reopened. That means the system is working. A small clique (if it exists) is not going to determine what meta discusses without the agreement of everyone else on meta. Your question here is proof of that.
Back here in the real world, I do agree with you that I think that we need to be less lazy here on meta and actually read the questions posted. The examples you point to, if they are a trend, are certainly bad. We should close things less aggressively on meta since there are many more eyeballs per post here than on main. We're not getting flooded, so there's no reason to be close-vote happy. And we certainly shouldn't use close votes as super-downvotes.
>
> Alright, an edit to more expressively clarify my concerns: it appears that there are a couple of users who grind the close and reopen queue, where the tendency of voting hangs towards "close" or "leave closed", while the questions and their comments don't appear to be read that attentively.
>
>
>
I'd like to see bad MSO reviews treated the same as regular reviews on SO. I'm not sure if MSO has review audits (probably not?), but for egregiously poor reviews, perhaps a moderator flag would be appropriate.
But there's a potential problem: I don't know what the penalties are for casting bad close votes on main. Is there a penalty? Should there be a penalty? That's why close voting is a reputation-locked privilege and also why other users can undo actions they don't think should have happened. As far as I know, it takes quite a bit before a bunch of dubious close votes gets to the point of "abuse" for suspensions. So the rest of meta will just have to stop sitting on their hands and vote more frequently. Upvotes on discussions that are well-formed and not obviously duplicates will help cut the number of unwarranted close votes.
---
My preferred solution:
I think more community involvement (especially editing) would clear up a lot of these cases. Even upvotes can help convince other users that a post is worth their time. Then maybe we'll see fewer bad close votes. Many of the examples you point to started out rather unclear and close-worthy. It's hard to tell from the timelines how many close votes accumulated while they were still bad. So it's entirely possible that only 7 of those close votes are dubious instead of all 35. Again, let me emphasize that the meta questions that got the best edits were reopened after clarifying edits and comment discussion.
TL;DR
We as a (meta) community should pay more attention to closing things on meta, but it's not currently a bad problem because others are willing to edit and reopen truly on-topic questions. |
336,622 | Kind of related to [Can we talk about the voting culture here on Meta?](https://meta.stackoverflow.com/questions/272607/can-we-talk-about-the-voting-culture-here-on-meta), but that one is about downvoting. I want to talk about close-voting and delete-voting. For quite some time I noticed that there is a group of people on Meta who vote to close any question they don't like as off-topic, choosing varying reasons that don't actually apply. Then, after the question gets closed, the delete-votes pile up.
This results in questions asked by well-meaning but perhaps ill-informed users to be downvoted into oblivion, close-voted before someone can answer and delete-voted within the first hour of its existence. *I* interpret this as *"We don't want your kind here, go away"*, which is not nice to users who genuinely want feedback or discussion. I also addressed this in [my answer in 'Meta to new user: your question is a turd that cannot be polished (or: we need to Be Nice here too)'](https://meta.stackoverflow.com/a/333956/266143).
I'm going to have to reconstruct the history I have with this issue from my flagging history to provide some backstory.
1. Seven months ago there was this question: [Is [discussion] allowed on meta?](https://meta.stackoverflow.com/questions/318130/is-discussion-allowed-on-meta). I flagged it at the moment it had two "cannot reproduce" close-votes, which were ridiculously inapplicable. My flag was considered "helpful" and the close-votes were invalidated by a moderator. The question is now closed as "does not seek input and discussion", which is fine, as the OP seemed to want to post a rant instead of starting a discussion.
2. Then there was [Is there a name for Stack Overflow users as a whole?](https://meta.stackoverflow.com/questions/318195/is-there-a-name-for-stack-overflow-users-as-a-whole). It was closed as "off-topic". Then it was reopened by five users. And closed as "opinion-based" again. I flagged, flag was marked "helpful", a mod opened the question again.
3. After that I flagged [Who is a moderator ? Are they an employee of SO?](https://meta.stackoverflow.com/questions/318765/who-is-a-moderator-are-they-an-employee-of-so), because there were "non-repro" votes again. Sure, it might be a silly question, but that doesn't warrant close-voting with random close reasons as far as I'm concerned. This time, the flag was declined: *"The user appears to be voting properly. The example you gave is a terrible question that should definitely have been closed. Perhaps you should review <https://stackoverflow.com/help/whats-meta>"*
4. Next question from my flagging history: [Question has the answer, right after the 3rd edit. Why wasn't it noticed by future edits/mods?](https://meta.stackoverflow.com/questions/322828/question-has-the-answer-right-after-the-3rd-edit-why-wasnt-it-noticed-by-futu). The close-voters interpreted the question incorrectly, and picked the wrong duplicate. My flag was marked "helpful", but the question remains closed as an incorrect duplicate.
5. Then there was this *"Is this on-topic for Stack Overflow?"* question: [Where can I ask: Lotus Notes 8.5 Not Supporting Digital Badging](https://meta.stackoverflow.com/review/close/9372). Initially I close-voted because it looked like a question that should have been posted to Main, but it was edited after which I retracted my close-vote. Yet it was robo-close-voted. My flag was marked "helpful", no visible action taken. Took quite some time to go through the reopen queue.
6. [I should be allowed to answer closed questions](https://meta.stackoverflow.com/questions/326227/i-should-be-allowed-to-answer-closed-questions) was again one of those cases where close-votes appeard to be abused as "I strongly disagree" votes, which is not what they are for. After two declined flags because I wasn't verbose enough, the third flag was marked "helpful" and one hour after closing it, it was reopened and remains open.
7. [Serial voting still showing on my questions 5 days after incident, cache not cleared as expected?](https://meta.stackoverflow.com/questions/335785/serial-voting-still-showing-on-my-questions-5-days-after-incident-cache-not-cle) closed as duplicate without reading or understanding the question.
I hope the pattern is clear now.
Now **the problem** that I'd like to discuss: it appears to me that an small crowd of 5-10 *relatively* low-rep (5K-20K) people are active in the review queues on Meta, and they are down-, close- and delete-voting everything that they don't like, while they (again, this is how it appears to me) hardly ever participate posting actual answers on Main.
Do we want a group that small determine what gets discussed on Meta? Do they have the right to close-vote with whatever reason they seem fit, without even trying to (or at least in some cases failing to) understand what's actually being asked in some cases, and delete-voting it so only a small group gets to read what gets posted here on a daily basis?
Alright, an edit to more expressively clarify my concerns: it appears that there are a couple of users who grind the close and reopen queue, where the tendency of voting hangs towards "close" or "leave closed" or even "delete", while the questions and their comments don't appear to be read that attentively. | 2016/10/20 | [
"https://meta.stackoverflow.com/questions/336622",
"https://meta.stackoverflow.com",
"https://meta.stackoverflow.com/users/266143/"
] | I've noticed this a lot more too, and I'm working (in whatever spare time I have nowadays) to craft a few SEDE queries to see how frequently a post is voted to be deleted on Meta to see if it's really necessary.
Let me state my opinion here so that it's clear.
I believe that it's fair game to downvote a question here on Meta, especially if it's not an ideal approach to a problem, is ill-researched, or is just plain ranty, but I don't really like deletion of questions here unless it's *absolutely* necessary. Save for users mistaking\* the site for Stack Overflow, there are ***very few questions*** which actually need to be deleted.
In that regard, it's also not a bad thing if we get a few more gold-badge holders in the three key tags we have here. Giving more people the ability to undo a bad dupe can only be a good thing, and I hope that others will soon gain that privilege.
I'll address your concerns in turn; I largely agree with them, and I do hope I'm not contributing to the issue. At least, I don't *think* I am...
>
> ...it appears to me that an incrowd of 5-10 relatively low-rep (5K-20K) people are brigading Meta, and they are down-, close- and delete-voting everything that they don't like, while they hardly ever participate on Main. A lot of this action seems to come from the Meta review queues.
>
>
>
Ah, how enviable it must be to consider 5K-20K reputation "low"...
I don't disagree that there is an in-crowd of users doing this kind of thing, but I will disagree with the other two parts.
* Users here *heavily* participate on Main, especially considering that Stack Overflow's reputation is the exact same as Meta Stack Overflow's reputation.
* The review queues here are *very* hard to really gain any traction in; I'm inclined to believe that these actions are taken *outside* of the queue, especially considering that the users who fit this profile are normally equipped enough to "handle" the issue themselves.
>
> Do they have the right to close-vote with whatever reason they seem fit, without even trying to (or at least failing to) understand what's actually being asked in some cases, and delete-voting it so only a small group gets to read what gets posted here on a daily basis?
>
>
>
Close vote with just *whatever* reason? I'd prefer if they didn't do that but there's no mechanical thing stopping one from doing this; it's up to us as the community to overturn/challenge closures which we feel are unjustified.
If it's genuinely a bad question and it **does** need to be closed, then I really don't see any reason to rearrange the chairs on the *Titanic*.
Deletion, as I mentioned earlier, does strike a bit of a nerve with me in some regards. As I said before, there aren't that many questions which need to be outright deleted, but there are quite a few which do deserve to be closed or downvoted. Deletion is one of those things that makes it tougher for a user to either figure out what happened with the comment chain (since comments are no longer accessible through the inbox once a post is deleted), and not enough users know to look through their history to look for it. Besides that, once the question is deleted, they figure that's pretty much the end of it - they can't get any more input to their problem.
We need to take a more critical look at that and see what's going on there. I get a sneaking suspicion that more content is being buried in this fashion that shouldn't be.
---
\*: I'd *love* to give the benefit of the doubt to some users, but for those who ask a coding question on Meta after they've got something like 5 questions on the main site... | >
> they are ~~down-~~, *close-* and delete-voting everything that *they don't like*
>
>
>
Is not that they don't like it... if you see their activities pages you will see basically **no activity outside /review** for most of these users! *gasp* Basically, most of the questions you see on the /review/close queue will end up closed one way or another, only the initial close voter had some issue with the question. Other reasons not-withstanding I believe this is fairly bigger problem. |
16,785,664 | I want to use HsqlDB or H2 to make tests with an in-memory database. I have databases in production with Oracle and postgreSQL. So I want to know if there are tools that allow converting an oracle, postgreSQL... database structure to a hSQLDB or H2 schema.
Thanks in advance | 2013/05/28 | [
"https://Stackoverflow.com/questions/16785664",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2145305/"
] | Have a look at [DdlUtils](http://db.apache.org/ddlutils/).
Quoted from that site
>
> DdlUtils can generate a DDL file for an existing database.
>
> These are XML files that contain the definition of a database schema, e.g. tables and columns.
>
> These files can be fed into DdlUtils via its Ant task or programmatically
>
> in order to create the corresponding database or alter it so that it corresponds to the DDL
>
>
>
You might encounter difficulties in the first run, if the reverse engineering fails. Anyway, somehow you can manage to get a logical data model, and you can use this both for production and testing. | Just found out [RazorSQL](http://razorsql.com) can convert between PostgreSQL, Oracle and HSQL, but I couldn't get it to produce valid HSQLDB files from PostgreSQL..
Disclaimer: it's a commercial product with a 30day trial period, and I'm not affiliated in any way.. |
71,205,184 | I am trying to connect to AWS Athena from the dbeaver. Documentation is saying that I can do that using the AWS SSO <https://dbeaver.com/docs/wiki/AWS-SSO>.
I went through all options and was not able to find such a configuration. I am using version 21.3.5.
Can anyone help me where do I find such a configuration?[](https://i.stack.imgur.com/tgdDF.png) | 2022/02/21 | [
"https://Stackoverflow.com/questions/71205184",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2979441/"
] | As far as I understand, you use the Community version. However, AWS SSO is only available in the commercial versions of DBeaver. | **EDIT**
Please ignore this answer if you are interested on the AWS SSO authentication using Athena with DBeaver. Thanks to @rholdberh I just noticed it.
This answer assumes you have an AWS key/secret pair, not SSO credentials.
---
Perhaps is that now supported?
I am successfully using the Community version:
[](https://i.stack.imgur.com/EuYWB.jpg)
---
**EDIT**
As requested by @rholdberh in the comments, the Driver properties, where I **only added the Workgroup**. Nothing else:
[](https://i.stack.imgur.com/d0ioQ.jpg)
[](https://i.stack.imgur.com/BSmXV.jpg) |
71,205,184 | I am trying to connect to AWS Athena from the dbeaver. Documentation is saying that I can do that using the AWS SSO <https://dbeaver.com/docs/wiki/AWS-SSO>.
I went through all options and was not able to find such a configuration. I am using version 21.3.5.
Can anyone help me where do I find such a configuration?[](https://i.stack.imgur.com/tgdDF.png) | 2022/02/21 | [
"https://Stackoverflow.com/questions/71205184",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2979441/"
] | As far as I understand, you use the Community version. However, AWS SSO is only available in the commercial versions of DBeaver. | From the first screen shot, it appears you are using the Community Edition. True SSO is not supported for CE, but you can make it work. Use AWS's SSO awsapps start page and select the account / role you wish to use. Select 'Command line or programmatic access'. Choose option 2) 'Add a profile to your AWS Credentials file' and click to copy the text. Paste this text into your ~/.aws/credentials file. Now copy the first line of the credentials file but leave out the brackets '[]'. Edit the connection in DBeaver. Under driver properties paste the value for 'AwsCredentialsProviderArguments'. Then for 'AwsCredentialsProviderClass' set the value to 'com.simba.athena.amazonaws.auth.profile.ProfileCredentialsProvider'. The output S3 bucket and region should be set to what you need. Leave user and password blank and check 'save password locally'. The connection should work now. Note: this is only a session token and will time out after several hours. Just repeat and update the contents in the credentials file to update the session token. Hope this helps. |
71,205,184 | I am trying to connect to AWS Athena from the dbeaver. Documentation is saying that I can do that using the AWS SSO <https://dbeaver.com/docs/wiki/AWS-SSO>.
I went through all options and was not able to find such a configuration. I am using version 21.3.5.
Can anyone help me where do I find such a configuration?[](https://i.stack.imgur.com/tgdDF.png) | 2022/02/21 | [
"https://Stackoverflow.com/questions/71205184",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2979441/"
] | From the first screen shot, it appears you are using the Community Edition. True SSO is not supported for CE, but you can make it work. Use AWS's SSO awsapps start page and select the account / role you wish to use. Select 'Command line or programmatic access'. Choose option 2) 'Add a profile to your AWS Credentials file' and click to copy the text. Paste this text into your ~/.aws/credentials file. Now copy the first line of the credentials file but leave out the brackets '[]'. Edit the connection in DBeaver. Under driver properties paste the value for 'AwsCredentialsProviderArguments'. Then for 'AwsCredentialsProviderClass' set the value to 'com.simba.athena.amazonaws.auth.profile.ProfileCredentialsProvider'. The output S3 bucket and region should be set to what you need. Leave user and password blank and check 'save password locally'. The connection should work now. Note: this is only a session token and will time out after several hours. Just repeat and update the contents in the credentials file to update the session token. Hope this helps. | **EDIT**
Please ignore this answer if you are interested on the AWS SSO authentication using Athena with DBeaver. Thanks to @rholdberh I just noticed it.
This answer assumes you have an AWS key/secret pair, not SSO credentials.
---
Perhaps is that now supported?
I am successfully using the Community version:
[](https://i.stack.imgur.com/EuYWB.jpg)
---
**EDIT**
As requested by @rholdberh in the comments, the Driver properties, where I **only added the Workgroup**. Nothing else:
[](https://i.stack.imgur.com/d0ioQ.jpg)
[](https://i.stack.imgur.com/BSmXV.jpg) |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | Sure. Visual Studio works with any language so long as someone takes the time to write the plug-ins for it. Heck, Mainsoft has already added JVM debugging support to Visual Studio. They just don't support the language.
The only problem is YOU are going to have to be the one who writes it.
I won't lie to you. It won't be easy and fan-boys on both sides will hate you for it. But if you pull it off I can at least offer you some money to write about how you did it. | [Cyberduck](http://cyberduck.ch/) is written in Java and developed in Visual Studio 2010, though it requires [IKVM](http://www.ikvm.net/), an implementation of Java for Mono and the Microsoft .NET Framework. Here are the [build instructions](http://trac.cyberduck.ch/browser/trunk/README.txt). |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | I'm a little late to the party, but it looks like someone has [started adding support](http://visualstudiogallery.msdn.microsoft.com/bc561769-36ff-4a40-9504-e266e8706f93). From the description, right now it only does syntax highlighting and basic navigation within a single file. However, in the Q&A section the author mentions plans to add compilation and debugging support later in the year. | No, although, I long for the day when VS might possibly support building Java applications. I don't think I have yet found an IDE as fully featured. Personally, if VS supported Java development, then I would trash my installation of Eclipse and Netbeans. ... so tired of wonky Java IDEs.... |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | [Cyberduck](http://cyberduck.ch/) is written in Java and developed in Visual Studio 2010, though it requires [IKVM](http://www.ikvm.net/), an implementation of Java for Mono and the Microsoft .NET Framework. Here are the [build instructions](http://trac.cyberduck.ch/browser/trunk/README.txt). | C++ syntax highlighting looks pretty good for Java. Turn this on in Options->Text Editor->File Extension.
* Extension: java
* Editor: Microsoft Visual C++
Now reopen a .java file and see pretty colors. |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | I'm a little late to the party, but it looks like someone has [started adding support](http://visualstudiogallery.msdn.microsoft.com/bc561769-36ff-4a40-9504-e266e8706f93). From the description, right now it only does syntax highlighting and basic navigation within a single file. However, in the Q&A section the author mentions plans to add compilation and debugging support later in the year. | I will advise to go for Eclipse, if you have to do at least 25% Java coding. Otherwise VS is good as well. But I like Eclipse for C++ as well as Java. |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | [Cyberduck](http://cyberduck.ch/) is written in Java and developed in Visual Studio 2010, though it requires [IKVM](http://www.ikvm.net/), an implementation of Java for Mono and the Microsoft .NET Framework. Here are the [build instructions](http://trac.cyberduck.ch/browser/trunk/README.txt). | A new plugin is currently being developed named IntegraStudio,
aiming at full Java development under VS. It currently supports:
* IntelliSense for Java (comparable to standard C++ IntelliSense in VS)
* build with Ant or Maven
* direct Ant / Maven project view in Solution Explorer
* Java debugger with container visualization
* support for VS browsing features (Class View, Code definition, etc.)
* Class View works also for classes in JARs (including standard library)
* browsing Maven repositories
* JDK: 1.6 - 1.8
It uses standard JDK tools and targets the real Java platform (it
is not a .NET platform solution, as VJ# was).
At the moment of writing this, the IntegraStudio plugin is beta.
It does not yet contain advanced Eclipse features, however many
of them are in current roadmap (e.g. code refactorings and quick fixes).
You can find it on Visual Studio gallery:
<http://visualstudiogallery.msdn.microsoft.com/588fb167-d18c-4e61-8aeb-30baeddb00da>
The product official website is:
<http://www.softerg.com/integra>
Current docs (with large number of screenshots):
<http://www.softerg.com/integra/docs/pages/is_intro.htm> |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | Sure. Visual Studio works with any language so long as someone takes the time to write the plug-ins for it. Heck, Mainsoft has already added JVM debugging support to Visual Studio. They just don't support the language.
The only problem is YOU are going to have to be the one who writes it.
I won't lie to you. It won't be easy and fan-boys on both sides will hate you for it. But if you pull it off I can at least offer you some money to write about how you did it. | No, although, I long for the day when VS might possibly support building Java applications. I don't think I have yet found an IDE as fully featured. Personally, if VS supported Java development, then I would trash my installation of Eclipse and Netbeans. ... so tired of wonky Java IDEs.... |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | The short answer - No.
The long answer - No, because the supposed intellisense support for Java that the blog entry referred to, in the question, relies on J# support. I believe it has been quite sometime since Microsoft has discontinued J# - VS2008 does not have it.
In the long run, you're better off learning how to use Eclipse/Netbeans/IntelliJ IDEA or any other IDE for the purpose of managing Java projects. | [Cyberduck](http://cyberduck.ch/) is written in Java and developed in Visual Studio 2010, though it requires [IKVM](http://www.ikvm.net/), an implementation of Java for Mono and the Microsoft .NET Framework. Here are the [build instructions](http://trac.cyberduck.ch/browser/trunk/README.txt). |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | Sure. Visual Studio works with any language so long as someone takes the time to write the plug-ins for it. Heck, Mainsoft has already added JVM debugging support to Visual Studio. They just don't support the language.
The only problem is YOU are going to have to be the one who writes it.
I won't lie to you. It won't be easy and fan-boys on both sides will hate you for it. But if you pull it off I can at least offer you some money to write about how you did it. | A new plugin is currently being developed named IntegraStudio,
aiming at full Java development under VS. It currently supports:
* IntelliSense for Java (comparable to standard C++ IntelliSense in VS)
* build with Ant or Maven
* direct Ant / Maven project view in Solution Explorer
* Java debugger with container visualization
* support for VS browsing features (Class View, Code definition, etc.)
* Class View works also for classes in JARs (including standard library)
* browsing Maven repositories
* JDK: 1.6 - 1.8
It uses standard JDK tools and targets the real Java platform (it
is not a .NET platform solution, as VJ# was).
At the moment of writing this, the IntegraStudio plugin is beta.
It does not yet contain advanced Eclipse features, however many
of them are in current roadmap (e.g. code refactorings and quick fixes).
You can find it on Visual Studio gallery:
<http://visualstudiogallery.msdn.microsoft.com/588fb167-d18c-4e61-8aeb-30baeddb00da>
The product official website is:
<http://www.softerg.com/integra>
Current docs (with large number of screenshots):
<http://www.softerg.com/integra/docs/pages/is_intro.htm> |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | The short answer - No.
The long answer - No, because the supposed intellisense support for Java that the blog entry referred to, in the question, relies on J# support. I believe it has been quite sometime since Microsoft has discontinued J# - VS2008 does not have it.
In the long run, you're better off learning how to use Eclipse/Netbeans/IntelliJ IDEA or any other IDE for the purpose of managing Java projects. | C++ syntax highlighting looks pretty good for Java. Turn this on in Options->Text Editor->File Extension.
* Extension: java
* Editor: Microsoft Visual C++
Now reopen a .java file and see pretty colors. |
3,183,226 | Is there any way to manage/debug/compile Java projects in *Visual Studio 2010*?
Before you answer, please read [this topic](http://www.improve.dk/blog/2007/09/29/compiling-java-in-visual-studio). | 2010/07/06 | [
"https://Stackoverflow.com/questions/3183226",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/75500/"
] | The short answer - No.
The long answer - No, because the supposed intellisense support for Java that the blog entry referred to, in the question, relies on J# support. I believe it has been quite sometime since Microsoft has discontinued J# - VS2008 does not have it.
In the long run, you're better off learning how to use Eclipse/Netbeans/IntelliJ IDEA or any other IDE for the purpose of managing Java projects. | A new plugin is currently being developed named IntegraStudio,
aiming at full Java development under VS. It currently supports:
* IntelliSense for Java (comparable to standard C++ IntelliSense in VS)
* build with Ant or Maven
* direct Ant / Maven project view in Solution Explorer
* Java debugger with container visualization
* support for VS browsing features (Class View, Code definition, etc.)
* Class View works also for classes in JARs (including standard library)
* browsing Maven repositories
* JDK: 1.6 - 1.8
It uses standard JDK tools and targets the real Java platform (it
is not a .NET platform solution, as VJ# was).
At the moment of writing this, the IntegraStudio plugin is beta.
It does not yet contain advanced Eclipse features, however many
of them are in current roadmap (e.g. code refactorings and quick fixes).
You can find it on Visual Studio gallery:
<http://visualstudiogallery.msdn.microsoft.com/588fb167-d18c-4e61-8aeb-30baeddb00da>
The product official website is:
<http://www.softerg.com/integra>
Current docs (with large number of screenshots):
<http://www.softerg.com/integra/docs/pages/is_intro.htm> |
100,936 | I like to work with the tex on one half of the screen and the pdf on the other.
How do I hide the console window (with transcription log, error report, etc) unless there is an error? And how can I keep the focus on the tex window?
That way, I command-T to see my pdf, but keep typing. | 2013/03/04 | [
"https://tex.stackexchange.com/questions/100936",
"https://tex.stackexchange.com",
"https://tex.stackexchange.com/users/26870/"
] | You can find options for those in the preferences:
* TeXShop, Preferences, choose tab "Console" and set "Show Console" to "when error occurs" (default is "always")
* TeXShop, Preferences, choose tab "Typesetting" and set "After Typesetting" to "continue editing" (default is "bring preview forward") | I also encountered the bug on MacOS High Sierra (10.13) in full screen split mode.
It might help to drag the console window away as a separate window outside. And then switch to the full window in TexShop. When you click 'Typeset', the console shows the result like in backend, and you will not get bothered by the console window. |
100,936 | I like to work with the tex on one half of the screen and the pdf on the other.
How do I hide the console window (with transcription log, error report, etc) unless there is an error? And how can I keep the focus on the tex window?
That way, I command-T to see my pdf, but keep typing. | 2013/03/04 | [
"https://tex.stackexchange.com/questions/100936",
"https://tex.stackexchange.com",
"https://tex.stackexchange.com/users/26870/"
] | Currently I use macOS Mojave, v. 10.14. As addressed by @layman, the currently accepted answer no longer works (at least it did not work for me). The workaround I've used is the following:
* Open TexShop and compile your source.
* Take the console and place it in a non-bothersome position (this can be on a new desktop, your current desktop, etc... (I have yet to test if this works in a new window))
* Go to TexShop, Preferences, Console, and then select the option "**All consoles start at a fixed position**". This will allow you to let the console run, but do it in a fixed position away from where you are.
* After having done the above, click the "**Set with current position**" button. This will let your current non-obstructive placement of the console become the default placement.
* On the same page, select the "**when error occurs**" option. This stops TexShop from moving to the location of the console when there is not an error.
Each time you close TexShop (or the console that you've set the position of), the current position of the console that you set will be forgotten. Simply place the console in the non-obstructive location again, and click the "**Set with current position**" button again under the console tab to reset this. | You can find options for those in the preferences:
* TeXShop, Preferences, choose tab "Console" and set "Show Console" to "when error occurs" (default is "always")
* TeXShop, Preferences, choose tab "Typesetting" and set "After Typesetting" to "continue editing" (default is "bring preview forward") |
100,936 | I like to work with the tex on one half of the screen and the pdf on the other.
How do I hide the console window (with transcription log, error report, etc) unless there is an error? And how can I keep the focus on the tex window?
That way, I command-T to see my pdf, but keep typing. | 2013/03/04 | [
"https://tex.stackexchange.com/questions/100936",
"https://tex.stackexchange.com",
"https://tex.stackexchange.com/users/26870/"
] | Currently I use macOS Mojave, v. 10.14. As addressed by @layman, the currently accepted answer no longer works (at least it did not work for me). The workaround I've used is the following:
* Open TexShop and compile your source.
* Take the console and place it in a non-bothersome position (this can be on a new desktop, your current desktop, etc... (I have yet to test if this works in a new window))
* Go to TexShop, Preferences, Console, and then select the option "**All consoles start at a fixed position**". This will allow you to let the console run, but do it in a fixed position away from where you are.
* After having done the above, click the "**Set with current position**" button. This will let your current non-obstructive placement of the console become the default placement.
* On the same page, select the "**when error occurs**" option. This stops TexShop from moving to the location of the console when there is not an error.
Each time you close TexShop (or the console that you've set the position of), the current position of the console that you set will be forgotten. Simply place the console in the non-obstructive location again, and click the "**Set with current position**" button again under the console tab to reset this. | I also encountered the bug on MacOS High Sierra (10.13) in full screen split mode.
It might help to drag the console window away as a separate window outside. And then switch to the full window in TexShop. When you click 'Typeset', the console shows the result like in backend, and you will not get bothered by the console window. |
216,047 | I have a question on indefinite articles.
I thought **a** is only used with singular nouns, by definition.
Why is "in a couple weeks" the right way? Isn't a couple weeks more than one?
I thought it would be "in couple weeks" but I see everywhere that it's used as "in a couple weeks". Can someone please be kind and explain why this is so? | 2014/12/20 | [
"https://english.stackexchange.com/questions/216047",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/102728/"
] | In the **idiom** "*a couple weeks*" the indefinite article "*a*" modifies the singular noun "*couple*" according to the rule of indefinite articles.
>
> Another example:
>
>
> My wife and I are ***a*** *couple*.
>
>
>
As @John Lawler so aptly pointed out, the confusion is in the missing (yet still implied) preposition "*of*" that creates the **illusion** that "*a*" is modifying the plural "weeks". That would leave "*couple*" as an orphan in the phrase. *Couple* is not generally used as an adjective, and it couldn't correctly be used as an adjective in this case.
Idiom tends to defy grammar, but there is often a correct grammatical form supporting the idiom in its etymology. | "A couple weeks" does indeed sound incorrect because it should correctly be written as "a couple **of** weeks". It makes perfect sense if it is written or spoken correctly because in this case the "couple of weeks" becomes a singular group of weeks consisting of two weeks. It's like saying "a flock of geese" which is a singular flock consisting of many geese, or similarly "a pair of socks" which is a single pair of socks.
If said incorrectly missing the "of" the way many Americans do the whole sentence sounds odd. |
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